Postgraduate study www.nottingham.ac.uk/education MA Education Choosing your modules
Personalising your MA route The MA Education, whether face-to-face or online, is a general MA and is designed to give you the opportunity to personalise your studies to meet your own interests and professional needs. Before reading the module options presented in this booklet, it is worth considering how you want to personalise your overall programme. The most obvious way of doing this is through your choice of elective (non-compulsory) modules to complement the compulsory module, Practice-Based Inquiry, whether these are from the core MA Education modules or modules from other programmes. However, you can also specialise within modules, as I explain further below. We are sometimes asked why we don t offer a subject-specific MA Education or, for that matter, a phase-specific one, such as primary, secondary or further education. One reason for this is that the flexible structure of our MA already allows you to take subject-specific and phase-specific routes through the MA Education core modules (and some from other programmes), in terms of the focus of your assignments, while at the same time providing you with the breadth and depth of understanding from the broader field of knowledge covered in each of the modules. Personalisation of the compulsory Practice-Based Inquiry module You will, of course, inevitably personalise your studies within Practice-Based Inquiry, since this module focuses on applying an action research approach to your own practice. You can choose to focus on almost any aspect of your practice for this module, whether this relates to teaching and learning within your classroom, in a specific subject or curriculum area, or to something else such as student care and guidance or institutional concerns. Personalisation through choice of electives You can also personalise your studies within the core MA Education elective modules. For example, within Changing Classrooms: policy, research and practice, you might want to look at a broader issue such as educational policy and reform across the curriculum. Alternatively, you might prefer to explore assessment approaches in a particular subject or area of the curriculum or the development of the curriculum in your phase of education in which you are working. Similarly within Schools, Society and Mental Well-Being, there is a strong focus on your own personal and professional experience and thus plenty of scope for personalisation, whether subject-specific or not. You can also choose elective modules from any of the other MA programmes indicated in this booklet, choosing to specialise in, perhaps, special needs or educational leadership and management, or, alternatively, taking modules from different programmes to gain greater breadth of experience. Remember too, to vary your studies further, if you are studying the face-to-face MA Education you may take one online module; or if you are on the online MA Education (Flexible) route, you may take one face-to-face module, for example at Summer School. Personalisation through the dissertation module The dissertation is the culmination of your MA studies and an opportunity to focus on something that is of highly specific personal and professional interest. You will be able to choose your own focus for this and will be assigned a supervisor who will work with you, individually, to refine your plans and support your progress. You will receive further guidance on this nearer the time. Dr Philip Hood MA Education Course Leader
Education modules Education Compulsory Core Module Practice-Based Inquiry Module Code: XX4941 (face-to-face) The content will involve candidates in active critical consideration of participating in and leadership of practitioner inquiry in relation to professional context mapping and workplace learning. These processes will be achieved through: conceptualising different kinds of practitioner inquiry relevant to work-based understanding and development (purposes, processes, contexts, dilemmas, outcomes) examining a range of approaches to educational inquiry, with an emphasis on action research developing an inquiry into the candidates professional context I liked the amount of group discussions and time given to hear other points of view. Thought provoking and insightful, plenty of discussion time and inputting of ideas/alternative angles. This module is also available for online study.
Education face-to-face modules Changing Classrooms: policy, research and practice Module Code: XX4CLA This module critically examines contemporary debates surrounding orthodoxies in curriculum, learning and assessment in schools, and how these relate to policy and practice. In particular it considers the way different orthodoxies frame what children and young people learn in schools, how they learn and how assessment practices inform learning processes. The module will explore these orthodoxies in terms of their origins and purposes and it will consider alternative models from an international perspective. The module starts by considering the history, politics and ideology of the curriculum as it currently exists. It then develops understanding through application of psychological, social and cultural theories of learning and assessment. These theorised views of schooling and classroom practices enable us to analyse and critique the wide-ranging policy and research discussions about curriculum, learning and assessment that are currently under way. You will be engaged in considering how development of, and alternatives to, current practices will impact learning and teaching in the future. I enjoyed the varied content which allowed me to explore a whole host of issues within this topic. It opened my eyes to the complexity of curriculum development and encouraged me to be more critical of policies or agendas that I have previously just accepted. This module is also available for online study. Schools, Society and Mental Well-Being Module Code: XX4942 This module focuses on the relationship between society, education and mental well-being. The context of the early twenty first century is exerting new pressures in the lives of young people and educators, via influences such as globalisation, economic austerity, rapidly developing technology and the evolution of new identities. Research indicates that in the UK and other countries, there is an increasing prevalence of mental-ill health amongst young people together with stress-related illness triggered by the demands of performativity in the experience of teaching staff. The central question that the module seeks to critically explore is the scope and role that educators can play in understanding and supporting mental well-being both within themselves and in their relationships with others. The module is taught in an experiential and process-lead way, beginning with an audit of personal/professional experience. The prevalence of mental ill-health is traced and the impact of trauma is explored. You are then introduced to a theoretical /skills based model of helping and supporting before exploring a series of commonly presenting themes encountered in school settings. The module concludes via a critical consideration of the opportunities and limitations of providing support in school settings as well as quality assurance procedures in the form of supervision and self-care of the educator. The module helped me to think about pupils and myself as a professional without the emphasis on targets (A-C grades). It made me think about the mental well-being of myself and my pupils. If I don t look after myself, then I can t look after others. inquiry in the classroom and schools. It will examine a of inquiry as a means of improving practice. Themes Education face-to-face modules cont...will include: i) teacher as reflective practitioner; ii) change processes; iii) methods of inquiry and iv) critical friendship. Time is built into the module for planning a small scale study and the assignment will be based upon this
Education face-to-face modules Developmentally Appropriate Practice in Early Years Education Module Code: XX4960 This module aims to explore with its participants the nature of appropriate practice for children 2-7. It involves a focus on policy, curriculum and assessment issues in Early Years settings and the implications for transfer to and success in KS1. A number of variants of provision both in the UK and internationally will be considered as will writing about pedagogies and the role of child-initiated learning and play. Readiness and quality as two contentious concepts will also be examined. The module aims to encourage critical reading of documents and practice with a view to the development of both a purposeful research investigation and potential improvement planning in the setting. This module is also available for online study.nge of approaches, contexts, focusing upon the use of inquiry as a means of im Perspectives on Mathematics Learning and Teaching Module Code: XX4961 This module will look at issues within mathematics classrooms by drawing on research literature and on related issues of pedagogy and learning. The module looks into a range of theories of learning, aspects of cognitive development and understanding in mathematics by examining various learning theories and linking these to related pedagogical strategies within mathematics teaching such as problem solving, fluency, conceptual development, and visualisation. Having completed the module, you will be able to identify assumptions behind a range of theoretical frameworks for conceptualizing and analyzing the learning and teaching of mathematics and their implications for classroom practice. In particular, you will engage with literature on learning theories (including cognitive, socio-cultural, and sociological perspectives), and go on to consider the implications for pedagogy and the evaluation of learning and teaching. By engaging with literature, you will develop a critical perspective on mathematics learning, teaching and assessment. The content will involve you in active critical consideration of your own professional context by examining a range of approaches to educational inquiry and developing into a study into your own teaching of some aspect of mathematics. As a result, you will develop skills in critical evaluation of literature. The module will provide a challenging and professionally worthwhile course in the field of mathematics education for participants with experience of working in primary secondary or tertiary sectors and encourage reflection on experience in the professional setting Mentoring Beginning Teachers Module Code: XX4200 This module examines a range of mentoring and coaching models and offers theoretical perspectives to analyse them. Following a consideration of mentoring aims, purposes and practices, the module explores a variety of approaches to mentoring beginning teachers in different contexts and identifies the challenges and opportunities provided by mentoring. With a particular focus on mentoring beginning teachers (those completing Initial Teacher Education Programmes and Newly Qualified Teachers) the module goes on to examine issues such as surviving, satisficing and thriving, building resilience and addressing fabrication. The course allows participants to explore their identity as a teacher, learner and mentor and, through the reflective examination of their and others mentoring practice, enables them to develop their own professional mentoring skills and a personal theory of action for mentoring. The sessions have always been delivered by enthusiastic experts whose passion for supporting beginning teachers (and indeed the mentors trying to support their beginning teachers!) has been infectious. I have greater respect and appreciation for the important role I have, guiding and shaping my mentees development. It has made me without question a more reflective practitioner, and from what we have read, that can only be a positive thing! flective practitioner; ii) change processes; iii) methods of inquiry and iv) critical friendship. Time is built into the module for planning a small scale study and the assignment will be based upon this
Education online modules Practice-Based Inquiry Module Code: XX4W38 See previous page for module details. i Learning Through an Additional Language Module Code: XX4W28 This module considers the theories underpinning effective practice in teaching content subjects and themes through an additional language (English or another language) and how these impact on practice. Different teaching practices and instructional materials are considered, from early years, primary, secondary and tertiary, with a focus on language, content and culture. Case studies of different teaching contexts are examined. Research fields which feature in the module include input/output theories from second language acquisition, theories of scaffolding, cognitive learning theory and communicative theory. The intention throughout is to identify effective practice and rationalise it from these theories. Because I work in a foreign country teaching Engineering through the medium of English language I felt it was applicable to my professional working environment. It has broadened my understanding of the difficulties faced by my students and helped me focus on more effective techniques to help my students. Changing Classrooms: policy, research and practice Module Code: XX4W29 See previous page for module details. The Nature and Practice of Mentoring and Coaching Module Code: XX4W25 This module will involve a critical consideration of the nature and practice of mentoring in a range of different contexts within schools and colleges (including mentoring/coaching of/for student teachers, newly qualified teachers (NQTs), more experienced teachers, new head teachers, and pupils). This will include a focus on the theoretical basis for mentoring (e.g. in Vygotskian theory and cognitive psychology) and on research outcomes relating to the effectiveness of mentoring, and the conditions for effective mentoring. The module will also involve you in a critical evaluation of your own (or others) mentoring practices, and in a consideration of approaches to researching mentoring practices. The online activities were extremely engaging. Developmentally Appropriate Practice in Early Years Education Module Code: XX4W60 See previous page for module details. Leading Learning Module Code: XX4W24 This module will address aspects of learning at three scales: teachers supporting student learning teachers as learners themselves the educational organisation as a learning organisation This will include a consideration of the roles of leadership, peers and techno,ogy.among other factors, in suppoerting learning, education development and improvement. The use of voice thread was excellent. It engaged me with my tutors, colleagues and the learning material and I never missed the classroom for one day. It made learning fun! Please note: If you are based in China, you may encounter restrictions on software used in some of our online modules. Please contact us to discuss this further.
Leadership modules Leadership face-to-face modules Effective Leadership in Education Module Code: XX4EL2 This module will address the nature and practice of leadership in education. It will look at six themes: concepts of leadership change leadership qualities, behaviours and competencies power and authority organisational cultures and distributed leadership professional development I particularly like the pace of the module. The lecturer s ability to carry all students along with the materials and readings from the module. This module is also available for online study. Leading Learning Module Code: XX4EL3 This module will address the essential features of effective learning (as relevant to your sector) by examining: the process of learning and supporting learning (for example through adults, peers and technology) both within and beyond the educational organisation an overview of approaches to improvement and raising achievement in educational organisations monitoring and evaluation of learning: the use of data, target-setting, monitoring. Mutual respect among students, students ideas were respected and appreciated by the tutors, which encouraged students, especially international students. This module is also available for online study (see previous page).
Issues in Educational Leadership Module Code: XX4EL4 This module is designed to provide you with the opportunity to pursue a topic of interest and relevance to your programme of study and which reflects outcomes for Masters level work. You will negotiate the topic-related objectives during the negotiation process such that you can achieve successfully the following learning outcomes: apply objective analysis to a variety of theoretical standpoints used to analyse complex situations and problems reflect and apply a range of theory, practice and principles to the identification and solution of complex problems relevant to the topic to be studied begin to identify new perspectives on existing knowledge structures and transfer knowledge/solutions into new contexts Good range of leadership issues. Introduction to several interesting ideas and concepts. This module is also available for online study. Leadership online modules Understanding Individual and Organisational Development Module Code: XX4W18 This module will look at: competence and competency communication understanding the professional development of others in the team understanding the organisation and its context leading and managing change The balance of organisation development and personal development. It broke the module into digestible chunks and allowed different forms of expression. Effective Leadership in Education Module Code: XX4W19 See previous page for module description. I liked the range of quality of the course materials. The real-time online conferencing was great. The interaction with my tutor was very positive and it is fantastic that we have materials developed by so many top researchers in this field. Issues in Educational Leadership Module Code: XX4W20 See previous page for module description. Good range of leadership issues. Introduction to several interesting ideas and concepts. T aseation development and personal development. It broke the module into digestible chunks and allowed different fo aches, contexts, focusing upon the use of inquiry as eans of improving practice. Themes will include: i) teacher as reflective practitioner; ii) change processes; iii) methods of inquiry and iv) critical friendship. Time is built into the module for planning a small
Special Needs modules Special Needs face-to-face modules Debating Special and Inclusive Education Module Code: XX4920 This module will explore key issues concerning the field of special needs alongside introductory research skills, specifically: understanding researcher positionality and criticality searching and analysing the literature identifying a critical question and constructing an argument definitions of special needs/disability valuing difference and diversity understanding medical and social models of need/disability understanding theoretical approaches to special needs/inclusion and related key thinkers does it matter where pupils are taught? - examining the benefits of mainstream, resourced and special provision creating a portrait of a school (visit based) understanding prevalence of need and issues concerning assessment/classification appreciating debate (e.g. dyslexia myth, deficit or difference?) the merits and limitations of labelling pedagogy and creativity I really enjoyed sessions which included group tasks and discussion, and reflecting on videos. I feel that over the course of the module I have become more reflective in my practice as a teacher and am now aware of the wider discourse surrounding discussions over teaching children with SEN within school. This module is also available for online study.
cont... Special Needs face-to-face modules Communication and Literacy Module Code: XX4938 This module considers the following key areas: typical and atypical development of communication typical and atypical development of literacy/learning including specific learning difficulties/dyslexia communication and literacy/learning assessments and interventions understanding autism and Autistic Spectrum Disorder communication and literacy/learning for children with learning disabilities including autism, Downs Syndrome and dyslexia effective teaching and learning environments It definitely increased my confidence of my knowledge of dyslexia and the resources have been very useful especially because I come from a country where there are barely any resources available to help diagnose dyslexic students. Relationships and Behaviour Module Code: XX4939 This module considers the following key areas: experiential learning and its relationship to reflective practice and reflexivity: exploration via a learning journal genre world views and models of human behaviour theoretical perspectives on behaviour: behaviourist, humanistic and postmodern approaches social and emotional aspects of behaviour: mental well-being, shame, self-esteem punitive and restorative justice responding to bullying and challenging behaviour, conflict resolution and peer mediation the intensity/functionality of behaviour escalation/de-escalation, communication and crisis intervention controversial issues: e.g. restraint, exclusion from school, sex and relationship education supporting students with ADHD workforce issues: self-care, partnership working This module introduced a lot of things on behaviour management that I had little experience in before. Each class was very informative and enjoyable to be in. Researching Special and Inclusive Education Module Code: XX4940 This module considers the following key areas: special needs research purposes and paradigms epistemological influences on research design and practice the reflective research practitioner participatory approaches to research in special needs criticality in reading, writing and reviewing the literature advantages and disadvantages of different methodological approaches to researching special needs and inclusion planning and designing research projects ethical codes of practice and their importance in studying and researching special needs applying research skills in the field of special needs I enjoyed learning research language and the different methodologies in preparation for the dissertation. Working in groups on various activities, to learn from each other and share ideas (realising most people were in the same boat as me).
Special Needs online modules Specific Learning Difficulties/Dyslexia Module Code: XX4W23 This module will cover: qualitative and quantitative approaches to research conducting ethical research specific Learning Difficulties/Dyslexia: definitions, primary and secondary characteristics the reading process, broader definitions of literacy biological, cognitive and educational approaches to understanding dyslexia, reading and learning difficulties the brain, neuroscience and learning subtypes of dyslexia issues of effective assessment (process, criteria and standardised tests) assessing learning opportunities (learning and teaching styles, personalised learning) stages of support for learning/dyslexia (quality first teaching, small group, individual) strategies to support learning/dyslexia (classroom, ICT, precision teaching) the role of the Educational Psychologies, SENCo and other key professionals social and emotional aspects of learning/dyslexia (self-esteem, motivation and parenting) inclusion and dyslexia-friendly schools It definitely increased my confidence of my knowledge of dyslexia and the resources have been very useful especially because I come from a country where there are barely any resources available to help diagnose dyslexic students. Debating Special and Inclusive Education Module Code: XX4W36 See previous page for module description. inquiry in the classroom and schools. It will examine a range of approaches, contexts, focusing upon the use of inquiry as a means of improving practice. Themes will include: i) teacher as reflective practitioner; ii) change processes; iii) methods of inquiry and iv) critical friendship. Time is built into the module for planning a small scale study and the assignment will be based upon this The opportunity was given to reflect on my class room practices and idea s. I was able to enhance my teaching.