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The normal entry requirements for the Ed.D are that you have a Masters Degree and four years professional experience.
Months of entry
The Graduate School organises a range of seminars, workshops and conferences for doctoral students and their supervisors, to which experienced researchers in the Faculty of Education contribute.
Available MPhil and PhD supervisors
- interaction between psychoanalytic methods and processes; the experience of education throughout the lifespan
- research on early intervention mental health programmes
- the professional identity of education professionals and community engagement projects.
- social constructivist approaches to career education, development and guidance, in particular the application of Vygotsky’s concept of the zone of proximal development
- issues of equality and social justice in career education development and guidance and the dilemmas this bring in relation to core values of client centredness and impartiality
- critically reflective practice and The Career Thinking Session as a model for enabling people to challenge their limiting assumptions in relation to career issues.
- Christian education
- Church school education
- school religious education.
- language teaching and learning and developing intercultural understanding
- the role of subject knowledge in teaching and creative practice
- the transformation of professional identity through cross cultural engagement - teacher and learner values, beliefs and practice
- ethnographic and case study methods.
- teachers' professional identity, agency and leadership in school improvement
- qualitative and visual methodologies including interviews, narrative and portraiture
- action research for organisational improvement, focussing in particular on children's learning, motivation, participation and voice.
- arts education (including leadership, teaching and learning, learning in galleries/museums and the development of projects)
- international education (curriculum studies, organisation and structures, learning environments)
- teacher identity (and the ways this impacts pedagogy)
- Investigating ways to raise the intelligence on how disabled colleagues can be better supported, particularly in education institutions.
- Investigating the root causes of the pain experienced and finding cost effective ways for sufferers to train their muscles with improvement in the secondary school students' progress.
- T&L and pedagogy in STEM or STEAM (Science, Technology, Engineering, ARTS and Mathematics).
- Learning from intercultural experiences
- Postcolonial theory
- Geography education
- Children’s geographies – particularly the connections between children and the natural environment
- Alternative forms of education (particularly in the Early Years) including home education and Forest School
- Education for Sustainable Development/Ecopedagogy
- Early Childhood, with specific interest in leadership and how we can draw on knowledge and research from other fields to inform leadership and management roles for those people working with children, families and in communities;
- Pedagogical documentation and democracy and how this can be embedded in curriculum and everyday practice;
- Religious Education, spirituality and young children;
- Teaching and learning in Higher Education;
- Unequal childhoods- poverty, migration, refugee and asylum seeker children and their experiences;
- Child friendly research methods.
- feminist philosophy
- philosophy of narrative.
- career and education development
- employment/life transitions
- auto/biography and narrative research methodology.
- education and religion
- Islam, Muslim identities and schools
- Faith and professional issues.
- primary geography – curriculum and pedagogy
- global dimension and intercultural learning
- creativity and learning.
- biographical and auto/biographical narrative perspectives on learning, change and 'transformative' processes
- cultivating psychosocial perspectives in interpreting learning lives, drawing on psychoanalysis and critical theory
- interrogating ideas of democratic education, and processes of 'learning democracy' in multi-cultural communities, and in the context of the rise of neo-liberal ideologies, xenophobia and new forms of fundamentalism.
Fees and funding
For up to date fee and loan information please visit our website.
Qualification, course duration and attendance options
- full time30 months
- Campus-based learningis available for this qualification
Course contact details
- Admissions (Postgraduate)