Rhedir gan School of Educational Sciences
20.000 Credyd neu 10.000 Credyd ECTS
Trefnydd: Dr Tanya Hathaway
This module will explore the different ways in which evidence is presented and published and will examine how different forms of evidence inform professional behaviours and practices. The module will consider the different ways in which evidence is generated, accessed, and explored within different educational settings and contexts. It will examine how education professionals can access and interpret international evidence and how they can engage meaningfully and ethically with different types of evidence. The module will explore the ways in which the use of evidence can inform professional identity and collaborative relationships. It will examine how evidence can both inform practice and assist professionals in reflecting upon their practice.
This module aims to enable students to critically examine the role evidence plays in professional practice, in terms of informing professional judgements, supporting reflective practice and sustaining innovation and change. The module aims to enable students to demonstrate the critical application and critical appraisal of different forms of evidence.
Evaluate the different ways in which evidence is presented and published.
Examine how different forms of evidence inform professional behaviours and practices.
Analyse and synthesise relevant empirical evidence, including international literature and policy documents.
Analyse the different ways in which evidence is generated, accessed, and explored within different educational settings and contexts.
Critically evaluate ways in which the use of evidence can inform professional identity and collaborative relationships.
Critically appraise how evidence can both inform and change professional practice.
Examine and interpret international evidence in meaningfully and ethical ways.
|TRAETHAWD||Critical exploration of the use of evidence||
Essay: a critical exploration and examination of the use of evidence to inform effective professional practice. Assessments are designed to ensure parity of provision and experience for all students. All students will benefit from formative feedback throughout the module which will be bespoke to their needs and will complete the same summative assessment per module.
Strategaeth addysgu a dysgu
Rhestrau Darllen Bangor (Talis)http://readinglists.bangor.ac.uk/modules/xme-4306.html
Brown, C. (2017). Achieving evidence-informed policy and practice in education: evidenced. Emerald Group Publishing. Muijs, D., & Reynolds, D. (2017). Effective teaching: Evidence and practice. Sage. Brown, C. (2015). Evidence-informed policy and practice in education: a sociological grounding. London: Bloomsbury Publishing. Gorard, S., See, B. H., & Siddiqui, N. (2017). The trials of evidence-based education: The promises, opportunities and problems of trials in education. London: Taylor & Francis. Mitchell, D., & Sutherland, D. (2020). What really works in special and inclusive education: Using evidence-based teaching strategies. Abingdon: Routledge. Recommended Journal: Journal of Educational Change, Kluwer Academic Publishers.