Qualifi Level 7 Diploma in Educational Management and Leadership
Unit EDML709 Assignment Brief
| Qualification | Qualifi Level 7 Diploma in Educational Management and Leadership |
| Unit Reference Code | F/650/6689 |
| Unit Name | Triangulating Theory and Practice in an Educational Context |
| Unit | EDML709 |
| RQF level | 7 |
Aim
The aim of this unit is to assist educators in comprehending the theories that drive recommendations for best practice and calls for action in a challenging and quickly evolving professional context. It introduces learners to a small range of important thinkers that have had, or currently exert influence, on educational thought and practice. It will also use case study examples of the way that lines between academic theory and educational practice can be crossed and re-crossed by professionals.
Finally, the unit is designed to build confidence in reading and triangulating theory and practice for members of a profession often called to think and react quickly to situations or policy changes.
Learning Outcomes and Assessment Criteria
| Learning Outcomes: To achieve this unit a learner must:
|
Assessment Criteria: Assessment of these outcomes demonstrates a learner can: |
| 1. Understand the work of educational theorists and conceptual developments in educational thought.
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1.1 Analyse the features and application of educational theories.
1.2 Articulate the relationship of conceptual developments to specific elements of existing practice in education. 1.3 Evaluate the characteristics and application of triangulation theory. |
| 2. Be able to evaluate the applicability of educational theorists to current issues or problems in educational contexts.
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2.1 Synthesise knowledge and understanding of the work of educational theorists.
2.2 Analyse the impact and influence of theory and methods on research. |
| 3. Be able to provide a rationale for the application of methodologies and conclusions in individual educational | 3.1 Appraise the part played by theory in methodologies and conclusions of research. 3.2 Assess the relationship between academic |
| settings.
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theory and educational practice.
3.3 Justify their conclusions with evidence. |
Suggested Reading
- Aubrey, K. and Riley, A. (2017) Understanding and Using Challenging Educational Theories. London: SAGE
- Biesta, G., Allan, J. and Edwards, R. (2014) Making a Difference in Theory. Abingdon: Routledge
- Peim, N. (2018) Thinking in Education Research: Applying Philosophy and Theory. London: Bloomsbury
- Smith, S.R., (2016) Applying theory to policy and practice: issues for critical reflection. London: Routledge
- Giroux, H. (1988) Teachers as Intellectuals. New York: Bergin and Garvey
- Moore, R. (2004) Education and Society: Issues and Explanations in the Sociology of
- Cambridge, UK: Polity Press
- Murphy, M. (2013) Social Theory and Education Research; Understanding Foucault,
- Habermas, Bourdieu and Derrida. Abingdon: Routledge
- Palmer, J. (2001) Fifty modern thinkers on education: from Piaget to the present. London: Routledge
- Thomas, G. (2007) Education and Theory: Strangers in Paradigms. Maidenhead: OUP.
- Williams, R. (1988) Keywords. London: Fontana Press
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