UNIVERSITY OF JYVÄSKYLÄ FACULTY OF EDUCATION, DEPARTMENT OF EDUCATION MASTER S DEGREE PROGRAMME IN EDUCATIONAL LEADERSHIP STUDY PROGRAMME

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1 UNIVERSITY OF JYVÄSKYLÄ FACULTY OF EDUCATION, DEPARTMENT OF EDUCATION MASTER S DEGREE PROGRAMME IN EDUCATIONAL LEADERSHIP STUDY PROGRAMME

2 2 PROGRAMME STRUCTURE Academic skills and language studies Orientation to studies Advanced studies in educational leadership Advanced studies in research methods, seminars and thesis Specialisation courses Optionals ACADEMIC SKILLS AND LANGUAGE STUDIES XENK006 Academic reading and writing skills1 /Educational leadership programme XENK007 Academic reading and writing skills 2/Educational leadership programme XSU0005 Finnish language studies (Suomi 1) ORIENTATION TO STUDIES EDLS 110 Orientation to studies and personal study plan (PSP) EDLS 120 Orientation to educational leadership ADVANCED STUDIES EDLS260 Leadership and leadership training for educational organisations EDLS325 Ethical and responsible leadership EDLS350 Pedagogical leadership and leadership as resource EDLS550 Managing educational reform EDLS770 Building multicultural competence and leading diversity EDLS850 Building capacity through strategic transformation EDLS345 Practicum ADVANCED RESEARCH METHODS, SEMINARS, THESIS EDUS361 Qualitative research methods EDUS362 Quantitative research methods EDUS310 Educational research EDLS991 Research seminar I EDLS992 Research seminar II EDLS993 Research seminar III EDLS994 Research seminar IV EDLS920 Master s thesis EDLS930 Maturity examination 120 ECTS 9 ECTS 4 ECTS 3 49 ECTS 20 ECTS 9 ECTS 2 ECTS 2 ECTS 4 ECTS 2 ECTS 2 ECTS 82 ECTS 4 ECTS 4 ECTS 49 ECTS 2 ECTS 2 ECTS 30 ECTS

3 3 SPECIALIZATION STUDIES STRUCTURE 20 ECTS Specialization Studies are offered in six different study modules: educational leadership, early childhood education, guidance and counselling, pedagogical issues, special needs education, education/ adult education. Students are encouraged to choose their 20 ECTS from one study module, although it is also possible to accumulate the 20 ECTS by taking courses from different modules. *not available in Educational leadership EDLS450 In search for educational excellence, global trends EDLS415 Comparative and international education EDLS445 Leading technology in education* EDLS460 Organisational culture* EDLS535 Educational leadership and management regional and structural perspective* EDLS555 Managing finances and administrative practices* EDLS740 Dimensions of leadership behavior EDLS750 Leadership in organizational learning EDLS810 Reframing leadership EDLS012 Leading creativity and innovation* EDLS027 Aspects of educational reform in challenging circumstances* EDLS018 Educational leadership in South Africa EDLS032 International conference participation EDLS034 Partner universities courses EDLS 033 Literature EDUS 430 Project management MCE0240 International Education Policies and Practices *not available in Optionals EDLS025 Internship EDLS 033 Literature 4 ECTS 4 ECTS 4 ECTS 2 ECTS 4 ECTS 2 ECTS 2 ECTS ECTS 2-5- ECTS 2- Additionally, the following courses of the JSBE (Jyväskylä School of Business and Economics) are available for our international Master s degree students: CEMA150 Business, Society and the Environment CEMS340 Stakeholder Management YRIS611 International Business YJOS276 Cases of Business Ethics Early Childhood Education VARS034 Children s Action and Agency VARS035 Risk and Protective Factors of Development and Early Support* VARS005 Play as Children s Culture and Context for Learning EDUS330 Inclusive Education and Participation in the Early Years VARS036 Pedagogical Environments* 6 ECTS 6 ECTS 4 ECTS

4 4 Guidance and Counselling EDUS390 Introduction to Guidance and Counselling EDUS391 Guidance and Counselling Interaction EDUS392 Career Guidance and Counselling EDUS393 Ethics and Philosophical Foundations for Guidance and Counselling Pedagogical Issues OKLS513 Teaching Practice for International Students OKLS479 Dialogic Pedagogy EDUS380 Teaching in Multilingual and Multicultural Settings OKLS474 Issues in Inclusive Education OKLS466 Cultural Identity and Internationality OJUP103 Varieties of English OJUP104 The Language of Education and Pedagogy OJUP106 Foreign Language Pedagogy OJUP201 Content and Language Integrated Learning OJUP202 Issues in International and Intercultural Education OJUP203 Language, Literature and Culture* OJUP204 Pronunciation and Pedagogy 2 4 ECTS 2 4 ECTS 2 6 ECTS 4 ECTS 4 ECTS 2 ECTS Special Needs Education ERIS318 International Perspectives of Special Education Included in this module only for MDPED students cohort and MPEL students ERIA263 Acquaintance with Functional Environment of Special Education EDUS330 Inclusive Education and Participation in the Early Years OKLS474 Issues in Inclusive Education ERIA257 Autism Spectrum Disorders (ASD): Assessment and Interventions ERIS301 Neuro-cognitive Interventions of Learning Disabilities ERIS303 Disability Studies in Education CIPA120Current Issues in Biological Psychology, Cognitive Neuroscience and Learning: Developmental Language Related Disorders Education / Adult Education KAIS021 Philosophy of Education and the Philosophical Foundations of Research in Education AIKS033 Late-modern Life and Active Citizenship KASS048 Learning and 21 st Century Competencies KASS061 Family and Upbringing Key Concepts and Approaches

5 5 COURSE DESCRIPTIONS OF EDUCATIONAL LEADERSHIP ACADEMIC SKILLS AND LANGUAGE STUDIES These studies are provided by the University Language Centre. The content s of the academic reading and writing skills are integrated with the advanced studies of the programme (readings from simultaneous courses under study, EDUS361, EDUS362, EDUS310, EDLS991, EDLS992. XENK006 ACADEMIC READING AND WRITING SKILLS 1/Educational Leadership programme Credits: 2 ECTS Time of delivery: 1 st autumn Lecturer in charge: Miia Konttinen XENK007 ACADEMIC READING AND WRITING SKILLS 2/Educational Leadership programme Credits: 2 ECTS Learning outcomes (XENK006 and XENK007): On completion of the course the students demonstrate academic reading and writing skills and master the facilities needed to put them to use: know how to scan, skim, summarize and paraphrase texts know the resources and rules of versatile academic language are capable of improving their language skills, assess and edit their own writing write both descriptively, reflectively, critically and analytically know the stages of the thesis writing process and the skills and facilities at their disposal for each are familiar with the conventions and language of academic writing in education know how to manage information and knowledge for research writing know how to report quantitative and qualitative research and how to use references and citation understand intercultural differences in research writing and presentation have practiced synthesizing and evaluating research information in various formats of written and oral academic communication and presentation know how to assess academic texts and provide constructive feedback Course materials: The course materials are tailored for each cohort. They include both Internet-based materials and those provided by the lecturers. A learning platform is used for course management and learning. Course delivery and requirements: The courses consist of ca 36 hours of contact study in class (18 hours per each course and semester through periods 1 and 2), as well as of assignments, individual and group feedback sessions based on relevance to the learners, of 72 hours, the total of 108 hours of work, the equivalent of 4 ECTS. The assignments comprise a variety of summarising, paraphrasing, fluency, versatility and language accuracy exercises of academic writing practice, an annotated bibliography, a literature review, a seminar abstract and presentation and the research plan for the master s thesis. Active participation and successful completion of all assignments is required.

6 6 Assessment: Continuous assessment, self-assessment, and peer assessment. The assignments are evaluated focusing on the following criteria: fluency, versatility and accuracy of language; content, organising and citation, cohesion and coherence of text; presentation. The grading scale is 0 5. Time of delivery: 1 st spring Lecturer in charge: Miia Konttinen XSU0005 FINNISH LANGUAGE STUDIES (Suomi 1) Credits: TO BE NOTICED: Instead of this course Finnish students complete the 5 credit requirement with advanced level language and communication studies offered by the Language Centre or other studies specified in their personal study plan. By the end of the course, the students will cope in simple everyday situations in Finnish, by using basic phrases and vocabulary. It may still be difficult to understand spoken language, but in normal speech, familiar words can be recognized, with general knowledge of the world aiding comprehension of some of the main points. The students will be able to ask questions, talk about themselves both in the present and past, describe people and different objects, express time, make appointments, and generally use Finnish in different places such as cafeterias, shops, as well as in everyday communication with Finns. Additionally, the students will be aware of the basic features of Finnish communication culture and know about the basic differences between the spoken and the written language. After the course, students will be able to continue their studies in the Finnish 2 course and/or shorter courses in grammar and conversation during the spring term. Course materials: The course material is provided by the Language Centre and tailored for foreign university students to meet the needs of each course group. Teaching and Learning Finnish Courses Suomi 1. Course delivery and requirements: Details TBA by the Language Centre. Regular attendance and completion of home assignments is required. equal 135 hours of work. The recommendation is to study the course in the 1 st semester. Assessment: Speaking skills are assessed during the learning process and through a short conversation task at the end of the course. Reading, writing, grammar, vocabulary, and listening skills are assessed through continuous assignments and a final exam. The grading scale is 0-5. Time of delivery: 1 st autumn Lecturer in charge: TBA by the Language Centre

7 7 ORIENTATION TO STUDIES 4 ECTS EDLS 110 ORIENTATION TO STUDIES AND PERSONAL STUDY PLAN (PSP) Credits: 2 ECTS Upon completion of the course the learners are able to understand the programme and the degree requirements as a whole have the skills to use the information systems and learning platforms of the university necessary for the studies use the university library data retrieval systems analyse their own study and life skills and take appropriate action to develop them understand the meaning of the PSP and the portfolio for learning, plan their studies, develop their own PSP, CV and e-portfolio Contents: Curriculum, university information systems, library systems, university degree regulation, programme instructions, study and life skills, PSP, creating the CV and the e- portfolio Modes of study: Lectures, demos, group discussions, individual PSP discussions. The 2 ECTS equal 54 hours of work. Completion modes: Active participation in contact sessions, PSP delivery and discussion with advisor once in each of the first three semesters. Allocation to contact teaching is 20 hours through the academic year, to that of individual PSP guidance 22 hrs for cohort and 8 hours to cohort Printed and e-materials of contents Assessment: Pass-fail Time of delivery: 1 st -2 nd academic year Lecturer in charge: Leena Halttunen, Lea Kuusilehto-Awale EDLS 120 ORIENTATION TO EDUCATIONAL LEADERSHIP Credits: 2 ECTS Upon completing this course, the learners are expected to be able to have a holistic orientation to the concept of educational leadership identify the points of their learning challenges and particular interests Contents: Selected topics from course contents as identified in the overview. Modes of study: Lectures 8h, group discussions, workshops or learning circles. The 2 ECTS equal 54 hours of work. Completion modes: Active participation, a presentation or a learning log To be announced at the beginning of the course. Assessment: Pass-fail Time of delivery: 1 st autumn Lecturer in charge: Mika Risku

8 8 ADVANCED STUDIES Advanced studies in educational leadership 82ECTS 3 The order of presenting the courses follows the logic how we construct the development of the core understanding of educational leadership. EDLS260 LEADERSHIP AND LEADERSHIP TRAINING IN EDUCATIONAL ORGANISATIONS Credits: 4 ECTS Upon completion of the course the student is able to recognise and understand the historical development of leadership and management and its cultural varieties understand the basic concepts in educational leadership and critically evaluate which are applicable in practice in his/her own context recognise and analyse different tasks and roles of educational leaders, and determine their own role in their present educational organisations differentiate human behaviour, interpret possible tensions in interactions and in teams, and modify their own behaviour for better interaction utilise the core factors of organisational culture, strategic learning, and visionary leadership in their own organisation understand the increasing need of leadership in reforming education policy and schools, and in improving education outcomes identify the career paths of educational leaders in their respective countries, and the leadership training modes available critically evaluate which leadership approaches are applicable in his/her own context Contents: Definitions of leadership and management, core elements of organisational behaviour, culture, and change. Dimensions and roles of leadership in educational organisations, and its historical development towards an acknowledged profession in the case of Finland and the students countries. Educational leadership training modes in case Finland and the students countries. Modes of study: Lectures 10h, readings, group discussions, case studies. The workload of the 4 ECTS equals 108 hours of work. Completion modes: Active participation and a case report (written or oral presentation). Selected readings, also from various cultural contexts, e.g. SunTzu, Confucius, Krishnamurti, Osho, Gandhi, Mandela, Nyerere, Freire Assessment: 0-5 Time of delivery: 1 st autumn Lecturer in charge: Jukka Alava

9 9 EDLS325 ETHICAL AND RESPONSIBLE LEADERSHIP Credits: Upon completing this course, learners are expected to be able to classify and interpret the main theoretical concepts / terminology of the topic discover, analyse and explain the phenomena contributing to identity analyse the connection between different leadership styles and ethical dimensions assess their own value base and formulate their professional identity assess various leadership styles and their connection with one s values transform their organisation into an entity with intellectual, social, financial and spiritual capital understand what responsible leadership and an ethic of care and caring entail and what the lack of them results in compare the relationship between coaching and caring leadership develop their own models of responsible, caring leadership for learning in their own contexts Contents: Definitions of the concepts (ethics, morals, values, responsibility, the four capitals), understanding human behaviors and cognitive styles, construction of one s own leadership philosophy, relationship of responsible leadership with the diverse ethics, identifying ethical dilemmas of the modern times and solving cases with ethical dilemmas Modes of study: Lectures 12h, reflective discussions, position papers, debates. The workload of the equals 135 hours of work. Completion modes: Active participation, written personal leadership philosophy statement and book exam. Selected articles and certain chapters from the following books: Branson, C. M. & Gross, S.J.(2014). (Eds.) Handbook of Ethical Educational Leadership. New York: Routledge: Taylor& Francis Group. Caldwell, B.J. & Spinks, J.M. (2007). Raising the Stakes from Improvement to Transformation in the Reform of Schools. London: Taylor&Falmer (Routledge). Collinson, V. & Cook, T.F. (2007). Organizational Learning. Thousand Oaks, CA: Sage. Chapter 8. Driver, J. (2007). Ethics: The Fundamentals. Singapore: Blackwell Publishing. Hitt, W. D. (1990). Ethics and Leadership. Putting Theory into Practice. Columbus, Ohio: Battelle Press. Chapters 1,2,4,5. Noddings, N. (2005). The Challenge to Care in Schools: An Alternative Approach to Education. 2nd ed. New York: Teachers College Press. Starratt, R. J. (2003). Building an Ethical School. London: RoutledgeFalmer. Chapters 3+4. Starratt, R.J. (2005). Responsible Leadership, The Educational Forum 69(2), Retrievable at Assessment: 0-5 Time of delivery: 1 st autumn Lecturers in charge: Jukka Alava, Kaija Teikari

10 10 EDLS350 PEDAGOGICAL LEADERSHIP AND LEADERSHIP AS RESOURCE Credits: Upon successful completion of this course, the learners are expected to be able to understand how the world is changing recognise education as a societal tool to create the future understand the necessity of education and leadership to change to meet the needs of the changing world identify and analyse various approaches to use learning as a tool for leadership now how to change education and leadership to meet the needs of the changing world Contents: Examining how the world is changing, looking at the mission of education, familiarizing oneself with various learning theories, analyzing theories focusing on the relationship between leadership and learning, trying to find and learn efficient ways of using learning as a tool for leadership, conducting practical exercises how to use learning as a tool for leadership Modes of study: Readings and videos, lectures 12 h, practical exercises, reflective discussions. The workload of the equals 135 hours of work. Completion modes: Active participation, course assignment. Selected readings from the following topics: Changing world, for example Zohar, D. (1997) ReWiring the Corporate Brain. San Fransisco: Berrett-KoehlerPublishers. Mission of education, for example United Nations Millennium goals OECD s Ten Steps to Equity in Education Analysing theories focusing on the relationship between leadership and learning, for example MacNeill, N., Cavanagh,R. & Silcox, S. (2005). Pedagogic Leadership: Refocusing on Learning and Teaching. International Electronic Journal for Leadership in Learning. Vol 9/2005, pp Trying to find and learn efficient ways of using learning as a tool for leadership, for example Alava, J., Halttunen, L. & Risku, M. (2012). Changing School management. Status review - May Finnish National Board of Education 2012:3. Jäppinen, A-K & Maunonen-Eskelinen, I. (2012). Organizational transition challenges in the Finnish vocational education perspective of distributed pedagogical leadership. Educational Studies 38(1): Conducting practical exercises how to use learning as a tool for leadership, for example Art of Hosting Training Workbook (2013). Center for Integrative Leadership, University of Minnesota. Assessment: 0-5 Time of delivery: 1 st spring Lecturer in charge: Mika Risku EDLS 550 MANAGEMENT FOR EDUCATIONAL REFORM Credits: Upon completing this course, the learners are expected to be able to identify and understand the structures of educational administration in the public, private and NGO sectors, and in liberal adult education

11 11 analyse the dynamics of educational policy in its social, cultural and economic context, the consequent educational change processes or the lack of them identify and analyse the impact of both context and globalisation on implementing and managing centralised, decentralised and networked organisation structures analyse tensions between managerial, political, economic and pedagogical factors in educational reforms compare the learning material to their experiences in their respective countries and synthesise their findings create innovative solutions to cases of change, based on research-based approaches apply concepts drawn from the literature to analyse the role of educational leadership in different settings of change and networks Contents: Aspects of educational administration. Administrative structures in various sectors of provision, societal contexts and historical backgrounds, centralised, decentralised and networked structures, impact of context and globalisation on administrative choices, relation between educational policy and administrative decisions, factors affecting educational reform, case studies from Finland and the students s countries to illustrate the above Modes of study: Lectures 12 h and group discussions, workshops on readings, presentations of case solutions. The workload of equals 135 hours of work. Completion modes: Active participation, case analysis reports, book exam Parts of the following: Fullan, M. (Ed.) (2005). Fundamental Change: International Handbook of Educational Change. Dordrecht: Springer. Hargreaves, A. (Ed.). (2005). Extending Educational Change: International Handbook of Educational Change. Dordrecht: Springer. Shafritz, M., Ott, S. & Jang, Y. (Eds.). (2005). Classics of Organization Theory. 6th ed. Boston: Wadsworth. OR Shafritz, M., Ott, S. & Jang, Y. (Eds.) (2011). Classic readings in organizational theory.7th ed. Boston, Mass.: Wadsworth Cengage Learning. Selected articles Assessment: 0-5 Time of delivery: 1 st spring Lecturer in charge: Abdirizak Mohamed EDLS 770 BUILDING MULTICULTURAL COMPETENCE AND LEADING DIVERSITY Credits: 4 ECTS Upon completing this course, the learners are expected to be able to understand the main theories and concepts of intercultural communication and apply them to intercultural interaction and situations be aware of one's own behaviour and thinking within intercultural contexts and their personal communication style as a part of international / multicultural groups to identify and analyze the meaning of culture when developing and maintaining interpersonal relationships in organizational / business contexts

12 12 discuss and critically evaluate the major approaches to intercultural competence in research and professional applications understand the cultural dynamics taking place in multicultural team work relate the studies to the professional life and their own professional realities create suggestions to the enhancement of intercultural competence of professionals in multicultural educational contexts define a broad outline of diversity for their organisation and examine the impact of valuing diversity policies in innovation, productivity, and quality explore how a variety of cultural (ethnic) models can lead to different approaches to organisations strategies for inclusion Contents: Development of relationships in intercultural groups, personal behaviors such as stereotypes, attitudes, beliefs, values and cognitive styles in interpersonal communication, existing approaches and models of intercultural competence, concept of culture, ethical dimensions of intercultural communication, measuring multicultural competence, frameworks of inclusion in diversity management, organisational and societal perspectives and practices in diversity management Modes of study: Lectures 15 h, readings, small group discussions, and group work with a presentation. The 4 ECTS equal 108 hours of work. Completion modes: Active participation, discussions, group work report and presentation Selected parts from the following: Dimmock, C. & Walker, A. (2005). Educational Leadership. Culture and Diversity. London: Sage. Chapters 1-3. Fredman, B.M. (2013). Diversity at Work: The Practice of Inclusion. Somerset, NJ, usa: Wiley. Gatrell, C. & Swan, E. ( 2012). Gender and Diversity in Management: A Concise Introduction. Thousand Oaks, CA: SAGE Publications Ltd. Mabey, C. & Finch-Lees, T (2012). Management and Leadership Development. Ch. 9. London: SAGE Publications Ltd. Naik, A.V. & Anju P. (2010). Educational Management. Ch. 4 and 22. Mumbai, IND: Global Media. Arredondo, P. (2012). Successful Diversity Management Initiatives: A Blueprint for Planning and Implementation. Thousand Oaks, CA: SAGE Publications Inc. Time of delivery: 1 st autumn Lecturers in charge: Liisa Salo-Lee, Abdirizak Mohamed EDLS 850 BUILDING CAPACITY THROUGH STRATEGIC TRANSFORMATION Credits Upon completing this course, the learners are expected to be able to develop their strategic thinking capabilities utilise the strategic thinking approach and the strategic learning cycle in strategy implementation efforts analyse change in real settings with frameworks studied recognise the elements of change resistance and utilise the change management skills in overcoming change resistance

13 13 analyse the various feelings present at work and improve interpersonal interaction utilising the knowledge and skills about emotions at work identify the nature of competencies and capacities in an organisation clarify the role of the leader in enhancing knowledge creation, management and sharing in capacity building respect and develop intellectual, social, emotional and spiritual capital in the work place Contents: Strategic planning and strategic thinking, theories of leading change, strategies of dealing with resistance to change, feelings, emotions, knowledge creation and management, from organisational development to communities of learners - theory building, intellectual, social, emotional and spiritual capital in the work place Modes of study: Lectures 12 h, case study solutions, discussions. The workload of equals 135 hours of work. Completion modes: Written assignment Selected parts from: Caldwell, B.J. & Spinks, J.M. (2007). Raising the Stakes from Improvement to Transformation in the Reform of Schools. London: Taylor&Falmer (Routledge). Easterby-Smith, M. & Lyles, M. A Handbook of Organizational Learning and Knowledge Management. Blackwell Publishing. (articles 8, 9, 21 and 22) Holbeche, L. (2006). Understanding Change. Theory, Implementation and Success. London: Butterworth-Heineman. Kotter, J. (1996). Leading Change. Boston: Harvard Business School Press. Nonaka, I., Takeuchi, H The Knowledge Creating Company. How Japanese Companies Create the Dynamics of Innovation. New York. Oxford University Press. (Chapt. 3) Stoll, L., Louis, K.S., Bolam, R., Grenwood, A., &Sackny, C. (2007). Professional learning communities: divergence, development and dilemmas.maidenhead: McGraw Hill/Open University Press. Selected articles Assessment: 0-5 Time of delivery: 1 st spring (also available for second year students) Lecturer in charge: Jukka Alava EDLS 345 PRACTICUM Credits: Upon completing this course, the learners are expected to be able to construct their personal theory-in-action both in analysing and in conducting educational leadership build a wide perspective on Finnish educational leadership practices and their foundations use the theoretical knowledge acquired in other courses, and critically analyse the Finnish educational leadership practice synthesise theory and practice into reports of good practices formulate school-wide development plans

14 14 Contents: Leadership and management theories in practice Modes of study: Visits to educational institutions, observations and shadowing, ethnographic and/or analytical reports, workshops. The workload of equals 135 hours of work. Completion modes: Completed visits, observations, and assigned coursework To be announced during the course Assessment: 0-5 Time of delivery: 1 st - 2 nd Academic year Lecturer in charge: Leena Halttunen, Lea Kuusilehto-Awale Advanced research methods, seminars and thesis 49 ECTS EDUS361 QUALITATIVE RESEARCH METHODS Credits: Upon completion of the course the student is able to understand the research process in qualitative research understand and apply a variety of qualitative research strategies, methods, approaches, and tools appropriate to educational leadership research be competent in carrying out interviews, making observations or using documents as sources for the data understand the basic principles of qualitative data analysis understand the concept of the credibility of a research and the significance of research ethics Contents: Basics of qualitative research, research process in qualitative research, different qualitative research approaches, data collection, data analysis, review of the research Modes of study: Lectures 10 h and practical seminars 5 h. The workload of equals 81 hours of work. Completion modes: Exam and learning assignment. Alasuutari, P., Bickman, L., & Brannen, J. (Eds.). (2008). The SAGE Handbook of Social Research Methods. London: SAGE Publications Ltd. Seale,C.2007.Qualitative research practice. London: Thousand Oaks: SAGE Assessment: 0-5 Time of delivery: 1 st autumn Lecturer in charge: David Hoffman EDUS362 QUANTITATIVE RESEARCH METHODS Credits: Upon completion of the course the student is able to plan and complete masters thesis research project, collect data, analyse data by using basic quantitative and qualitative research methods, and report the results understand central ontological and epistemological theories and points of view of educational research apply research ethic principles and good scientific practice

15 15 Contents: Basics of quantitative research, research process in quantitative research, different quantitative research approaches, data collection, data analysis, review of the research Modes of study: Lectures 10 h and practical seminars 5 h. The work load of equals 81 hours of work. Completion modes: Exam and learning assignments. Muijs, D. (Ed.). (2004). Doing Quantitative Research in Education with SPSS. SAGE Publications, Ltd. doi: / (selected sections) Material provided by the teacher Time of delivery: 1st spring Lecturer in charge: Eija Räikkönen EDUS310 EDUCATIONAL RESEARCH Credits: This course can be replaced by studying an advanced research methodology course provided by the Faculty of Education (see KTKS035 Diary Method in Educational Science and KTKS025 Grounded Theory) Upon completion of the course the student will: have an overview of JYU education research and understand the broad array of education research be able to participate in professional discussion on education research know how to situate own study thesis and dissertation research in the broader context of education research Contents: Education research conducted at JYU Modes of study: Meetings with JYU professors and researchers and discussions on their research 18 h. The work load of equals 81 hours of work. Completion modes: Learning assignment JYU education research strategy (internet), materials and recommended articles provided by the presenters (optima, internet, Nelli) Time of delivery: 1 st autumn Lecturers in charge: Elina Lehtomäki Special method courses in : KTKS035 and KTKS025 KTKS035 Diary Method in Educational Science Credits: 4 ECTS Contents: History, purpose and forms of diary methods in developmental and educational sciences; phenomena suitable for diary method and the nature of diary data; planning, collecting, analyzing and reporting diary data Modes of study: Contact teaching 15 h. The work load of equals 81 hours of work. Completion modes: Learning assignment To be announced at the beginning of the course Time of delivery: Autumn, period 2 Lecturer in charge: Anna Rönkä and Eija Sevón

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