Resources: Postgraduates

31 resources found for "Postgraduates"

The Doctorate: international stories of the UK experience: This is a collection of stories written by non - UK students about their experience of studying for their doctorate in a number of different UK institutions. The stories are personal ones, in which they outline the barriers they have overcome and the feelings they encountered on the way. It is available to download as a PDF document
Troublesome encounters : strategies for managing the wellbeing of postgraduate education students during their learning processes: This is an ESCalate themed funding project in the area of student well-being, led by Gina Wisker of the University of Brighton. This project investigates factors which impact on the wellbeing of masters and doctoral students in Education. Postgraduate learning often involves transformation, yet encounters with new concepts and ways of being can trigger anxiety and uncertainty. Exploring these troublesome encounters, we aim to identify...
M level PGCE research pilot: The aim of this research is to track the progress and effect of Masters level PGCE (Postgraduate Certificate in Education) provision in England from September 2007 investigating the value-added it brings to the teaching profession. The research project is led by ESCalate ITE (Initial Teacher Education) in collaboration with members of staff from the Education Faculty of the University of Cumbria. It is in collaboration with colleagues from the...
The Doctorate : stories of knowledge, power and becoming: This is a series of stories from a diverse group of people who were asked to write about their experiences of being doctoral students, edited by Tony Brown, Director of ESCalate, and published as part of the Discussions in Education Series. A collection of stories from a range of writers who have all been through the experience of completing a PhD. The publication is likely to have resonance for colleagues and students working in any number of...
M level PGCE pilot research : final report: The report sums up findings from research into perceptions of Masters level PGCE provision in 2007-8. Perceptions represented are from students, headteachers, school mentors and teacher educators. Some interesting recommendations are offered. This report presents the findings of a pilot research investigation into perceptions of the provision of Masters level PGCE (Postgraduate Certificate in Education) in England and discusses the questions...
M level PGCE pilot research project - UCET presentation: This resource features Research into Masters level PGCE Responses from delegates at UCET Conference, 9th November 2007 and a presentation about this project. Alison Jackson, of ESCalate ITE at the University of Cumbria was joined by Sandra Eady and Eamonn Pugh from the University of Cumbria to give a presentation outlining the background to the M level PGCE research project and sharing some of the early data with delegates. The resources also...
PGCE survival guide: Mike Lamb studied a PGCE at the University of Sussex in 2007/8. Despite a huge amount of information available to support students throughout the course, he identified a lack of information provided directly by students for students. Then with the support of the University of Sussex and ESCalate he carried out a small research project to highlight the key pieces of advice that this year's students thought essential information for future...
Understanding pedagogy in online doctoral learning: This is an ESCalate Developing Pedagogy and Practice 2009 grant awarded to Sheena Banks of the University of Sheffield and Chris Jones of The Open University. This project investigates what constitutes good pedagogic practice in online learning for doctoral students. An evaluation study of two Doctorates of Education programmes across two institutions, using online modules, will identify the key characteristics of good practice in consultation...
Developing assessment use for teaching and learning in Higher Education: This is an ESCalate development project led by Val Klenowski of the Institute of Education. It looks at a variety of assessment practices to promote learning in postgraduate education and draws out the curriculum, pedagogy and assessment implications in relation to postgraduate level work. Assessment is integral to the teaching and learning cycle and must be used in the right way to support and enhance learning. Current debates about education...
A Masters level profession? The mid-course views of PGCE trainee teachers: Claire Creasor from Edge Hill University shares her paper on Masters level with us. This complements the M level PGCE research carried out at the University of Cumbria and looks at the perceptions of students at a point mid-way through their course. It forms part of the ESCalate Help Directory for Teacher Educators. Teaching is on course to become a Masters level profession. The introduction of M-level PGCE programmes and Government ambitions...
Masters' courses in the education of adults in the UK: This is a paper from the Academic Papers Online series from ESCalate, written by John Field, Richard Dockrell, Peter Gray in 2005. Universities provide a range of advanced qualifications for professionals who support adult learners. Describing and evaluating this body of work, though, poses something of a challenge. The field of continuing education is a broad one, which has been widened further by current government policies promoting lifelong...
V-ResORT: The V-ResORT (Virtual Resources for Online Research Training) is working with the Higher Education research training community to develop, evaluate and disseminate a new pedagogic framework for the teaching of research methodology and methods online at Masters and Doctoral level. Our specific aims are to: Develop and evaluate a multimedia online framework for the teaching of research methodology and methods at Masters and Doctorate level; Develop...
Exploring the use of video as a method to promote doctoral students self-reflection on their research experiences: This is a student project grant given by ESCalate in 2008, to Carol Taylor of Sheffield Hallam University. This project aims to use digital video to facilitate doctoral students’ reflexivity on their doctoral journey. The practical element of the project will involve students participating in a series of hands-on workshops where they will gain skills in the use of digital video, editing and software packages (videopapers). In addition to...
ESCalate newsletter issue 3, autumn 2005: This is the ESCalate newsletter issue 3, published in autumn 2005. Articles in this issue include: Editorial by James Rogers UCET Director, Education stories in the media, Partner sites news, Student award 2005/6, External examiners - Howard Colley, Foundation degrees - Christine Riche, Chartered teachers in Scotland - Alison Fox, Masters courses - Prof John Field, International students - Sheila Trahar, Development grant - Jean Murray, In...
Engaging education postgraduates using online media: This is an ESClate student project awarded by Esther Dingley of Graduate Junction to look into engaging education postgraduates using online media. It will use a combination of qualitative and quantitative research methods to provide a snapshot of education postgraduates' perceptions of three key themes: e-learning; higher education policy and career options. Additional benefits include the creation of a dedicated peer support environment...
Masters in the 4 year primary QTS degree: This resource explains the 4 year primary QTS degree programme from Leeds Trinity and All Saints. Many thanks to Sarah Trussler for sharing how Masters credits are included in this programme. This formed the basis of discussion at the 4 year degree day held at the University of Cumbria on Friday, July 17th 2009
Troublesome encounters: This is an article from the ESCalate newsletter, issue 18, autumn 2010 by Gina Wisker and Charlotte Morris of the University of Brighton. It details an ESCalate funded project that is investigating factors in the learning of masters and doctoral students in education which impact on wellbeing
Recognising and supporting PhD students crossing conceptual thresholds: This is an ESCalate development project led by Gina Wisker of the University of Brighton and completed in 2007. It looked at threshold concepts in the work of PhD students where their work moves beyond the fact finding and questioning to the conceptual of deep learning. This project builds on research undertaken into recognising, defining and exploring variation in the threshold concepts among undergraduate students (Meyer, Land et al 2003) by...
Masters level colloquium: On June 5th 2009, delegates from Scotland, Wales and England gathered at the Lancaster campus of the University of Cumbria for an ESCalate colloquium to discuss 'Teaching - a Masters profession'. Three questions were asked during the day: What has Masters got to do with teaching? What would you hope NQTs from your Masters course would say about the value of Masters study for teaching? What is 'Teaching - a Masters profession' in your institution?...
Placement Plus video links: This is a series of videos that report of an event at Lancaster on July 11th 2008 where students from various universities came to speak about their experiences on alternative placements on the 4 year QTS Primary degree. This is a record of that day and it gives plenty of food for thought for teacher educators across the sector regarding the huge benefits of these types of placements for student teachers. Topics covered include: using a...
Review of Professional Doctorates: This review concerns the range and type of Professional Doctorates offered in Ireland and internationally. It looks at their growth, fields of study, structure of programmes and distinctions between them and the PhD. It was published by National Qualifications Authority of Ireland in October 2006 and is presented as a 35 page Word file
Offering support from the beginning: This is an article from the ESCalate newsletter, issue 18, autumn 2010 by Emma Jackson, of the University of Worcester. Emma is a doctoral student who received an ESCalate bursary to attend the Forum for Access and Continuing Education (FACE) 2010 conference. This account tells about how she felt and how this type of support is so valuable for early researchers
M-level PGDE at the University of Glasgow: Beth Dickson, Associate Dean of ITE from the University of Glasgow, presented this talk on her vision and reality of the M level PGDE at Glasgow to delegates at the ESCalate Masters colloquium, held at the University of Cumbria on June 5th 2009. It covers topics such as the Scottish teacher qualifications regime, teacher identities, evaluating learning and teaching, assessment and supporting learning processes
Starting an Adult Learning session with a Quiz: Describes the theory behind, construction and use of a learning quiz (formative or summative) for post graduate education students
The Videonarratives project: This is an article from the ESCalate newsletter, issue 16, spring 2010. Carol Taylor, an ESCalate grant holder, shares her experiences of using video to record the key events on students’ doctoral journeys and considers ways in which these videonarratives can be used to develop their researcher identities
Designing and evaluating impact for postgraduate CPD fieldwork: This is an article from the ESCalate newsletter, spring 2010 by Steve Coombs of Bath Spa University. What are the issues involved in developing a systematic approach toward impact evaluation of accredited CPD? Steve Coombs highlights the key areas through an account of an ESCalate funded project conducted by the Southwest Regional Group for Professional Development
Centre for Excellence in Preparing for Academic Practice: The main areas of activity of this Centre for Excellence in Teaching and Learning are: increasing the teaching development support and teaching opportunities for Oxford research students and contract research staff; sharing knowledge about preparing future academics across a network of seven institutions; making a continuous contribution to local and international knowledge through investigations of practice. It is based at the University of...
Placement Plus Report: This is a report of an event at Lancaster on July 11th 2008 where students from various universities came to speak about their experiences on alternative placements on the 4 year QTS Primary degree. This is a record of that day and it gives plenty of food for thought for teacher educators across the sector regarding the huge benefits of these types of placements for student teachers. Topics covered include: using a kinaesthetic approach involving...
Teaching in Higher Education : the Welsh Post-Graduate Certificate: This is an article from the ESCalate newsletter, issue 15, autumn 2009. Colleen Connor gives an introduction to the way that a cross-institutional collaborative approach in post graduate development programmes for academic staff may provide opportunities for real transformational learning and how collaboration across five institutions in Wales aims to nurture a range of networks that supports pedagogic research
Helping EdD students to become independent learners: Paper presented at the The Professional Doctorate in Education conference, 1st July 2003. This paper reports a small-scale study designed to investigate ways to support students to become independent learners while on the taught part of the EdD programme
Feminist Contributions to Doctoral Education in Britain: Feminist Knowledge in the New Knowledge Economy: Abstract of paper (full paper linked). Examines the concept of feminist knowledge and its relation to pedagogy, in relation to changes undergone in society as a whole, and its effects on women in education