The purpose of this module is to enhance participant knowledge and understanding of work-based research paradigms, methodologies and research methods. It will afford opportunities to examine a range of methodologies and make decisions about their appropriateness in the writing of a research proposal. The module will allow learners to critically examine choice of research paradigm and theoretical assumptions which underpin the use of particular approaches and methods, to develop arguments to justify the selection of specific methodology for a given study, and to identify and design a work-based research study. The module aims to provide participants with a sound knowledge of the methodologies necessary to complete a postgraduate research project.

1.
Write a proposal that will serve as the starting point for their research or work-based learning project.

2.
Evaluate the main debates surrounding practitioner research.

3.
Write appropriate and relevant research questions and/or objectives which are aligned to the intended research or work-based learning project.

4.
Select and justify appropriate research approaches and methods.

5.
Evaluate relevant literature and other sources, using these to inform and develop the proposal.

6.
Discuss ethical issues relevant to the learners research

The aim of this module is to identify contemporary issues in equality, diversity and inclusion, explore best practice in educational settings as well as developing strategies for leading change based on an evidence-based approach. It aims to introduce learners to the language ideology and critical discourse analysis whilst exploring the social, cultural and legal factors relevant to cross-sectoral education.

1.
Review literature and case-studies to identify and address challenges in the personal and professional environment as they pertain to equality, diversity and inclusion;

2.
Engage with interdisciplinary, research-led pedagogical practice in diverse fields including law, linguistics and social studies and reflect upon own perceptions concerning aspects of equality, diversity and inclusion to appreciate the social, cultural and legal factors arising.

3.
Evaluate the role that language plays in perpetuating exclusion as well as the role it can play in promoting inclusion in the context of language ideologies and critical discourse analysis;

4.
Critique theoretical concepts of equality and inclusivity in the context of educational settings;

5.
Develop the skills required to develop an evidence-based approach to issues relating to equality, diversity and inclusion in workplace, community and educational settings;

6.
Develop leadership skills to contribute to a socially inclusive environment, strategy and policy development in community, workplace and educational settings.

This module seeks to develop the leadership capacity of teachers and lecturers in Irish education. The module introduces students to the varied nature of the educational context and the practice of leadership at institutional and individual levels so that they are better equipped to respond to change, help others in their organisation change and to develop a practice of leadership that is based on personal and organisational values to promote and further school improvement. This module places emphasis upon enabling students to develop their understanding of what educational leadership is, and how it should be exercised within educational settings, particularly in Ireland.

1.
Critically engage with the context of educational change at national and international level.

2.
Evaluate the impact of government policies on the structure and nature of education provision.

3.
Examine drivers for change from both an international and national perspective and ways in which these have led to changing conceptualisations of leadership over time.

4.
Reflect critically on the nature of leadership and an ability to critically engage with theories of educational leadership in the context of current issues in Irish higher education.

5.
Analyse models of leadership in an international context, tracing ways in which understandings of leadership have changed over time and are culturally situated by, analysing their own practice, critically reviewing their own capacity for self-awareness and learning about their own leadership practice .

The philosophy and processes of Restorative Practice enables educators to enhance their classroom and institute management, achieve better learning outcomes and create safe spaces for managing conflict and tensions. This module delivers knowledge and skills for educators t o work restoratively in the education community with a focus on transformative learning relationships with students. The module places Restorative Practices in a historical and universal context, specifically examining the processes and practices of language, circles, conferencing and interventions that enhance the positive ethos that promotes learning. Learners support each other's learning through self-reflection and critical feedback of skills practice.

1.
Critically analyse the principles and philosophy of Restorative Practices in the context of the historical experience of Restorative Justice.

2.
Discuss and analyse Restorative Practices and the evidence around the impact of these practices on education communities.

3.
Reflect critically on the practical application of Restorative Practice.

4.
Apply the principles and philosophy of restorative practices through skills practice in class and/or in life experience.

5.
Critically appraise the debates about restorative practices vs traditional approaches that influence policy makers and the potential for mainstreaming restorative practices.

6.
Plan an implementation of this approach in their education community while identifying the challenges and opportunities.

The module is suitable for education practitioners. This module provides participants with a deep understanding of the policies and procedures associated with the process of Recognition of Prior Learning (RPL). It will provide participants with an appreciation of the complexities associated with the management of RPL in Further and Higher Education Institutions. This module which is practically based and interactive, is aimed at developing the lecturers and other potential assessors with the knowledge and competencies to enable them to become effective assessors of RPL candidates.

1.
Critically review international and national best practice in Recognition of Prior Learning (RPL) for accreditation, access and exemptions.

2.
Evaluate institute policy, national legislation and quality assurance measures in relation to the provision of RPL in Further Education and Higher Education institutions.

3.
Assess prior certified and/or experiential learning applications.

4. Develop appropriate RPL strategies and processes within your own professional context.
5.
Engage with a range of relevant stakeholders in the promotion of RPL.

6.
Produce a learning project and assessment strategy from your own professional context as an education practitioner.

The aim of this module is to provide participants with knowledge and understanding of the insights, skills, strategies and policies that must be employed to make supervision a student-centred experience. It will develop knowledge of the supervisee and supervisor roles and responsibilities at the different stages and in different aspects of the research project. The module uses a critically reflective approach to planning effective supervisory practice.

1. Critically appraise student and supervisory roles, responsibilities and quality assurance strategies.
2. Analyse the needs of students at different stages of a research project.
3.
Investigate effective feedback and other support strategies for running and writing up a research project.

4. Critically evaluate the strengths and weaknesses of supervisory practices.
5.
Compare and contrast the roles of supervisor and student in the ethical management of a research project.

6. Plan, design and evaluate an informed and reflective approach to supervision.

This module will constitute a sustained piece of independent research focusing on the students practice and professional context. The research approach adopted throughout this programme has sought to improve participants as practitioners. The dissertation work will develop the students personal and professional understandings of excellence in their practice and, through the research project and write-up, will develop their ability to critically reflect, evaluate, analyse, synthesise and write up a masters-level research project.

1.
Critically appraise the requirements of masters level work demonstrating the ability to apply new knowledge and research and to be analytical, evaluative, ethical and critically reflective.

2.
Investigate a research problem and choose, design and justify a research area, methodology and appropriate data collection tools.

3.
Differentiate key research questions, justifying selection with specific reference to the development of improved learning and teaching or a related context.

4.
Synthesise and critically analyse literature and evidence so as to contribute to knowledge in the chosen research field.

5.
Critically analyse and evaluate data using appropriate analytical tools, constructing and testing explanatory and action hypotheses as integral to this process.

6.
Defend their findings in keeping with the definition of the scholarship of learning and teaching.

7. Critically reflect on the personal and/or professional implications of their research.

The aim of this module is to allow participants to learn through reflecting on the experience of working in education. It focuses on developing the practitioner in critically-reflective work-based learning and research. The approach recognises the relationship between pedagogical theory and education practice and creates an environment in which participant-practitioner engages in knowledge development based on the 'work' context in an applied setting.

1. Develop research skills and competence in an education setting.
2.
Apply and evaluate relevant theory and research data into the working environment.

3.
Critique reflective practice, theory and practice.

4.
Apply reflective practice by recording a learning log on work undertaken, skills attained, challenges presented and learning acquired in the work environment.

5.
Appreciate ethical issues and challenges related to working and conducting research in an educational setting

6.
Critically appraise ability to work in a team environment with other practitioners.

7.
Consolidate learning through the application of theory to practice, critical self-reflection and peer learning.