a teacher sits at a desk with three young school pupils

EdDEducation

Why this course?

The EdD has a generic route or the option to take one of seven specialisms in line with our research groups within the School of Education..

You'll take two compulsory EdD classes along with three masters classes. In the generic EdD you're free to choose classes that'll support you in moving towards your thesis topic. In the specialist routes you'll take the elective modules required by your specialist area. Thesis topics will be negotiated with your programme leader and potential supervisors. 
This is an ideal course if you've worked in education sector for a number of years as a lecturer, a teacher, an administrator, an adviser or an inspector.

Specialisms

To qualify for a specialist EdD, all optional modules must be taken within that specialism as well as your thesis topic.

Supporting Teacher Learning

  • Doctorate of Education (Supporting Teacher Learning)
How Teachers Learn; Contemporary Contexts for Teacher Learning and Teachers’ Work; Supporting Professional Learning in the Workplace.

Educational Leadership

  • Doctorate of Education (Educational Leadership)
Leadership for Equity; Inclusion & Social Justice; Leadership for School Improvement; Contexts for Leadership; Conceptions of Leadership; Leadership for Learning

Digital Technologies

  • Doctorate of Education (Digital Technologies)
Digital Literacies: living, working and learning in the network society; Curriculum Innovation with Technology: Designing for Context; Technology Enhanced Learning: Theory & Practice.

Early Years Pedagogue

  • Doctorate of Education (Early Years Pedagogue)
Taking Action: Child, Family & Community Efficacy; Creating Stimulating Learning Environments: Indoors & Out; Listening to Children & Hearing their Voices.

Philosophy with Children

  • Doctorate of Education (Philosophy with Children)
Introduction to Philosophy and Philosophical Practice; Philosophy with Children Theory; Philosophy with Children Facilitation.

Autism

  • Doctorate of Education (Autism)
Theory & Practice in Autism 1: Conceptual Frameworks in Autism; Theory & Practice in Autism 2: The Spectrum of Autism; Theory & Practice in Autism 3: Responding to the Impact of Autism.

Inclusive Education

  • Doctorate of Education (Inclusive Education)
Understanding Inclusive Education; Providing Effective Educational Support; Working Together in Educational Settings.

What you’ll study

You'll take two core EdD classes and elective Masters classes.

Elective classes

You'll choose classes from any available and complete the modules as required under masters regulation. If you'd like a named specialism, you'll take classes from your specialist area.

Support and development

Opportunities for shared learning with students engaged in MSc, MPhil, PhD programmes of study and EdD students from the range of cohorts will be encouraged through an invitation to participate in the Research Skills Seminar programme and course conferences. Students will also be encouraged to use email contact and electronic discussion fora to ask each other to comment on their attempts to construct and explore arguments. 

Course content

Compulsory classes

Methods of enquiry, literature and scholarship
This class will introduce you to philosophical traditions in applied educational research and explores issues of research design. It's intended to inform the generation of argument and synthesis facilitating students in their engagement with the literature and to interrogate their own standpoint. Assessment will be based on a systematic review of the literature in their chosen topic area with specific attention to research done in the field.
Advanced research methods and proposal

This class will move you towards the completion of a research proposal. Their developing academic engagement with knowledge and skills around their topic area and advanced research methods will be critical. To gain credit, and demonstrate that they have met the learning outcomes for this part of the course EdD students must engage in academic argument with an audience of professional peers, through public output. Assessment will be through the production of a 6000 word thesis proposal.

Elective classes

Supporting Teacher Learning
How Teachers Learn

You'll have the opportunity to engage with cutting-edge research on teacher learning and use this knowledge to reflect on practice in your own institutional context. 

Contemporary Contexts for Teacher Learning & Teachers' Work

Teachers who are supporting the learning of their colleagues have a duty to be engaged with the wider world of education. This module will support engagement with wider contemporary issues impacting on schools and teachers, to enable you to adopt a wider perspective on your work.

Supporting Professional Learning in the Workplace

This module will draw on contemporary literature on coaching, mentoring, learning rounds etc. to develop frameworks for deploying in schools, and you'll gain the practical skills to implement such frameworks. You'll also focus on the evaluation and development of mentoring practice in your own organisational context.


Philosophy With Children
Introduction to Philosophy & Philosophical Practice
This class offers an introduction to the philosophy and logic that a facilitator of Philosophy with Children will require. It also provides opportunities for you to take part in philosophical dialogue at your own level.
Philosophy with Children Theory
In this class you’ll be introduced to different approaches to practical philosophy. You’ll learn how to:
  • choose stimulus material
  • select appropriate questions to generate philosophical dialogue
  • analyse dialogue
Philosophy with Children Facilitation
This class gives you the opportunity to bring together your learning in the previous two classes. You’ll undertake facilitation of Community of Philosophical Inquiry.
Autism
Conceptual Frameworks in Autism

This class will introduce key conceptual frameworks in relation to understanding the impact of the spectrum of autism. Focus will be given to the uniquely differing social, emotional, sensory and cognitive profiles for those with an ASD. Understanding these conceptual frameworks will enable participants to reflect on how and why these influence and inform practice.

The Spectrum of Autism

You'll consider the issues that impact on practice when supporting individuals with an ASD with and without an additional intellectual or learning disability.  

Responding to the Impact of Autism: Approaches and Interventions
You'll consider the broad range of approaches to intervention, their application and theoretical basis and practical stance. A range of approaches will be systematically reviewed in relation to key features of their application, functional focus of the approach, the personal or interpersonal focus of the approach and the social context of the approach.
Early Years Pedagogue
Taking Action: Child, Family & Community Efficacy
Currently, the shaping of childhood is strongly influenced by the United Nations Convention on the Rights of the Child. It has potential tensions between child protection and empowerment or efficacy as exemplified in ‘a risk-averse society’. This class asks you to critically analyse the perceptions around childhood including the changing historical perceptions.
Creating Stimulating Learning Environments: Indoors & Out
Children's learning environments need to stimulate and engage them and provide the challenges and opportunities to explore their own learning possibilities. You'll be asked to analyse and reflect on your current practice, the importance of play and the role of adults in supporting a child’s use of play.
Listening to Children & Hearing their Voices

This class will provide opportunities for you to explore and discuss current international examples of practice. This includes Reggio Emilia and Te Whariki and will consider the ways in which children communicate their interests and thinking through gestures, expressions, actions, interactions and play activities.

It will promote your understanding of the importance of listening to children and the concept of children as active agents in their own learning and development.

Inclusive Education
Understanding Inclusive Education

This class is designed for those who teach, or who might in the future teach children or young people with additional support needs. It focuses on:

  • return to study as an adult learner
  • historical development of provision for additional support needs and inclusion and on the ideas underlying patterns of provision
  • concepts of inclusion, additional support for learning and of educational support
  • effective provision for additional support needs and inclusion within the new legislative framework.
Providing Effective Educational Support

This class provides a framework that allows analysis and evaluation of the experience of the learner, of professional practice, provision and policy. Areas to be addressed may include:

  • theories of learning, teaching and the curriculum
  • consideration of the implications of the above for classroom experiences
  • strategies for observation and assessment of aspects of the learning environment
  • looking at the potential barriers in relation to learning and how to overcome them in order to support the needs of learners
Working Together in Educational Settings

The advent of Getting Right for Every Child and the Children and Young People Act (2014) creates a context in which those working in educational settings are required to work with a wide range of agencies, parents and carers, and children and young people themselves.  

This class will explore the opportunities, tensions, dilemmas and practical problems in implementing current policy and legislation. It aims to support collaborative practice by:

  • examining the concepts and issues involved in collaborative teamwork
  • identifying aspects of successful practice
  • recognising barriers to successful working, their source, and range
  • developing strategies to avoid or overcome barriers and build successful practice, thereby promoting and sustaining a positive learning environment.
Educational Leadership
Leadership for Equity, Inclusion & Social Justice

This module will focus upon education for all, inclusive pedagogy, children’s rights and issues of equity and social justice as they pertain to education and the role of leadership in furthering these important ends.

Leadership for School Improvement

This module will enable you to critique the concept of school improvement as it's portrayed within the policy context and to understand the role of leadership in furthering school improvement.

Contexts for Leadership

This module should enable you to develop an understanding of the international and national policy contexts, how this impacts upon educational establishments and the implications of such for leadership.

Conceptions of Leadership

Through study of this module, students will gain insight into the different ways in which leadership is understood and why this is the case.

Leadership for Learning

This module will enable you to focus upon the relationship between leadership and learning and the role of leadership in furthering learning.

Entry requirements

Applicants will normally have a Masters Degree (or equivalent) in education or a related discipline. Exceptionally a candidate with substantive professional experience may be considered for admission provided they can demonstrate understanding of and a capacity to engage with the different dimensions of educational research.

Proof of English language proficiency (IELTS 6.5 in writing & reading required)

There are opportunities to apply for accreditation of prior learning for masters levels modules taken in the last 5 years. Please contact Kate Wall for information.

Fees & funding

2017/18

Scotland/EU 

  • £4,195

Rest of UK

  • £4,195

International 

  • £12,500

Scottish and non-UK EU postgraduate students

Scottish and non-UK EU postgraduate students starting in 2017 can apply for support from the Student Awards Agency Scotland (SAAS). The support is in the form of a tuition fee loan and for eligible students a living cost loan. Find out more about the support and how to apply.

Don’t forget to check our scholarship search for more help with fees and funding.

Students coming from England

Students ordinarily resident in England can apply for Postgraduate support from Student Finance England. The support is a loan of up to £10,280 which can be used for both tuition fees and living costs. Find out more about the support and how to apply.

Don’t forget to check our scholarship search for more help with fees and funding.

Students coming from Wales

Postgraduate students starting in 2017 who are ordinarily resident in Wales can apply for support from Student Finance Wales. The support is a loan of up to £10,280 which can be used for both tuition fees and living costs. We are waiting on further information being released about this support and how to apply.

Don’t forget to check our scholarship search for more help with fees and funding.

Students coming from Northern Ireland

Postgraduate students starting in 2017 who are ordinarily resident in Northern Ireland can apply for support from Student Finance NI. The support is a tuition fee loan of up to £5,500. We are waiting on further information being released about this support and how to apply.

Don’t forget to check our scholarship search for more help with fees and funding.

International students

We have a large range of scholarships available to help you fund your studies. Check our scholarship search for more help with fees and funding.

Please note

The fees shown are annual and may be subject to an increase each year. Find out more about fees.

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Apply

You can apply for a postgraduate research degree at any point in the year. All you have to do is complete our online application.

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