Is this course for me?
This Masters is ideal if you work in teaching, education management or policy, and want to increase your understanding of current education issues and enhance your career. This stimulating programme takes a broad view of education, covering themes such as: curriculum, pedagogy, assessment, the relationship between education and society, and the importance of education research. It is designed to suit students across the world, and explores the global forces that influence education, encouraging you to relate your learning to your context. You can select optional modules from specialist fields, to customise your studies to your interests.
Studying this programme enables you to:
- critically reflect on your current practice in education and those of others, and develop a response to the challenges you encounter.
- engage with theoretical perspectives in a variety of fields in education studies, through a study of the relevant literature and research.
- gain the academic foundation to prepare you for a range of roles in education (including leadership) and education policy making.
- understand the nature and significance of educational issues, and the ways in which research in education might illuminate them.
- improve your critical thinking, writing, and collaboration skills.
- prepare for a MPhil, EdD or PhD in education.
IB Advanced Certificate in Teaching and Learning Research
Students on the MA in Education can now also apply for the International Baccalaureate Advanced Certificate in Teaching and Learning Research (PDF: 2pgs, 1080KB)
|You study||Study period||Cost (2013-2014)|
|MA||4 modules (30 credits each) + dissertation module (60 credits)||1-5 years||£10,290|
|Individual modules||Most core and optional modules are offered as credit-bearing individual modules. This is an ideal option if you're keen to update your professional knowledge, enhance your career or sample the programme. The individual module is £1,840 in 2013-2014.|
This Masters was developed by world-leading academics at the Institute of Education. Founded in 1902, the Institute’s mission is to understand and improve the standard of education in schools and throughout life and society, and to advance the standing and role of education in twenty-first century society. The Institute conducts around a quarter of the educational research carried out in UK universities and is also the second highest recipient of social science research funding among UK higher education institutions.
Comprehensive study materials and support
You benefit from outstanding levels of personal support, including a personal tutor for the duration of your studies. You have access to an online learning environment which has discussion areas and links to online resources and library support. The Core Module: What is Education? is taught as an intensive two-week programme in Central London (and also is available as an entirely online module), and features keynotes from world-class academics in education.
Summary of key dates
|Applications open||Applications for MA in Education are now open|
|10 May 2013 for July 2013 start [core module 'What is Education?' available as face to face and online version]|
|14 June for July 2013 start|
|Programme starts||July 2013|
|Two-week intensive course at IOE in London for core module: What is Education?||22 July - 2 August 2013 for those starting in July 2013|
|Examinations for core modules take place||May/June or October|
Core and option modules
With the MA in Education you can tailor your MA to suit your particular interests and needs.
MA: 4 modules (2 core, 2 optional) plus a dissertation
The academic year is split into three terms: Autumn (October-December), Spring (January-March) and Summer (April-June). Modules can be undertaken entirely by distance learning, others require attendance in London, or a combination of the two. Some modules may only be available in certain modes or in certain terms, so please take this into consideration when planning your studies. You can choose how many modules you take a year, and have between 1-5 years to complete your Masters.
Read our guidelines on how to plan your study programme [pdf 3pgs 87KB]
Listed below are descriptions of the core modules (including the dissertation) and the optional modules which are placed in blocks below the core modules.
- What is Education?
- Introduction to Social Research (distance learning only)
Download the outline of MA in Education: Outlines of core modules [pdf 3pgs 27KB]
To ensure you get a balanced degree, option modules are placed in blocks:
- Curriculum, Specialism and Phases;
- Designing and Assessing Learning;
- Education and Society.
Each of your two option modules should come from a different option block.
- What is Education?
This module will introduce students to the main ideas, concepts and theories that underpin education and this programme of study. It will explore the study of education in an international context, reflecting on readings and theoretical ideas, as well as relating them to personal experience and contexts. It will also explore what is meant by scholarship in the study of education and the expectations of working at Masters level. The two-week residential in London will comprise daily keynote lectures from experts in their field of education, supported by group seminars. For the distance learning version, students will be able to participate via synchronous and asynchronous on-line activities. There will also be three sessions with a specific focus on support for academic writing.
- Introduction to Social Research (distance learning only)
This module is taught online and is composed of a series of guided activities which will help you to learn about the theory and practice of research in a step-by-step way. Students are able to bring their own research-related interests to the module which can be explored in preparation for your dissertation. Students first familiarise themselves with their co-students and identify areas of common interest and expertise, which they can explore further as they progress through the module. Individual and group activities enable students to examine some of the assumptions underlying different approaches to research, to identify a possible topic for a small-scale piece of research (such as that for a dissertation), and to consider what research design and which research methods might best meet their research-related needs. Guidance is provided on preparing the overarching research questions of a study, identifying which research designs and methods might best provide answers to those questions, exploring ethical issues, and structuring and preparing a research proposal for a small-scale study. Throughout the module, students are first invited to identify what they already know about research, to learn from key research texts and then to share their learning with their co-students.
- Dissertation - MA Education
The dissertation is a key part of the MA in Education programme. The dissertation is an independent enquiry, guided with the support of a personal tutor. The topic/area of research will be agreed between the student and person tutor. It is likely to include an element of empirical data collection or fieldwork. The online tuition will comprise five stages: a dissertation proposal; review of relevant literature; research methodology including design, methods and ethics; execution and analysis of fieldwork/research; examination and submission.
To ensure you get a balanced degree, optional modules are placed in blocks (see below):
- Curriculum, Specialism and Phases;
- Designing and Assessing Learning;
- Education and Society.
Option Modules available in Curriculum Specialisms and Phases Block
Distance Learning Modules
- Communicating Geography in Education
MODE(S) of delivery Online TERM(S) Autumn (October - December) DAY/TIME N/A MODULE DESCRIPTION Geography is a resource with educational potential. We look at current (and past) debates in Geography and ask what value this has for the school student. In this module, you will have engaged with current debates in academic Geography and will have considered what importance this has for the Geography taught in the classroom. ASSESSMENT This module is assessed by a 5000-word article on an aspect of geography and how it relates to education. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT Bonnett A (2008) What is Geography? London: Sage
- Critical Perspectives on Learning and Teaching - online
MODE(S) of delivery Online TERM(S) Spring (January - March)* DAY/TIME N/A MODULE DESCRIPTION With some core questions: What happens in classrooms? Why? and, What are the implications for teaching and learning? this module investigates classrooms as sites of (not) teaching and (not) learning. Participants in the module will focus on the ways in which theories of teaching and learning, social interaction, identity and education shape how practitioners and researchers understand what takes place in classrooms. Students will:
• critically examine contemporary teaching and learning practices: their historical and cultural roots, their underlying assumptions, and their educational advantages and problems;
• engage with multiple methods and theoretical perspectives for investigating classroom practice; and
• conduct inquiry, engaging with reflection, into their own or another’s classroom/context.
ASSESSMENT Assessment is by two, 1000-word critical reviews of research and a 3000-word essay. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A
- Curriculum Policy and Practice
MODE(S) of delivery Online TERM(S) Spring (January - March) DAY/TIME N/A MODULE DESCRIPTION Through online synchronous seminars, and asynchronous presentations the module aims to provide participants with new analytical and critical skills with regard to their curricular interests and responsibilities, in particular: an improved ability to 'read' curriculum materials, practices and policies in the light of the theoretical principles and ideological perspectives that inform them; an enhanced appreciation of the philosophical roots of issues in curriculum design and development; a better understanding of design and development strategies; and a capacity for deeper reflection on their own experience of curriculum. Since curriculum design is concerned with decisions about the knowledge to be taught, we spend time exploring different conceptions of knowledge. The course aims to deepen participants’ understanding of the different approaches to Curriculum, linking these to relevant policy and always relating back to students’ own professional practice where possible. It also explores the underlying theoretical concepts in the field. Its basis is to reject the idea that the curriculum is something to be delivered, but instead to promote the development of teachers as curriculum thinkers. Themes include: Background to study of curriculum, The role of knowledge, The hidden and extended curricula, Socio-historical perspectives on the curriculum, The relationship between childhood, schooling and curriculum, The role of ethnicity, class and gender in curriculum, Progressive schooling and curriculum reform, Conceptions of rural and urban curricula. ASSESSMENT This module is assessed by 3000-word essay and a 5-minute podcast equivalent to 1000 words. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A
- Issues and Debates in Religious Education
MODE(S) of delivery Online TERM(S) Autumn (October - December) DAY/TIME Online + 3 optional Saturdays (11am – 3pm) MODULE DESCRIPTION This module will provide a critical introduction to influential issues and debates within the field of religious education. It will question the place of religious education in a variety of social contexts. The influential role of faith communities on religious education in community schools, and the impact this might have on the curriculum, will be placed under critical scrutiny. This module will offer students the opportunity to reflect critically upon recent and significant curriculum and policy developments, and upon the implications of these for learning and teaching in religious education. ASSESSMENT This module is assessed by 5000-word essay. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A
- Issues of Concern in Education
MODE(S) of delivery Online TERM(S) Spring (January - March) DAY/TIME (face-to-face only) N/A MODULE DESCRIPTION This module explores what becomes an issue of concern in education. Focussing primarily (but not exclusively on secondary geography, maths, science and business education) the module considers how topics become issues of concern, the range of viewpoints held about them and what educators can do about them. Topics covered reflect the “issues” of the day but also include curriculum pressures and reform , changing trends in pedagogy and other key influences on education including those at the global scale. ASSESSMENT This module is assessed by 5000-word essay. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A CREDITS 30
- Making the Geography Curriculum
MODE(S) of delivery Online TERM(S) Spring (January - March) DAY/TIME N/A MODULE DESCRIPTION The module examines the practical and theoretical issues associated with curriculum thinking and distinctions between curriculum design, planning and implementation. During the module, participants are asked to develop a curriculum artefact (such as a resource or specific lesson in the context of a run of lessons or a scheme of work). Sessions will examine different dimensions or themes and participants will be asked to consider the implications for day to day teaching: what we call ‘curriculum making’. It will be possibly to amend the artefact in accordance with what has been leant during the module. ASSESSMENT The artefact, along with an evaluative report, make up the assessment of this module SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT Lambert D and Morgan J (2010) Teaching Geography 11-18: a conceptual approach, Maidenhead: Open University Press
- Music Technology
MODE(S) of delivery Online TERM(S) Spring (January - March) DAY/TIME N/A MODULE DESCRIPTION The module provides a critical introduction to and development of specialist expertise in using music technology in six core areas of sound and its properties; basic audio processing; introduction to MIDI; digital audio basics; basic recording; and introduction to music sequencing. It will also address the dynamic relationship between research and practice in the field. As music technology is now integral to the preparation of teachers in Music, participants will critically review music technology through focus on the issues and challenges of creative applications of music technology to music education; engage with key literature and commentary in relation to specialist use of music technology, teaching and learning with technology in music, electro-acoustic and electronic music; and engage in reflective self analysis in relation to their own practice in teaching and learning with creative music technology through further study of applications and pathways for creative music technology; the future of music technology; issues, challenges and implications for music technology and music education; and creative and aesthetic issues in music technology. ASSESSMENT The module is assessed by a portfolio comprising practical, written and discussion tasks undertaken and submitted online throughout the module and a written assignment (2000 words) undertaken after the online teaching so as to critically explore key issues introduced through the course of study.
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SPECIAL ENTRY REQUIREMENTS We do not require students to have prior knowledge of music technology (that is, experience of working with digital or analogue technology that is used for the creation, storage or further processing of sound). Students are, however, expected to have a reasonable non-specialist user’s knowledge of general computer use, including using email and attachments, typical computer peripherals (e.g. CDROM, printer, soundcard, USB and backup devices) using the Internet, and word processing. Students will need to log in to the Moodle virtual learning environment and check their email account at least daily for the duration of the module. They will need regular and open access to a computer with a soundcard, speakers and Internet connection (broadband is recommended) upon which they can install software. This should be either the student’s own workstation or a computer over which they have administrative privileges. The computer will need to be running under a recent version of Microsoft Windows or Mac OS operating systems. Software is selected for use on the basis that it is freely available as freeware, GNU Public Licence, or shareware (in this case, we will be making use of only the freely usable functionality). As part of the course, students may be expected to download the required software from suggested websites and install it on their own computers. CORE TEXT N/A
Distance Learning or Study in London
- Contemporary Issues and Debates in Primary Education
MODE(S) of delivery Face to Face and Online TERM(S) Summer (April - June) DAY/TIME Face to Face: 5 Wednesday evenings, 5.30 - 8.30pm and 1 Saturday 10.00am – 4.30pm (dates to be confirmed) MODULE DESCRIPTION This module aims to challenge and enhance participants' knowledge and understanding of national and international issues central to primary education. The curriculum and its management as well as the impact of the learning environment on children’s progress will be considered. Participants will develop an understanding of the socio-political and situational factors that have influenced current debates and trends in primary education and will be encouraged to reflect upon the implications for their further professional practice. Sessions will examine policy development and initiatives in primary education in the UK and internationally related for example to: professional identity and the role of the teacher, inclusion, equity and achievement, assessment and standards, cross-cultural perspectives on pedagogy, extended schools. Implications for teaching and learning in the primary sector will be considered. Participants will be encouraged to reflect upon and share their experiences of primary settings both in and outside the UK and to develop an awareness of recent research and developments within schools and communities. ASSESSMENT This module is assessed by 4500-word essay. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A
Study in London
- Contemporary Art and Artists in Education
MODE(S) of delivery Face to Face TERM(S) Autumn (October - December) DAY/TIME 4 x Thursday evenings, 5.30-8.30, and 3 x whole day sessions during the October half term MODULE DESCRIPTION This module offers you the opportunity to examine the significance of contemporary art and artists for education. Through a series of visual presentations, tutorials, seminars, workshops and gallery visits, you will investigate artists' engagement with contested spaces. This will entail a discussion of: definitions, education in contemporary art galleries, the role of residencies, contemporary art and its audiences and current exhibitions. Methodologically you are introduced to discourse analysis and invited to consider its potential for research in the field. ASSESSMENT Assessment takes the form of a 5,000 word assignment. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A
- Contemporary Issues in English Education
MODE(S) of delivery Face-to-Face TERM(S) Autumn (October - December) DAY/TIME Wednesdays, 5.30 – 8.00pm MODULE DESCRIPTION This module takes a theoretical and critical approach to five issues in contemporary English education, including; issues of gender, identity and diversity; the literary canon and the teaching of literature; multimodality and new literacies; the teaching of writing (including the teaching or not of ‘grammar’); culture outside the classroom (culture, texts, social practices) and how it relates to English learning and teaching in the classroom. ASSESSMENT This module is assessed by 5000-word essay. SPECIAL ENTRY REQUIREMENTS A minimum of one year’s full-time (or equivalent) English language teaching experience. CORE TEXT N/A
- Contemporary Issues in the Early Years
MODE(S) of delivery Face to Face TERM(S) Spring (January - March) DAY/TIME Monday evenings 5.30 - 8.30pm MODULE DESCRIPTION This module introduces a range of important contemporary issues related to the research, policies and provision of services for children and their families. The content of the module will be embedded within current policy contexts, professional practice, recent research, and contemporary debates about the changing landscape of the early years sector, the practitioner’s role in working with children, families and other professionals within early years settings, schools and children’s services. The module aims to raise questions about the provision of care and education for children, interpret current provision within the context of the values and policies which underpin them. The inclusion of an international perspective enables a critique of western ideas of the early years as a significant phase of provision. Reflective practice provides a framework for critical reflection of policy into practice throughout the module. ASSESSMENT This module is assessed by 5000-word essay. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A
- Critical Perspectives on Learning and Teaching
MODE(S) of delivery Face to Face TERM(S) Summer (April - June) DAY/TIME Wednesdays, 5.30 – 8.00pm MODULE START/FINISH DATES To be confirmed once Institute term dates 13/14 announced MODULE DESCRIPTION With some core questions: What happens in classrooms? Why? And, what are the implications for learning? this module investigates classrooms as sites of (not) teaching and (not) learning. We will focus on the ways in which theories of teaching and learning, social interaction, identity and education shape how practitioners and researchers understand what takes place in classrooms. The module will integrate critical discussions of key readings; analyses of data excerpts including examples from our own practices; and participant inquiry into practice. ASSESSMENT Assessment is by two, 1000-word critical reviews of research and a 3000-word essay. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A
- Curriculum Design and Development
MODE(S) of delivery Face to Face TERM(S) Autumn (October - December) DAY/TIME Thursdays 5.30 – 8.30pm MODULE DESCRIPTION Through seminars, workshops, and presentations the module aims to provide participants with new analytical and critical skills with regard to their curricular interests and responsibilities, in particular: an improved ability to 'read' curriculum materials, practices and policies in the light of the theoretical principles and ideological perspectives that inform them; an enhanced appreciation of the philosophical roots of issues in curriculum design and development; a better understanding of design and development strategies; and a capacity for deeper reflection on their own experience of curriculum. Since curriculum design is concerned with decisions about the knowledge to be taught, we spend time exploring different conceptions of knowledge. The role of 'economic rationalism' in driving current curriculum reforms in Britain and abroad is considered and it is contrasted with broader and more democratic agendas. Contents, objectives, processes and assessment are addressed as variously weighted dimensions of curriculum design and development with reference to both the classics of curriculum design literature and current writings and policies. ASSESSMENT This module is assessed by 4000-word essay and a group presentation. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A
- Early Childhood Education
MODE(S) of delivery Face to Face TERM(S) Autumn (October - December) DAY/TIME Mondays, 5.30 - 8.30pm MODULE DESCRIPTION This module covers key issues in the education and care of children under eight and focuses particularly on the provision made in early childhood settings for children from birth to five (the current English Early Years Foundation Stage). It is of interest both to those concerned with early childhood provision in the UK and to those with experience of other, international, contexts. Key themes include: the role of play in creative problem solving in early learning, and the types of curriculum and pedagogy that support successful outcomes for children; personal, social and emotional development including the development of a gendered and racialised identity; the development of communication skills; and inclusive practice, including the role of assessment in children's early learning. All sessions draw on recent research and emphasise the ways that this may inform policy and practice. ASSESSMENT This module is assessed by 5000-word essay. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A
- Foundations of Science Education
MODE(S) of delivery Face to Face TERM(S) Autumn (October - December) DAY/TIME Thursdays, 5.30 – 8.30pm (Face-to-Face sessions) MODULE DESCRIPTION This module covers foundational topics essential for understanding and developing research in science education, with the aim of providing a perspective on practice. It draws on a range of relevant research and professional literature. Particular attention is given to the fluent use of concepts and theories related to the teaching and learning of science illuminating the thinking underpinning the aims, perspectives and construction of science curricula, learning theories and language in science education, historical and philosophical aspects of science education, within national and international contexts. Through a mixed mode approach of online and face-to-face teaching and learning, participants learn to write critical reviews of academic and professional articles in science education as well as developing theoretical frameworks from which to analyse their own practice. The module is suitable for participants involved in science teaching in primary, secondary or tertiary education and for science educators in other fields such as museum education. ASSESSMENT Assessment is by three pieces of coursework totalling 5000 words. Two of the pieces will be short reviews of one academic and one professional journal article. The final piece is a longer review of a complete book. Students agree which articles and book to review beforehand with their tutor. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A
- Learning and Teaching in Art and Design
MODE(S) of delivery Face to Face TERM(S) Spring (January - March) DAY/TIME (face-to-face only) 3 x Tuesday evenings, 5.30-8.30pm, and 4 x whole day sessions during the February half-term MODULE DESCRIPTION This module offers you the opportunity to explore how learning and teaching in art, craft and design can be investigated through personal engagement in practical, studio-based work. Through a series of tutorials, visual presentations, seminars and workshops the dynamic relationship between art and design activity, pedagogy and curriculum development is made explicit. ASSESSMENT Assessment is based on a visual presentation and a written rationale (2500 words). SPECIAL ENTRY REQUIREMENTS Previous experience of practical work in an area of art and design is normally required. Applicants who do not have a first degree in an art subject will need to submit an e-portfolio of their art practice with their application. CORE TEXT N/A
- Primary Mathematics Specialist Teaching 1
MODE(S) of delivery Face to face TERM(S) Throughout the Year (September - June) DAY/TIME 3 Saturdays throughout the year + 2 days during Autumn half-term (dates to be confirmed) MODULE DESCRIPTION This module is the one of two primary mathematics specialist teacher modules offered by the Institute of Education. This module focuses mainly on mathematics subject knowledge and pedagogy. It addresses the importance of subject knowledge; developing personal and professional knowledge of mathematics; developing an enquiry-based approach to teaching; considering and understanding learning processes; developing a considered rationale for choice of teaching approaches and using research to inform practice. The overall aim of this module is to allow you to demonstrate a deep knowledge of mathematics from Foundation Stage up to Key Stage 3 (ages 3-14) that enables pupils’ progression throughout the primary years and an understanding of approaches to assessing, reviewing and supporting children’s learning in mathematics. ASSESSMENT This module is assessed by a 5000-word written assignment SPECIAL ENTRY REQUIREMENTS To be a qualified teacher and to normally have taught for a minimum of 2 years in either a full-time or substantial part-time role. CORE TEXT N/A CREDITS 30
- Understanding Mathematics Education
MODE(S) of delivery Face-to-Face TERM(S) Autumn (October - December) DAY/TIME Thursdays, 5.30 – 8.30pm MODULE DESCRIPTION This module addresses significant issues in mathematics education at all levels of education. The role of mathematical knowledge in the curriculum and in teaching and learning is a major theme, as is the role of the social context in which mathematics and mathematics education are done. This includes consideration of mathematics in the workplace and in different cultural settings as well as issues of gender, social class, language and assessment. Participants are introduced to the research literature and consider how different orientations to mathematics, learning and teaching affect research, policy and practice. ASSESSMENT This module is assessed by a 5000-word essay. SPECIAL ENTRY REQUIREMENTS A degree in a mathematics-rich subject or education, or equivalent experience teaching mathematics CORE TEXT N/A CREDITS 30
Option Modules available in Designing and Assessing Learning Block
Distance Learning Modules
- Principles and Practices of Development Education
MODE(S) of delivery Online TERM(S) Autumn (October to December) DAY/TIME N/A MODULE DESCRIPTION Development education is an approach to learning that leads to a greater understanding of global inequalities, including of why they exist and what can be done about them. It encourages learners of all ages to explore how global issues link in with their everyday lives. This online module aims to encourage a critical understanding of the key principles and practices of development education. As a result of completing the module, students will have: greater understanding of the relationships between international development and development education; developed skills to critically assess approaches to development education and relate them to their own perspectives and experiences; an increased appreciation of the cultures and social foundations of a range of development education practices. The module has five themes which are explored through the online discussions: Development and Development Education; Aims and Principles of Development Education; Education: What’s in a Name?; Discourses and Multiple Perspectives in Development Education; Learning Perspectives for Development Education ASSESSMENT This module is assessed by two essays of 1500-words each. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A
- Technology and Education Beyond the Classroom
MODE(S) of delivery Online TERM(S) Summer (April - June) DAY/TIME N/A MODULE DESCRIPTION The module focuses on questions of pedagogy and education for supporting learners outside of classroom settings. This would include, for example, online education, mobile learning used as part of a formal curriculum, learning with technology in the workplace, the use of virtual worlds in education and the use of the internet to support homework. These areas are considered in relation to: learning in different contexts ; using technology across different contexts ; teaching across different contexts; assessing across different contexts; designing programmes of study; evaluation and quality. The module is taught primarily using a Virtual Learning Environment (VLE). There will also be limited use of Second Life (an interactive Virtual World) and technologies such as wikis and blogs within the VLE. ASSESSMENT The module will be assessed by structured portfolio submitted via the VLE. This is likely to involve three short pieces of writing, together totalling approximately 5000 words. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A CREDITS 30
- The Action Researcher: exploring issues and contexts
MODE(S) of delivery Online TERM(S) Autumn (October - December); Spring (January - March); Summer (April - June) DAY/TIME Online is operated in a fully flexible mode with no planned ‘synchronous’ workshops MODULE DESCRIPTION This module enables teachers and other education professionals to develop their good practice in reflecting on learning and teaching in their own settings. It uses 'blended learning' through the use of the VLE to engage professionals in exploring their daily work and carry out a small 'action research' project of their own choosing. Specific learning activities involving searching for, reading and learning from academic literature complement learning activities based on searching for and engaging with other relevant resources such as ‘Teachers TV’ or documentary programmes available on the web. Participants will plan, design and conduct a piece of educational research relevant to their own setting. Different methodological approaches of research will be explored and opportunities to disseminate findings to the wider community will form part of the module curriculum. ASSESSMENT This module is assessed by 5000-word research project. SPECIAL ENTRY REQUIREMENTS Participants will normally be working in educational settings supporting learning and teaching. Participants do not have to be teaching themselves but can be support workers, librarians, doctors or other professionals supporting learning in some way. CORE TEXT N/A
Distance Learning or Study in London
- Assessment: Issues and Practice
MODE(S) of delivery Face-to-Face; Online TERM(S) Face to Face: Autumn (October - December); Online: Spring (January - March) DAY/TIME Wednesdays, 5.30 – 8.30pm (Face to Face version) MODULE DESCRIPTION This module aims to deepen participants' understanding of the different purposes of assessment and the underlying theoretical concepts in the field. It addresses both summative ('assessment of learning') and formative ('assessment for learning') uses. Some of the key features of summative assessment that will be explored include: validity, standards setting, marking, comparability and grading. Formative issues include validity, learning intentions, feedback and peer/self assessment ASSESSMENT This module is assessed 1000-word critical review of a module reading plus a 4000-word critical analysis of an assessment practice, programme or policy with which you have been involved. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A CREDITS 30
- Materials Development for Language Teaching
MODE(S) of delivery Face-to-Face; Online TERM(S) Summer (April - June) – to be confirmed DAY/TIME Tuesdays, 5.30-8.30pm (face-to-face version) MODULE DESCRIPTION This module examines critically the theoretical orientations which underpin print and non-print language teaching materials designed for a range of contexts. It explores the processes of production and adaptation of materials. The circumstances in which materials design takes place and the criteria for the selection, creation and sequencing of texts and tasks are considered. There will be group and individual opportunities for evaluating, adapting and creating materials, and for discussing the process and products of these tasks. The aim is that participants should demonstrate a critical understanding of the key principles addressed during the module, and that these assessments should provide the foundations for materials evaluation, design and development in the participants' future professional lives. ASSESSMENT This module is currently assessed by a 5000-word written assignment plus the production of some teaching materials. SPECIAL ENTRY REQUIREMENTS A minimum of two years full time experience (or equivalent part time) of (English) language teaching to second/ foreign language learners or bilingual students. CORE TEXT N/A
Study in London
- Artefacts as an Educational Resource
MODE(S) of delivery Face to Face TERM(S) Spring (January - March) OR Summer (April - June) – to be confirmed DAY/TIME To be confirmed (currently Wednesdays 5.30 - 8.30pm and whole days in half-term week) MODULE DESCRIPTION In this module you will visit specialist museums and galleries and through a series of lectures, seminars and workshops investigate how artefacts give shape and meaning to our relationship with the world, our everyday lives, histories and cultures. Through this you will question how societies and cultural values are represented, from Enlightenment debates on the relevance of cabinets of curiosity, to the dilemmas affecting contemporary curatorial and interpretative practices. You will also study the hierarchies of art, craft and design with reference to trans-cultural and trans-historical values. Through the discussion and handling of artefacts, you will establish some of the lexical and taxonomic difficulties of classifications. ASSESSMENT This module is assessed by 5000-word assignment. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A
- Assessment for Learning
MODE(S) of delivery Face to Face TERM(S) Summer (April - June) DAY/TIME Tuesdays 5.30 – 8.00pm and two Saturdays, 12 noon to 5pm MODULE DESCRIPTION The emphasis in this module is on engaging critically with assessment and learning issues, to facilitate new ways to thinking about them, based on a rich variety of literature. This is not a training course for teachers who want to practise Assessment for Learning, although practitioners will be making contributions to the module. Assuming that learning is a social activity with social purposes, in this module participants are encouraged to learn from and with each other about assessment, learning and Assessment for Learning, and also to write collaboratively and assess each other’s writing during the module. ASSESSMENT During the module you will write a 1000-word review of a chosen reading; a 1000-word assignment, designing your own final module essay; a 2000-word essay according to the design you have previously constructed; plus a 500-word reflection on the success of the design for your learning. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A
- Guiding Effective Learning and Teaching
MODE(S) of delivery Face-to-Face TERM(S) Autumn (October - December) DAY/TIME Tuesdays, 5.30 – 8.00pm and some Saturdays Oct - Dec (face-to-face version) MODULE DESCRIPTION Drawing on relevant authors’ writing and participants’ experience, this module aims to stimulate critical reflections and actions, in response to the following questions:Which learning outcomes are valuable and why?How does learning happen?Which factors influence it?Your own learning will be through discussion of readings led by tutors, participants and guest authors. Beliefs about which outcomes are valuable, how learning happens and which factors influence it will be examined both in the literature and in practice, inside the MA classroom, inside school or college classrooms and in non-classroom settings. Participants will be guided in the use of learning journals as reflections on learning, and invited to support other participants in making these reflections. ASSESSMENT A 3500-word piece of reflective writing about your own learning in two different contexts; a further 1000-word peer assessed written assignment and a 1000-word review of an article from the module readings. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A
- Learning and Teaching With Technologies
MODE(S) of Delivery Face-to-Face TERM(S) Autumn (October - December) DAY/TIME Wednesdays, 5.00 – 8.00pm MODULE DESCRIPTION This module provides a critical introduction to key theories, design, implementation and evaluation methodologies that are relevant to learning and teaching with technologies in face-to-face, online and ‘blended’ settings. The module aims to help students develop a critical understanding of the role that digital technologies can play in education - emphasising the design, implementation and evaluation of the learning environment as a whole. This includes a focus on the teacher/lecturer, a range of technological tools (both new and old) and a focus on the learning process and outcomes. Case studies of state of the art teaching and learning initiatives are used to provide a focus for critical reflection. ASSESSMENT This module is assessed by 5000-word essay. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A CREDITS 30
- Philosophy of Education: Knowledge, Mind and Understanding
MODE(S) of delivery Face to Face TERM(S) Summer (April - June) DAY/TIME Seven Sessions on Tuesdays, 5.00 – 8.00pm plus one full Saturday MODULE DESCRIPTION The nature of the human mind is a matter of permanent interest to all those concerned with education. Recent developments in neuroscience have prompted heightened debate on the subject between philosophers, psychologists and sociologists. Similar theoretical and practical complexities arise in relation to the nature of knowledge and understanding. All these matters invite and require philosophical illumination. The course will consider, from a philosophical perspective, major questions regarding the nature of mind, knowledge, understanding and their educational significance. In this process, it will open up presuppositions implicit in both education practice and research. The module will enable students to explore the presup-positions of epistemology and mind involved in a range of educational questions. This will involve consideration of perspectives on the Mind-World issue present in different models of learning (eg Information-processing, Piagetian, Vygotskian); the implications of these perspectives for learning, curriculum development and knowledge; different characterizations of concepts and concept formation; the impact of assumptions on practice and on the affective and motivational dimensions of learning. Although the module will approach the area of knowledge, mind and understanding from a philosophical perspective, it will include inter-disciplinary elements. ASSESSMENT This module is assessed by 5000-word essay. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A
- Psychosocial Approaches to Learning
MODE(S) of delivery Face to Face TERM(S) Spring (January - March) DAY/TIME 4 Thursday evenings, 5.30 – 8.00pm and 3 Saturdays (dates to be confirmed) MODULE DESCRIPTION This module enables a critical examination of aspects of learning. Starting from the premise that learning is not a tidy, linear, rational process, it draws on psychoanalytic theories and psychosocial research to explore learning, learning relationships, curricula and policies. The course acknowledges and explores the paradoxes and deeply felt ambivalences at the heart of the learning enterprise. It is designed to provide some balance to the predominantly cognitive and rational discourses that currently (and traditionally) surround learning and close down particular kinds of analyses. There is an emphasis placed upon the relationality of learning and the pedagogic enterprise. Throughout the course there will be opportunities to explore our dual roles as learners and the ones supposed to know, and the tensions this can generate. ASSESSMENT This module is assessed either by a choice of 5000-word written assignment or by a variety of two or three shorter assignments totalling 5000 words. There are opportunities to receive formative feedback throughout the module to support understanding and writing. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A CREDITS 30
Option Modules available in Education and Society Block
Distance Learning Modules
- Education and Technology: Key Issues and Debates
MODE(S) of delivery Online TERM(S) Autumn (October - December) DAY/TIME N/A MODULE DESCRIPTION The use of information and communications technology (ICT) is now a central part of education provision and practice. This module introduces students to some of the key issues in the field and addresses some fundamental and often unvoiced questions about the burgeoning development and implementation of digital technologies in education. The module will cover the use of digital technologies in compulsory and post-compulsory educational settings and will consider the following key questions about education and technology: What is education technology – and why does it matter?; Is technology inevitably going to change education? What can history tell us about education and technology? Does technology improve learning? Does technology make education fairer? Will technology displace the teacher? Will technology displace the education institution? What does the future hold? The module involves student engagement with the research literature, use of education technology resources, and a number of practical activities. ASSESSMENT This module is assessed by 5000-word essay SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A
- Religion and School Life
MODE(S) of delivery Online TERM(S) Spring (January - March) DAY/TIME Online + 3 optional Saturdays MODULE DESCRIPTION Recent public debates about the wearing of religious symbols, head coverings, for example or the publication of cartoons containing images of the Prophet Muhammad considered haram by most Muslims, have highlighted the controversial nature of religion in public life. Of particular concern to educators are the religious and moral issues affecting children and young people in school. Should creationism, for example, be taught in schools? Why are all schools required to have a daily act of worship by law and should this practice continue? Are faith schools desirable in a modern liberal democratic country like Britain or socially divisive? ASSESSMENT This module is assessed by 5000-word essay. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A
Distance Learning or Study in London
- Education and Development in Asia
MODE(S) of delivery Face-to-Face; Online TERM(S) Autumn (Face-to-Face)(October - December); Spring(Online) (January - March); DAY/TIME Face-to-Face module: Thursdays 5 – 8pm MODULE DESCRIPTION We will examine the relationship between education (primarily at the level of schooling), state formation and patterns of economic growth in selected Asian countries and regions. It will be informed by a critique of various concepts of `development`, and will focus in particular on controversies relating to the significance of trends such as globalisation, and national and cultural identity in the developing world. While it will feature discussion of the relationship between education and economic development, the conceptualization of 'development' adopted here will extend beyond a concern with GDP and poverty reduction, to broader considerations of the role of education in the search for Asian models of 'modernity'. Key themes will include the role of skills formation strategies in the East Asian 'Economic Miracle', the contribution of education to nation- building and identity formation, and the implications of globalisation (both cultural and economic) for education policy in Asia. A particular focus will be the tension in education policies in East and South Asia and elsewhere between an elitist pursuit of high skills seen as crucial to competitiveness in the 'global knowledge economy', and the promotion and improvement of formal education for the masses with a view to fostering greater equality of opportunity and 'social cohesion'. Dangers inherent in the relationship between education (particularly schooling) and nationalism in East and South Asia are another major theme. ASSESSMENT This module is assessed by 5000-word essay. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A
- Education and International Development: concepts, theories and issues
MODE(S) of delivery Face-to-Face; Online TERM(S) Face-to-Face: Autumn (October - December) OR Spring (January - March) to be confirmed; Online: Spring/Summer (January - June) DAY/TIME October - December: Tuesday evenings 5.15 – 8.15pm; January - March: Thursday evenings 5.15 – 8.15pm; January - June: online over twenty weeks MODULE DESCRIPTION This module introduces a range of concepts from the social and political sciences that assist the understanding and analysis of the relationship between education, learning and international development in low and middle income countries. The module also explores critically the changing links between these relationships at individual, local, national, regional, international and global levels. It introduces and discusses issues of educational policy and practice in low and middle income countries. ASSESSMENT This module is assessed by 5000-word essay. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A
- English in Diverse World Contexts
MODE(S) of delivery Online; Face-to-Face TERM(S) Autumn (October - December) online; Spring (January - March) face to face DAY/TIME Wednesdays 5.30 – 8.30pm MODULE DESCRIPTION This module deals with the role of English in diverse world contexts. It provides a theoretical background to the global spread of English from the perspectives of globalization theory, postcolonial theory and the politicization of world Englishes. It examines English as an international language and as a lingua franca, and explores different regions of the world with regard to English language education policy and the effects of English in these contexts. Regions covered include East Asia, South Asia, Africa, the Middle East, Europe, Central and South America, and the countries of the Anglophone ‘inner circle’. The impact of English in cyberspace is also explored. Students taking this module can expect critical engagement in discussions about the role of English in the world today, as well as in the beliefs about what this should be. ASSESSMENT This module is assessed by a coursework assignment of 5000 words in length. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A
- Gender, Education and Development
MODE(S) of delivery Face-to-Face and Online TERM(S) Autumn: Face-to-Face(October - December) ; Spring/Summer: Online - over 20 weeks (January to June) ; Summer: Face-to-Face (intensive) (April - June) DAY/TIME Face to Face October - December: 10 weekly evening sessions 5.15 – 8.15pm; or two intensive blocks of three days between April and June (attendance at all 6 days required); or online January - April MODULE DESCRIPTION This module aims to link work in education and international development with insights from gender and education and relate these to educational policy and practice. It is designed to develop an understanding of the circumstances in low and middle income countries, under which gender affects rights to, rights in and rights through education. The course looks at the gendered dimensions of processes of teaching and learning. It considers sexual divisions in education and the gendered political economy of family, work, political action and cultural production. Particular attention is given to gender and violence in school settings. Throughout the course there will be a concern to explore gender sensitive strategies and alternative approaches in education to overcome social division and inequalities. ASSESSMENT This module is assessed by 5000-word essay. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A
- History of Education
MODE(S) of delivery Face to Face; Online TERM(S) Autumn (October - December) DAY/TIME 8 Thursdays 5.30 – 8.30pm + 1 Saturday session, including a museum trip MODULE DESCRIPTION This module offers participants the opportunity to re-think education and learning from a
historical perspective and engages with enduring debates in education policy and practice.
International perspectives on education, social change and inequality over the past two centuries are addressed. The range of topics include colonialism and national identity, education and the economy, youth and leisure, labour and social movements, literacy, the state and education, and childhood and social welfare. In addressing these issues, the module draws upon themes such as justice and fairness in education as well as inequalities relating to class, gender, race and disability. A range of primary historical sources will be utilised, for example, documents and archives,
literary, biographical, archival, visual and material evidence. History of education has a long research tradition which connects to both the study of history and education as well as drawing upon other humanities and social sciences. Student work has previously been published in the History of Education Researcher.
ASSESSMENT This module is assessed by 5000-word essay. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A
- Planning for Education and Development
MODE(S) of delivery Face-to-Face; Online TERM(S) Face-to Face: Autumn (October - December); Online: Spring (January - May) DAY/TIME To be confirmed MODULE DESCRIPTION The module provides an international perspective on collaborative education planning, governance and administration within and between non-governmental organisations (NGOs) and inter-governmental organisations (IGOs; bi-lateral agencies), the private sector, and governments. It considers conflicting demands on education and ways to put new ideas into action, working from an examination of how decisions are made, to how they are implemented. Dilemmas regarding resource allocation and dealing with corruption and violence are explored. In two problem-based case studies at the end of the module, participants look at significant contemporary issues and possible education planning approaches. This module focuses on low and middle income countries only. Students should be aware of this before joining the module, and be able to bring experience / knowledge of low and middle income country contexts. ASSESSMENT This module is assessed by 5000-word assignment. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A
- Sociology of Education
MODE(S) of delivery Face-to-Face, Online TERM(S) Autumn (October - December) DAY/TIME Wednesday, 5.30 – 8.30pm MODULE DESCRIPTION This module explores some of the major perspectives in the sociology of education, bringing
together a team of experts to explore a range of contemporary issues in this exciting and diverse field. We discuss the relationships between education, society, the state and the individual, and consider how forces like globalisation and marketization are impacting education. We pay particular attention to educational (in) equalities relating to social class, race, ethnicity, religion, gender, sexuality, ability, migration and citizenship. Over the course of the module you will discover how key theorists and bodies of research in sociology of education can help us to better understand and respond to pressing educational issues.
ASSESSMENT This module is assessed through a 5000-word essay, as well as a short written formative assignment and in class participation through presentations. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A
Study in London
- Education and Muslim Communities
MODE(S) of delivery Face-to-Face TERM(S) Summer (April - June) DAY/TIME 6 full days during May - July, 10am – 5pm , dates to be confirmed MODULE DESCRIPTION This module will primarily focus on exposing participants to the historical, geographical, political, economic and cultural underpinnings of education in a host of Muslim communities. It will elucidate the state of education and seek understanding and explanation of such educational provision in the light of global declarations such as Education for All (Dakar 2000, Jomtien 1990); Human Rights Declaration (1948); and the universal Declaration on Cultural Diversity (UNESCO 2002), which have been ratified by the vast majority of the world's countries. Consequently the module will critically investigate current global efforts and approaches to improve educational provision. National and regional case studies will be presented to illuminate the interconnected areas of concern and issues and challenges to appreciate education in Muslim communities. Case studies will reflect the geographical range of Muslim communities: majoritarian Muslim countries, countries with significant Muslims, and regions where the settlement of Muslims is a relatively new phenomena. ASSESSMENT This module is assessed by 5000-word essay. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A
- Educational Traditions and Systems in Europe
MODE(S) of delivery Face to Face TERM(S) Spring (January - March) DAY/TIME Tuesdays 5.00 – 8.00pm MODULE DESCRIPTION This module will examine some of the major traditions of education in Europe with an emphasis on secondary schooling and post-compulsory education and training in the EU states. Through holistic historical and contemporary case studies of education systems in England, France, Germany, Scandinavia and Finland, and the Soviet Union, the course will analyse the significant difference in the dominant regional systems in terms of their institutional structures, curricula and modes of regulation and governance and relate these to the varying political, cultural and economic contexts which shape them. The course will employ comparative methods to identify convergent and divergent trends within European education, to analyse their causes and to assess the role of EU institutions in addressing the important policy dilemmas that face education in Europe. The analysis of these trends will be used to test the claims of a number of theories on system change. The module will also discuss how the different education systems respond to contemporary pressures and issues such as school choice, competitiveness and diversity. ASSESSMENT This module is currently assessed by 5000-word essay. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A
- Education for the Professions
MODE(S) of delivery Face to Face TERM(S) Autumn (October - December) DAY/TIME (face-to-face only) Thursdays, 5.30 – 8.30pm MODULE DESCRIPTION This module provides a historical, philosophical and sociological background to the professions and analyses the issues raised for all professional, inter-professional and trans-professional activities in a period where there is increasing emphasis on education and on accountability. In addition to opening up generic issues prevalent in contemporary professional life such as professional learning, the course brings a core of current research in the area by utilising the insights of a number of sociocultural theories to explore issues of professional and organisational development and change. There is also consideration of pedagogical approaches for the education of professions within higher education and the workplace. It does not presuppose any prior specialist knowledge. ASSESSMENT This module is assessed by 5000-word essay. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A
- Gender: Theory and Practice in Education
MODE(S) of delivery Face to Face TERM(S) Spring (January - March) DAY/TIME (face-to-face only) Wednesday evenings, 5.15 – 8.15pm MODULE DESCRIPTION The module aims to encourage a critical examination of key debates concerning theory, research and practice in the field of gender and education. The module will engage with a number of key debates in the field, including, feminist theory and methodologies in educational research, analysing gender and educational policies, researching sexualities, femininities and masculinities, pedagogical approaches, gendered behavior, educational achievement and more. Particular emphasis is placed on understanding how gender, sexuality, race and class intersect in shaping educational experiences and outcomes. The module will draw out important issues relating to professional practice in international contexts, providing teachers, researchers, leaders and managers, and those working in non-government organisations a forum for investigating their own interests in the field of gender and
ASSESSMENT This module is assessed by 5000-word essay. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT n/a
- Internet Cultures: Theory and Practice
MODE(S) of delivery Face to Face TERM(S) Spring (January - March) DAY/TIME A combination of online plus two face-to-face residential days (dates to be confirmed) MODULE DESCRIPTION The ability to understand and work with blogs, social networking software, virtual worlds and other online spaces (previously known as “web 2.0” and now sometimes gathered under the label “Social media”) is becoming a key issue for many professionals, from teachers and lecturers to a range of other occupations. This will introduce you to theories of Internet culture through practical engagement with blogging and other online spaces and allow you to investigate critically the arguments around its role in formal and informal learning. The module will enable an understanding of contemporary culture and personal agency in a medium which is expanding into every facet of contemporary living. For those working as teachers or youth workers the course provides space in which to engage with the world in which very many of their pupils or clients will be living and learning outside of formal settings. There are also professional development opportunities for participants who are publishing, maintaining and/or contributing to school and college-based websites. Theoretical approaches to understanding the new media and their potential are also important. On this module you will be introduced to some of the key theories and debates, which are concerned with online social software. You will also engage in debate about the place and purpose of the new forms of communication in our societies and a variety of approaches to the analysis of such forms. This combination of theory and practice is designed to provide, at master's level, the basis for professional and academic development. ASSESSMENT This module is assessed via a blog created and maintained during the module plus a 2500- word commentary. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A
- Leading and Managing Change and Improvement
MODE(S) of delivery Face to Face TERM(S) Autumn (October - December) DAY/TIME Thursdays, 5.30 – 8.30pm MODULE DESCRIPTION The key topics of educational leadership and management will be considered from both
theoretical and practical perspectives, examining the differences between these concepts as they apply in the field. There will be an introduction to the importance of moral, educational and transformational leadership. Learning-centred leadership and system leadership will be defined and its main features discussed. The cultural context is also examined along with organisational structure, culture and power. Key matters of managing educational improvement and change are examined and attention given to strategies for managing change effectively. If improvement takes place, measurement of that improvement is part of the process. An introduction to the field of school improvement and effectiveness research, policy and practice will be provided and the key concepts of internal and external evaluation defined and differentiated from related concepts like monitoring and assessment.
ASSESSMENT This module is assessed by 5000-word written assignment. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A
- Leading Policy and Practice for Early Childhood Services
MODE(S) of delivery Face to Face TERM(S) Summer (April - June) DAY/TIME Delivered in four Study Blocks, 3 Study Blocks of one Friday evening and all day Saturday, 1 Study Block of all day Saturday during the months of April, May and June. Evenings: 5.30pm to 8.30pm. All day: 10am to 5pm MODULE DESCRIPTION The module aims to develop a critical awareness of national and international policies in early childhood services and effective leadership of policy and practice. The engagement with current debates and issues, theories, research and leadership practices, promotes a deeper understanding of leading policy and practice in early childhood services. There is opportunity for students to critically examine leadership practices within early years contexts and early childhood services. ASSESSMENT This module is assessed by 5000-word essay. SPECIAL ENTRY REQUIREMENTS Relevant professional, management and/or leadership experience (for at least one year) in early years provision and/or children’s services. Those interested in entering leadership positions are also considered. CORE TEXT n/a
- Learners, Learning and Teaching in the Context of Education for All
MODE(S) of delivery Face-to-Face (intensive) TERM(S) Spring (January - March) DAY/TIME Five full days in February. Compulsory attendance at all. MODULE DESCRIPTION This module will look critically at current theories, policies, practice and approach to learning and teaching in the context of education for all (EFA). It will provide participants with an awareness of political, social, cultural and linguistic contexts in which teaching and learning take place. It will analyse challenges faced by governmental and non-governmental agencies in providing quality education for all. It will examine debates about planning and selection of knowledge, especially as related to teacher education and curriculum development systems in developing contexts. It will also consider different approaches to assessment of learning and consider the implications and effects on teaching. ASSESSMENT This module is assessed by 5000-word essay. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A
- Media, Cultural Theory, Research and Education
MODE(S) of delivery Face to Face TERM(S) Autumn (October - December) DAY/TIME Currently weekly two-hour face-to-face seminars on Monday afternoons and three face-to-face residentials (dates to be confirmed) and online resources MODULE DESCRIPTION This module provides a critical overview of key concepts, theories and developments within the interdisciplinary fields of media, cultural studies and education. The module introduces three key aspects of media and cultural studies: the analysis of production, texts and audiences. In each case, we will also be addressing a range of broader themes and topics, including globalization, consumption, ideology and technology; and outlining a range of theoretical approaches, including structuralism, poststructuralism and postmodernism. Educational concerns run throughout the module, but are engaged more explicitly towards the end of the term. The links between theories will be highlighted through lectures and discussion; and through a small-scale investigation that will be considered in the second residential. The course will centre on a different aspect of the field each week and will include readings, lectures and/or discussion. The readings will be structured with questions for consideration and discussion. Online components will include conferences related to the readings, and discussion groups connected with particular theories or topics. There will be additional supporting seminars. ASSESSMENT This module is assessed by 5000-word essay. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A
- Philosophy of Education: Values, Aims And Society
MODE(S) of delivery Face-to-Face TERM(S) Autumn (October - December) DAY/TIME Thursdays, 5.00 – 8.00pm MODULE DESCRIPTION This module draws on work in ethics and political philosophy in order to provide an introduction to many of the major issues in philosophy of education. Specifically, we will explore philosophical aspects of the concepts of: freedom and equality; the perceived tension between these concepts in political philosophy; and the educational ideas associated with different ways of thinking about individual freedom, social justice and equality. These will be considered in relation to differing conceptions of ethics, and the divergent ideas of human being (the self and its relation to society) that these generate. We will also address the relevance of ideas and debates within these areas for current issues in educational policy and practice. Topics will include: social change and the advent of progressivism; arguments around progressivism and liberal education; liberalism and communitarianism; radical and libertarian traditions; the public/private distinction; privatization and marketisation; state control of education; faith schools and common schools; values education and education for citizenship. ASSESSMENT This module is assessed by 5000-word essay. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A
- Rights and Education
MODE(S) of delivery Face to Face TERM(S) Spring (January - March) DAY/TIME Mondays, 5.30 – 8.30pm MODULE DESCRIPTION The overall aim of this module is to explore conceptions of human rights and to consider what rights we have in the context of education. We will examine, in particular, the relation between rights, freedom, and equality, and we will look at a series of questions about learning and education that rest on how we conceive these central concepts of social justice. ASSESSMENT This module is assessed by 5000-word essay. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A
- Social Histories of British Education
MODE(S) of delivery Face to Face TERM(S) Summer (April - June) DAY/TIME Wednesdays, 5.00 – 8.00pm MODULE DESCRIPTION This module looks at the social origins and development of the British education system including schools as well as higher education and adult education. The focus throughout is on the experience of education as seen from the perspective of students, teachers and educational policy-makers. There is a particular emphasis on the use of biographical approaches for the study of lives in educational settings. The range of topics covered will include: curriculum, gender and education, race and education, schooling and social change, social class and education, teachers and teaching. The module provides particular opportunities for thinking about history and its application in the present. Teaching methods include seminars, lectures, discussions and a range of activities to encourage a sharing of experiences. The module uses a virtual learning environment (VLE) that supports students' learning. The VLE offers a vehicle for communicating with staff and students and a repository of module resources including a 'living archive’ of biographical resources; a ‘picture gallery’ and Links to moving images. Some of the students' coursework has been published in the History of Education Researcher as well as a special edition of Reflecting Education, “Biography, History and Education: Learning from Lives”, Vol 6, No 1 (2010). ASSESSMENT This module is assessed by 5000-word essay. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A
- Teaching Controversial Issues
MODE(S) of delivery Face-to-face TERM(S) Spring (March – June) DAY/TIME Tuesday evenings, 5.30 – 8.30pm MODULE DESCRIPTION This module is an introduction to the philosophical and pedagogical questions raised by the teaching of controversial issues. Participants will explore what controversial issues are and why they should be taught. They will reflect on the role of the teacher in classroom discussions of controversial issues and explore a range of pedagogical techniques and resources. Specific controversies in different subject areas will be considered and students will be able adapt the learning and assessment of the module to their subject areas. ASSESSMENT This module is assessed by 5000-word essay. A range of different titles are given ranging from the more philosophical to the more practical. SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT n/a
- Theorizing Subjectivity, Discourse and Ideology
MODE(S) of delivery Face to Face TERM(S) Summer (April - June) DAY/TIME 4 Thursday evenings, 5.30 – 8.00pm and 3 full Saturdays (exact dates to be confirmed) MODULE DESCRIPTION Conceptions of ideology, discourse and subjectivity help us to think about the relation between the individual and the language, conventions and expectations of the political and social world. These concepts can also help us to explore aspects of identity such as gender, class, ethnicity and sexuality, and the ways in which these dimensions of identity are regulated or performed within social and educational institutions. The sessions will be based around key texts within psychoanalytically informed social theory by authors such as Althusser, Foucault, Butler, Zizek, Laclau, Mouffe and Deleuze & Guattari. We will compare and contrast the conceptual frameworks developed by these authors and consider how they may help us to interpret educational practices. These ideas underpin much research in the field of psychosocial studies and will help participants to develop a conceptual framework for their dissertation / report. The module is specifically designed to provide participants with an opportunity to develop skills in reading and analysing theoretical texts. Assessment is by coursework, and there are opportunities to receive formative feedback throughout the module to support understanding and writing. ASSESSMENT This module is assessed by either a 5000-word essay, or a shorter essay plus a variety of small written
tasks (to a total of 5000 words). You will be given a detailed assignment brief during the module.
SPECIAL ENTRY REQUIREMENTS N/A CORE TEXT N/A
How you study
The programme is highly flexible with optional modules available to be studied by distance learning, face-to-face and mixed-mode. You can study full or part time so you may balance your study with other commitments. We estimate that you need to study for about 10-15 hours a week for each module. You can study in the UK or wherever you live in the world. We recommend that you opt for the mixed mode of the introductory core module ‘What is Education? as this includes a two-week intensive course in London. This course, to be first held in December 2012, enables you to meet IOE academics and fellow students. A distance learning version of this module is available in the Spring term (January to March) if you cannot travel to London.
Study materials are mostly provided electronically. All registered students are given access to a Programme Handbook (updated annually) as well as individual module handbooks and digitised readings. The learning strategy for this course is collaborative in that you share your skills and experience with other students. You are supported by an online learning environment (Moodle) which incorporates separate programme and module-specific spaces including discussion areas and links to online resources including library support.
The programme is supported by a Virtual Learning Environment (VLE) which incorporates:
- links to online resources including library support.
- informal discussion areas
- online learner support
Working collaboratively with colleagues online is an important feature of how you learn, enabling you to compare experiences with colleagues in a range of locations and cultures and acquire group working and technical skills.
You are supported by tutors in your studies who mediate the online discussions and provide advice and responses to individual queries. Your personal tutor offers advice on module selection and supports you during your progress through the course including for your dissertation.
Additionally, there are leaders for each module, and the Programme Director and Programme Administrator can provide guidance and support on general academic and administrative issues.
The fees below refer to the 2013-2014 academic year only. Fees are subject to annual review.
|Registration fee||£ 790|
|Fee per module||£ 1,600|
|Fee for dissertation||£ 3,100|
|Total MA||£ 10,290|
|Total per Individual module (taken on a stand-alone basis)||£ 1,840|
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When to pay
Fees may be paid in one of two ways:
- Either pay the total fee on registration by making a single payment, this covers the registration fee and all module fees.
- Or if you prefer to spread out your payments, pay the registration fee plus the fee for each module you want to take in the first year and in following years pay the fee for each new module you take.
How to pay
All University fees must be paid in pounds sterling (GBP). The University accepts:
- Western Union - Quick Pay
- Credit/debit card (Visa, MasterCard, Maestro, Electron, JCB)
- Sterling banker's draft/cheque
- International money/postal order
Further details are given in payment methods.
In addition to the fees payable to the University, you should also budget for the fee charged by your local examination centre to cover its costs; this fee will vary.
The University reserves the right to amend previously announced fees, if necessary. For a full list fees that may be applicable, please see the fee schedule.
You do not have to come to London to take your examinations. Examinations are held once a year in exam centres around the world as well as in London. For further details please see the Assessment and examinations section.
Both core modules; ‘What is Education?’ and ‘Introduction to Social Research’ are assessed by a three-hour written examination paper. The assessment mode for optional modules varies but most are assessed through written coursework. This might be one assignment (usually around 5,000 words) or a combination of smaller elements. The dissertation will be assessed by a combination of a written examination (50%) and the submission of a twelve thousand word dissertation report (also 50%).
The examination for 'What is Education?' (both the mixed mode and distance learning versions) takes place annually in October as does the examination for the Dissertation module. The examination for 'Introduction to Social Research' will be in May/June. If you fail an examination at the first sitting you will be allowed one further attempt.
The coursework submission deadlines for option modules will vary depending on the term in which the module runs and the module finish date. This information will be made available once you are registered on a module.
A second class honours degree or the equivalent from an institution acceptable to the University of London.
[Please note: some option modules may have additional entry requirements. Please refer to the individual module descriptions in the appendix of the Programme Regulations for further guidance.]
There is no mimimum work experience requirement for entry to this programme. However, some option modules may have additional entry requirements (see above).
For awards at FHEQ level 7, students must provide satisfactory evidence showing that they have passed within the previous three years a test of proficiency in English at the following minimum level:
- IELTS with an overall grade of at least 7.0 with a minimum of 6.5 in the reading sub test and a minimum of 6 in the writing sub test or
- TOEFL with a score of 650 or 280 on the computerised test. For the TOEFL iBT (internet-based Test) a total score of 115 is required
- a test of proficiency in English language from the prescribed list published by the University.
Where an applicant does not meet the prescribed English language proficiency requirements but believes that they can demonstrate the requisite proficiency for admission the University or the Programme Director may, at their discretion, consider the application.
If you do not meet the entrance requirement you may still apply. Each application will be considered on an individual basis by the Programme Director.
All students must have regular access to a computer and the internet. This may be for accessing the Student Portal, downloading course materials from the virtual learning environment or accessing resources from the Online Library.
You will also need suitable hardware capacity on your computer for document storage as well as basic software such as a PDF reader.
Some programmes have courses or modules that use additional software. Where this is the case, information is given with the relevant course descriptions.
Academic leadership: Institute of Education
A postgraduate College of the University of London, the Institute of Education is the largest institution in the UK devoted to the study of education and related areas. Founded in 1902, the Institute is a world-class centre of excellence for teacher training, higher degrees, research and consultancy in education and related areas of professional practice and the social sciences.
Dr Clare Brooks, Programme Director, MA Education
Clare is a Senior Lecturer in Education. She has had over 12 years experience working with teachers and student teachers and has led a variety of programmes in education. A former London geography teacher, Clare’s background is in geography education. Her research has explored how teachers use their subject knowledge, and the idea of “expertise” in education. She is a Chartered Geographer, has been nominated Honorary Secretary of the International Geographical Union-Commission for Geography Education, and is founding member of GEReCo (Geography Education Research Collective).