To review the first year of study for these students on the programme
To prepare students for the second year of study
To prepare students for the Action Research aspect of their second year of study in which they will be carrying out action research in classrooms internationally
To introduce students to the Library facilities offered by distance which will support Action Research
To hold two 1:1 tutorials with students
Module learning outcomes
Subject content
Reflect on being a distance learner
Create some strategies for further distance learning success
Action Research in primary and secondary schools internationally
Academic and graduate skills
Understanding of Action Research (AR) and the tools used in AR
Strategies for dealing with AR in classrooms
Strategies created for future success as masters level students
Detailed planning of a small-scale AR project
Other learning outcomes (if applicable)
Continued networking and study, at a distance, with cohort colleagues
Interaction with Library and other e-libraries, journals and materials by distance
Indicative assessment
None
Special assessment rules
None
Indicative reassessment
None
Module feedback
Formal and informal discussion, feedback and supervisor interaction will be carried out post the presentation. Students also receive a Module Assessment Form listing specific criteria and comments on how well they were met
Indicative reading
VLE delivered, online input sessions. Bell, J. (2010) Doing Your Research Project (5th edition) Maidenhead: Open University Press Elliott, J. (1991) Action Research for Educational Change, Chapter 6. Guildford: Open University Press. (attached above) Hopkins, D (2008) A Teacher's Guide to Classroom Research (4th edition)Maidenhead: Open University Press Hughes, A.V., Marjan, H.L. & Taylor, N. (2012) Action research in TEYL: Reflections on the global picture from 1996 to 2010. In A. Hasselgreen, I. Drew, B. S¸rheim, The young language learner: research-based insights into teaching and learning. Norway : Fagbokforlaget Kolsawalla, H.(1999) Teaching Vocabulary through rhythmic refrains in stories. In S. Rixon (ed) Young Learners of English: some research perspectives. Harlow: Longman. (attached above) Wallace, M. (1998). Action Research for Language Teachers Cambridge: Cambridge University Press.