Professional Master of Education Year Two, Semester Three

Transcription

1 Professional Master of Education Year Two, Semester Three Course Handbook Autumn P a g e

2 Welcome from the Dean of Education/ Fáilte ó Dhéan an Oideachais Dear Student, On behalf of my colleagues I extend a warm welcome back to you to the Faculty of Education at Mary Immaculate College. As the largest Education Faculty in Ireland, educating almost forty per cent of all the state-funded primary teachers, we are particularly aware of the significance of the Professional Master of Education programme in developing, promoting and sustaining a high quality Irish primary education experience for all children. We are also cognisant of our special responsibility to educate teachers for the twenty-first century who share a professional belief in, and moral commitment to, working towards excellence, equity, diversity and social justice within the nation s schools and communities. As a student within the Faculty of Education you are part of a vibrant and innovative community which continues to design and develop new programmes. The Faculty is also involved in the provision of many other programmes. The Faculty contributes to an extensive range of postgraduate programmes 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. We have also 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. 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. 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. 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 na bliana, Professor Teresa O Doherty 2 P a g e

3 INDEX PAGE NUMBER Introduction from the Dean 2 Index 3 Faculty of Education A Brief Overview 4 Mission Statement of the Faculty of Education 5 Programme Aims and Objectives 6 Overview of PME Programme 7 Programme Specific Regulations 8 Academic Integrity Policy 9 Lecture and Tutorial Attendance 12 Module Assessment Guidelines 12 Key Faculty of Education Contacts 13 Staff of the Faculty of Education 15 Professional Master of Education Modules - Semester P a g e

4 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 2015/16 heralded 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 P a g e

5 MISSION STATEMENT OF THE FACULTY OF EDUCATION To foster the social, emotional and intellectual development of our students; to promote and enhance their well-being 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 P a g e

6 PROGRAMME AIMS AND OBJECTIVES The Professional Master of Education (PME) seeks to foster in graduate teacher education students a spirit of justice and compassion in the service of others and the creation of a democratic setting where all have the freedom and opportunity to achieve their full potential. The PME aims to develop graduate students' knowledge, skills, beliefs, and values in ways that support: The development of professionals who promote and maintain a strong commitment to education and teaching and to the quality of the educational experiences of their pupils. The development of professionals who will respect and value childhood and help children to unlock and realise their potential. The identity of graduate students of teacher education as learners, teachers, researchers and future leaders. The recognition of the dignity of the individual graduate student of education who brings her/his own unique identity, prior experience and expertise to the teaching profession. The development of professionals who comprehensively understand, respect, question and think critically about knowledge and who can adapt this knowledge within the complexities of their educational research and practice. The development of professionals who are committed to promoting rich, innovative, flexible, creative learner-centred environments. The development of personal and professional qualities including creativity, enthusiasm, risk-taking, commitment, responsibility and innovation, all of which equip teachers to contribute actively to and respond positively to change in Irish society in the twenty-first century. The promotion of the teacher as researcher and critically reflective practitioner who engages with inquiry-based examination and consideration of all aspects of professional practice, linked to a commitment of the teacher as life-long learner who is sustained by continuing professional development. The development of professionals who challenge and confront social injustice and inequality as they see them in the class, playground and in the community, thus helping them to become agents of change. The development of professionals who are empowered to recognise, appreciate and accommodate difference. The development of professionals who understand, recognise and imbue the pivotal contribution of educational research to teacher formation. The development of professionals who recognise leadership as an intrinsic component of teacher education. 6 P a g e

7 OVERVIEW OF THE PME PROGRAMME Year 1 SEMESTER 1 (Autumn) Module Code Module Title PME600 LANGUAGE AND LITERACY 1 PME601 MATHS EDUCATION 1 PME602 CHILD DEVELOPMENT AND PEDAGOGY PME603 ICT AND DIGITAL LEARNING PME604 RELIGIOUS EDUCATION PME605 ARTS EDUCATION 1 (DRAMA, MUSIC AND VISUAL ARTS) PME606 SCHOOLS AND SOCIETY 1 PME607 RESEARCH METHODS 1 PME608 SCHOOL PLACEMENT 1 Year 1 SEMESTER 2 (Spring) PME609 LANGUAGE AND LITERACY 2 PME610 GAEILGE AGUS MÚINEADH NA GAEILGE 1 PME611 MATHS EDUCATION 2 PME612 EDUCATION METHODOLOGY PME613 EDUCATIONAL PSYCHOLOGY AND ASSESSMENT PME614 SOCIAL, PERSONAL, HEALTH, AND PHYSICAL EDUCATION PME615 THE TEACHING OF HISTORY, GEOGRAPHY, AND SCIENCE EDUCATION 1 PME616 EDUCATION ABOUT RELIGION AND BELIEFS, AND ETHICS PME617 SCHOOL PLACEMENT 2 Year 1 SEMESTER (Summer) PME618 LEADERSHIP AND POLICY PME619 RESEARCH METHODS 2 PME620 TRÉIMSHE FOGHLAMA SA GHAELTACHT 1 Year 2 SEMESTER 1 (Autumn) PME621 GAEILGE AGUS MÚINEADH NA GAEILGE 2 PME622 SCHOOLS AND SOCIETY 2 PME623 THE TEACHING OF HISTORY, GEOGRAPHY AND SCIENCE EDUCATION 2 PME624 EARLY PRIMARY EDUCATION PME625 ARTS EDUCATION 2 (DRAMA, MUSIC, AND VISUAL ARTS) PME626 SOCIAL, PERSONAL, HEALTH, AND PHYSICAL EDUCATION 2 PME627 INCLUSIVE AND SPECIAL EDUCATION PME628 RESEARCH METHODS 3 PME629 SCHOOL PLACEMENT 3 Year 2 SEMESTER 2 (Spring) PME630 SCHOOL PLACEMENT 4 PME631 SCHOOL PLACEMENT 5 PME632 PROFESSIONAL PORTFOLIO PME633 PROFESSIONAL MASTER OF EDUCATION DISSERTATION Year 2 PME634 TRÉIMSHE FOGHLAMA SA GHAELTACHT 2 *CERTIFICATE IN RELIGION* 7 P a g e

8 Programme Specific Regulations 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. A student who fails a school placement module (i.e. who fails the first attempt and also fails the repeat attempt) will normally have their enrolment on their current programme of study terminated. An absolute minimum quality point value (QPV) of 2.60 across school placement modules SP2, SP3, SP4, SP5 is required for the award of a first or second class honours degree. Students who are due to start professional placement in the spring semester of years 1 and 2 of the programme are subject to critical review. A student who has failed more than two modules will not be allowed to progress to the spring semester and will be required to repeat the autumn semester prior to progressing to the spring semester. To obtain the Master s degree award, students are required by the end of Year 2 of the programme to obtain an average QPV of at least 2.00 in the areas of English, Gaeilge and Mathematics in each of the three module groupings listed below: Language and Literacy 1; Language and Literacy 2 An Ghaeilge & Múineadh na Gaeilge 1; An Ghaeilge & Múineadh na Gaeilge 2 Maths Education 1; Maths Education 2 A student who fails to reach the minimum average QPV required in one or more of the English, Gaeilge or Mathematics groupings following the annual repeats in Year 2 may link in to the relevant module/s in the following academic year subject to the programme running and subject to the current academic regulations whereby a maximum of two modules can be taken on a link-in basis in each semester. Students who fail the oral Irish component of the following modules shall be awarded an F grade both in that component of the module and in the overall module: An Ghaeilge & Múineadh na Gaeilge 1; An Ghaeilge agus Múineadh na Gaeilge 2 Where the student has passed the other elements of the module, s/he repeats the oral Irish component only. The student is capped on the repeat of the module at grade C3. The Compensating Fail Grades D1 and D2 shall not be awarded to oral examinations. 8 P a g e

9 Mary Immaculate College Academic Integrity Policy Preamble Academic Integrity refers to honesty and responsibility in academic practice and scholarship. It values ethical academic behaviour and the avoidance of plagiarism, cheating, fraudulent representation of academic work and other dishonesty in academic endeavours. 1.0 Academic Dishonesty 1.1 Academic dishonesty includes: - falsely representing the work of others as one s own in an assignment. - copying of ideas or work of fellow students. - copying from published works, in assignments, without proper acknowledgement, i.e. plagiarism. - using co-authoring assistance in individual academic work, including the commissioning or purchasing of essay writing services, i.e syndication. - using technical assistance in assignments where it has not been authorised, e.g. using translation software in a translation assignment. - signing attendance records on behalf of a classmate. - fabricating results or research findings in an assignment. - using false information to gain extensions to deadlines or i-grades. - cheating in examinations by copying or using unauthorised materials. - misrepresenting achievements on application forms. 2.0 Plagiarism 2.1 Plagiarism is defined as the use of either published or unpublished writing, ideas or works without proper acknowledgement. 2.2 Plagiarism is a form of academic dishonesty where, either intentionally or unintentionally, ideas or works are falsely presented as being those of the author for her/his benefit. It can include: - the use of a part of a text without quotation marks and citation. - the use of a part of a text, with minor paraphrase, without citation. - the use of an image without citation or permission. - the use of music without citation or permission. - the use of computer code, mathematical work, research results, spreadsheets without citation or permission. - the re-use of one s own work from a previous assignment without citation. 9 P a g e

10 2.3 All writing, ideas or works quoted or paraphrased in an academic assignment in MIC must be attributed and acknowledged to the original source through proper citation. 2.4 To avoid plagiarism when quoting or paraphrasing, ideas or works must be referenced using the referencing system appropriate to the module under assessment or disciplinary area Module and Programme Coordinators will provide guidance to students regarding the required referencing system for a given module or programme. 2.6 Written assignments will normally be submitted to the MIC plagiarism detection software and will be checked against and stored in the standard repository of the software. Students may submit only once to the plagiarism detection software for any one assignment. 3.0 Acceptable use of MIC teaching and assessment materials 3.1 Assignments are the property of MIC and may not be made publicly available (e.g. online) without consent. 3.2 Recording of lectures on personal devices is not permitted, unless by special arrangement. 3.3 Lectures captured on livestreaming facilities, which are password protected, cannot be shared with anyone who is not registered for a given module. 3.4 Teaching materials made available for download in electronic format by MIC lecturers may not be shared with anyone who is not registered for a given module. 4.0 Acceptable use of ICT and digital identities 4.1 When using MIC computers or network, films, music, books and other published works subject to copyright must not be downloaded. 4.2 Software licensed to MIC must not be downloaded to private devices or shared outside of MIC network, unless by prior agreement. 4.3 Digital identities should be respected and identity credentials should never be shared. Using the or VLE identity of another (e.g. if not logged out on a device) is considered a theft of digital identity. 4.4 MIC s Policy for Responsible Computing must be adhered to at all times. 5.0 Data protection 1 Harvard, APA and numeric footnote systems are used in MIC, depending on the module or programme. 10 P a g e

11 5.1 Assignments that involve the gathering and storing of personal data, including images, must adhere to the MIC data protection policy. 6.0 Sanction 6.1 In accordance with MIC s Code of Conduct, it is a serious disciplinary offence to engage in academic cheating in any form whatsoever. 6.2 Section 4.2 of the MIC Code of Conduct states that The College Discipline Committee shall be entitled to impose penalties including suspension or expulsion where, in its view, the gravity of the complaint or offence or the College disciplinary record of the offender shall so warrant. 11 P a g e

12 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 adheres 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 module will be deducted for late submission of coursework. 12 P a g e

13 Dean of Education Professor Teresa O Doherty Contact: [email protected] Office: 304a (061) KEY FACULTY OF EDUCATION CONTACTS Assistant Dean of Education Dr Angela Canny Contact: [email protected] Office: 311 (061) Programme Co-Ordinator (Year 2) Dr. John O Shea Contact: [email protected] Office: R224 (061) Director of School Placement Neil Ó Conaill Contact: [email protected] Office: 306 (061) Fintan Breen Education Office Manager Education Office Contact: [email protected] Office: (061) P a g e

14 Faculty of Education Office Room 307 (Foundation Building) Phone: Counter service to students is available: Monday from a.m p.m. and 2.00 p.m p.m Tuesday Friday from a.m p.m. and 2.00 p.m p.m Whom should I contact? If you have a general query please the Education Office at [email protected]. You may also go to the Education Office, Third Floor, Main Building, if you have a general query. If you have a concern or query in relation to general academic issues, please contact Dr. John O Shea by at [email protected]. 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. 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. 14 P a g e

15 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), Ph.D.(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), Ph.D. (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 15 P a g e

16 Department of Arts Education and Physical Education Acting Head of Department Déirdre Ní Chróinín, B.A., Ph.D.(UL) M.A. in Academic Practice(UL) (061) Drama Michael Finneran, B.Ed.(DCU), M.A, Ph.D.(Warwick)* 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), Ph.D (Univ. of Bristol) (061) (061) Margaret O'Keeffe, B.Ed.(NUI), M.Ed.(DCU), LLSM* (061) Co-ordinator of the access programme 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), Ph.D.(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) Niall Quinn, Visual Arts Technician, Dip. in Fine Arts(NCEA) (061) (061) (061) Physical Education Deirdre Ní Chróinín, B.A., Ph.D.(UL), M.A. in Academic Practice(UL) Richard Bowles, B.Ed.(NUI), M.Sc.(Leicester) PhD. (UL) Co-ordinator of international placements and AEE (061) (061) Elaine Murtagh, B.A., PGCE, Ph.D.(Univ. of Ulster)* (061) P a g e

17 Department of Reflective Pedagogy and Early Childhood Studies Head of Department Emer Ring, B.Ed.(Carysfort College of Ed.), PG Dip. in Special Ed.(DCU), BL, (Univ. of London), M.Ed.(DCU), PG Cert. in Autism (Children)(DCU), M.Ed.(Autism)(Univ. of Birmingham), Diploma in Irish(NUIG), Ph.D.(DCU) (061) Early Childhood Care and Education Deirdre Breathnach, B.Ed.(NUI), M.Ed.(UL) (061) Jennifer Pope, B.A. Early Childhood Studies, Ph.D.(UCC) 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 (UCD) 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), Ph.D.(MIC) (061) (061) (061) (061) Educational Methodology Teresa McElhinney, B.Ed., M.Ed.(NUI) (061) ICT in Education Brendan Barry, B.A.(TCD), Grad.Dip.Ed.(MIC), M.Sc.(DCU) Rory McGann, B.Ed, M.Ed. ICT(UL), Grad. Dip. Ed. Lead. (NUIM), Grad. Dip. SEN(UL) Edward Corry, B.A. (NUIG), Higher Diploma in Education (NUIG); Higher Diploma in Systems Analysis and Design (NUIG); B.E. (NUIG); Ph.D. (NUIG) (061) (061) (061) P a g e

18 Microteaching Kathleen Horgan, B.Ed.(NUI), M.Ed.(TCD), Ph.D.(NUI) (061) School Placement Eamonn Mitchell, B.Ed., M.Ed.(UL) (061) Department of Learning, Society, and Religious Education Head of Department Carol O Sullivan, B.Ed., M.Ed.(UL), M.A.(NUI), Ed.D.(DCU) [email protected] (061) Psychology of Education Suzanne Parkinson, B.Ed., B.Sc., M.SC. in Developmental and Educational Psychology, Ed.D.(Ed. Psych). Marie Ryan, B.Ed. (Ed & Psych), Grad. Dip. SEN(UL), MAEP (UCD) Claire Griffin, B.Ed. (Ed & Psych), Grad. Dip. SEN(UL), MAEP (UCD) [email protected] (061) [email protected] (061) [email protected] (061) History of Education and Policy of Education Teresa O'Doherty, B.Ed., M.Ed.(NUI), Dip. Religious Studies(MIC), Ph.D.(UL) Eilís O Sullivan, B.Ed., M.A.(UL), Ph.D.(UL) Co-ordinator of M.Ed in Educational Leadership and Management [email protected] (061) [email protected] (061) Margaret Nohilly, B.Ed, M.St., D.Ed (DCU) [email protected] (061) Philosophy of Education Tony Bonfield, B.Ed., M.Ed.(NUI), TEFL Cert.(MIC), Ed.D. (Univ. Of Sheffield) Aislinn O Donnell, B.A.(TCD), M.A.(UCD), Ph.D.(Warwick) [email protected] (061) [email protected] (061) Sociology of Education Angela Canny, B.Soc.Sc., M.Soc.Sc.(UCD), Ph.D.(Warwick) [email protected] (061) P a g e

19 Sandra Ryan, B.Ed.(NUI), M.A., Ph.D.(Western Michigan) (061) Religious Education Patricia Kieran, B.Rel.Sc.(Mater Dei), M.Th., Ph.D.(London) Daniel O Connell, Dip.Phil., B.D.(NUIM), Grad.Dip. in Holistic Dev.(All Hallows), M.Ed., Ph.D.(Boston College) Maurice Harmon, Dip. Phil, B.D., H.Dip. in Pastoral Studies, (Maynooth), M.A.(Fordham University) [email protected] (061) [email protected] (061) [email protected] (061) Educational Disadvantage Sandra Ryan, B.Ed.(NUI), M.A., Ph.D.(Western Michigan) [email protected] (061) Transforming Education Through Dialogue Ann Higgins, B.Ed., Dip. Remedial Ed., Ph.D.(UL) [email protected] (061) Ruth Bourke, B.A.(UL), M.Ed.(Adult Ed)(UL) [email protected] (061) Social, Environmental and Scientific Education Anne Dolan, B.Ed., M.A., Dip.Adult Comm.Ed.(NUI), Ed.D.(Sheffield Hallam) (Pedagogy of Geography) Eileen O Sullivan, B.Ed., M.Ed.(UCC), Ph.D.(UCC) (Pedagogy of History) Maeve Liston, B.Sc., Ph.D.(UL) (Science Education) Anne O Dwyer B.Sc (UL), Phd, UL (Science Education) Miriam Hamilton, B.A., Post-Grad Dip in Co-operative Learning, (TCD), M.Ed (MIC), PhD (MIC) (Science Education) [email protected] (061) [email protected] (061) [email protected] (061) [email protected] (061) [email protected] (061) Development and Intercultural Education Brighid Golden B.Ed., M.Ed (Birmingham) [email protected] (061) Social, Personal and Health Education Carol O Sullivan, B.Ed., M.Ed.(UL) M.A.(NUI), [email protected] (061) P a g e

20 Ed.D.(DCU) 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 [email protected] (061) [email protected] (061) Department Administrator Josephine Frahill [email protected] (061) Department of Language, Literacy and Mathematics Education Head of Department Seán de Brún, N.T., B.A., HDE, M.Ed., Dip.Cat.(NUI) [email protected] (061) Gaeilge Seán de Brún, N.T., B.A., HDE, M.Ed., Dip.Cat.(NUI) [email protected] (061) Roibeárd Ó Cathasaigh, B.A., M.A., HDE(NUI) [email protected] (061) Eilís Ní Dheá, B.A., M.A., HDE, Ph.D.(NUI) [email protected] (061) Martina Ní Fhatharta, B.Oid., M.Oid.(UL) [email protected] (061) English Áine Cregan, B.Ed., M.Ed.(NUI), Ed.D.(Harvard) [email protected] (061) Martin Gleeson, N.T., B.A.(NUI), M.Ed.(TCD), Ph.D.(UL) [email protected] (061) Fiodhna Gardiner-Hyland B.Ed. (MIC); MA in Ed., (MIC); PhD, (Univ. of Leicester) [email protected] Mathematics Education Aisling Leavy, B.Sc.(NUI), Grad.Dip.Ed.(DCU), M.A.in Ed.(Calif. State), Ph.D.(Ariz. State) [email protected] (061) Mairéad Hourigan, B.Sc., M.Sc., Ph.D.(UL) [email protected] (061) John O Shea, B.Ed., M.Ed.(UL), Ph.D.(UL) [email protected] (061) Noreen O Loughlin, B.Ed., M.Ed., Grad. Dip. Comp, Dip. [email protected] (061) P a g e

21 Bus. St., Grad. Dip. Mant St., Ph.D. (University of Bristol) Modhanna Múinte na Gaeilge Seán Ó Cathalláin, B.Ed.(NUI), M.Ed.(OU), Ph.D.(Stirling) (061) TJ Ó Ceallaigh, B.Oid.(UL), M.Oid. (UCC) Dioplóma Iarchéime san Oideachas Gairmiúil(NUIG), Ph.D.(UCC) (061) Siobhán Ní Mhurchú, B.Ed.(NUI), M.A.(Ed)(UWE, Bristol) (061) Department of Special Education Head of Department Patricia Daly, B.A., HDE (NUI), M.A., Ph.D.(Ohio State) (061) Margaret Egan, B.Ed.(TCD), M.Ed.(UL), Ph.D.(UCC) (061) Stella Long, B.Ed., M.Ed.(UL), Dip.Soc.Studies(NUI) (061) Eucharia McCarthy, B.Ed.(NUI), M.Ed.(UL)* (061) Johanna Fitzgerald, M.A.(IOE, London) (061) Trevor O Brien, B.Ed.(DCU), M.Ed., Advanced Diploma in Applied Educational Studies(Hull), Dip Social Studies(UCC) [email protected] (061) Professional Services Staff Education Office Manager Fintan Breen [email protected] (061) Education Office Marie Quaid Caroline Ní Chadhain* Zeta Penny Helen Heffernan Nora O Donoghue Paula Treacy [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] (061) (061) (061) (061) (061) (061) P a g e

22 Perry Meskell Rose Higgins Deirdre Cussen* (061) (061) (061) Hellen Gallagher (061) Sheila O'Callaghan (061) Mairead Horan (061) Josephine Frahill (061) * Indicates that the Faculty Member is currently on leave 22 P a g e

23 Professional Master of Education Module Outlines Semester III 23 P a g e

24 PME 621 An Ghaeilge agus Múineadh na Gaeilge 2 Seimeastar an Fhómhair RÉAMHRÁ Sa mhodúl seo, tugtar léargas do na mic léinn ar an gcomhthéacs sochtheangeolaíoch d fhoghlaim na Gaeilge. Forbraítear tuiscint na mac léinn ar theoiricí ar shealbhú an dara teanga agus ar an tábhacht a bhaineann le feasacht chultúir i bhfoghlaim teanga. Cuirtear ar chumas na mac léinn pleanáil chuimsitheach a dhéanamh do mhúineadh na Gaeilge agus tugtar léargas dóibh ar mhodhanna measúnaithe teanga éagsúla. Forbraítear cumas labhartha agus scríofa na mac léinn sa Ghaeilge go hardchaighdeán chun cur ar a gcumas an Ghaeilge a úsáid go hinniúil mar theanga theagaisc agus mar theanga bhainistíochta sa bhunscoil. TORTHAÍ FOGHLAMA Ar chríochnú an mhodúil seo go rathúil ba chóir go mbeadh ar chumas an mhic léinn Dearcadh dearfach i leith mhúineadh agus fhoghlaim na Gaeilge a chothú agus a léiriú Eolas agus tuiscint a léiriú ar theoiricí ar shealbhú an dara teanga Anailís a dhéanamh ar an gcónasc idir foghlaim teanga agus feasacht chultúir Aonad oibre agus uirlisí measúnaithe a dhearadh Ardleibhéal máistreachta a léiriú in úsáid na Gaeilge mar theanga chaidrimh agus mar theanga bhainistíochta sa seomra ranga bunscoile Ardleibhéal líofachta i labhairt na Gaeilge a léiriú le foclóir an-saibhir ar réimse leathan ábhar Ardleibhéal máistreachta a léiriú i scríobh na Gaeilge maidir le cruinneas, foclóir agus saibhreas teanga. ÁBHAR AN CHÚRSA Seachtain Múineadh na Gaeilge 1 An Próiseas Sealbhaithe 2 An Dátheangachas agus Luath-shealbhú an Dara Teanga 3 Cur chuige cumarsáideach do Mhúineadh na Gaeilge 4 Scileanna éisteachta agus labhartha an fhoghlaimeora a fhorbairt: Tascanna agus cluichí éisteachta agus labhartha 5 Straitéisí éagsúla agus modhanna múinte teanga chun cumas cumarsáide an pháiste a fhorbairt: Cuid 1 (Scéalaíocht) 6 Straitéisí éagsúla agus modhanna múinte teanga chun cumas cumarsáide an 24 P a g e

25 pháiste a fhorbairt: Cuid 2 (Rainn, dánta agus amhráin) 7 Straitéisí éagsúla agus modhanna múinte teanga chun cumas cumarsáide an pháiste a fhorbairt: Cuid 3 (Drámaíocht agus rólimirt) 8 An Múinteoir Teanga agus an Fheasacht Teanga 9 Pleanáil ghearrthréimhseach agus fhadtréimhseach don Ghaeilge (Cuid 1) 10 Pleanáil ghearrthréimhseach agus fhadtréimhseach don Ghaeilge (Cuid 2) 11 Measúnú na Gaeilge sa Seomra Ranga 12 Ullmhúchán do Mhúineadh na Gaeilge ar Shocrúchán Scoile 3 AISEOLAS Más mian leat aon ghné den chlár a phlé déan teagmháil leis an léachtóir cuí ar an ríomhphost An Ghaeilge Teanga ÁBHAR AN CHÚRSA Seachtain Teanga 1 An Dara Díochlaonadh Briathra Neamhrialta - An Briathar Beir Labhairt na Gaeilge Bia Nathanna Cainte 2 An Dara Díochlaonadh Briathra Neamhrialta - An Briathar Déan Labhairt na Gaeilge Caitheamh Aimsire Nathanna Cainte 3 An Tríú Díochlaonadh Briathra Neamhrialta - An Briathar Abair Scil an Aistriúcháin Labhairt na Gaeilge An Aimsir Nathanna Cainte 4 An Tríú Díochlaonadh Briathra Neamhrialta - An Briathar Faigh Aistriúchán cleachtaí Labhairt na Gaeilge Sa Bhaile Nathanna Cainte 5 An Ceathrú Díochlaonadh Briathra Neamhrialta - An Briathar Feic 25 P a g e

26 Aiste / Alt a scríobh Labhairt na Gaeilge An Teilifís Nathanna Cainte 6 An Ceathrú Díochlaonadh Briathra Neamhrialta - An Briathar Ith Labhairt na Gaeilge Siopadóireacht An Réamfhocal 1 7 An Cúigiú Díochlaonadh Briathra Neamhrialta - An Briathar Tar Labhairt na Gaeilge Ócáidí Speisialta An Réamfhocal 2 Nathanna Cainte 8 An Cúigiú Díochlaonadh Briathra Neamhrialta - An Briathar Téigh Labhairt na Gaeilge Ócáidí Speisialta An Réamfhocal 3 Nathanna Cainte 9 Briathra Neamhrialta - An Briathar Tabhair agus Bí An Chopail Is An Réamfhocal 4 Nathanna Cainte 10 Uimhreacha - maoluimhreacha, bunuimhreacha, orduimhreacha, uimhreacha pearsanta An Chopail Is An Réamfhocal 5 Nathanna Cainte 11 An Aidiacht céimeanna comparáide na haidiachta; An Réamfhocal 6 Nathanna Cainte 12 Áiseanna teicneolaíochta don Ghaeilge Irisí agus nuachtáin i ngaeilge 26 P a g e MEASÚNÚ Múineadh na Gaeilge 40% Scrúdú ag deireadh an tseimeastair. Beidh dhá cheist ar an bpáipéar agus ceist amháin le freagairt (2Q/1) (agus don atriail freisin). Beidh an scrúdú bunaithe ar ábhar an chúrsa agus ar an ábhar léitheoireachta. Is i ngaeilge amháin a ghlacfar le freagraí scrúdaithe. Teanga -60% Scríobh na Gaeilge 30% Scrúdú ag deireadh an tseimeastair. Dhá cheist le codanna éagsúla.

27 Labhairt na Gaeilge 30% Scrúdú i Labhairt na Gaeilge Atriail: Scríobh na Gaeilge 30% Scrúdú ag deireadh an tseimeastair. Dhá cheist le codanna éagsúla. Labhairt na Gaeilge 30% Scrúdú i Labhairt na Gaeilge Níl aon chúiteamh sa mheasúnú idir Labhairt na Gaeilge agus Scríobh na Gaeilge. Ní úsáidtear D1 nó D2 sa scrúdú i labhairt na Gaeilge. FOIREANN TEAGAISC Ainm Teideal Oifig Fón Ríomhphost An Dr T.J. Ó Ceallaigh Seán de Brún Leachtóir i Múineadh na Gaeilge Ceann Roinne R [email protected] C [email protected] LIOSTA LÉITHEOIREACHTA Múineadh na Gaeilge An Chomhairle Náisiúnta Curaclaim agus Measúnachta. (2009). Creatchuraclam na Luath- Óige. Ar fáil ag Roinn Oideachais agus Eolaíochta (1999) Curaclam na Bunscoile Gaeilge Teanga & Treoirlínte do Mhúinteoirí. Baile Átha Cliath: Oifig an tsoláthair. Gibbons, P. (2002) Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners Portsmouth: Heinemann. Ó Laoire, M. le Ní Chlochasaigh, K. (2010) Dea-fhoghlaimeoirí teanga i mbun foghlama. Cad iad na bealaí éifeachtacha foghlama a bhíonn acu? Teagasc na Gaeilge 9, (ar fáil ar Moodle). Teanga Oifig Dhíolta Foilseachán Rialtais, (2012) Gramadach na Gaeilge An Caighdeán Oifigiúil Caighdeán Athbhreithnithe Sráid Theach Laighean, Baile Átha Cliath 2. De Bhaldraithe, T. (1998). English - Irish Dictionary. An Gúm, Baile Átha Cliath. Mac Giolla Phádraig, B. (1987). Gearrchúrsa Gramadaí. Longman, Brún agus ó Nualláin Teo. Ó Dónaill, N. (1998). Foclóir Gaeilge - Béarla. An Gúm, Baile Átha Cliath. WinGléacht Ó Murchú, D. & Ó Murchú, P. (2005). Briathra na Gaeilge. Folens, Baile Átha Cliath. 27 P a g e

28 ACMHAINNÍ BREISE Múineadh na Gaeilge An Chomhairle Náisiúnta Curaclaim agus Measúnachta. Sealbhú Teanga: Eolas do Mhúinteoirí. Ar fáil ó An Chomhairle Náisiúnta Curaclaim agus Measúnachta. Tacú le Foghlaim agus Forbairt trí mheán an Mheasúnaithe. Ar fáil ó h ttp:// (ar fáil ar Moodle). An Clár Náisiúnta Ionduchtaithe do Mhúinteoirí (NIPT). (2013). Treoirlínte don Phleanáil ar fáil ó (ar fáil ar Moodle). An tseirbhís um Fhorbairt Ghairmiúil do Bhunscoileanna, (2010). Spreag an Ghaeilge le Spraoi. Baile Átha Cliath: An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta. (ar fáil ar Moodle). Ellis, R. and Shintani, N. (2014). Exploring Language Pedagogy through Second language Acquisition Research. London: Routledge. Harris, J. agus Ó Duibhir, P. (2011). Múineadh Éifeachtach Teangacha: Sintéis ar Thaighde. Ar fáil ó (ar fáil ar Moodle). Hickey, T. (1995). Léirbhreithniú ar Thorthaí Taighde ar an Dátheangachas. Teangeolas, 34, Hickey, T. (2004). An tsochtheangeolaíocht, an dátheangachas agus luathshealbhú an dara teanga, i Uí Ghrádaigh, D. (eag.) Cúnamh: Tacábhar Cúram Leanaí 0-6. Baile Átha Cliath: Forbairt Naíonraí Teo. (ar fáil ar Moodle) Ní Nuadháin, N. (2000). Cur chuige cumarsáideach: Modhanna múinte, straitéisí teagaisc agus foghlama. In Ó Laoire agus Ó Murchú (eag.), Teagasc na Gaeilge. Baile Átha Cliath: Comhar na Múinteoirí Gaeilge, lgh Uí Chriagáin, S. (2000). Teanga bhainistíochta ranga sa bhunscoil. In Ó Laoire agus Ó Murchú (eag.), Teagasc na Gaeilge. Baile Átha Cliath: Comhar na Múinteoirí Gaeilge, lgh Teanga Mac Murchaidh, C. (2002). Cruinnscríobh na Gaeilge. Cois Life. Baile Átha Cliath. Mac Suibhne, A. agus Whelton, M. (2009). Sruth na Maoile, Coláiste Mhuire, Institiúid Oideachais, Marino, Baile Átha Cliath: Brunswick Press Ó Murchú, S. (1985). Cúrsa Tosaigh Foghraíochta. An Gúm, Baile Átha Cliath. An Foclóir Beag beag Téarma.ie 28 P a g e

29 GaelSpell Vifax 29 P a g e

30 PME: Schools and Society 2 Semester 1, Autumn 2015 Module: 622 SCHOOLS AND SOCIETY 2: PHILOSOPHICAL, SOCIOLOGICAL AND HISTORICAL PERSPECTIVES ON EDUCATION The primary themes of the course are: Democracy, Relationships, Pluralism and the Aims of Education Introduction This module develops the opportunities for the student to engage in research and in understanding and critical appraisal of key questions, ideas, policies and practices in relation to education. It builds upon the previous module, students prior learning and the body of knowledge of practice and theory developed by students through the programme. It offers an opportunity to further interrogate the aims of education as well as the broad questions of educational practice, including schooling. It offers a critical and enquiry-based approach in order to both introduce and re-examine key concepts like teacher identity, the pedagogical relationship, democratic education and pluralism and examining questions of power, freedom and authority. Students will develop their historical sensibility as they examine policy and key figures in the history of education, a broader sociological understanding of the ways in which concepts are embedded and embodied in practice and a philosophical understanding of the normative foundations of education and their implications for our lives as human subjects, students, teachers and as citizens. This is an integrated course with strands from Sociology of Education, Philosophy of Education and History and Policy of Education. Learning Outcomes Cognitive: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation Understand and appraise critical discourses in education in respect of key concepts such as: authority, autonomy, relationships, democracy, equality, subjectivity and freedom Identify and critically evaluate the presuppositions and normative commitments of different philosophical positions as they relate to education Comprehend and critically evaluate key sociological themes relating to voice, equality, diversity, and childhood/ Evaluate critically the relative contributions of social, cultural, economic and political factors to educational change from the perspective of the history of education. Understand and employ a high degree of critical analysis with respect to Irish educational policy 30 P a g e

31 2. Affective: Attitude and Values - Cultivate the student s ability to reflect upon beliefs, values, attitudes in light of those of others - Develop the students capacity for genuine engagement with and reflection on philosophical ideas and questions and to engage in philosophical dialogue - Appreciate the relevance of a critical historical sensibility - Appreciate the challenges engendered by changes in education - Appreciate, value and promote equality and empathise with those experiencing inequality - Appreciate and value the role of the teacher in establishing, nurturing and maintaining positive relationships within education Resources: Please check Moodle. Tasks and Resources for Tutorials will be on Moodle. Philosophy of Education Sociology of Education History of Education Dr Aislinn O Donnell/Dr Tony Bonfield Dr Sandra Ryan Dr Eilís O Sullivan Week 1 Teacher identity, vulnerability and teaching practice: Deborah Britzman, John Holt, and Parker Palmer Perspectives on Education and its Purpose: Mabel Brown and Jon White Democracy, Relationships, Pluralism and the Aims of Education: review of education in 19 th century Ireland Week 2 The Purpoe and Value of Education: Hanan Alexander, Nigel Tubbs, Eamonn Callan. Theoretical frameworks, contexts and correlates of educational disadvantage: Kellaghan, O Sullivan Primary education in Ireland at the beginning of the 20 th century Week The Art and Practice of Teaching: DEIS overview and Issues: DES, Primary education in 3 Elliot Eisner and Maxine Greene Weir et al. Ireland at the beginning of the 20 th century (continued) Week 4 Week 5 The Pedagogical Relationship: Martin Buber Performativity and the Normal in Education: Michel Foucault, Stephen Ball. Educational Partnerships 1- HSCL and FSCEP: Ryan; Conaty; Galvin et al Educational Partnerships 2 Developing Relationships: Epstein; Whalley et al., Weiss et al and beyond: Education in Ireland: Democracy, Relationships, Pluralism and Aims 1922 and beyond: Education in Ireland: Democracy, Relationships, Pluralism and Aims (continued) Week 6 Care and the Educational Relationship: Nel Noddings Parents Curricular Involvement play, literacy, numeracy, science, homework, etc. 1950s-1960s: Investment in Education: Secondlevel education: Democracy, Relationships, 31 P a g e

32 Pluralism and Aims Week 7 Week 8 Democratic Education: John Dewey Education as Questioning: Paulo Freire Teacher s and School s Role in Educational Partnership Strategies to reach all parents: Dorothy Keane 1950s-1960s: Investment in Education: Secondlevel education: Democracy, Relationships, Pluralism and Aims (continued) 1971 to 1991: Curriculum Change Week 9 Education as Emancipation: Paulo Freire Harvard Family Research Project Interactive Cases: Weiss et al to 1991: Curriculum Change (continued) Week 10 REVISION Children s Voice and Role in family involvement Democracy, Relationships, Pluralism and Aims: Patronage MODULE ASSESSMENT: This module will be assessed through one reflective assignment based on three sections (maximum 800 words per section). Each section (Philosophy, Sociology, History) should have INDIVIDUAL coversheets. Please do NOT staple the three sections together. Students will be encouraged to engage with their processes of thinking and engagement with the educational ideas/questions/texts that they have encountered. An evolution and progression of ideas should be evident in the assignment. Students are expected to provide an historical, philosophical and sociological lens, as appropriate, to the different sections of the assignment. The grading criteria and expectations for the assignments are detailed below. Grade Criteria A1 Excellent: A thorough, well-structured, focused and A2 comprehensive response to the assessment task, consistently demonstrating - Evidence of detailed and deep understanding and mastery of of subject matter, and critical interpretation and evaluation of reading material and other subject matter. - Ability to respond to questions in novel and relevant manner - An exceptional ability to organise, analyse and present arguments supported by evidence, citation or quotation. - Excellent capacity to structure essay with clarity and with clear line of enquiry and coherent argument. - Consistent demonstration of critical, creative, analytical and logical thinking 32 P a g e

33 - Evidence of critical insight. - Excellent presentation (grammar, spelling) with minimal to no errors - Appropriate referencing for all sources. B1 B2 B3 C1 C2 C3 D1 D2 Very Good: A thorough, well-organised response to the assessment task, demonstrating - A comprehensive knowledge of subject matter - Evidence of substantial reading and research for the assessment task and the ability to apply that reading to the task - Very good ability to structure essay and provide a clear line of enquiry and coherent argument - Effective grasp of ideas - Consistent demonstration of critical, creative, analytical and logical thinking. - Some evidence of critical insight - Very good presentation (grammar, spelling) with minimal to no errors. - Appropriate referencing for all sources Good: An adequate and competent response to the assessment task demonstrating - Good understanding of the subject matter - Evidence of reading and familiarity with key ideas and literature - Ability to apply knowledge in response to the question, albeit with some errors or omissions - Ability to present arguments, albeit with tendency to make statements and limited capacity to critically appraise material, and insufficiently supported by evidence, quotation or citation - Some capacity to express ideas and to engage in critical thought - Clear and focused structure - Good presentation with limited errors - Appropriate referencing with minimal errors Satisfactory: An acceptable response to the assessment task demonstrating - A basic understanding of subject matter and some familiarity with the relevant literature. - Some ability to respond to the question but showing limited or basic capacity in this regard - Limited critical awareness or interpretation of material. - Limited ability to present argument with tendency to make statements. - Limited use of quotation, citation or evidence. - Some capacity to structure the essay but with problems with presentation of clear line of enquiry or focus. - Minor errors and some major errors in presentation though broadly satisfactory Marginal: A response that fails to meet minimal acceptable standards although it demonstrates 33 P a g e

34 F - Limited engagement with subject matter and very minimal familiarity with literature - Some effort to respond to the question - Ability to address only certain elements of the task and lacking coherent and focused response - Considerable difficulties with structuring essay, keeping focus and a clear line of enquiry, and showing comprehension of the assessment task. - Tendency to make statements rather than provide arguments - Problematic and poor presentation with minor and major errors (spelling, grammar) in presentation, use of paragraphs, and difficulty in referencing correctly. Poor: A response that fails to meet the most minimal standards required in the assessment, showing - Little to no understanding of subject matter or evidence of reading - Disorganised and muddled presentation of ideas, that is incoherent and contains multiple errors. - Little to no capacity to use citation, evidence or quotation Description % of total marks Submission Date: WEEK 10 Philosophy of Education words Sociology of Education words History of Education words 33.3% Topics distributed in Week 6 for submission on Thursday November 12 th % Topics distributed in Week 6 for submission on Thursday November 12 th % Topics distributed in Week 6 for submission on Thursday November 12 th 2015 Regarding the assignment please adhere to the following: The assignment must be typed and submitted with the appropriate cover sheet for each subject area (Philosophy, Sociology, History). All students must adhere to the assignment guidelines outlined in the assignment document. The assignment must be submitted through Turnitin prior to submission. The assignment must be submitted to the Education Office on the designated date. All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning plagiarism. Penalty for Late Submission of Coursework: Except in exceptional circumstances, 10% should be deducted for late submission of coursework. 34 P a g e

35 REPEAT ASSESSMENT: The repeat assessment will be based on one assignment comprising of three sections: Section 1: History and Policy of Education, Section 2: Philosophy of Education and Section 3: Sociology of Education. Please contact the relevant lecturer for specific details. FEEDBACK: Individual appointments can be made by to meet with your lecturer. Name Title Office Telephone Dr Tony Bonfield Lecturer in Philosophy of N (20)4970 Education Dr Aislinn O Lecturer in R (20)4354 [email protected] Donnell Philosophy of Education Dr Eilís O Sullivan Lecturer in R (20)4384 [email protected] History and Policy of Education Dr Sandra Ryan Lecturer in N (20)4984 [email protected] Sociology of Education NOTE: Lecturers reserve the right to make changes to the above course READING LIST: Please look at the full module descriptor on Moodle for a comprehensive reading list. (Please Note: Mandatory readings will be assigned on a weekly basis by the lecturers. While most readings will be available on Moodle, it is expected that students will independently source material from both the library and electronic journal resources). Indicative readings include: Philosophy of Education Britzman, D. (2003) Practice Makes Practice. Albany: SUNY. -- (2009) The Very Thought of Education: Psychoanalysis and the Impossible Professions. Albany: SUNY Buber, M. (2002) Between Man and Man. London: Routledge Dewey, J. (1966) Democracy and Education. New York: The Free Press. -- (1963) Experience and Education. New York: Collier. Eisner, E. (2005) Reimagining Schools: The Selected Works of Eliot Eisner. London: Routledge. -- (1985) The Educational Imagination. London: MacMillan. Freire, P. (1972) Pedagogy of the Oppressed. Harmondsworth: Penguin. -- (1998) Pedagogy of Freedom: Ethics, Democracy and Civic Courage. Oxford: Rowman and Littlefield 35 P a g e

36 Greene, M. (2000) Releasing the Imagination. San Francisco: Jossey-Bass. -- (1973) Teacher as Stranger. Belmont: Wadsworth. Irwin, J. (2012) Paolo Freire s Philosophy of Education: Origins, Developments, Impacts and Legacies. London: Continuum. Tubbs, N. (2005) Philosophy of the Teacher. Oxford: Blackwell. Sociology of Education: Brown, M.A., and White, J. eds., 2014 Exploring Childhood in a Comparative Context. An Introductory Guide for Students, Abingdon, Oxon: Routledge. Department of Education and Science (2005) DEIS (Delivering Equality of Opportunity in Schools). An Action Plan for Educational Inclusion, Dublin: Author. Epstein, J. (2011) School, Family and Community Partnerships: Preparing Educators and Improving Schools, 2nd ed., Boulder, CO: Westview Press. Kellaghan, T. (2001). Towards a Definition of Educational Disadvantage, Irish Journal of Education, xxxii, pp Ryan, S., & Galvin, J. (2012) Classroom Teaching and Formation: Developing Educational Partnership, pp.73-92, in T. Grenham and P. Kieran (eds.), New Educational Horizons in Contemporary Ireland: Trends and Challenges. Rethinking Education, Vol. 9, Bern: Peter Lang. Weir, S., & Denner, S. (2013) The evaluation of the School Support Programme under DEIS: Changes in pupil achievement in urban primary schools between 2007 and Bulletin Report, Dublin: Educational Research Centre. Weiss, H.B., Lopez, M.E., Kreider, H., and Chatman-Nelson, C Preparing Educators to Engage Families. Case Studies Using an Ecological Systems Framework, Thousand Oaks, CA: Sage. Whalley, M. (2001) Involving Parents in Their Children's Learning, London: Paul Chapman. History of Education Akenson, D. H. (1970) The Irish Educational Experiment, London: Routledge & Kegan Paul. Coolahan, J. (1981) Irish Education: History and Structure, Dublin: IP. Forum on Patronage and Pluralism in the Primary Sector, (2012) Report of the Forum s Advisory Group, Dublin: Department of Education and Skills. Hill, M. & Pollock, V. (1993) Image and Experience: Photographs of Irishwomen c Belfast, Blackstaff Press. Hyland, A. & Milne, K. (1987) Irish Educational Documents, Volume 1, Dublin: CICE. (1992) Irish Educational Documents, Volume 2, Dublin: CICE. Jones, V. (2006) A Gaelic Experiment: The Preparatory System and Coláiste Móibhí, Dublin: The Woodfield Press. 36 P a g e

37 Ó Buachalla, S. (1988) Education Policy in Twentieth Century Ireland, Dublin: Wolfhound Press. Ó Dubhlaing, S. (1997) Donogh O Malley and The Free Post-Primary Education Scheme, unpublished thesis (M.Ed.), National University of Ireland, Maynooth. O Sullivan, E. (2000) The early days of Mary Immaculate College, Limerick, Irish Educational Studies, Volume 19, Issue I. Raftery, D. and Susan M. Parkes, S.M. (2007) Female Education in Ireland Minerva or Madonna, Dublin: Irish Academic Press. Raftery, D. and Fischer, K. eds. (2014) Educating Ireland: Schooling and Social Change, , Dublin: Irish Academic Press. Walsh, B. ed. (2011) Education Studies in Ireland, Dublin: Gill and Macmillan. Walsh, T. (2012) Primary Education in Ireland : Curriculum and Context, Bern: Peter Lang. 37 P a g e

38 Module PME 623 The Teaching of History, Geography and Science 2 Autumn Semester, PME 2 INTRODUCTION: This module will place an emphasis on professional geography, history and science and pedagogy. It will concentrate on further developing a stronger and more advanced knowledge and pedagogical base in the subject areas, building on the students first Geography, History and Science module. It will provide participants with an opportunity to become competent and confident in the teaching of these subject areas, integrating skills in mathematics, literacy, numeracy through their participation in the practical component of the module. The practical activities require the participants to engage in the inquiry/analytical approach to learning. All practical activities in geography, history and science will be delivered in a manner which considers how the content is applied in the primary school classroom. When classroom practice is being used as a vehicle for course delivery, children s prior knowledge and misconceptions will be examined and strategies to change these misunderstandings will be practiced in order to develop the child s understanding of the topic. The lectures will cover the children s knowledge, understanding and misunderstandings in history, geography and science at different stages in their cognitive development. This will incorporate teaching strategies to provoke discussion and argumentation and to stimulate higher order thinking, while also challenging and developing students understandings and misunderstandings in geography, history and science. LEARNING OUTCOMES: On successful completion of this module, students will be able to: Develop a more advanced knowledge and pedagogy base in the subject areas since the students first History, Geography and Science module; Illustrate competence and confidence in integrating the constructivist and inquiry based approach to teaching in the primary classroom; Engage in the inquiry/analytical and problem based approaches to teaching and learning; Value the important potential contribution of history, geography and science to the lifelong development of the person; Demonstrate the mastery of teaching methodologies and practical activities that promote the skills of working as a historian, geographer and scientist; Perform a wide variety of teaching strategies to encourage creativity, higher order thinking, integration and inquiry based learning in the primary classroom; MODULE CONTENT: The course will cover a range of theoretical and practical issues in the teaching of history, geography and science, informed by current trends from international, national and local research. This will include teaching literacy and numeracy through the subject areas; implications of new guidelines for early childhood education; long-term and short-term planning; use of a range of assessment for learning approaches, engaging and creative teaching approaches, reflecting on and learning from previous experiences as learners of history, geography and science. A strong emphasis will be placed on inquiry-based learning, where students will be provided with the opportunities to practice and develop their process and problem-solving skills. 38 P a g e

39 The following areas may be addressed over the duration of the course. Due to bank holidays and other events impacting on scheduling, all topics may not be covered and are subject to change. WEEK History Geography Science 1 Building the skills of the historian: Developing a local history trail 2 Teaching of history in the infant classroom 3 Experiencing a local history trail 4 Experiencing a local history trail 5 Using Narrative Texts when teaching history 6 Using documentary evidence in history teaching use of census records 7 Assessment and Evaluation in History teaching 8 Using a guest speaker in history teaching 9 Establishing criteria for using History Textbooks and other resources judiciously on school placement 10 Guidelines and activities for school placement Teaching my local area Organising a trail Teaching other places 1 Teaching other places 2 Teaching physical geography Literature and geography Short term and long term planning in primary geography Resources for teaching geography Geography and Early Childhood Education 1 Geography and Early Childhood Education 2 Woodland and terrestrial ecology Recap primary science, inquiry, intro to module, promoting interest in science Forces Forces Animal & Plant Biology Human Biology Materials and Change Literature & Science Toys & Science Science in the early years NB: For logistical reasons you are requested to attend lectures only at the time and in the group indicated. CONTACT HOURS: 39 P a g e

40 1 hour lecture in each of History, Geography and Science every week for all students (3 hours per week). Groups of 30. Occasional on-line learning sessions for all students throughout the semester. MODULE ATTENDANCE: Attendance at lectures is compulsory. Attendance will be recorded weekly. Please notify individual lecturers of absence before the commencement of lectures of any absence in the previous week, and provide a medical note or letter from the college Chaplain. 10% of marks in the module will be deducted for poor attendance. You must attend the lecture sessions timetabled for you. Please do not switch/move sessions. Absence due to illness: If you receive a cert from a doctor outside the college medical centre, a copy of the doctor certificate must be handed to the relevant lecturer during the lecture the week following the absence. If you receive a cert from the college medical centre, you must still inform the lecturer during the session following the absence. The cert will be sent directly to the lecturers at the end of semester. Otherwise you will be marked absence. Please do not send s in relation to doctor certificates. Absences due to sports: Absences due to sports are only accepted in the case where the student is representing the college in a competition. Documentary evidence of this will be required. Absences for training are not permitted. You must still inform the lecturer during the session following the absence. Please do not send s in relation to matches. All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating. FEEDBACK: Notes for all lectures and any feedback will be provided to you in lectures and via moodle. ASSESSMENT: The module is assessed by means of coursework (100%) due to be submitted to the education Office on Thursday 12 November 2015 Week 10. All assignments must be submitted with the appropriate cover sheet which is available to download on Moodle 40 P a g e

41 Annual Repeat: Course Work Grade Grade Descriptors: Subject Content Knowledge in History, Geography & Science Knowledge and Application of Pedagogy in History, Geography & Science Design of Integrated Activities in History, Geography & Science Knowledge and application of Teaching Strategies Aligning with the pedagogical principles of the primary curriculum Knowledge& application of inquiry skills & the constructivist approach to teaching A1 Outstanding Performance (First honours) A2 Excellent Performance (First honours) B1 Very Good Performance (Honours 2.1) B2 Good Performance (Honours 2.1) B3 Competent Performance (Honours 2.2) C1 Satisfactory Performance (Honours 2.2) C2 Acceptable Performance (Third honours) C3 Minimally Acceptable 41 P a g e

42 (Third honours) D1 Weak Performance (compensating fail) D2 Poor Performance (compensating fail) F Fail (no compensation allowed) STAFF: Name Title Office Hour/s Office Telephone Anne Dolan Dr. By appointment M [email protected] Eileen O Sullivan Dr. By appointment N [email protected] Maeve Liston Dr. By appointment N [email protected] READING LIST: Geography: 1. Pickford, T. Garner, W. and Jackson, E. (2013) Primary Humanities: Learning through Enquiry. London:Sage. 2. Dolan, A.M. (2014) You, Me and Diversity Picturebooks for teaching development and intercultural education. Lodonn Trentham Books, IOU Press and DICE. 3. Scoffham, S. (2010) (Ed.) Handbook of Primary Geography. The Geographical Association: Sheffield. History: 1. Husbands, C. (1996) What is History Teaching? Language, Ideas and Meaning in Learning About the Past (Buckingham, UK: Open University Press). 42 P a g e

43 2. Jahoda, G. (1963) Children s concepts of time and history. Educational Review, 15 (2), Science 1. Harlen, W. (2004). The teaching of science in primary schools 4 th ed. London : David Fulton 2. Cross, A. and Bowden, A. (2009). Essential Primary Science. England, Berkshire: Open University Press, Mc Graw-Hill Educational. 3. Loxley, P., Dawes, L., Nicholls, L. and Dore, B. (2010). Teaching Primary Science. Promoting Enjoyment and Developing Understanding. England, Essex: Pearson Education Limited 43 P a g e

44 Module PME 624 Early Primary Education: Educational Methodology and ECCE Autumn Semester, Professional Master of Education (2015) INTRODUCTION: This module will continue your study of Educational Methodology and introduce ECCE with a focus on early primary education. It precedes the infant class placement. Developmentally appropriate knowledge, attitudes, skills, practice, reflection and field experiences are needed in order for students to become efficient, competent and effective professionals in the infant classroom; this module seeks to contribute to students personal and professional development in the area of early primary education. Students awareness of the whole child perspective in the context of early primary education and students knowledge and understanding of curriculum, pedagogy and research in early childhood education are developed. LEARNING OUTCOMES: On successful completion of this module, students will be able to: Demonstrate understanding of developmentally appropriate practice and the principles of child development and learning that underpin early primary education. Demonstrate familiarity with a variety of classroom, organisational and behaviour management skills that support infant class children s growth and development. Critique the guiding principles of curricular models for young children. Critique the ideological, substantial and pedagogical continuity between Aistear, the Early Childhood Curriculum Framework (2009), Síolta, the National Quality Framework for Early Childhood Education (2006) and the Primary School Curriculum (1999). Critically evaluate their own attitudes and beliefs about teaching and learning in the infant classroom and begin to formalise a personal philosophy of early primary education. Develop an in-depth understanding and appreciation of the whole-child perspective in evaluating curricula, pedagogy and research in the area of early childhood studies. Debate practice in relation to the transition from pre-school to primary school and the impact of this transition on the child. Demonstrate the critical interrogation of early years research as a mechanism for exploring creative and innovative approaches to early childhood education. Demonstrate skills and capabilities in implementing a creative and innovative emergent early years curriculum. MODULE CONTENT: The following areas may be addressed over the duration of the course. Due to bank holidays and other events impacting on scheduling, all topics may not be covered and are subject to change. 44 P a g e

45 EDUCATIONAL METHODOLOGY ECCE WEEK TITLE/CONTENT/AREAS 1 Developmentally Appropriate Practice (DAP) in the Infant Classroom 2 Organising the Learning Environment: Space, Materials and Time 3 Classroom and Behaviour Management 1: Creating a Positive Verbal Environment, Communicating Expectations and Rules, Fostering Self-Discipline in Young Children, Managing Behaviour Positively History of Early Years Curriculum Development in Ireland. Influences of Key international theorists on Child-Centred Education. What is Curriculum? Four key ideological positions Education as Content, Education as Product, Education as Process (child-centred education), Education as Emancipation (critical pedagogy). Social Constructivism (Piaget, Vygotsky and Bruner) Dramatic Play and Creativity. The Primary School Curriculum, needs-based approaches. 4 Classroom and Behaviour Management 2 Emancipatory Education the Agentic Child focussing on Anti-Bias Education and Critical Pedagogy; Learner Voice initiatives and Aistear: The Early Childhood Curriculum Framework. 5 Classroom and Behaviour Management 3 Messages from Neuroscientific Research regarding Pedagogy. 6 Effective Teaching Strategies and Early Learning Activities 1 Introducing and interrogating Te Whariki. 45 P a g e

46 7 Effective Teaching Strategies and Early Learning Activities 2 Loris Malaguzzi and the Reggio Emilia approach ideology and pedagogy ( lecture 1) 8 Effective Lesson Planning 1: Combining Play-based Approaches, Aistear and Thematic Teaching with Intentional Teaching Strategies Loris Malaguzzi and the Reggio Emilia approach ideology and pedagogy ( lecture 2) 9 Effective Lesson Planning 2 Aistear: The Early Childhood Curriculum Framework and the Primary School Curriculum - a compatible match? 10 Effective Lesson Planning 3 The Journey from Pre-school to Primary School, transitions, tensions and traditions. NB: For logistical reasons you are requested to attend lectures only at the time and in the group indicated. FEEDBACK: Any student who wishes to consult a lecturer in relation to the course is encouraged to make an appointment with the lecturer. Office Hours: Lecturers are available by appointment to meet with students. ASSESSMENT: The assessment procedure for the module is Examination (SSQ). You are advised to plan and prepare for the examination by attending all lectures, keeping detailed and organised notes, reading materials as requested and following study guidelines provided by the lecturers. Attendance at and participation in lectures are essential. Please note that up to 10% of marks in the module can be deducted for poor attendance. 46 P a g e

47 The repeat assessment procedure for the module is Examination (Q6/6). STAFF: Name Title Contact Office Telephone Teresa McElhinney (Module Coordinator) Lecturer, Educational Methodology, Department of Reflective Pedagogy and Early Childhood Studies Please to arrange appointment Room: R Kathleen Horgan Dr./Lecturer Department of Reflective Pedagogy and Early Childhood Studies Please to arrange appointment Room N READING LIST: You are advised to take detailed notes during all lectures. Although lecturers may make available on Moodle outline notes relating to weekly lectures in both components of the module, these are not lecture summaries and do not cover all material presented during lectures. Readings are aligned with course topics, supplement the course content and provide background on topics covered. Required and recommended readings will be indicated during lectures and additional readings provided on Moodle. Primary Readings Kostelnik, M.J., S.K. Soderman & A.P. Whiren (2011) Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education, 5th Edition, Boston: Pearson Education. 47 P a g e

48 National Council for Curriculum and Assessment (NCCA) (2009) Aistear: The Early Childhood Curriculum Framework, Dublin: NCCA. Rogers, B. and McPherson E. (2008) Behaviour Management and Young Children, London: PCP/Sage Publications. Supplementary Readings Briggs, M, and Hansen, A. (2012) Play-based Learning in the Primary School, London: Sage Publications. Broadhead, P., Howard, J. and E. Wood (Eds) (2010) Play and learning in the early years, London: Sage. Brown, M. A. and White, J. (2014) Exploring Childhood in a Comparative Context, London: Routledge. Centre for Early Childhood Development and Education (CECDE) (2006) Síolta: The National Quality Framework for Early Childhood Education, Dublin: CECDE. Cockburn, D. and Handscomb, G. (2012) Teaching and Learning 3-11, 3 rd Edition, London: Sage Publications. Department of Education and Science (1999) The Primary School Curriculum, Dublin: NCCA. Department for Children, Education, Lifelong Learning and Skills, Welsh Assembly Government. (2008) Play/Active Learning Overview for 3 to 7- year-olds. Cardiff: Department for Children, Education, Lifelong Learning and Skills, Welsh Assembly Government. Edgington, M. (2004) The Foundation Stage Teacher in Action, 3 rd Edition, London: Paul Chapman Publishing. Edwards, C., Gandini, L. and Forman, G. (2012) The Hundred Languages of Children, Oxford: PRAEGER. Fisher, J. (2010) Moving On to Key Stage 1: Improving Transition from the Early Years Foundation Stage, Maidenhead: Open University Press. Robson, S. (2012) Developing Thinking and Understanding in Young Children, 2 nd Edition, London: Routledge. 48 P a g e

49 Smidt, S. (2013) Introducing Malaguzzi, Exploring the Life and Work of Reggio Emilia s Founding Father, London: Routledge. Thornton, L. and Brunton, P. (2010) Understanding the Reggio Approach, London: Routledge. Wood E. (2013) Play learning and the early childhood curriculum (3 rd Ed.), London: Sage. Yelland, N. (ed.) (2005) Critical Issues in Early Childhood Education, Maidenhead: Open University Press. 49 P a g e

50 Module PME625 Arts Education 2 Autumn Semester Professional Master of Education (Primary Teaching), Semester 3, Year 2 RATIONALE: PME625 is provided by the staff of the Department of Arts Education and Physical Education. It is the second core arts education module for the Professional Master of Education (Primary Teaching) programme. It aims to deepen and extend students engagement with the arts through practical and theoretical workshops. It will expand on work done in the first core module, and formally explore the pedagogies of drama, music and visual art. LEARNING OUTCOMES: On completion of this module, students will be able to: Demonstrate the appropriate knowledge and skills required to successfully plan, implement and assess an arts education lesson in a primary classroom. Apply principles in planning for a variety of learning styles, integration and classroom management to their work in arts education. Demonstrate an understanding of the range of practical and pedagogical principles and challenges in arts education. Participate in a range of workshops and practical projects in drama, music and visual art. Select and implement advanced pedagogical skills relevant to arts education in planning and assessing successful arts education work in classrooms. MODULE CONTENT: This module focuses on developing the students emergent identities and practice as teachers. Specifically, the students will examine key issues around the successful execution of arts education work in primary school settings. This will include methodologies and techniques unique to the pedagogy of drama, visual art and music. The module will develop students abilities to critically reflect upon and enquire into their own practice. The students will develop their knowledge of artistic forms, genres and processes in music, visual art and drama. Students will be challenged to begin to synthesise the relationship between practice and theory in the arts and in arts education, through a problem-based and research-orientated focus. The Mode of delivery will include face-to-face small group lectures and workshops. Teaching and learning strategies will include specific approaches with its own guidelines and theoretical underpinnings (active learning strategies, practical engagements with the arts, pair and group work, enquiry based learning, independent research, and relevant site-specific visits e.g. galleries, theatre, musical performances). Visual art, Music and Drama workshops will be delivered in ten one-hour sessions. WEEK TITLE/CONTENT/AREAS (The content may change and will be indicated on Moodle) 1 Presentation of module outline; introduction of processes to be explored in each of the arts areas (strands, strand units, 2-8 Practical and theoretical workshops in each of the three arts areas with a particular focus on planning, implementing and assessing arts education in the primary classroom 50 P a g e

51 Visual Art (Focusing on the stands Drawing, Printmaking and Clay) Music (Primarily focusing on composing with performing and listening) Drama (the drama curriculum; selecting and using pre-texts; planning for the creation, performance and appreciation of drama; assessing classroom drama) 10 Conclusion and school placement preparation NB: For logistical reasons you are requested to attend lectures only at the time and in the group indicated. MODULE ASSESSMENT: Coursework assignment (100% of module grade) Word Count: 1,800-2,000 The assessment will take the form of a single integrated Arts Education course work submission. Students are required to prepare an outline plan of work across drama, visual art and music education using a source/stimulus suitable for use in the early years of primary school (junior infants 2 nd class). This outline plan will be submitted for assessment by means of a PowerPoint presentation (submitted as a pdf to moodle)* In developing the outline plan of work, students can draw on their experience of the stimuli used in class. Students should not present this plan in lesson plan format. It is intended that it will reflect a broader perspective on the development of particular ideas than would a small number of lesson plans. Ideas, however, should be linked sequentially. A copy of the chosen stimulus (or a link to it) must be included as part of the assignment. Provide a reference list of the readings to which you refer in the presentation. Assignment structure and Breakdown of Power Point Presentation Slide 1: Cover slide Slide 2: Stimulus - Note the stimulus used. (Use of one stimulus across Drama, Music and Visual Art) Slide 3: Rationale for selection of stimulus Slide 4: Theme - Identify an underlying theme stemming from the stimulus Slide 5: Identify broad learning aims for this work (ensure they are appropriate for arts education in junior classes) and present a brief rationale for your choice The presentation should include separate sections for drama, visual art and music; the beginning of each section should specify the strand(s)/strand unit(s) to be explored in the subject area Slides 6-9: Drama 1. Identification of a problem/challenge/dilemma as the focus for the drama 2. Use of drama conventions (role play, mime, still image, teacher-in-role, conscience alley, hot-seating, pair/small group improvisation etc.) to build ideas, story or understanding 3. Identified opportunities for children to make decisions and drive the drama 4. Identified opportunities for collaborating in small and large groups to explore, make and perform drama (drama is a social art form) Slides 10-13: Music 1. Clear statement of strand(s) to be explored (performing, listening and responding, composing) 2. Identification of musical activities that develop the musical elements (pulse, pitch, duration/rhythm, structure, timbre, texture, tempo, style) 3. Inclusion of sound file/youtube clip or sheet music** 4. Identified pedagogical approaches to music teaching e.g. facilitating improvisation before asking pupils to compose, warm-ups for singing, teaching a song by rote/sing-along method. Slides 14-17: Visual art 1. Use of relevant terminology and appropriate art language (and elements) in referring to visual art and its processes, media and techniques 51 P a g e

52 2. Use of students own images of visual art processes and techniques (from class) and of modes of display (from class displays)** 3. Relevant reference to the work of artists, craftspeople and designers; to include reference to the broader visual art context and contemporary art 4. Specificity about what it is children are expected to learn (in the context of the types of learning that can happen in a visual art lesson) Slide 18: Conclusion/references *Assignment submission format The PowerPoint presentation will need to be converted to PDF file before submitting via Turn it in to the PME625 Moodle site in week 10. N.B. When converting to a PDF file 1. Go to save as pdf, 2. Options click on Publish what and change from slides to notes page 3. Click on Frame slides also This will ensure both your slides and notes are included in the PDF REGARDING THE ASSIGNMENTS PLEASE ADHERE TO THE FOLLOWING Do not exceed 18 slides Assignment no larger than 20 MB (see information on Moodle on how to reduce your PowerPoint presentation by compression and by inserting images/movies/sound correctly) not contain more than 2,000 words. be filed as follows : PME625, Student name, 2015: i.e. PME625MaryJones2015 submitted with the appropriate AEPE cover slide, which is available on the PME625 Moodle site. Students are expected to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating (which includes syndication). The assignment must be submitted through turnitin prior to submission. A hardcopy (Black and White will do) of your assignment must be submitted to the education office on the designated date. **The visual component of the slides can include your own drawings, sketches, photographs, machetes, art process work, studio work etc. Music/sound files can include musical compositions, soundscapes, student recordings, web links etc. Music/sound files can be embedded in the PowerPoint presentation as videos, web links or mp3 sound files. The PPT are marked on the extent to which they demonstrate Theme & rationale, Content/ideas/pedagogy and Presentation. The marking scheme for the assessment is presented below. Theme & rationale Demonstrate Evidence of critical understanding of assignment requirements and subject content. The choice and development of the stimulus (which enables a number of themes to emerge). Demonstrates a clear rationale for stimulus choice. Specific and convincing use of relevant readings. Content/ideas/pedagogy Suitable choice of content that is developed and relevant to good practice in arts education work in classrooms Selection of appropriate learning aims and teaching approaches, demonstrating the potential for learning in the three arts subjects 52 P a g e

53 Presentation Clarity in structure and presentation. Mastery of the digital medium. Appropriate selection of arts material to communicate and develop the learning process. REPEAT ASSESSMENT: The repeat assessment procedure for the module will take the form of a Repeat PowerPoint presentation. READING LIST: The suggested prime and supplementary texts for this module are intended to guide students towards developing their understanding of arts education. All are available in the four-hour loan section of the library. Prime texts: Eisner, E. W The Arts and the Creation of Mind. New Haven, CT: Yale University Press. Young, S. and Glover, J Primary Music: Later Years. London: Falmer Press. Murphy. P. and O Keeffe, M Discovering drama: theory and practice for the primary school. Dublin: Gill & Macmillan. Supplementary texts: Ackroyd, J. and Boulton, J Drama Lessons for Five to Eleven-year-olds. London: David Fulton Publishers Ltd. Pitts, S Valuing musical participation. Aldershot: Ashgate. Golomb, C The Child s Creation of the Pictorial World. Hillsdale, NJ and London: Lawrence Erlbaum Associates. STAFF: Name Title Office Telephone Dr Dorothy Morrissey Lecturer in Drama Education SG [email protected] Appointment Dr Gwen Moore Lecturer in Music Education C [email protected] Appointment Anne Marie Morrin Lecturer in Visual Art Education Niall Quinn Visual Art Technician L [email protected] Appointment G [email protected] 53 P a g e

54 Module PME 626 SOCIAL, PERSONAL, HEALTH, AND PHYSICAL EDUCATION 2 Autumn Semester, PME (Yr 2) INTRODUCTION: This module will expand on the students previously acquired competences in relation to the effective teaching of Physical Education (PE) and Social, Personal and Health Education (SPHE). LEARNING OUTCOMES: On successful completion of this module, students will be able to: Cognitive: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation Explore and critically analyse the social and policy contexts in which PE and SPHE are defined and implemented and review their specific roles and responsibilities in the development of policy together with the roles and responsibilities of all other stakeholders; Identify and explore specific issues which relate to the overall health and wellbeing of the individual and of society, including: Relationships and Sexuality Education; Bereavement Education; Drugs Education; Impact of Technology. Think critically, analyse, and solve problems, as an individual and as a member of a team; Affective: Attitudes and Values Focus on the importance of positive relationships Explore the concept of shared responsibility and meaningful partnership and develop strategies for and communicating effectively with pupils, parents, colleagues, health professionals and other members of the community who may contribute to the learning in PE and SPHE; Demonstrate understanding of the value and processes of assessment of PE and SPHE Psychomotor: Skills and Capabilities Plan and implement appropriate learning opportunities through physical education, physical activity and co-curricular learning in a variety of contexts; Display competence and confidence in the teaching and assessment of PE and SPHE in a variety of contexts MODULE CONTENT: The following areas may be addressed over the duration of the course. Due to bank holidays and other events impacting on scheduling, all topics may not be covered and are subject to change. 54 P a g e

55 WEEK TITLE/CONTENT/AREAS: PE 1 PE Review and Planning; Inclusion in PE; 2 PE pedagogy explored through OAA 3 PE pedagogy explored through OAA 4 PE pedagogy explored through Gymnastics 5 PE pedagogy explored through Gymnastics 6 PE pedagogy explored through Dance 7 PE pedagogy explored through Dance 8 Introduction to Aquatics 9 Curriculum models and assessment in PE 10 School Placement Preparation WEEK TITLE/CONTENT/AREAS: SPHE 1 Relationships and Sexuality Education (RSE): Background/Exploring Attitudes/Knowledge of RSE 2 RSE: Concerns and Issues 3 RSE: School Policy/Resources for RSE 4 Education about Alcohol and Other Drugs: Attitudes/Awareness 5 Education about Alcohol and Other Drugs: School Policy/Resources 6 Bereavement Education: Exploring Loss 7 Bereavement Education: Supporting the Bereaved Child 8 SPHE and the Child with SEN 9 Effective Planning for SPHE: Discrete Time and Integration across the Curriculum 10 Parental and Community Involvement in SPHE NB: For logistical reasons you are requested to attend lectures only at the time and in the group indicated. FEEDBACK: 55 P a g e

56 Individual feedback on assessments is available to all students. Please make an appointment via . ATTENDANCE: Because of the practical and experiential nature of the classes provided as part of module PME 626, attendance at all classes is compulsory. For this reason, you will be required to sign-in to all classes in the module. Absence from four (4) or more hours of class across the entire module, without appropriate certification (Doctor, Counsellor or Chaplaincy certificate), will result in the student receiving an F grade on the whole module. Failing the module will result in it having to be retaken at annual repeats in August It is the responsibility of the student to ensure that all certificates concerning absences are presented to the class lecturer at the first class immediately after the absence. If you do not do this, your absence will not be accounted for. An additional rule exists concerning attendance at PE classes, whereby students who miss two or more classes may not be allowed to participate in school placements. ASSESSMENT: Coursework should be submitted to Tailteann Reception by 4pm on Friday of Week 10 and via Turnitin. The coursework title, and an accompanying grading rubric, will be distributed in Week 1. Repeat Format: Exam at the annual repeats in August 2016 STAFF: Name Title Contact Office Telephone Richard Bowles Dr for an appointment G49 Ext 4912 [email protected] Carol O Sullivan Dr for an appointment 305 Ext 4928 [email protected] READING LIST: Government.of Ireland Primary School Curriculum: Drama, Music, Visual Art & Physical Education; Social, Personal and Health Education. Dublin: Government Publications. Department of Children and Youth Affairs, Children First: National Guidance for the Protection and Welfare of Children. Dublin: Government Publications. Graham, G Teaching Children Physical Education. Champaign: Human Kinetics. Government of Ireland Primary School Teacher Guidelines: Drama, Music, Visual Art & Physical Education; Social, Personal and Health Education. Dublin: Government Publications. 56 P a g e

57 Pickup, I. and Price, L Teaching PE in the Primary School. London: Continuum. Lieberman, L. J. and Houston-Wilson, C Strategies for Inclusion: A Handbook for Physical Educators. Champaign: Human Kinetics. Block, M. E A Teacher s Guide to Including Students with Disabilities in General Physical Education. Baltimore: Brookes Publishing. Hibell, B. U. Guttormsson, S. Ahlstrom, O. Balakireva, T. Bjarnson, A. Kokkevi & L. Krauss The 2009 ESPAD Report. Stockholm: CAN. O Connor, E., S. O Driscoll & A. Winston When Someone Close Dies. Dublin: HPU. Worden, J.W Children and Grief. New York: Guildford Press. Morgan, M Relationships and Sexuality Education: An Evaluation and Review of Implementation. Dublin: Government Stationery Office. Dáil na nóg Lifeskills Matter Not just Points. Dublin: Office of the Minister for Children and Youth Affairs. ESRI/TCD, Growing Up in Ireland Department of Education and Science/Health Promotion Unit Guidelines for Developing a Schools Substance Use Policy. Dublin: Government Stationery Office. 57 P a g e

58 PME 627 Inclusive and Special Education Autumn Semester PME Year 2 Semester 3 This module provides information and skill development in Inclusive theory and practice and Special Education for students in the Professional Masters in Education programme. The module will provide instruction in the development, use and evaluation of various strategies for teaching curricular content to children in primary schools who have learning difficulties or special educational needs. The focus of this module will be on teacher planning for working with children with high incidence special educational needs and learning difficulties including those with Attention Deficit Hyperactivity Disorder, Social, Emotional and Behavioural Disorders, Specific Learning Disability, and Mild General Learning Disabilities. In addition, the module will provide information on working with children with Autism Spectrum Disorders in general education classrooms. General strategies for building new skill repertoires will be examined including task analysis, the use of targeted visual supports and errorless learning. Strategies specific to particular identified disabilities will also be the focus of the module. The role of the general education teacher in the provision of educational interventions for children with learning difficulties or special educational needs will be outlined in terms of teamwork and collaboration. Learning Outcomes: On successful completion of this module students will be able to: Identify relevant educational characteristics of children with high incidence disabilities and those with ASD; Identify teaching implications for relevant educational characteristics of children with SEN; List strategies for evaluating and teaching curriculum content to children with SEN and learning difficulties; Suggest ways to develop types of task analyses and use these to record progress of children with learning difficulties or special educational needs; Apply the principles of Universal Design for Learning to educational planning for teaching children with learning difficulties in curriculum areas; Identify methods of teaching social and behavioural strategies to children with learning difficulties, special educational needs and/or exceptional abilities Recognise the importance of using peer groups for teaching social and play skills; Appreciate the value of parental input in the teaching children with SEN and learning difficulties functional and applied skills. MODULE CONTENT: 58 P a g e

59 This module will be delivered in the form of two 1hour lectures each week and 3 tutorials during Weeks 1, 6 and 9 inclusive. WEEK TITLE/CONTENT/AREAS 1 Universal Design for Learning: Differentiated teaching and Learning; Co-Operative Learning 2 The Language of Inclusion 3 Mild General Learning Disability: Down Syndrome 4 Dyslexia 5 Speech, Language and Communication Difficulties 6 Emotional and Behavioural Difficulties including ADHD 7 Maths Difficulties 8 Autistic Spectrum Disorder 9 Continuum of Support 10 Social and Emotional Learning MODULE ASSESSMENT An Exam (100%) in the form of Multiple Choice Questions and Short Questions (worth 60% in total) and two Case Study Questions (worth 40%) will be scheduled on a date and in a location during Week 15. Further exam guidelines will be communicated in lectures in Week 10. The Repeat Exam is in the same format as the exam in Week 15 and scheduled as per all repeat exams. You are advised to plan and prepare for the assessments by attending all lectures, keeping detailed and organised notes and reading materials / viewing videos as requested. NB: All exam information will be conveyed by means of this Course Outline and any announcements made to the entire cohort. Please note that in the interest of equity no communication about exams will be entered into by any course lecturer with individual students. Attendance will be taken in various classes throughout the semester. Up to 10% of marks available may be deducted at the discretion of the course tutor for poor attendance/participation. All students are required to familiarise themselves with Coursework Guidelines of the Student Handbook, particularly the section concerning cheating. 59 P a g e

60 FEEDBACK Students will be invited to give feedback on the course in Weeks 5 and 10. In order to support learning, students will be able to engage in an on-line mid-term Moodle Quiz (which does NOT form part of assessment) based on lecture content and readings of the entire module and will receive online feedback. Feedback will be also available to students on the terminal exam; please course co-ordinators for an appointment. Grade Descriptors A1 A2 B1 B2 B3 C1 C2 C3 D1 D2 F Exceptional - consistently and notably meets criteria. Excellent, but not exceptional usually and extensively meets criteria. Very good analysis and understanding regularly and competently meets criteria. Good analysis and understanding regularly and competently meets criteria. Satisfactory analysis and understadning frequently and adequately meets criteria. Knowledgeable, but generally un-analytical adequately meets criteria. Reasonably knowledge and understanding occasionally meets criteria. Limited knowledge and understanding minimally meets criteria. Without most of the above. Without any of the above. Severely incomplete or plagiarised. Assessment Criteria To illustrate Knowledge and understanding of relevant educational characteristics of children with high incidence disabilities and those with ASD; Knowledge and understanding of teaching implications for relevant educational characteristics of children with SEN; Knowledge and understanding of strategies for evaluating and teaching curriculum content to children with SEN and learning difficulties; Knowledge and understanding of systems to record progress of children with learning difficulties or special educational needs; Knowledge and understanding of how to apply the principles of Universal 60 P a g e

61 Design for Learning to educational planning for teaching children with learning difficulties in curriculum areas; Knowledge and understanding of methods of teaching social and behavioural strategies to children with learning difficulties, special educational needs and/or exceptional abilities Knowledge and understanding of the importance of using peer groups for teaching social and play skills; An appreciation of the value of parental input in teaching children with SEN and learning difficulties functional and applied skills. STAFF Name Title Office Telephone Daly Department of Dr. Patricia Head Special of Education the Dr. Margaret Special Education R Egan (Course Co-ordinator) Fitzgerald Johanna Special Education N Stella Eucharia Long Special Education N McCarthy Trevor O Brien Special Education R [email protected] Anne O Byrne Special Education N [email protected] Dr. Fionnuala Tynan Special Education M [email protected] 61 P a g e

62 Students with queries on any aspect of the course are encouraged to course co-ordinator, Dr. Margaret Egan, Appointments can be made by . READING LIST: Required Readings/Viewing: 1. Doherty, U., Egan, M., Daly, P., Coady, M., Holland, M., Kelleher, D., Long, S., McCarthy, E., and O Sullivan, S. (2011) STRANDS Strategies for Teachers to Respond Actively to the Needs of Children with Down Syndrome. Limerick: CDU. (Students purchased this book for EDU208 and six copies will be available in the 4-hour loan section of the Library) a. STRAND 3: Characteristics and Developmental Profile of Children with Down Syndrome 2. Doherty, U., Egan, M., Daly, P., Coady, M., Holland, M., Kelleher, D., Long, S., McCarthy, E., and O Sullivan, S. (2011) STRANDS Strategies for Teachers to Respond Actively to the Needs of Children with Down Syndrome. Limerick: CDU. (Students purchased this book for EDU208 and six copies will be available in the 4-hour loan section of the Library) a. STRAND 5: Differentiating the Curriculum 3. Doherty, U., Egan, M., Daly, P., Coady, M., Holland, M., Kelleher, D., Long, S., McCarthy, E., and O Sullivan, S. (2011) STRANDS Strategies for Teachers to Respond Actively to the Needs of Children with Down Syndrome. Limerick: CDU. (Students purchased this book for EDU208 and six copies will be available in the 4-hour loan section of the Library) a. STRAND 7: Developing Speech, Language and Communication Skills (This text can be purchased at a reduced rate from the CDU at MIC) 4. Inclusive and Adaptive Teaching Westwood, P. (2013). Routledge, New York. 5. NEPS (2010) Behavioural, Emotional and Social Difficulties: A Continuum of Support- Guidelines for Teachers, Dublin: NEPS. a. Psychological-Service-NEPS-/neps_besd_continuum_teacher_guide.pdf (available on Moodle) 6. YouTube Clip: Dr. Temple Grandin, "The Autistic Brain: Thinking Across the Spectrum" (58 mins): a. (available on Moodle) Supplementary readings (not examinable) will be posted on the Moodle website for PME 627 in the Supplementary Reading Folder. 62 P a g e

63 Module PME629 School Placement 3 Autumn Semester, 2015/16 Professional Masters in Education (Primary Teaching) INTRODUCTION: School Placement 3 is a six credit non-partnered module which students undertake from November 16 th December 4 th 2015 in an Infant class. Students are required to make-up absences due to school closures in excess of one day or personal absences in the week following the scheduled completion of SP5. Students source a class for this placement themselves, paying due regard to the Class selection requirements for Module PME629. Student Acceptance Forms, available on Moodle, have to be returned to the Education Office by September 17 th, A late fee of 30 applies to forms received after this date. All relevant documentation is available to the students on the PME629 course on Moodle. Learning Outcomes: On successful completion of this module, students will be able to: Display their ability to plan for the implementation of The Primary School Curriculum in an infant class Present and maintain a well-organised and complete Planning Folder & Resource Folder Complete detailed and comprehensive lesson plans and weekly schemes Consider (i) the degree to which the specific learning objectives were appropriate for pupils in infant classes and (ii) the extent to which these learning objectives were achieved Demonstrate an ability to plan for and implement and integrated approach to teaching Utilise appropriate teaching and learning and classroom management strategies for engaging children in infant classes with the Primary School Curriculum, with due regard for the principles of the curriculum and principles of Aistear. Identify effective strategies in an infant class for (i) Assessment of Learning, (ii) Assessment for Learning Indicate awareness of and appropriate response to differentiated learner needs Relate appropriately to pupils, school personnel and school placement personnel Reflect critically on and document their development as student teachers and demonstrate their ability to engage in critical reflection with their tutor, class teacher and peers Demonstrate the capacity to engage with the School Placement in a professional manner MODULE CONTENT: Students undertake two days classroom assistance and observation on the two preceeding Fridays before the placement; November 6 th and 13 th Students will also meet with their Tutors and undertake independent preparation before the placement. 63 P a g e

64 For the three placement weeks from November 16 th, and similar to previous placements, SP3 combines observation and whole class teaching, though for this placement students teach for the entire day. All areas of the primary school curriculum are taught and the student is visited by a school placement tutor on a minimum of two occasions throughout the placement. Students teach all curricular areas over a three week period, which incorporates observation and planning time and an opportunity to become familiar with learning support systems in the school; teaching of planned lessons to an infant class through the utilisation of a variety of strategies for teaching and learning; the engagement of pupils in learning using effective classroom management skills; the assessment of pupils learning and students will be required to demonstrate ability to differentiate the curriculum appropriately; reflection on students own strategies employed for teaching and learning; engagement on a regular basis with cooperating teachers in discussion about cooperating teachers observations and engagement with the college tutor. MODULE ASSESSMENT: This module is assessed on a Graded basis. See Moodle course for assessment criteria and grade descriptors. To pass the module, students are required to: Attend school for the required time and submit a School Placement Attendance Form Receive a passing grade from his/her school placement tutor who will visit the student on at least two occasions in the course of the placement No uncertified absences are permitted and all absences have to be noted in the Cuntas Tinrimh. In cases of absence from school, a student is required to contact the Education Office ( ) and his/her school. On completion of the module the student is required to submit a School Placement Attendance Form to the Education Office by Friday December 11 th Students to whom an I-grade or F grade is awarded undertake School Placement 3 from May 23 rd June 10 th I-grade and F grade students are responsible for sourcing a class themselves for the module. Normally, students may repeat a School Placement module once. All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating. FEEDBACK: Feedback occurs during the school placement with school placement tutor. STAFF: 64 P a g e

65 Name Title Office Telephone Office Hour/s Neil Ó Conaill Director of School Placement 306 (meeting requests should be ed in advance) Reading list: 1. Government of Ireland (1999) Primary School Curriculum, Dublin: Stationery Office 2. Mary Immaculate College (2015) School Placement Handbook 2015/2016: Handbook for Students and Tutors, Limerick: Mary Immaculate College 3. NCCA (2009) Aistear The Early Childhood Curriculum Framework, Dublin: 4.NCCA ion/early_childhood_education/ 5. Assessment in the primary school curriculum (2007), Dublin, NCCA ion/primary_school_curriculum/assessment/assessment_guidelines/assessment_guideline s_for_schools.html 6. Cohen, L. Manion, L., Morrison, K. & Wyse, D. (2010) A Guide to Teaching Practice 5 th Edition, London: Routledge. 65 P a g e

66 Module PME Certificate in Religious Education Prayer, Sacraments & Liturgy Autumn Semester, PME (2) INTRODUCTION: This module will introduce students to a Catholic theology of Sacraments so that they can communicate this element of Catholic faith to children in primary schools. The module will explore prayer and liturgy in the context of preparation for and celebration of Christian sacraments with children. It develops students understanding and appreciation of sacramentality and the seven sacraments in the life of the church as a sign of Christ s on-going presence with the Church and in the world. It identifies liturgy as central to the life of the Church. LEARNING OUTCOMES: On successful completion of this module, students will be able to: raise students awareness of the place and role of symbols and ritual in daily life and the presence and function of sacred symbols and ritual in the life of a Christian; introduce students to the concept of sacramental imagination and help them develop their understanding of sacramentality and its central role in the life of the Catholic Church; deepen students understanding of and appreciation for the seven sacraments with particular emphasis on Baptism, Confirmation, Eucharist and Penance. develop their skills in promoting children s appreciation and understanding of prayer, sacrament and liturgy in their lives. grow in their attentiveness to the richness of symbols and ritual in daily life and appreciation of the function of sacred symbols and rituals in the lives of Christians; deepen their knowledge, understanding and appreciation of the nature, structure and function in daily life of the seven sacraments, especially Baptism, Reconciliation, Eucharist and Confirmation; prepare for liturgical and prayer experiences that help children value Christ s on-going presence in the Church and in the world. 66 P a g e

67 MODULE CONTENT: The following areas may be addressed over the duration of the course. Due to bank holidays and other events impacting on scheduling, all topics may not be covered and are subject to change. WEEK OF LECTURE/WORKSHOP READINGS & RESEARCH 1. Organization of Course & Introduction With the exception of the 1 st week you need to have studied the readings assigned for each week before you come to that week s class 2. Signs, Symbols, Sacred Symbols & Ritual For this week s class you need to have read: Cooke, B. & Macy, G (2005). Christian Symbol & Ritual. An Introduction: Oxford University Press. pp Liturgy & The Liturgical Year For this week s class you need to have read: Cooke, B. & Macy, G (2005). Christian Symbol & Ritual. An Introduction: Oxford University Press. pp Sacrament of God s love Sacraments of Initiation - Baptism 5. Sacraments of Initiation Confirmation Celebration of Confirmation with For this week s class you need to have read: Cooke, B. & Macy, G (2005). Christian Symbol & Ritual. An Introduction: Oxford University Press. pp For this week s class you need to have read: Cooke, B. & Macy, G (2005). Christian Symbol & Ritual. An Introduction: Oxford University Press. pp Children 6. Sacraments of Initiation - Eucharist Celebration of Eucharist with Children For this week s class you need to have read: Cooke, B. & Macy, G (2005). Christian Symbol & Ritual. An Introduction: Oxford University Press. pp P a g e

68 7. Sacrament of Healing Reconciliation Celebration of Reconciliation with Children 8. Sacraments of Healing Anointing of the Sick 9. Sacraments in Service of Communion Marriage & Holy Orders 10. Prayer & Praying with Children Review For this week s class you need to have read: Cooke, B. & Macy, G (2005). Christian Symbol & Ritual. An Introduction: Oxford University Press. pp For this week s class you need to have read: Cooke, B. & Macy, G (2005). Christian Symbol & Ritual. An Introduction: Oxford University Press. pp For this week s class you need to have read: Cooke, B. & Macy, G (2005). Christian Symbol & Ritual. An Introduction: Oxford University Press. pp ; Cooke, B. & Macy, G (2005). Christian Symbol & Ritual. An Introduction: Oxford University Press. pp NB: For logistical reasons you are requested to attend lectures only at the time and in the group indicated. FEEDBACK: Informal feedback will be given throughout the course and lecturer will be available to meet with students outside of class time. ASSESSMENT: The assessment for this course consists of a portfolio of not more than 1,500 words. This document is to be handed in to the Education Office after the tenth class and on a date to be advised. Within the portfolio students need to show evidence of diligent study and reflection on the weekly set readings and class sessions. They need to provide evidence of wider reading (especially from materials listed under Study Resources), demonstrate an appreciation of sacred symbol, an understanding of sacramentality and the seven sacraments, a capacity to prepare children for liturgical and prayer experiences and they need to establish their understanding of issues facing the primary school teacher in sacramental preparation. NB: Attendance at class is required and up to 10% may be deducted for poor attendance. Repeat Assessment: As above. Grading System A Grades: 68 P a g e

69 B Grades: C Grades: D Grades: F Grades: Outstanding responses showing considerable reading especially from the weekly reading, study resources and bibliography; analytical use of relevant materials and class participation that demonstrates maximum commitment. Well informed and critical responses showing evidence of some independent reading, organized and evaluated responses as well as regular participation in class and in scheduled activities. Descriptive approach dealing with some but not all of the issues. Class participation that is inclined to be spasmodic and demonstrating little preparation. Limited understanding of the concepts and issues raised in class. Demonstrating minimal achievement in relation to the learning outcomes set for this course. Poor grasp of material, lack of understanding of the reading, failure to respond, responses that are inadequately organized and lacking in judgment; little evidence of class attendance or preparation. STAFF: Name Title Contact Office Telephone Eileen Lenihan Sr [email protected] READING LIST: Bausch, W. (1983) A New Look at the Sacraments Mystic, CT. Twenty third Publication. Champlin, J. M. (1975). The Sacraments in a World of Chang. Indiana: Ave Maria Press. Cullinan, E. G., (2010). (The Story of the Liturgy in Ireland. Dublin: The Columba Press. 69 P a g e

70 Dooley, C. Liturgical Catechesis according to the Catechism (In Marthaler, B.L (Ed). (1994). Introducing the Catechism of the Catholic Church. New York: Paulist Press. Education Committee of the Australian Catholic Bishops Conference (1990) The Word dwells Among Us. Melbourne: Collins Dove. Freburger, W. J. (1984). Liturgy, Work of the People. Connecticut: Twenty-Third Publications. Himes, M. J., & Himes, K. R., OFM. (1993). Fullness of Faith. The Public Significance of Theology. New York: Paulist Press. Keifer, R. A. (1982). Blessed & Broken. An Exploration of the Contemporary Experience of God in Eucharistic Celebration. Delaware: Michael Glazier Inc. Schanz, J. P. (1983). Introduction to the Sacraments. New York: Pueblo Publishing Company. Rahner, K.(1978). The Church & the Sacraments. London: Burns & Oates. Gallagher, M. (1998). Will our children believe? Dublin: Veritas. Nichols, K. & Phillips, P. (2001). Pathways to God. The spiritual classics. Dublin: Veritas. 70 P a g e

71 Module PME 628 Research Methods III Autumn Semester, 2015 Professional Master of Education (Year 2) INTRODUCTORY STATEMENT: This module enables students engage with the data collection and data analysis element of their study. Students have the support of their supervisor as they engage in the process. LEARNING OUTCOMES: Arising from participation in this module, students will be able to: Analyse data and develop findings into themes and subthemes. Embed findings into existing knowledge bases Discuss and justify results in a scholarly manner Appreciate the value of ethics Value peer discussion Activate a research methodology appropriate to the question under investigation Access a research population Execute the methodology in a professional manner Develop scholarly writing skills congruent with international standards of writing MODULE CONTENT: Due to bank holidays and other events impacting on scheduling, all topics may not be covered and are subject to change. Supervision meetings will be arranged with students by supervisors over the course of the semester. These meetings will be arranged by the supervisor. WEEK TITLE/CONTENT/AREAS Data Analysis G38/ Data Analysis G38/202 Meeting with Supervisors To Be Confirmed with Supervisor 71 P a g e

72 7 8 9 Data Analysis G38/ MODULE ASSESSMENT: This module is M graded with credits associated with Professional Master of Education Dissertation (Spring Semester). STAFF: Name Title Office Office Hour/s Telephone Mr. Des Carswell Lecturer M101 Please to arrange appointment [email protected] READING LIST: Core Texts Cohen, L., Mannion, L. and Morrison, K. (2007) Research Methods in Education, London: Routledge. Connolly, P. (2007) Quantitative Data Analysis in Education: A Critical Introduction Using SPSS, London: Sage. Cresswell, J., and Plano Clark, V. (2007) Designing and Conducting Mixed Methods Research, Thousand Oaks, CA; Sage. Miles, M.B., Huberman, A.M. & Saldana, J. (2014) Qualitative Data Analysis: A Methods Sourcebook. London: Sage. Saldana, J. (2012) Coding Manual for Qualitative Researchers, London: Sage. Supplementary Resources Alasuutari, P., Bickman, L., & Brannen, J. (2008) The Sage Handbook of Social Research Methods, London: Sage. Blatchford, P. (2005) A multi-method approach to the study of school class size differences, International Journal of Social Research Methodology, 8 (3), P a g e

73 Bryman, A. (2001) Combining quantitative and qualitative research in Social Research Methods, Oxford University Press, Oxford, Campbell, A., McNamara, O. and Gilroy, P. (2004) Practitioner Research and Professional Development in Education, London: Paul Chapman. Creswell, J. (1998) Qualitative inquiry and research design: choosing among five traditions, London: Sage. Elliott, John (1991) Action research for educational change, Milton Keynes: Open University Press. Flick, U (2006) An Introduction to Qualitative Research, 3 rd ed., London: Sage. Green, J. L., Camilli, G. and Elmore, P. B., eds. (2006) Handbook of Complementary Methods in Education Research: Routledge. Heron, J. & Reason, P. (1997) A participatory inquiry paradigm, Qualitative Inquiry 3 (3), Hitchcock, G., & Hughes, D. (1995) Research and the Teacher; A Qualitative Introduction to School-based Research. London: Routledge. Johnson, R. B., Onwuegbuzie, A. J. and Turner, L. A. (2007) Toward a definition of mixed methods research, Journal of Mixed Methods Research, 1 (2), Kosnik, C., Beck, C., Freese A. R. and Samaras A. P., eds. (2005) Making a Difference in Teacher Education Through Self-Study: Studies of personal, professional and program renewal, Dordrecht : Springer. Kvale, S. & Brinkmann, S. (2009) Interviews: Learning the Craft of Qualitative Research Interviewing, London: Sage Publications. McNiff, J. & Whitehead, J (2009) Doing and writing action research, London: Sage. McNiff, J.(1992) Action research : principles and practice London: Routledge. Merriam, S.B Qualitative Research and Case Studies Applications in Education. San Francisco: Jossey Boss Publications Reason, P. & Bradbury, H. (2006) Handbook of action research, London: Sage. Somekh, B. (2006) Action research : a methodology for change and development, Maidenhead: Open University Press. Stake, R Case Studies. In: N. Denzin and Y. Lincoln (eds.) Handbook of Qualitative Research. London: Sage. Taber, K. S. (2007) Action research, in Classroom-based research and evidencebase practice: a guide for teachers, London: Sage, Tashakkori, A., & Teddlie, C. (1998) Mixed methodology: combining qualitative and quantitative approaches, California: Sage Publications. Tomas, G. (2009) How to do Your Research Project: A Guide for Students in Education and the Social Sciences, Los Angeles, CA: Sage. Yin, R Case Study Research (4 th Edition). Thousand Oaks, CA: Sage. 73 P a g e

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