PGCEi

Module Guide
&
Assignment Brief

7503EDUI Inclusive Pedagogy and Evidencing

Impact on Learners
Contents

Welcome ....................................................................................................................................... 3

Course Summary ........................................................................................................................... 4

What you will study.......................................................................................................................... 5

Timeline ........................................................................................................................................... 6

Assessment....................................................................................................................................... 8

Grading Rubric……………………………………………………………………………………………….13

Reference/ Book List…………………………………………………………………………………………14

“A case study is a problem to be studied, which will reveal an in-depth

understanding of a “case” or bounded system, which involves
understanding an event, activity, process, or one or more individuals.”

(Creswell, 2002: 61)

"Case study is a . . . research design best defined as an intensive study of

a single unit (a relatively bounded phenomenon) where the scholar’s aim
is to elucidate features of a larger class of similar phenomenon.”

(Gerring, 2004: 341)

“Case study [is] a prime strategy for developing educational theory which
illuminates educational policy and enhances educational practice.”

(Bassey, 1999: 3)

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Liverpool John Moores University
Welcome

Welcome to the module Inclusive Pedagogy and Evidencing Impact on Learners (7503 EDUI)
module on your Post Graduate Certificate in Education International programme. This module is
worth 20 Level 7 Credits towards the 60 Credits for a Postgraduate Certificate in Education
International (PGCEi).

Practitioner enquiry is a useful form of professional development, enabling the teacher to explore
her/his practice through the gathering of evidence to inform future professional practice. In this
module, you will learn about qualitative methods for collecting and analysing data. Qualitative data
collection typically involves the documentation of descriptions / phenomena/ perceptions and
opinions in the form of words (and sometimes pictures) through methods such as observation,
interviews and focus groups. Qualitative data, in contrast to quantitative data, is not numeric, and
cannot be measured. In this module, you will gather qualitative data in order to better understand
learning and the ‘classroom’ to inform planning and promote learners’ progress. For your
assignment, you will carry out and report on an instrumental case study. An instrumental case
study facilitates understanding of a particular phenomenon or an outside concern (Stake 1995)
and its treatment within a particular context. Your phenomenon / outside concern will be an aspect
of inclusive practice. Through the collection of different forms of qualitative data, you will consider
the case as a comparative point across other cases in which the phenomenon might be present
Refer to your Programme Guide for an overview of the assessment requirements across the
modules on your programme.

Course Summary

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Liverpool John Moores University
Module 3
Title Inclusive Pedagogy and Evidencing Impact on Learners
Duration of the 2 months
course
Aim To develop knowledge and understanding of issues and barriers to learning
and recognise dilemmas of access and equity in education in order to inform
effective strategies for learning; with particular emphasis on inclusive pedagogy
as a framework for teacher development
Level Level 7
Credit Value 20
Total Delivered 20
Hours

Total Learning 200

Hours
Private Study 180
Hours
Grading Basis 50%
Assessment A personal Case Study of an inclusive intervention, contextualised in a critique
of theories and concepts related to transformative learning and social justice
(4,500 words overall for Task 1 and Task 2)

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Liverpool John Moores University
What you will study

Module 7502EDUI

Module Aim of the module Time Duration

7503EDUI To develop knowledge and understanding of issues and barriers 2 months
to learning and recognise dilemmas of access and equity in
education in order to inform effective strategies for learning; with
particular emphasis on inclusive pedagogy as a framework for
teacher development

Learning Outcomes
After completing this module, you should be able to:
1. Distinguish between, and evaluate, different perspectives and proposed responses to
educational and social problems/issues that can affect learning and progression

2. Critically evaluate notions of transformative learning and how these may relate to principles
of social justice

3. Interpret and critically appraise own resourcefulness and application of professional

curiosity and inquiry to enable inclusive pedagogy for teacher development and practice

4. Develop, implement and evaluate strategies to support positive educational experiences

and outcomes for all learners

Syllabus Outline
Critical exploration of notions, theories and studies relating to educational access and equality

Concepts and theories of social justice and transformative learning

Critical pedagogy and practice in a diverse range of socio-cultural and political contexts.

Equality, diversity and the ‘dilemma’ of difference in education

Inclusive pedagogy as a framework for teacher development and practice

Factors that influence the planning and preparation of inclusive teaching and assessment

Strategies for developing, implementing and evaluating inclusive pedagogies in teaching to

harness capacity for learning

Utilising data sources, research and methods of inquiry to evaluate measurable evidence of
learner impact

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Timeline

DATE ACTIVITIES (subject to change by the module tutor based on student progress)

Week 1  Welcome, overview and Induction.

 Sharing of module guide and learning outcomes
 Schedule, Assessment Method and Assignment
 Academic Writing Resources
 Tutorial: LMS access
 What is Education for? https://www.youtube.com/watch?v=HndV87XpkWg
 Required Reading
Week 2
 Critical exploration of notions, theories and studies relating to educational
access and equality
 Concepts and theories of social justice and transformative learning
 Critical pedagogy and practice in a diverse range of socio-cultural and political
contexts.
 Equality, diversity and the ‘dilemma’ of difference in education

Week 3  Required Reading

 Formative Tasks

Week 4
 Inclusive pedagogy as a framework for teacher development and practice
 Factors that influence the planning and preparation of inclusive teaching and
assessment
 Strategies for developing, implementing and evaluating inclusive pedagogies in
teaching to harness capacity for learning
 Utilising data sources, research and methods of inquiry to evaluate measurable
evidence of learner impact

Week 5  Reading Required

 Formative Tasks
Week 6  Reading Required
 Formative Tasks
Week 7  Complete Summative Assessment Task 1 - Case Study * and Task 2-
Presentation
 To be submitted by 11.59pm on the submission day

Emails:
The PGCEi team makes every effort to respond to emails within 48 hours (i.e. 2 working days). If a
member of the module team has an ‘out of office’ message, please contact another member of the
team, as indicated in the message.

Course administrator: Manju, Manju@westforduae.com

Student engagement officer: Aakriti Cheema, aakriti@esbfedu.com

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Tutorials:
In addition to the lecture schedule for this module, which includes assignment support, ad hoc tutor
support for is available on request through email.

Extensions:
You are expected to plan and organise your time to complete and submit module assignments
(formative tasks and summative assessments) on the scheduled date. Your Programme Guide
outlines the module assessments across the PGCEi (60 Level 7 Credits). Your Module Leader can
offer an extension, requested 24 hours prior to the submission of assessments (at the very latest)
with appropriate supporting evidence; and you are encouraged to do so earlier. Technical issues
(e.g. corrupted hard drive or USB flash drive, etc.) are not valid reasons for requesting an
extension – you are advised to use your personal and secure storage area on the LMS system for
all assessments.

The Academic Study Skills link also offers a range of support for students with academic writing,
online guidance and one-to-one support. To find out more:

 Academic Reading and Note Taking – Read the pdf. attached

 Critical thinking and analysis – watch https://www.youtube.com/watch?v=dItUGF8GdTw
read the pdf attached

Mitigating Circumstances:
Should you miss a deadline or require an extension beyond 15 working days or know in advance
that you will be unable to meet a deadline, an application for Extenuating Circumstance (EC) can
be made online. An EC application will normally require documentary evidence (e.g. Statement of
Fitness to Work) and are normally submitted within 5 working days of a module assessment
deadline.

Assessment: (please refer to assignment brief for detailed information)

Category Short Description Weightage
Description (%)
Case Study Report A personal Case Study of an 60%
inclusive intervention,
contextualised in a critique of
theories and concepts related
to transformative learning and
social justice explaining the

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 rationale and referring to
appropriate literature, methods
of research, analysis and
recommendations

Presentation Presentation should comprise 40%

of a maximum of 10 slides,
with detailed presenter’s notes
explaining the rationale and
referring to appropriate
literature (policy and research)
to inform your critical analysis,
synthesis and evaluation

Case Study Research

Why use Case Study as a Research Instrument?

Case study is a methodology commonly used in educational research. Case studies are context
dependent and tend to be naturalistic studies. This means that things are investigated in their
natural settings, with a focus on making sense of, or interpreting, phenomena in terms of the
meanings people bring to them. Case study research has the intention to ‘go deep’ rather than
wide, and therefore tends to be small /medium rather than large scale, using qualitative rather than
quantitative research methods. Researchers begin by setting out the bounds for a case (e.g. a
child, a group, a class, a school, etc.), providing a rationale for how the case can be presented as
a system, describing one instance of practice/experience/activity in a broader context. Case study
research does not seek to define a wider ‘truth’, but to describe a particular scenario/context.

“A case can be defined technically as a phenomenon for which we report and interpret only a
single measure on any pertinent variable.” (Eckstein, 2002: 124)

“A teacher may be a case. But her teaching lacks the specificity, the boundedness, to be a case.”
(Stake, 1995)

There are many approaches to case study methodology, and they can be single bounded systems
or of multi-site settings. A range of research methods can be used to gather data to describe and
analyse a case, including participant and non-participant observation, document analysis, informal
conversation, reflexive diaries, semi-structured interview and focus group. The purpose of a case
study can be explanatory, exploratory or descriptive in nature; and may be selected for their
intrinsic interest or instrumentally, to facilitate ‘discovery’ of particular a phenomena or real-world
situation.

“The case study method “explores a real-life, contemporary bounded system (a case) or multiple
bounded systems (cases) over time, through detailed, in depth data collection involving multiple
sources of information… and reports a case description and case themes” (Creswell, 2013: 97).

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Case Study and Inclusive Education
Inclusion of the educational, physical, emotional and cultural needs of all pupils is of paramount
importance in the primary classroom. Growing awareness of this has emerged out of a human
rights perspective, that all children deserve an education with their age appropriate peers.
Inclusive education is endorsed by the United Nations through its ratification of the Convention on
the Rights of the Child (UNICEF, 1991).

This international measure ensures that each child should have equal rights to a quality education
within a mainstream classroom. On an individual school level this may mean that a child with
autism may be placed in the same class as a child with attention deficit disorder necessitating
different modifications to professional practice to cater for their specific needs. These complexities
and realities require educational researchers to adopt a research approach, such as case study,
that can capture the unique aspects of each situation.

“Case study research is not only an ideal approach to researching inclusive education, but it can
also capture the richness of data necessary to understand the multifaceted aspects of the inclusive
classroom environment.” (Timmons and Cairns, 2012:6).

Quality issues in qualitative research

Trustworthiness

Qualitative studies differ from quantitative ones, demanding tailored methodologies and methods.
Therefore, it is logical that the trustworthiness of a qualitative study should be determined by
specific criteria. Guba (1981) and Lincoln and Guba (1986) suggested that there are four
qualitative study measurements which can replace traditional quantitative ones (LeCompte and
Goetz, 1982). Guba (1981) put forward the term ‘credibility’ which should replace internal validity
and transferability to act instead of external validity. For the concept of reliability, Guba (1981)
proposed using dependability, and finally confirmability can replace objectivity. Regarding
confirmability, Guba (1981: 87) suggested two steps that the researcher can take to ensure that
this is as strong as possible. He recommended “triangulation… collecting data from a variety of
sources… [and]… a variety of perspectives” and also practising reflexivity to reveal intentions and
epistemological assumptions.

Credibility

Credibility, according to Savin-Baden and Major (2013:475), centres on “the notion that study
results should be convincing and, therefore, are to be believed [it]... implies that findings represent
some sense of reality.” It is therefore of paramount importance that credibility is established as,
without it, there is no research legitimacy. It is important that the research acknowledges the
influence of their experiences, which include assumptions and biases, to enable the reader to
better understand how the data might have been interpreted. It is also import that the research
demonstrates ‘sensitivity to context’.

Dependability

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Issues of reliability usually centre on whether or not findings from research could be replicated
(Merriam, 1995). However, it is understood that this interpretation of reliability, as touched upon
above, is not applicable to qualitative research of an interpretive nature. It has been suggested
instead that interpretive researchers should aim for “dependability or consistency” (Guba, 1981;
Lincoln and Guba, 1986). In other words, instead of comparing inter-research studies, they
advocate comparing within the same study. Merriam is clear “the real question for qualitative
researchers… is not whether the results of one study are the same as the results of a second or
third study, but whether the results of a study are consistent with the data collected” (1995:56). As
a result of the research design being well considered and robust, this is indeed the case.

Transferability

It would be useful before considering the issue of transferability to define what is meant by the
term as applied to this project. Some consider transferability to be the generalisability of the study,
while others, according to Mejia (2009:2), have labelled transferability with a different adjective.
The intention of case study is to gain deeper insights and understanding of a phenomenon rather
than employing a quantitative data collection tool such as a survey in order to make
generalisations.

‘Fuzzy generalisations’

Whilst some other proponents of case study research (e.g. Yin, 2003) claim that case studies can
be used for explanatory purposes and are indeed generalisable, Bassey explains that a fuzzy
generalisation makes “no absolute claim to knowledge but hedges its claim with uncertainties. It
arises when the empirical finding of a piece of research, such as … In this case it has been found
that … is turned into a qualified general statement like this: In some cases, it may be found that …”
(Bassey, 1999: 12). Bassey explains that fuzzy generalisations are “neither likely to be true in
every case, nor likely to be untrue in every case: [they are] something that may be true” (p.10).
Referring to the work of Schofield (1990: 226) Bassey argues that if information is presented in a
trustworthy manner, through thick description, the user of the research may be able to relate “the
fit between the situation studied and others to which one might be interested in applying the
concepts and conclusions of that studied”. Thus, although there is no statistical measure of ‘may’,
thereby precluding the making of scientific generalisations, competent research gives “a careful
description of variables so that others […] might consider whether to act in the same way”
(Bassey, 2001: 11).

References

An alphabetical-by-author list of all titles referred to in your essay, including books, journals and

websites. Refer to and use the LJMU Library Services’ Introduction to Referencing and the

Harvard Referencing guidance at https://www.youtube.com/watch?v=6RVrhlMUaS8

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Level 7 Grading Criteria

Note: The assessment criteria for the summative assignment are based on the LJMU Level 7 Grading Criteria.

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Reading List
Amr M (2011) Teacher education for inclusive education in the Arab world: The case of Jordan,
Prospects: Quarterly Review of Comparative Education, 41 (3): 399-413

Atkins, L. & Duckworth, V. (2019) Research Methods for Social Justice and Equity in Education.
London: Bloomsbury Academic

Biesta, G. (2016) The Beautiful Risk of Education: Interventions, Education, Philosophy and
Culture. Abingdon, Oxon. Routledge

Bourn, D. (2015) The Theory and Practice of Development Education: A Pedagogy for Global
Social Justice. Abingdon, Oxon: Routledge

Cohen, L., Manion, L, & Morrison, K. (2017) Research Methods in Education. 8th ed. Abingdon,
Oxon: Taylor and Francis

Macpheron, I., Robertson, S. & Walford, J. (2014) Education, Privatisation and Social Justice:
Case Studies from Africa, South Asia and South East Asia. Oxford: Symposium Books

Zajda,J. Davies, L. & Majanovich, S. (2009) Comparative and Global Pedagogies: Equity, Access
and Democracy in Education. Dordrect, The Netherlands: Springer

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