Autism MA
28 Months Part-Time | September Start

You will be encouraged to critically explore a range of approaches to research however emphasis will be placed on your understanding of the world view, design and meaning system that will drive your own research study. It is assumed that prior to the undertaking of this dissertation module you will have undertaken study that prepares you for engagement with a Masters dissertation process and that you will have constructed a robust research proposal that has gained or is in the process of gaining ethical approval from both the University and (if applicable) your employing organisation. In the module you will revisit and deepen your understandings of a range of key topic areas linked to the empirical research process, this will include discussion of world views and research paradigms, the research question, aim or hypothesis, research design, working with literature and theory, developing ethical codes, constructing the research sample, collecting robust research evidence, ensuring quality assurance within your research work, analysing both qualitative and quantitative evidence and writing and disseminating the research dissertation work. You will be invited to attend a series of research seminars during the module and you will have access to a named Higher Education supervisor for one to one tutorial work. Both the seminars and tutorials will encourage you to apply the key areas of learning within this module to your own professional context and field of expertise. This will enable you to critically examine how the empirical research process will work best for your research goals and design

In this module you will focus on the role of the practitioner as a research user. You will have the opportunity to make effective and systematic use of published research to inform education practice and/or policy. Through the process of the systematic appraisal, you will develop enhanced critical appraisal skills. The systematic appraisal project will address research questions which arise from your specific practice/field of expertise. These questions may address:
• Effectiveness of single/definable interventions in order to state and recommend best practice/provide evidence based guidelines for practice.
• Evaluation of appropriateness/acceptability/process/outcomes of educational provision in order to improve/develop/inform practice.
• The service user experience of education services.
• Relationships between practitioners and service users.
• Theoretical and ideological issues of relevance to education practice and/or policy.
You will be supported to select published work to be included in the appraisal; this may be either entirely quantitative, entirely qualitative or mixed method. You will then have the opportunity to consider the philosophical perspective of both the research question and the appraisal methodology.
The focus of this module is a small scale systematic review which you will undertake with the support of an experienced academic research supervisor. Peer support is also encouraged through student led seminars.

The aim of the module is to develop an understanding of the Education system in England; where it has come from and how it works in practice today. This will enable you to put all other education related modules into context. It will give you an understanding of the education system in England and allow you to identify and appraise its many facets. You will explore the UK system and consider the key features of the modern-day education system and the rationale which underpins that system. You will explore research papers, texts and policy documents and consider how they might challenge commonly held assumptions and beliefs about the current system.

In this module you will focus on the role of the practitioner as a research user and you will have the opportunity to articulate and negotiate a Master’s level enquiry relevant to you and your practice. You will have the opportunity to make effective and systematic use of published research to inform education practice and/or policy. You will learn how to interrogate electronic databases efficiently and effectively analyse qualitative data and write up your findings. Through this process, you will develop your critical appraisal skills. This module enables you to carry out a very small-scale piece of research which you undertake with the support of the module tutor.

In this module you will have the opportunity to analyse and critically explore what is meant by the concept of mentoring and coaching in and education and training setting.
You will be required to develop a critical theory –practice interface in your own role as a mentor/coach and to explore key features of that role in promoting and enabling learning.
The module will also provide you with the opportunity to critically reflect on your own practice as a mentor/coach and develop your mentorship skills and knowledge, based upon sound evidenced based practice. You will also be expected to critically appraise relevant theory, literature and policy which will enable you to critically evaluate your own skills and knowledge and to subsequently act upon findings to advance knowledge, understanding and skills to a higher level.

The aim of this module is to explore the topic of educational assessment. This module will provide the opportunity for you to learn how to develop and implement educational assessment, both formative and summative. You will be able to critically analyse the reliability and validity of current practices; analyse discourses surrounding assessment and develop a good understanding the technical and conceptual issues which underpin the current assessment practices.

This module focusses on various ways of conceptualising educational leadership and management, from formal structures and notions of bureaucracy to critical and subjective theories. This module will provide an opportunity to explore leadership and management in an education context from a holistic, strategic perspective. You will explore the four management processes of planning, organising, leading and controlling. You will also have the opportunity to consider the more practical aspects of a leader’s role, i.e. the structural, financial, legal and HR aspects. In addition to drawing on the expertise of those who work in the sector in considering how these theories translate into practice, it will offer the opportunity for you to explore your own practice/perceptions of strategic management and how theory might impact on them.

Whether you are a professional working within education or are intending to work in education, this module is intended to provide you with an opportunity to develop your knowledge of technology enhanced learning (TEL) and the extent to which it enhances or inhibits learning and teaching. The module will take you on a journey through the relationship between computer science and TEL. It will enable you to explore and consider the impact of TEL pedagogy and consider it in relation to your own practice/experience. The focus is broad as you will be encouraged to consider all aspects of TEL in variety of teaching and learning contexts, i.e. in the statutory, further/higher and lifelong learning sectors.

This module will encourage you to explore some of the ways education has been shaped by history, culture, politics and values. Commencing with an exploration of the purpose and scope of education, you will be supported in challenging your own educational assumptions through an analysis of your identity as practitioners. Western educational practices as shaped by history and philosophy will be examined and this will allow for an uncovering of the contextual issues which affect educational projects. International perspectives will be considered in regard to Islamic education as well as Faith and Secular approaches to education and teacher identity. Political influences in education will be critiqued through exploring the current National Curriculum as well as the Teachers’ Standards 2013 and these will be explored through a political analysis of other nation state approaches to the educational enterprise. The latter part of the module will focus on the types of knowledge and skills valued in education from historical periods and contemporary contexts and how this franchises/disenfranchises the educator and learner. You will be actively engaged with analysing the way in which your practice is shaped and influenced by political agenda and your role as educators will be scrutinised through self-analysis and the presentation of your individual analysis in the form of a short presentation and reflective commentary.

This module focusses on the various ways in which the learning environment might be managed, in a variety of educational contexts and how it can impact on teaching and learning. You will be able to explore, create, reflect upon and evaluate learning environments and consider how they can be managed to maximise their effectiveness in relation to teaching and learning. In addition, you will develop a critical understanding of how classroom environments and their management can impact on student experience.

On this module you will explore the following topics:
• The responsibilities of the SEN(D)Co within the statutory and regulatory context for SEND and disability equality
• The role of the SEN(D)Co in liaising with other professionals and schools / organisations.
• Co-ordinating a team and including all stakeholders to provide person- centred support for learners with special educational needs and disabilities.
• Team dynamics and continuous professional development
• Managing transitions
• An overview of the key characteristics of common impairments that children who are identified as having Special/additional learning needs might present with

This module comprising the implementation of a quality improvement project in your workplace is designed to promote your personal development, equipping you with a range of inter-personal, intellectual and practical (functional) skills. The real-time work-based dissertation will be of benefit to your employing organisation. It seeks to raise your awareness of the workplace as a learning environment, extend your capability and enhance your individual effectiveness, employability and business competitiveness. It will focus on organisational-based issues and seek to develop your skills in the diagnosis of problems, research and analysis. You will develop strategies to address complex problems in your organisation and practice, responding to internal and external factors that every organisation has to contend with. You will demonstrate that appropriate ethical, commercial, confidentiality and data protection issues are taken into consideration. The module will instil intellectual curiosity in you as a professional learner, and lay a foundation for a philosophy of lifelong learning. This will culminate in a dissertation report reflecting on the learning derived from implementing the project.