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Arts Education & Movement - Research

Entry requirements

To register for a postgraduate research degree, a candidate must normally have obtained a primary degree classification equivalent to Second Class Honours or above, from an approved University or an approved equivalent degree-awarding body, or have an approved equivalent professional qualification in an area cognate to the proposed research topic.

I.PhD applicants should hold a masters degree by research from a recognised university.

II.Applicants who do not hold a postgraduate research qualification e.g. Masters by Research (or equivalent) are only eligible to register on the 'PhD-track register' which is stage 1 of the PhD programme. On successful completion of the transfer process (report and interview within 21 months of their start date) a student on the 'PhD-track register' will be transferred to the 'PhD register' with effect from their original start date in the university. Students who do not successfully complete the transfer may be eligible to graduate with a Masters at this stage.

III.For those interested in applying for a Masters degree by research, an honours primary degree is necessary (preferably at least 2:1) in the discipline in which they intend to undertake the research.

It may also be possible to move from the Masters register to the PhD register on successful completion of a transfer process, as outlined above, if the student made sufficient progress.

Duration

DCE10 PhD Arts Education & Movement (Full-Time)
DCE11 PhD Arts Education & Movement (Part-Time)
DCE12 MA Arts Education & Movement (Full-Time)
DCE13 MA Arts Education & Movement (Part-Time)
DCE14 PhD-track Arts Education & Movement (Full-Time)
DCE15 PhD-track Arts Education & Movement (Part-Time)
DCE55 MSc Arts Education & Movement (Full-Time)
DCE56 MSc Arts Education & Movement (Part-Time)
DCE57 MEd Arts Education & Movement (Full-Time)

Research areas

School of Arts Education & Movement

Research Area

Artist-Teacher
Assessment
Creativity Kevin
Digital Learning
Drama Education
Drama in special education contexts
Embodied Teaching & Learning
Fundamental movement skills (FMS)
Health & Well-being
Inclusion
Initial Teacher Education
Leadership
Learning Communities
Mentoring student teachers
Music Education
Pedagogy and Curriculum
Physical Education
Primary teacher as Artist
Reflective Practice
School Placement
Somatic Movement
Teacher Education/Professional Development
Teacher identity
Virtual Orality
Visual Arts Education

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