CIPD Assignment Level 3, 5 and 7 Samples

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CIPD Assignment Level 3, 5 and 7 Samples

7503EDUI Inclusive Pedagogy and Evidencing Impact on Learners

Contents

Welcome ……………………………………………………………………………………………………………………… 3

Course Summary …………………………………………………………………………………………………………… 4

What you will study………………………………………………………………………………………………………….. 5

Timeline …………………………………………………………………………………………………………………………. 6

Assessment……………………………………………………………………………………………………………………… 8

Grading Rubric……………………………………………………………………………………………….13

Reference/ Book List…………………………………………………………………………………………14

“A case study is a problem to be studied, which will reveal an in-depth understanding of a “case” or bounded system, which involves understanding an event, activity, process, or one or more individuals.”

(Creswell, 2002: 61)

“Case study is a . . . research design best defined as an intensive study of a single unit (a relatively bounded phenomenon) where the scholar’s aim is to elucidate features of a larger class of similar phenomenon.”

(Gerring, 2004: 341)

 “Case study [is] a prime strategy for developing educational theory which illuminates educational policy and enhances educational practice.”

(Bassey, 1999: 3)

Welcome

Welcome to the module Inclusive Pedagogy and Evidencing Impact on Learners (7503 EDUI) module on your Post Graduate Certificate in Education International programme. This module is worth 20 Level 7 Credits towards the 60 Credits for a Postgraduate Certificate in Education International (PGCEi).

Practitioner enquiry is a useful form of professional development, enabling the teacher to explore her/his practice through the gathering of evidence to inform future professional practice. In this module, you will learn about qualitative methods for collecting and analysing data. Qualitative data collection typically involves the documentation of descriptions / phenomena/ perceptions and opinions in the form of words (and sometimes pictures) through methods such as observation, interviews and focus groups. Qualitative data, in contrast to quantitative data, is not numeric, and cannot be measured. In this module, you will gather qualitative data in order to better understand learning and the ‘classroom’ to inform planning and promote learners’ progress. For your assignment, you will carry out and report on an instrumental case study. An instrumental case study facilitates understanding of a particular phenomenon or an outside concern (Stake 1995) and its treatment within a particular context. Your phenomenon / outside concern will be an aspect of inclusive practice. Through the collection of different forms of qualitative data, you will consider the case as a comparative point across other cases in which the phenomenon might be present Refer to your Programme Guide for an overview of the assessment requirements across the modules on your programme.

Course Summary

Module	3
Title	Inclusive Pedagogy and Evidencing Impact on Learners
Duration of the course	2 months
Aim	To develop knowledge and understanding of issues and barriers to learning and recognise dilemmas of access and equity in education in order to inform effective strategies for learning; with particular emphasis on inclusive pedagogy as a framework for teacher development
Level	Level 7
Credit Value	20
Total Delivered Hours	20
Total Learning Hours	200
Private Study Hours	180
Grading Basis	50%
Assessment	A personal Case Study of an inclusive intervention, contextualised in  a critique of theories and concepts related to transformative learning and social justice (4,500 words)

What you will study

Module 7502EDUI

Module	Aim of the module	Time Duration
7503EDUI	To develop knowledge and understanding of issues and barriers to learning and recognise dilemmas of access and equity in education in order to inform effective strategies for learning; with particular emphasis on inclusive pedagogy as a framework for teacher development	2 months

Learning Outcomes

After completing this module, you should be able to:

1. Distinguish between, and evaluate, different perspectives and proposed responses to educational and social problems/issues that can affect learning and progression
2. Critically evaluate notions of transformative learning and how these may relate to principles of social justice
3. Interpret and critically appraise own resourcefulness and application of professional curiosity and inquiry to enable inclusive pedagogy for teacher development and practice
4. Develop, implement and evaluate strategies to support positive educational experiences and outcomes for all learners

Syllabus Outline

Critical exploration of notions, theories and studies relating to educational access and equality

Concepts and theories of social justice and transformative learning

Critical pedagogy and practice in a diverse range of socio-cultural and political contexts.

Equality, diversity and the ‘dilemma’ of difference in education

Inclusive pedagogy as a framework for teacher development and practice

Factors that influence the planning and preparation of inclusive teaching and assessment

Strategies for developing, implementing and evaluating inclusive pedagogies in teaching to harness capacity for learning

Utilising data sources, research and methods of inquiry to evaluate measurable evidence of learner impact

Timeline

DATE	ACTIVITIES
Week 1	Welcome, overview and Induction Sharing of module guide and learning outcomes Schedule, Assessment Method and Assignment Academic Writing ResourcesTutorial: LMS accessWhat is Education for? https://www.youtube.com/watch?v=HndV87XpkWgRequired Reading
Week 2	Critical exploration of notions, theories and studies relating to educational access and equality Concepts and theories of social justice and transformative learningCritical pedagogy and practice in a diverse range of socio-cultural and political contexts.Equality, diversity and the ‘dilemma’ of difference in education
Week 3	Required ReadingFormative Tasks
Week 4	Inclusive pedagogy as a framework for teacher development and practice Factors that influence the planning and preparation of inclusive teaching and assessmentStrategies for developing, implementing and evaluating inclusive pedagogies in teaching to harness capacity for learning Utilising data sources, research and methods of inquiry to evaluate measurable evidence of learner impact
Week 5	Reading RequiredFormative Tasks
Week 6	Reading RequiredFormative Tasks
Week 7	Complete Summative Assessment Task 1 – Case Study * and Task 2- PresentationTo be submitted by 11.59pm on the submission day

Emails:

The PGCEi team makes every effort to respond to emails within 48 hours (i.e. 2 working days). If a member of the module team has an ‘out of office’ message, please contact another member of the team, as indicated in the message.

Tutorials:

In addition to the lecture schedule for this module, which includes assignment support, ad hoc tutor support for is available on request through email.

Extensions:

You are expected to plan and organise your time to complete and submit module assignments (formative tasks and summative assessments) on the scheduled date. Your Programme Guide outlines the module assessments across the PGCEi (60 Level 7 Credits). Your Module Leader can offer an extension, requested 24 hours prior to the submission of assessments (at the very latest) with appropriate supporting evidence; and you are encouraged to do so earlier. Technical issues (e.g. corrupted hard drive or USB flash drive, etc.) are not valid reasons for requesting an extension – you are advised to use your personal and secure storage area on the LMS system for all assessments.

The Academic Study Skills link also offers a range of support for students with academic writing, online guidance and one-to-one support. To find out more:

• Academic Reading and Note Taking –   read the pdf. attached
• Critical thinking and analysis –              watch https://www.youtube.com/watch?v=dItUGF8GdTw

                       read the pdf attached

Mitigating Circumstances:

Should you miss a deadline or require an extension beyond 15 working days or know in advance that you will be unable to meet a deadline, an application for Extenuating Circumstance (EC) can be made online. An EC application will normally require documentary evidence (e.g. Statement of Fitness to Work) and are normally submitted within 5 working days of a module assessment deadline.

Assessment:

Category	Short Description	Description	Weightage (%)
Case Study	Report                       Presentation	A personal Case Study of an inclusive intervention, contextualised in a critique of theories and concepts related to transformative learning and social justice explaining the rationale and referring to appropriate literature, methods of research, analysis and recommendations      Presentation should comprise of a maximum of 10 slides, with detailed presenter’s notes explaining the rationale and referring to appropriate literature (policy and research) to inform your critical analysis, synthesis and evaluation	60%                       40%

Suggested Structure for Summative Assessment (Case Study- Task 1 Report):

Abstract – Give a brief summary or overview of your case study whether it’s a problem, study of a single unit or developing educational theory, including its conclusions. Add the aims and objectives of the case study. Omit details or examples.

Table of Content – List the main sections of the report and the page on which each begins (including appendices)

List of tables and illustrations – List any illustrations, charts, maps and so on, giving the page number for each.

Introduction – Discuss and critically analyse how your professional curiosity and resourcefulness led to inclusive pedagogy in your own setting.  Briefly discuss what the research is about – why is it significant and transformational? State your proposals or hypotheses briefly: what are you going to elucidate? (500 words)

Review of the Literature – Briefly discuss some of the most important writings on transformative learning and how these may relate to principles of social justice. Do you agree or disagree with them? Focus on how previous research connects with and leads up to your current findings. Introduce your hypotheses if you have any. (600 words)

Method/s – How did you conduct your research? Which data analysis methods were used to analyse the data? Evaluate the range of methods that were used to collect data State the specifics of the case study like environment, other details? Why did you select it? Explain the importance of validity and reliability of data used within research. (400 words)

Tools – Identify a range of tools that were used to analyse data. (200 words)

Results – Discuss the kind of data you gathered? How did you analyse them? How reliable or accurate your data are? Present your main finding briefly under appropriate headings. (200 words)

Analysis of the results – Analyse and explain your findings. Were they what you had expected? How are they significant? How your inquiry has led to inclusive pedagogy for teacher development and practice? How can the research be improved? What follow up research would be useful? (800 words)

Conclusions – Summarise your key points and show why your hypothesis should be maintained or rejected. (200 words)

Recommendations – Give suggestions to support positive educational experiences and outcomes for all learners. (100 words)

References – List all your sources in alphabetical order.

Appendices – Present together any essential extra material, such student sample, your work sample, assessment sample, tables or graphs. Do not include items unless they are mentioned in the report.

Suggested Structure for Summative Assessment (Case Study- Task 2 Presentation):

Recommended Presentation Structure your presentation should comprise of a maximum of 10 slides, with detailed presenter’s notes explaining the rationale and referring to appropriate literature (policy and research) to inform your critical analysis, synthesis and evaluation.

Case Study Research

Why use Case Study as a Research Instrument?

Case study is a methodology commonly used in educational research. Case studies are context dependent and tend to be naturalistic studies. This means that things are investigated in their natural settings, with a focus on making sense of, or interpreting, phenomena in terms of the meanings people bring to them. Case study research has the intention to ‘go deep’ rather than wide, and therefore tends to be small /medium rather than large scale, using qualitative rather than quantitative research methods. Researchers begin by setting out the bounds for a case (e.g. a child, a group, a class, a school, etc.), providing a rationale for how the case can be presented as a system, describing one instance of practice/experience/activity in a broader context. Case study research does not seek to define a wider ‘truth’, but to describe a particular scenario/context.

 “A case can be defined technically as a phenomenon for which we report and interpret only a single measure on any pertinent variable.” (Eckstein, 2002: 124)

“A teacher may be a case. But her teaching lacks the specificity, the boundedness, to be a case.” (Stake, 1995)

There are many approaches to case study methodology, and they can be single bounded systems or of multi-site settings. A range of research methods can be used to gather data to describe and analyse a case, including participant and non-participant observation, document analysis, informal conversation, reflexive diaries, semi-structured interview and focus group. The purpose of a case study can be explanatory, exploratory or descriptive in nature; and may be selected for their intrinsic interest or instrumentally, to facilitate ‘discovery’ of particular a phenomena or real-world situation.

“The case study method “explores a real-life, contemporary bounded system (a case) or multiple bounded systems (cases) over time, through detailed, in depth data collection involving multiple sources of information… and reports a case description and case themes” (Creswell, 2013: 97).

Case Study and Inclusive Education

Inclusion of the educational, physical, emotional and cultural needs of all pupils is of paramount importance in the primary classroom. Growing awareness of this has emerged out of a human rights perspective, that all children deserve an education with their age appropriate peers. Inclusive education is endorsed by the United Nations through its ratification of the Convention on the Rights of the Child (UNICEF, 1991).

This international measure ensures that each child should have equal rights to a quality education within a mainstream classroom. On an individual school level this may mean that a child with autism may be placed in the same class as a child with attention deficit disorder necessitating different modifications to professional practice to cater for their specific needs. These complexities and realities require educational researchers to adopt a research approach, such as case study, that can capture the unique aspects of each situation.

 “Case study research is not only an ideal approach to researching inclusive education, but it can also capture the richness of data necessary to understand the multifaceted aspects of the inclusive classroom environment.” (Timmons and Cairns, 2012:6).

Quality issues in qualitative research

Trustworthiness

Qualitative studies differ from quantitative ones, demanding tailored methodologies and methods. Therefore, it is logical that the trustworthiness of a qualitative study should be determined by specific criteria. Guba (1981) and Lincoln and Guba (1986) suggested that there are four qualitative study measurements which can replace traditional quantitative ones (LeCompte and Goetz, 1982). Guba (1981) put forward the term ‘credibility’ which should replace internal validity and transferability to act instead of external validity. For the concept of reliability, Guba (1981) proposed using dependability, and finally confirmability can replace objectivity. Regarding confirmability, Guba (1981: 87) suggested two steps that the researcher can take to ensure that this is as strong as possible. He recommended “triangulation… collecting data from a variety of sources… [and]… a variety of perspectives” and also practising reflexivity to reveal intentions and epistemological assumptions.

Credibility

Credibility, according to Savin-Baden and Major (2013:475), centres on “the notion that study results should be convincing and, therefore, are to be believed [it]… implies that findings represent some sense of reality.” It is therefore of paramount importance that credibility is established as, without it, there is no research legitimacy. It is important that the research acknowledges the influence of their experiences, which include assumptions and biases, to enable the reader to better understand how the data might have been interpreted. It is also import that the research demonstrates ‘sensitivity to context’.

Dependability

Issues of reliability usually centre on whether or not findings from research could be replicated (Merriam, 1995). However, it is understood that this interpretation of reliability, as touched upon above, is not applicable to qualitative research of an interpretive nature. It has been suggested instead that interpretive researchers should aim for “dependability or consistency” (Guba, 1981; Lincoln and Guba, 1986). In other words, instead of comparing inter-research studies, they advocate comparing within the same study. Merriam is clear “the real question for qualitative researchers… is not whether the results of one study are the same as the results of a second or third study, but whether the results of a study are consistent with the data collected” (1995:56). As a result of the research design being well considered and robust, this is indeed the case.

Transferability

It would be useful before considering the issue of transferability to define what is meant by the term as applied to this project. Some consider transferability to be the generalisability of the study, while others, according to Mejia (2009:2), have labelled transferability with a different adjective. The intention of case study is to gain deeper insights and understanding of a phenomenon rather than employing a quantitative data collection tool such as a survey in order to make generalisations.

‘Fuzzy generalisations’

Whilst some other proponents of case study research (e.g. Yin, 2003) claim that case studies can be used for explanatory purposes and are indeed generalisable, Bassey explains that a fuzzy generalisation makes “no absolute claim to knowledge but hedges its claim with uncertainties. It arises when the empirical finding of a piece of research, such as … In this case it has been found that … is turned into a qualified general statement like this: In some cases, it may be found that …” (Bassey, 1999: 12). Bassey explains that fuzzy generalisations are “neither likely to be true in every case, nor likely to be untrue in every case: [they are] something that may be true” (p.10). Referring to the work of Schofield (1990: 226) Bassey argues that if information is presented in a trustworthy manner, through thick description, the user of the research may be able to relate “the fit between the situation studied and others to which one might be interested in applying the concepts and conclusions of that studied”. Thus, although there is no statistical measure of ‘may’, thereby precluding the making of scientific generalisations, competent research gives “a careful description of variables so that others […] might consider whether to act in the same way” (Bassey, 2001: 11).

References

An alphabetical-by-author list of all titles referred to in your essay, including books, journals and

websites. Refer to and use the LJMU Library Services’ Introduction to Referencing and the

Harvard Referencing guidance at https://www.youtube.com/watch?v=6RVrhlMUaS8

Level 7 Grading Criteria

Note: The assessment criteria for the summative assignment are based on the LJMU Level 7 Grading Criteria.

Reading List

Amr M (2011) Teacher education for inclusive education in the Arab world: The case of Jordan, Prospects: Quarterly Review of Comparative Education, 41 (3): 399-413

Atkins, L. & Duckworth, V. (2019) Research Methods for Social Justice and Equity in Education. London: Bloomsbury Academic

Biesta, G. (2016) The Beautiful Risk of Education: Interventions, Education, Philosophy and Culture. Abingdon, Oxon. Routledge

Bourn, D. (2015) The Theory and Practice of Development Education: A Pedagogy for Global Social Justice. Abingdon, Oxon: Routledge

Cohen, L., Manion, L, & Morrison, K. (2017) Research Methods in Education. 8^th ed. Abingdon, Oxon: Taylor and Francis

Macpheron, I., Robertson, S. & Walford, J. (2014) Education, Privatisation and Social Justice: Case Studies from Africa, South Asia and South East Asia. Oxford: Symposium Books

Zajda,J.  Davies, L. & Majanovich, S. (2009) Comparative and Global Pedagogies: Equity, Access and Democracy in Education. Dordrect, The Netherlands: Springer

CIPD Assignment Level 3, 5 and 7 Samples