Graduate Diploma in Education (Primary Teaching) Semester C

Transcription

1 Graduate Diploma in Education (Primary Teaching) Semester C Course Handbook Spring 2015

2 Welcome from the Dean of Education/ Fáilte ó Déan an Oideachais Dear Student, On behalf of my colleagues I extend a warm welcome back to Grad C, Faculty of Education at Mary Immaculate College. Tá súil agam gur bhain tú taitneamh as laethanta saoire na Nollag. The Faculty is continually involved in the development of new programmes. This semester sees the continuation of the Professional Master of Education (Primary Teaching) which is a new two year teaching qualification for graduates who already possess a Level 8 degree and who wish to pursue primary school teaching. We have also a new MEd in Educational Leadership and Management. Our Professional Diploma in Education (Further Education, Level 8) has been accredited by the Teaching Council, and our revised Certificate in Religious Education has been approved by the Council for Catechetics. We have an Education Preparatory Programme for Mature Learners, which is aimed at adult learners who wish to gain access to the BEd programme. Táthar ag leanúint ar aghaidh i mbliana lenár gclár iarchéime nuálaíoch, M. Oid. san Oideachas Lán-Ghaeilge, a cuireadh ar an bhfód don chéad uair anuraidh. Is é seo an chéad chlár iarchéime i bpoblacht na héireann le freastal go sonrach ar oideoirí tumoideachais agus ar ghairmithe eile a bhíonn ag obair i réimse an oideachais lán-ghaeilge. These programmes contribute to the extensive range of postgraduate programmes already being provided by the Faculty in SEN, ICT, Mentoring and Teacher Development, Early Childhood Studies, Adult and Continuing Education, Masters in Education (by Research and Thesis) and Structured PhD in Education. Our lecturers are very approachable and are dedicated to providing you with a top quality educational experience. Please engage with them and with your fellow students to enrich your own learning and to broaden your understanding of what it means to be a teacher. Participate in the life of the College, join clubs and societies, and enjoy the many sporting, social, cultural, and personal development opportunities available to you. In closing, I wish you well in your studies and I hope that your time at Mary Immaculate College will prove both enjoyable and rewarding. Guím gach rath ort i rith an tseimeastair, Professor Teresa O Doherty.

3 FACULTY OF EDUCATION A BRIEF OVERVIEW The academic work of the College is divided into two faculties: the Faculty of Education and the Faculty of Arts, both of which contribute to the BEd Programme. The Faculty of Education at Mary Immaculate College is proud of its tradition of teacher education and of the high standards achieved by graduates since its establishment in The Faculty is one of the largest education faculties in Ireland, with a staff of more than 65 full-time academic staff and a further 50 associate members. The Faculty is strongly student-centred and is committed to excellence in its teaching and research. The Faculty offers programmes at certificate, diploma, undergraduate and postgraduate levels. Our flagship undergraduate honours programmes include the following: BEd, which is a full-time four-year programme and is the professional qualification required for teachers in primary schools. BEd in Education and Psychology, this four-year full-time programme prepares graduates to be recognised primary school teachers while also holding a degree in Psychology, which is recognised by the Psychological Society of Ireland. BA in Early Childhood Care and Education, which focuses on the development of educarers, professional leaders in the provision of care and education for children from birth to six years in a variety of educational settings. The Faculty also offers a number of postgraduate programmes. The academic year 2014/15 heralds the introduction of the Professional Master of Education (Primary Teaching) which is a new two-year teaching qualification for graduates who already possess a Level 8 degree and who wish to pursue primary school teaching. In addition, a suite of postgraduate and masters programmes is available. The Faculty also provides a range of postgraduate research options and the numbers of students engaging in masters and doctoral studies by research and thesis within the Faculty continue to grow. The research work of the Centre for Research in Education and Teacher Education (CREaTE), Centre for Early-Childhood Research at Mary Immaculate College (Ceramic), the Curriculum Development Unit and the Centre for Transforming Education through Dialogue reflect the commitment of Faculty to researching aspects of curricular interest, but also issues of equity and justice within education on local, national and international levels. Faculty members cover a wide range of expertise and professional interests. Many are qualified primary teachers and bring to their students a wealth of professional knowledge and experience. An internationally recognised standard of excellence has been achieved in the areas of professional development, curriculum design and educational research. The Faculty of Education has close links with many of the primary schools in Limerick city and the wider mid-west region. These connections facilitate an on-going professional relationship between the Faculty and the schools. The Faculty is greatly facilitated by the schools and teachers who make their classes available to student teachers for school placements, a crucial aspect of Mary Immaculate College s BEd programme.

4 MISSION STATEMENT OF THE FACULTY OF EDUCATION To foster the social, emotional and intellectual development of our students; to promote and enhance their wellbeing during their time in college, and to provide opportunities for them to access a range of cultural activities. To encourage students to aspire to standards of excellence in their professional lives compatible with their individual potential. To promote reflective, creative, open-minded, sensitive, competent and committed practice among teachers in the national primary schools system. To empower such teachers to deal not alone with pupils and in-school colleagues but with parents, local communities, colleagues generally, other professionals. To engender in our graduates a commitment to the full, social, emotional, intellectual development, and cultural diversity of the children they teach so that as citizens of the future they are competent, assured and caring members of society. To promote and develop educational research and the application of existing research for the benefit of schools and of the community. To promote among our graduates an openness to research and methodological innovation and to help them to foster a sense of ongoing professional and personal development. To engender in students and graduates a positive, critical attitude to change in their professional lives and the capacity to develop skills and competences to deal with changing needs and demands. To promote and develop educational thought and practice for the benefit of the community, both local and national.

5 Graduate Diploma in Education (Primary Teaching) Programme Specific Regulations School Placement : A student who fails a school placement module shall be awarded an F grade or, in the case of Pass/Fail registration, an N grade.the compensating fail grades D1 and D2 shall not be awarded for school placement modules. Save in exceptional circumstances, where a student fails a school placement, s/he shall be afforded only one further opportunity to repeat that placement. Gaeilge : EG5791 Seimeastar A EG5704 Seimeastar B Ní úsáidtear D1 agus D2 sa chóras ghrádála. EG5734 Seimeastar C Ní mór pas a fháil sa scrúdú i labhairt na Gaeilge agus i scríobh na Gaeilge faoi seach chun pas a fháil sa mhodúl. Má theipeann ar mhac léinn sa scrúdú i labhairt na Gaeilge agus/nó sa scrúdú i scríobh na Gaeilge bronnfar teip ar an mac léinn sa mhodúl agus caithfidh an mac léinn atriail a dhéanamh sa ghné/sna gnéithe ar theip air/uirthi ann/iontu. Má theipeann ar mhac léinn i ngné amháin den mhodúl - labhairt na Gaeilge nó scríobh na Gaeilge tabharfar teip dó/di sa mhodúl agus caithfidh an mac léinn atriail a dhéanamh sa ghné sin amháin. Scrúdú i Labhairt na Gaeilge Ní mór C3 ar a laghad a bhaint amach sa scrúdú i labhairt na Gaeilge chun pas a fháil sa scrúdú seo. Academic Honesty The definitive guide for all academic rules and regulations is the Student Handbook. It is available here: All students are required to familiarise themselves with Appendices Two & Three (Final Assessment Regulations & Coursework Guidelines) of the Student Handbook, particularly the sections concerning cheating. Students should note that the Faculty of Education take matters of academic honesty with the utmost seriousness. Normally, the penalty for cheating is suspension for 12 months. A repeat of such conduct shall warrant expulsion.

6 Lecture and Tutorial Attendance Attendance at lectures and tutorials is mandatory. Lecturers reserve the right to administer attendance checks at all/some lectures and tutorials. Except in exceptional circumstances and with the prior approval of both the academic year co-ordinator and lecturer, students must attend their assigned group lecture or tutorial. Lecturers reserve the right to refuse admittance to lectures/tutorials and/or mark a student absent if they do not attend their designated lecture/tutorial. Up to 10% of marks in a module may be deducted for poor attendance at lectures. In the case of tutorials (except in exceptional circumstances), 10% of marks will be deducted for poor attendance. Important: Students are required to familiarise themselves with the Code of Conduct and to adhere to same (see for further information). Module Assessment Guidelines Students are responsible for familiarising themselves with the assessment arrangements for each module. Where modules are assessed by examination, it is the responsibility of the student to register and present for the examination (see for further information). In the case of coursework, students are responsible for ensuring that coursework adhers to the module assessment guidelines, that it is completed on time, and submitted on the designated date. Students are strongly advised to keep an electronic copy of all coursework. Except in exceptional circumstances, extensions will not be granted for coursework submission deadlines. Penalty for Late Submission of Coursework: Except in exceptional circumstances, 10% of marks in a modulewill bededucted for late submission of coursework. Repeat Assessment Procedures: Where Coursework is the repeat assessment (including both F and I - Grades) students will be notified of the repeat assessment and the repeat assessment guidelines by . It is the responsibility of the individual student to comply with the repeat assessment guidelines which includes submission deadlines.

7 KEY FACULTY OF EDUCATION CONTACTS Dean of Education Professor Teresa O Doherty Contact: teresa.odoherty@mic.ul.ie Office: 304a (061) Graduate Diploma in Education (Primary Teaching) Co- Ordinator Seán de Brún Contact: sean.debrun@mic.ul.ie Office: C101 (061) Assistant Dean of Education Dr. Angela Canny Contact: angela.canny@mic.ul.ie Office: R115 (061) Director of School Placement Neil Ó Conaill Contact: neil.oconaill@mic.ul.ie Office: 306 (061) Fintan Breen Office Manager Education Office Contact: fintan.breen@mic.ul.ie Office: (061)

8 Faculty of Education Office Room 307 (Foundation Building) Phone: Counter service to students is available from Monday Friday from a.m p.m. and 2.00 p.m p.m Whom should I contact? If you have a concern or query in relation to general academic issues, please contact Seán de Brún. You can make an appointment to see him by or via the Education Office. If your concern specifically refers to School Placement, please contact the SP Office and/or Director of SP ( / ). If you have a concern relating to examinations / repeats / link-ins etc. please contact the Assistant Dean, Dr Angela Canny. You may also go to the Education Office, Third Floor, Main Building, if you have a general query. Please give your mobile phone number to the Education Office or other members of staff when communicating with them, as if a matter is urgent, this will enable them to contact you directly. Contacting Lecturers You can find contact details for all academic staff on the College website Initial contact with a lecturer should be made by and if required, the lecturer will arrange a meeting with you. Please remember that lecturers are very often in schools or engaged in other work, so it is important that you contact them by telephone or . You are reminded that all communication should be conducted in a courteous manner.

9 STAFF OF THE FACULTY OF EDUCATION Dean of Education Teresa O'Doherty, B.Ed., M.Ed.(NUI), Dip. Religious Studies(MIC), Ph.D.(UL) (061) Assistant Dean of Education Angela Canny, B.Soc.Sc., M.Soc.Sc.(UCD), PhD (Warwick) (061) Director of Continuing Professional Development Cathal de Paor, B.A.(NUI), Grad.Dip.in Ed.(UL), M.Ed.(UL), M.A. in Classical Irish(NUI), PhD (Nantes) (061) Director of the Curriculum Development Unit Eucharia McCarthy B.Ed.(NUI), M.Ed.(UL) (061) Director of School Placement Neil Ó Conaill, B.Ed.(NUI), M.Ed.(Nottingham) (061) There are five academic departments within the Faculty of Education: Department of Arts Education and Physical Education Department of Reflective Pedagogy and Early Childhood Studies Department of Learning, Society, and Religious Education Department of Language, Literacy and Mathematics Education Department of Special Education

10 Department of Arts Education and Physical Education Acting Head of Department Deirdre Ní Chróinín, B.A., PhD(UL) MA in Academic Practice, (UL) (061) Drama Michael Finneran, B.Ed.(DCU), M.A, PhD (Warwick)* (061) Dorothy Morrissey, B.Ed., M.A.(NUI), Grad Dip in Drama in Education (Thomond) Grad Dip in Dance (UL), Cert in Community Dance Leadership (Laban Guild)* (061) Margaret O'Keeffe, B.Ed.(NUI), M.Ed.(DCU), LLSM (061) Music Education Gwen Moore, B.Mus.Ed.(TCD), M.A. in Music.Ed.(UL), GRIAM, ALCM, Ph.D.(Univ. of London). (061) Ailbhe Kenny, B.Ed., M.Ed.(DCU), PhD (Cambridge)* (061) Visual Arts Education Tanya Power, NDD, M.A.(NUI) (061) Anne-Marie Morrin, B.A., H.Dip. Art and Design Education (NCEA), M.A. (UL) Sinead Dinneen, Dip.in Fine Art Sculpture(LSAD), H.Dip.(Art and Design Education), B.A.(WIT), M.A. in Interactive Media (UL) (061) (061) Eamonn Mitchell, B.Ed., M.Ed.(UL) (061) Niall Quinn, Visual Arts Technician, Dip. in Fine Arts(NCEA) (061) Physical Education Deirdre Ní Chróinín, B.A., PhD(UL), MA in Academic Practice, (UL) Richard Bowles, B.Ed.(NUI), M.Sc.(Leicester) (061) (061) Co-ordinator of international placements and AEE Elaine Murtagh, B.A., PGCE, PhD(Univ. of Ulster) (061)204569

11 Department of Reflective Pedagogy and Early Childhood Studies Head of Department Emer Ring, B.Ed., (Carysfort College of Ed.), PG Dip in Special Ed., (SPD); BL, (Univ. of London); M.Ed., (SPD); PG Cert in Autism (Children), (SPD), M.Ed. (Autism), (Univ. of Birmingham); Diploma in Irish, (NUIG); PhD (SPD) (061) Early Childhood Care and Education Deirdre Breathnach, B.Ed.,(NUI) M.Ed.(UL) (061) Jennifer Pope, B.A. Early Childhood Studies, PhD(UCC) (061) Lisha O'Sullivan, B.A. Early Childhood Studies (UCC), M.A. Non-directive Play Therapy (Univ. of York)* Des Carswell, B.Sc.,(UCD and Vrije Univ. Amsterdam), Masters in European Social Policy Analysis. (061) (061) Co-ordinator of and tutor on the research methods and undergraduate dissertation modules for the B.Ed. programme Mary Moloney, Cert in Psychology (NUIM), Diploma in Nursery Management (UCD), M.Ed in Early Childhood Care and Education (MIC), PhD (MIC) (061) Educational Methodology Teresa McElhinney, B.Ed., M.Ed.(NUI) Fiodhna Gardiner-Hyland B.Ed. (MIC); PG Dip. In Primary Ed., (DES); MA in Ed., (MIC); PhD, (Univ. of Leicester) John O Shea, B.Ed., M.Ed.(UL), PhD (UL) ICT in Education teresa.mcelhinney@mic.ul.ie fiodhna.gardiner@mic.ul.ie john.oshea@mic.ul.ie (061) (061) (061) Brendan Barry, B.A.(TCD), Grad.Dip.Ed.(MIC), M.Sc.(DCU) brendan.barry@mic.ul.ie (061) Rory McGann B.Ed, M.Ed ICT (UL), Grad Dip. Ed. Lead. (NUIM), Grad. Dip. SEN (UL) rory.mcgann@mic.ul.ie (061) Microteaching Kathleen Horgan, B.Ed.,(NUI) M.Ed.(TCD), PhD (NUI) kathleen.horgan@mic.ul.ie (061)204328

12 Department of Learning, Society, and Religious Education Head of Department Carol O Sullivan, B.Ed., M.Ed.(UL) M.A.(NUI), EdD (DCU) carol.osullivan@mic.ul.ie (061) Psychology of Education Suzanne Parkinson, B.Ed., B.Sc., M.SC. in Developmental and Educational Psychology, EdD (Ed. Psych). Claire Griffin, B.Ed (Ed & Psych), Grad Dip SEN (UL), MAEP (UCD) Marie Ryan, B.Ed (Ed & Psych), Grad Dip SEN (UL), MAEP (UCD) suzanne.parkinson@mic.ul.ie (061) claire.griffin@mic.ul.ie (061) marie.ryan2@mic.ul.ie (061) History of Education and Policy of Education Teresa O'Doherty, B.Ed., M.Ed.(NUI), Dip. Religious Studies(MIC), PhD(UL) Eilís O Sullivan, NT, MA (UL), PhD (UL) Philosophy of Education teresa.odoherty@mic.ul.ie eilis.osullivan@mic.ul.ie (061) Tony Bonfield, B.Ed., M.Ed. (NUI), TEFL Cert (MIC), EdD (Univ. Of Sheffield) tony.bonfield@mic.ul.ie (061) Aislinn O Donnell, BA (TCD), MA (UCD), PhD (Warwick) aislinnodonnell@mic.ul.ie (061) Religious Education Patricia Kieran, B.Rel.Sc. (Mater Dei), M.Th., PhD (London) patricia.kieran@mic.ul.ie (061) Daniel O Connell, Dip.Phil., B.D.,(NUIM), Grad.Dip. in Holistic Dev.(All Hallows) M.Ed., PhD (Boston College) Maurice Harmon, Dip Phil, BD, H.Dip. in Pastoral Studies, (Maynooth), MA (Fordham University) daniel.oconnell@mic.ul.ie (061) maurice.harmon@mic.ul.ie (061) Sociology of Education Angela Canny, B.Soc.Sc., M.Soc. Sc (NUI), PhD (Warwick) Sandra Ryan, B.Ed (NUI), M.A., PhD (Western Michigan) Educational Disadvantage angela.canny@mic.ul.ie sandra.ryan@mic.ul.ie (061) (061)

13 Sandra Ryan, B.Ed (NUI), M.A., PhD(Western Michigan) (061) Transforming Education Through Dialogue Ann Higgins, B.Ed., Dip. Remedial Ed., PhD(UL)* Ruth Bourke, B.A (UL), M.Ed (Adult Ed) (UL) Social, Environmental and Scientific Education (061) (061) Anne Dolan, B.Ed., M.A., Dip.Adult Comm.Ed. (NUI) EdD (Sheffield Hallam) (061) Eileen O Sullivan, B.Ed., M.Ed.(UCC), PhD (UCC) eileen.osullivan@mic.ul.ie (061) Maeve Liston, BSc, PhD (UL) maeve.liston@mic.ul.ie (061) Development and Intercultural Education TBA Social, Personal and Health Education Carol O Sullivan, B.Ed., M.Ed.(UL) M.A.(NUI), EdD (DCU) carol.osullivan@mic.ul.ie (061) Inclusive Education (SEN) Anne O Byrne, B.Ed.(NUI), Grad Dip.(Special Ed) Grad Dip.(Remedial Ed),Grad Dip (Computer Studies), M.Ed.(UL) anne.obyrne@mic.ul.ie (061) MA in Educational Psychology Siobhán O Sullivan, B.Sc in Ed. (UL), H.Dip.Psych.(NUI), M.Sc.(Univ.Coll.London) Programme Leader Claire Griffin, B.Ed (Ed & Psych), Grad Dip SEN (UL), MAEP (UCD) Certificate in General Learning and Personal Development Órla Slattery, BA, (MIC); MA in Philosophy, (MIC) siobhan.osullivan@mic.ul.ie (061) claire.griffin@mic.ul.ie (061) orla.slattery@mic.ul.ie (061) Course Co-ordinator

14 Department of Language, Literacy and Mathematics Education Head of Department Seán de Brún, N.T., B.A., HDE, M.Ed., Dip.Cat.(NUI) (061) Gaeilge Seán de Brún, N.T., B.A., HDE, M.Ed., Dip.Cat.(NUI) (061) Roibeárd Ó Cathasaigh, B.A., M.A., HDE(NUI) (061) Eilís Ní Dheá, B.A., M.A., HDE, PhD(NUI) (061) Martina Ní Fhatharta, B.Oid, M.Oid (UL) (061) English Áine Cregan, B.Ed, M.Ed.(NUI),EdD (Harvard) (061) Martin Gleeson, N.T., B.A.(NUI), M.Ed.(TCD), PhD(UL) (061) John Doyle, B.Ed.(NUI), M.Ed.(UL), Dip. Music Ed.(NUI), ALCM (T.D. Clarinet) EdD (Univ.of Sheffield) (061) Mathematics Education Aisling Leavy, B.Sc.(NUI), Grad.Dip.Ed.(DCU), M.A.in Ed.(Calif. State), PhD(Ariz. State) (061) Mairéad Hourigan, B.Sc., M.Sc., PhD (UL) (061) Noreen O Loughlin, B.Ed., M.Ed., Grad Dip Comp, Dip Bus St, Grad Dip Mant St* noreen.oloughlin@mic.ul.ie (061) Modhanna Múinte na Gaeilge Seán Ó Cathalláin, B.Ed.(NUI), M.Ed.(OU), PhD sean.ocathallain@mic.ul.ie (061) TJ Ó Ceallaigh, B.Oid. (UL), M.Oid. (UCC) Dioplóma Iarchéime san Oideachas Gairmiúil (NUIG), PhD (UCC) tj.oceallaigh@mic.ul.ie (061) Siobhán Ní Mhurchú, B.Ed.(NUI), M.A.(Ed) (UWE, Bristol) siobhan.nimhurchu@mic.ul.ie (061) Department of Special Education Head of Department Patricia Daly, B.A., HDE (NUI), M.A., PhD(Ohio State) patricia.daly@mic.ul.ie (061) Margaret Egan, B.Ed.(TCD), M.Ed.(UL), PhD (UCC) margaret.egan@mic.ul.ie (061) Stella Long, B.Ed., M.Ed.(UL), Dip.Soc.Studies(NUI) stella.long@mic.ul.ie (061)204580

15 Eucharia McCarthy, B.Ed.(NUI), M.Ed.(UL) (061) Johanna Fitzgerald, MA (IOE, London) (061) Trevor O Brien BEd (DCU), MEd, ADAES - Advanced Diploma in Applied Educational Studies (Hull), Dip Social Studies (UCC) trevor.obrien@mic.ul.ie (061) Professional Services Staff Education Office Manager Fintan Breen fintan.breen@mic.ul.ie (061) Education Office Marie Quaid Caroline Ní Chadhain* Zeta Penny Helen Heffernan Nora O Donoghue Paula Treacy Perry Meskell Rose Higgins Deirdre Cussen* Lydia Turley Hellen Gallagher Continuing and Professional Development marie.quaid@mic.ul.ie caroline.nichadhain@mic.ul.ie zeta.penny@mic.ul.ie helen.heffernan@mic.ul.ie nora.odonoghue@mic.ul.ie paula.treacy@mic.ul.ie perry.meskell@mic.ul.ie rose.higgins@mic.ul.ie deirdre.cussen@mic.ul.ie lydia.turley@mic.ul.ie hellen.gallagher@mic.ul.ie (061) (061) (061) (061) (061) (061) (061) (061) (061) (061) (061) Sheila O'Callaghan sheila.ocallaghan@mic.ul.ie (061) Special Education Mairead Horan mairead.horan@mic.ul.ie (061) Curriculum Development Unit Josephine Frahill cdu@mic.ul.ie (061) * Indicates that the Faculty Member is currently on leave

16 Sociology of Education Module : EG Semester C 2015 Postgraduate Diploma in Education (primary teaching) The sociology of education course addresses topics and debates centred on the culture of teaching and teachers lives. It will particularly focus on diversity within the teaching profession. The course will build upon topics previously addressed in Foundations studies 1 and 2. This course will provide student teachers with opportunities for critical engagement with a range of issues upon which they can build throughout their professional career and ensure they are competent and informed to meet the challenges when teaching in an increasingly diverse primary school. It is only in the last few decades that the experiences and culture of teachers have been explored in any great depth. Indeed, we rarely reflect upon equality and diversity issues for teachers or that teachers are not a homogenous group. We will focus on teachers as individuals using skills and creating identities, actors and negotiators in the classroom and school, as colleagues and as members of a profession. In particular, we will examine various aspects of teachers lives and applying equality considerations to them. Applying a range of equality perspectives to teachers are useful way in which to examine, understand, evaluate and empathise with those teachers who face inequality in their role as a teacher. We will focus on such issues as: equality between teachers and power considerations; Identity and diversity within the teaching profession, focusing specifically on religious belief, race and ethnicity, gender and sexuality. In addressing the questions, students will critically assess a range of contemporary debates from equality and social justice perspectives. Students will develop an understanding of how relationships in education are influenced and in many cases constrained by one s identity. These will be examined from the perspective of the teacher. In particular we will examine the taken for granted assumptions that we make about teachers. Students are introduced to concepts such as bullying, patriarchy, cultural imperialism, white privilege, racism, homophobia, heterosexism and the various ways they apply to the teaching profession. The sociology lectures will facilitate students understanding of the broad role of education within society. Most importantly, it will examine their role as future teachers in facilitating, enabling and nurturing equitable and respectful relationships within education and specifically within the teaching profession. LEARNING OUTCOMES: Upon completion of this course students are expected to: 1 Cognitive: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation Reflect critically on issues of equality and diversity within the teaching profession Reflect critically and evaluate the embedded nature of inequality in the various relationships within education from a sociological perspective Reflect critically, assess and evaluate the way a teachers ability to form and sustain positive relationships within education is affected by power, solidarity, access to resources and recognition of difference 2 Affective: Attitude and Values Appreciate, value and promote equality and empathise with those within the teaching profession who experience inequality Appreciate and value diversity and difference within the teaching profession Appreciate and value the role of the teacher in establishing, nurturing and maintaining positive relationships within education

17 3 Psychomotor: Skills and Capabilities MODULE CONTENT: Sociology of Education Topic Lecturer MODULE ASSESSMENT: Lecture 1 Teachers and Equality Dr Angela Canny Lecture 2 Teacher Equality: Religious Belief Dr Angela Canny Lecture 3 Teacher Equality: Power and Dr Angela Canny Abuse of Authority Lecture 4 Teacher Equality : Black and Dr Angela Canny Ethnic Minority Teachers Lecture 5 Teacher Equality: Sexual Dr Angela Canny Orientation Lecture 6 Teacher Equality: Sexual Dr Angela Canny Orientation Lecture 7 Teacher Equality: Gender Dr Angela Canny Lecture 8 Teacher Equality: Gender Dr Angela Canny This course will be assessed through end of semester exam. Students will be given a choice of two questions and will answer one question. REPEAT ASSESSMENT: The repeat assessment will be based on exam. Students will be given a choice of two questions and will answer one question. FEEDBACK: Students will be advised on specific times when they can meet with the relevant lecturer individually regarding exam feedback. STAFF: Individual appointments can be made by to meet with your lecturer. Name Title Office Telephone Office Hour/s Dr Angela Canny Assistant Dean of Education and Senior Lecturer in Sociology of Education (20)4598 Angela.Canny@mic.ul.ie

18 READING LIST: (Please Note: Mandatory readings will be assigned on a weekly basis by the lecturer. All readings will be available on Moodle). Indicative readings include: Primary Reading: Baker, J., Lynch, K., Cantillon, S. and Walsh, J. (2004) Equality: From Theory to Action, Houndsmills: Palgrave Macmillan. Lodge, A. and Lynch, K. (2004) Diversity at School, Dublin: The Equality Authority. Lynch, K. and Lodge, A. (2002) Equality and Power in Schools: Redistribution, Recognition and Representation, London: Routledge. Supplementary Reading: Atkinson, E. and DePalma, R. (2010) Undoing Homophobia in Primary Schools by the No Outsiders Project Team, Stoke on Trent: Trentham Books. Ball, S. and Reay, D. (2000) Essentials of female management: women s ways of working in the education market place?, Educational Management Administration and Leadership, 28(2), Boulton, P. and Coldron, J. (1998) Why women say stuff it to promotion: A failure of equal opportunities?, Gender and Education, 10(2), Cochran-Smith, M. (2000) Blind vision: unlearning racism in teacher education, Harvard Educational Review, 70(2), Cole, M. and Stuart, J. (2005) Do you ride on elephants and never tell them you are German: the experiences of British Asian and black overseas student teachers in south east England, British Educational Research Journal, 31(3), Department of Education and Skills (2008) Valuing Visibility: An Exploration of How Sexual Orientation Issues Arise and are Addressed in Post-Primary Schools, Summary Report, Dublin: Department of Education and Skills. DePalma, R. and Atkinson, E. (2009) Interrogating Heteronormativity in Primary Schools: The No Outsiders Project, Stoke on Trent: Trentham Books. DePalma, R. and Atkinson, E. (2008) Invisible Boundaries: Addressing Sexualities Equality in Children s Worlds, Stoke on Trent: Trentham Books. Devine, D. (2005) Welcome to the Celtic tiger? teacher responses to immigration and increasing diversity in Irish schools, International Studies in Sociology of Education, 15(1), Francis, B. and Skelton, C. (2001) Men teachers and the construction of heterosexual masculinity in the classroom, Sex Education, 1(1), GLEN (2009) Lesbian, Gay and Bisexual Students in Post-Primary Schools: Guidance for Principals and School Leaders, Dublin: GLEN. GLEN (2009) Teachers Supporting Diversity: Lesbian, Gay and Bisexual Students, Dublin: GLEN. INTO (2000) Working Together, Procedures and Policies for Positive Staff relations, Dublin: INTO. Kissen, R. (1996) The Last Closet: The Real Lives of Lesbian and Gay Teachers, Portsmouth: Heinmann. Neary, A. et al. (2013) New Foundations: School Ethos and LGBT sexualities, Limerick: University of Limerick and Irish Research Council. Norman, J. (2004) A Survey of Teachers on Homophobic Bullying in Irish Second Level Schools, Dublin: Dublin City University. O Donoghue, D. (2005) Speak and act in a manly fashion, the role of the body in the construction of men and masculinity in primary teacher education in Ireland, Irish Journal of Sociology, 14(2), Oplatka, I. and Tamir, V. (2009) I don t want to be a school head: women deputy heads insightful constructions of career advancement and retention, Educational Management Administration and Leadership, 37(2), Reay, D. (2001) The Paradox of contemporary femininities in education, in Francis, B. and Skelton, C., eds., Investigating Gender: Contemporary perspectives in Education, Buckingham: Open University Press, Skelton, C. (2002) The feminisation of schooling or re-masculinising primary education, International Studies in Sociology of Education, 12(1),

19 Philosophy of Education Module : EG Semester C 2015 Postgraduate Diploma in Education (primary teaching) REFLECTING, RESPONSIBILITY, QUESTIONING COURSE FORMAT: One LECTURE each week. Guiding Questions 1. What is teacher Identity? 2. Why do we educate? 3. Is education a practice of freedom? 1.REFLECTING AND RESPONSIBILITY : The first section of the course will allow us to reflect upon our experiences of teaching, in particular teaching practice, and to deepen our understanding of teacher identity and the relationship between teacher and students. We will broaden the discussion by reflecting upon other ways of thinking about the teacher-student relationship and schooling and education. Some of the themes we touch upon in this first section will be further examined later in the course: freedom, authority, knowledge, ignorance, assessment and so forth. The primary focus of this section will be on reflecting about the lived practice of education and ways in which different identities and images of the teacher affect practice. We examine some of the more difficult questions in educational practice by looking at Britzman s text which outlines some of the difficulties of being a student teacher on teaching practice. We will look at two aspects of teacher identity and the practice of teaching through the writings of Judith Butler and Chandra Mohanty. The focus here is on the question of gender, race and norms. We continue our concern with ethical and political questions in educational practice in this next section. In Week 4, we reflect upon purposes of education, the role of the teacher and the relationship between education and responsibility through the writings of Hannah Arendt. 2. QUESTIONING This second section of the course examines a variety of perspectives on the practice and politics of education that may challenge some of the practices, ideals and values in the Primary School Curriculum. It focuses on the writing of Paulo Freire who has had a significant impact on educational practice. Paolo Freire responds to the authoritarian or banking model of education. He is not simply arguing that this methodology is bad pedagogy. Rather it serves a function in society of creating docile and obedient citizens who will not challenge the status quo, so in that respect it is effective. We will examine Freire s analyses of these different kinds of pedagogy, not simply at the level of the classroom but at the level of society. We will explore the values that he thinks should underpin the pedagogical relationship and explore his problem posing approach to education. We will also ask whether or not democratic classrooms are possible or desirable? What would it look like? What forms of authority are appropriate in a pedagogical relationship, if any? How free should children and other learners be?

20 YOUR ROLE: This course is, as you know, thematically based rather than a chronological progression through the history of educational theory. We will return to some key thinkers again this semester so it is worth keeping to hand your notes from philosophy so that you can keep reflecting on these themes in relation to your other subjects and also your teaching practice. We will ask you to continue to reflect on your own teaching experience, on your lives, on your other areas of studies, on educational policy and on the Primary School Curriculum. We don t pretend that there is any agreement amongst thinkers in all these areas. Likewise, we don t expect you to agree with what each of us says. We do, however, ask you to provide reasons, reflections and argument for your position, and we ask that when you write that you engage with the designated readings on the course. You are being asked to respond to, and reflect upon, the ideas of these thinkers, not summarise them or even agree with them. We want to hear what your analysis is, not just your opinion; in short for you to submit a thoughtful and reflective response to these ideas. This is the last semester of three semesters in Philosophy of Education. IN CLASS RATIONALE : The form of assessment is a series of TWO reflective exercises of words. Write these on a continuous basis as the themes are distributed to you. This is a process based course so we expect to see progression and changes in your thought, shifts in your position, new ideas being developed, increased understanding, and so on. If you leave it until the last minute you will put yourselves under pressure and it will defeat the purpose of the continuous process based approach. What does this mean? We would like to encourage you to be critical, reflective and independent thinkers who engage in dialogue with one another as you continue in your studies of education. Please take advantage of the seminar format to discuss and learn from your peers, to raise questions and address points of confusion. The form of assessment is designed to help this. Having listened to the responses of students from last year, we are going to continue to incorporate some group work and film in lecture time where possible. This is not to assess how much you know but to encourage you to engage with the questions, and indeed, to raise questions yourself as well as to learn more about writing, reading and developing arguments. As peers you will have a good deal to share with one another. Even though we are in a large group, it is important that you try to participate in these activities in class. OBJECTIVES OF THIS COURSE : 1.To develop a critical understanding of the ideas and values that shape approaches to education, pedagogy, and curriculum, with a focus on the relationship between education and democracy 2.To examine the different conceptions of the human underpinning different approaches to education. 3.To appraise the justifications for different approaches to education and for different methodological and curricular models. 4.To develop the students capacity for genuine engagement and reflection with philosophical ideas and questions and to engage in philosophical dialogue. 5.To enable students to reflect upon the relationship between philosophy and other subject areas, as well as teaching practice. 6.To cultivate the ability to reflect upon beliefs, values and ideas in light of those of others and different theoretical approaches. 7.To help students develop the capacity to compose pieces of writing that present a careful, reflective and reasoned argument engaging with the key readings on the course.

21 ASSESSMENT: TWO reflective exercises to be submitted in class in Week 8. The two exercises should be words each. The questions will be given in class and placed on Moodle. Essays must be undertaken in accordance with academic norms of writing. Repeat Assessment: The repeat assessment will take the form of an essay of words. COURSE OUTLINE Part 1: Weeks 1-4 Teacher Identity, Responsibility and Authority (AOD) Week 1: The myth of the perfect teacher a. Texts: Deborah Britzman (2003) Practice makes Practice. Chapter 6. (2009) The Very Thought of Education: Psychoanalysis and the Impossible Professions. Albany: Suny. Chapter 1. b. Film: Half-Nelson Week 2: Teacher identity and gender, a. Text: Judith Butler (2004) Beside Oneself: On the Limits of Sexual Autonomy in Undoing Gender. Week 3: Race, Ethos and Humanity a. Texts: Audrey Bryan (2009) The intersectionality of nationalism and multiculturalismin the Irish curriculum: teaching against racism? Chandra Mohanty (2002) Under Western Eyes Revisited: Feminist Solidarity through Anticapitalist Struggles, Signs. 28.2, pp b. Resources: Kim s Story c. Film: Jonathan Kozol Letters to a Young Teacher. Week 4: Authority, Education and the Responsibility of the Teacher. a. Texts: Theodor Adorno Education after Auschwitz Hannah Arendt The Crisis in Education Part 2: Weeks 5-8: Democratic Education, Questioning and the Radical Critique Week 5: Freire Problem Posing Education and Banking Education. a. Text: Freire,P. (1993) Pedagogy of the Oppressed.London: Penguin b. Film: Freire's Banking Concept of Education Week 6: Freire The Politics of Education a. Text: Freire, P. (1985) The politics of education: culture, power, and liberation. Basingstoke:McMillan Week 7: Freire Democratic Education a. Text: Freire,P. (1999) Pedagogy of Freedom: ethics, democracy and civic courage. Lanham, MD: Harvard University Press Week 7: REVISION and SUBMISSION.

22 BIBLIOGRAPHY Course Readings (indicative) (Further resources and links will be placed on Moodle) Adorno, T. (1998) Education after Auschwitz, in Critical Models: Interventions and Catchwords, New York: Columbia University Press. Arendt, H. (1995) The Crisis in Education in Between Past and Future: Eight exercises in political thought. London: Penguin. Britzman, D. (2003) Practice makes Practice, Albany: SUNY. (2009) The Very Thought of Education: Psychoanalysis and the Impossible Professions. Albany: Suny. Bryan, A. (2009) The intersectionality of nationalism and multiculturalism in the Irish curriculum: teaching against racism?, Race Ethnicity and Education, 12, 3, pp (2008) The co articulation of national identity and interculturalism in the Irish curriculum: educating for democratic citizenship?, London Review of Education, 6, 1, pp Butler, J. (2004) Beside Oneself: On the Limits of Sexual Autonony in Undoing Gender. London: Routledge Freire, P. (1972) Pedagogy of the Oppressed, London: Harmondsworth. (1995) Pedagogy of Hope. Reliving Pedagogy of the Oppressed, New York: Continuum. (1998) Pedagogy of Freedom: Ethics, Democracy and Civic Courage. London: Rowan and Littlefield. (1985) The Politics of Education: Culture, Power, and Liberation. Basingstoke: McMillan Griffiths, M. (2006) The Feminization of Teaching and the Practice of Teaching: Threat or Opportunity? Educational Theory, 56. 4, pp Illich, I. (1971) Deschooling Society, New York, Harper & Row Kozol, J. Death at an Early Age The Atlantic. Volume 220, Number 3, pp Mohanty, C. (2002) Under Western Eyes Revisited: Feminist Solidarity through Anticapitalist Struggles, Signs. 28.2, pp FILMS Blackboards (2000) Dir. Samira Makhmalbaf. Fabrica: Iran. Half Nelson (2006) Dir. Ryan Fleck.Think Film: US Kids of Survival: The Art of Tim Rollins and K.O.S. (2006). Dirs. Daniel Geller and Dayna Goldfine. The Wave (2008) Dir. Dennis Gansell. EMI: Germany The Wire (2006) Dir. David Simon. HBO: US. Jonathan Kozol Letters to a Young Teacher. STAFF : Lecturers: Dr Aislinn O Donnell (Room R202, Ext 4354) Mr Pearse O Shiel (Room N33, Ext. 4970)

23 Educational Psychology Module Code EG5773- Semester C 2015 Postgraduate Diploma in Education (primary teaching) BRIEF OVERVIEW: This course consists of 1 hr. contact time per week over eight weeks. The course will explore the theory and practice of educational assessment. RATIONALE: This module integrates the theory and practice of educational assessment. Students will critique a broad range of assessment procedures and tools and have hands-on experience of application, interpretation and reporting of assessment data. The module aims to equip students with an understanding of and competence in assessment, measurement and evaluation. Students will be invited to consider the centrality of assessment as part of an effective learning-teaching cycle. This course provides an opportunity to explore the purposes of assessment in education, standards for teacher competence, choosing assessment methods, using assessment data, communicating assessment information through case study analyses and collaborative project work. Opportunities will be provided for students to critique a range of standardized tests, explain and use basic concepts of measurement, reflect on the appropriate use of test score data and evaluate the characteristics of good tests. Irish legislative and policy context will be considered and on-line assessment tools explored. LEARNING OUTCOMES: On completion of this module, students will be enabled to: Gather, analyse and interpret data on pupils behaviour using an array of observational methodologies Engage in miscue analysis of an oral reading excerpt to identify the child s strengths and needs in reading Critique and create teacher-designed tasks/tests with due attention to assessment purpose, reliability and validity Understand variation between standardised tests in terms of purpose; i.e. achievement, aptitude, diagnostic and in terms of scores; i.e. criterion-referenced, norm-referenced Critique standardised tests in terms of reliability and validity demonstrating and understanding of the purpose and limitations of standardised testing Analyse, triangulate and interpret standardised test data accurately in order to establish learning strengths and areas for development, demonstrating an in-depth understanding of the following; normal distribution curve, standardised scores, measurement error etc. Critique the process of self and peer assessment and to critique the application of self and peer assessment tools in practice. Design, evaluate and review for effectiveness a rubric i.e. a coherent set of criteria for pupils work that includes descriptions of levels of performance quality on the criteria. Become strengths-based educators by developing their understanding and skills on how to identify pupils talents and strengths; to consider how to apply pupils various strengths in the process of acquiring academic abilities, communication abilities, problem-solving abilities and personal excellence. Accurately and effectively describe, reflect upon and critically analyse the role of assessment in education, in light of key academic sources in the area

24 MODULE ASSESSMENT: Assessment Type % Mark Allocation Submission Date Essay 100% End of Week 8 (Date/time to be confirmed) See Assessment Guidelines document for further details (Available on Moodle to download) Attendance and Participation at Lectures/Tutorials Students are expected to attend all lectures and tutorials and engage in any required readings or preparatory work prior to class. Students displaying poor attendance or engagement at lectures/tutorials can be deducted up to 10% of marks. Penalty for Late Submission of Coursework Students are required to contact me as soon as possible in the case of late submission of coursework. Students may be deducted up to 10% for late submission of coursework, unless supported by a medical certificate, or similar. REPEAT ASSESSMENT: 100% Essay FEEDBACK: Queries, opinions and questions are welcomed during lectures. If you wish to speak to me outside of lecture time, please arrange a time via . STAFF: Name Title Office Office Tel: Office Hour/s Dr. Suzanne Parkinson Educational & Developmental Psychologist & Lecturer in Educational Psychology By appointment SG12 Ext: 4712 suzanne.parkinson@mic.ul.ie

25 READING LIST: Primary Readings Alberra Inc. (2013). Creating Strength-Based Classroom & Schools: A Practice Guide for Classrooms and Schools, US: Alberra Publications. Beaty, J. J. (2013). Observing Development of the Young Child (8 th Ed). Upper Saddle River, NJ: Merrill. (Chapters 1 & 2 uploaded on Moodle page) Bennett, R. E. (2011). Formative assessment: a critical review. Assessment in Education: Principles, Policy & Practice, 18(1), Brookhart. S.M. (2013). How to Create and Use Rubrics for Formative Assessment & Grading, Baltimore: ASCD Publications. Burke, K. (2006). From Standards to Rubrics in Six Steps: Tools for Assessing Student Learning. Thousand Oaks, California: Corwin Press Frey, N. & Fisher, D. (2011). The Formative Assessment Action Plan: Practical Steps to More Successful Teaching and Learning, Baltimore. ASCD Publications. Harlen, W., Crick, R. D., Broadfoot, P., Daugherty, R., Gardner, J., James, M., & Stobart, G. (2002). A systematic review of the impact of summative assessment and tests on students motivation for learning. EPPI-Centre, University of London. Looney, A. (2006). Assessment in the Republic of Ireland. Assessment in Education, 13(3), O Leary, M. (2006). Towards a balanced assessment system for Irish Primary and Secondary schools. Oideas. 52, Popham, W. J., (2014). Classroom assessment: What teachers need to know. Pearson/Allyn and Bacon. (Chapters 3, 4, 5 & 10) Swaffield, S. (Ed.). (2008). Unlocking assessment: Understanding for reflection and application. Routledge. (Chapters 1,2,4 7 & 8) Wall, E. (2009). A decade of evolution of assessment policy and practice in Irish primary education. Paper presented at the AERA Annual Meeting, San Diego, April Supplementary Readings Andrade, H. G., (2000). Using rubrics to promote thinking and learning. Educational Leadership, 57, 5, Black, P. (2004). Working inside the black box: Assessment for learning in the classroom. Granada Learning. Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Granada Learning. Black, P., Harrison, C., Hodgen, J., Marshall, B., & Serret, N. (2011). Can teachers summative assessments produce dependable results and also enhance classroom learning? Assessment in Education: Principles, Policy & Practice, 18(4), Christenson, S., Reschly, A., Wylie C. (2012). Handbook of Research on Student Engagement, New York: Springer. Clarke, S., Hattie, J. & Timperley, H. (2004). Unlocking Formative Assessment. Practical Strategies for Enhancing Student Learning, New Zealand: Hodder, Moa Beckett. Darling-Hammond, L. & Bransford, J. (2005). Preparing Teachers for a Changing World. What teachers should learn and be able to do. San Fransico: Jossey-Bass Wiley.