Degrees for Education

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This course enables you to develop a theoretical framework within which you can analyse educational issues and, where appropriate, develop your own professional practice. It offers you the chance to plan an individual course of study, either by selecting particular modules within the MA, or, for part-time students, by taking modules that may lead to an award with a descriptor. Descriptors include an MA, Postgraduate Diploma or Postgraduate Certificate in Bilingualism and Education, Early Childhood, Early Childhood Management and Leadership in Education, Language and Literacy in Education, Management in Education and Urban Education. The course is designed for people working in education in all sectors and others with an interest in education.

Entry requirements
Normally an upper second class Honours degree in a relevant subject. Qualified teachers with lesser degrees are encouraged to apply. Entry procedures involve an interview and an essay.

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Pre Requisite Courses :
Qualifying Exams :

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In the School of Education all lectures are active who are involved in the following subjects:
Philosophy of Education Science and Religion studies, Learner Support, Educational Psychology, Instruction-learning, Education Management, Education Law, Comparative Education, Movement Science, Foundation phase and Information Science. These subjects are presented in programmes for Teacher Training and post-graduate training as well as training in general.

Behavioral Sciences

The Department of Psychology is devoted to the systematic study of human behavior with an emphasis on a scientific approach to real-life problems. Particular emphasis is placed upon individual career development. Students have outstanding opportunities for hands-on learning, with a variety of practica.

OPPORTUNITIES FOR UNDERGRADUATE STUDY: THE UNDERGRADUATE MAJOR IN PSYCHOLOGY

The major in Psychology provides students with all the necessary foundations for graduate study in Psychology and related services. The courses combine a scientific approach with a practical perspective.
This program involves intensive study of the methods and findings of behavioral research. The major provides an excellent foundation for graduate training in psychology, social work, education, management, counseling, special education, rehabilitation, law, and other human services.

PREREQUISITES

PSY 100, SOC 101, MAT 107; two laboratory sciences from NSC 110, 120, 130, 150, 160, 170.

COURSES REQUIRED FOR THE MAJOR

PSY 223, one of PSY 226 or 227; PSY 246 or 224; PSY 221 or 222; PSY 233 or 236; PSY 245 or 290 (Health Psychology), four semesters of PSY 295; three electives chosen from PSY 221, 222, 226, 227, 228, 232, 233, 236, 240, 243, 245, 246, 253, 290, 297, 298, or 299.

COURSES FOR LOWER DIVISION UNDERGRADUATES

PSY 100 — INTRODUCTION TO PSYCHOLOGY - 3 CREDITS
This survey course in psychology introduces the major areas of psychological study. Topics include: brain function, sensation and perception, child development, emotion, personality, learning, moral development, social behavior, and psychological disorders. Emphasis is placed on understanding basic psychological processes and relating course content to daily experiences.

COURSES FOR UPPER DIVISION UNDERGRADUATES

PSY 221 — SOCIAL PSYCHOLOGY - 3 CREDITS
An exploration of the environment’s effects on human behavior, attitudes, and beliefs. The influences of conformity, persuasion, and group affiliation on attitudes, pornography, morality, and prejudice are examined.
Prerequisite: PSY 100

PSY 222 — PERSONALITY THEORIES - 3 CREDITS
Classical and modern theories of personality formation are examined in this course. Classical and modern psychoanalytic theories, behaviorism, biological, cognitive, humanistic and existential theories of personality will be studied. Each theory will be compared and contrasted with the others in order to clarify their implications for personality formation.
Prerequisite: PSY 100.

PSY 223 — EXPERIMENTAL PSYCHOLOGY - 4 CREDITS
This course covers basic experimental design and research issues in psychology, including the kinds of research conducted in psychology, issues of reliability and validity and ethical issues involved in conducting human research. A project is required.
Prerequisite: PSY 100.

PSY 226 — DEVELOPMENTAL PSYCHOLOGY I - 3 CREDITS
The human life cycle is explored from conception through childhood. Emphasis is placed on social, cognitive, and emotional growth and their interactive relationships.
Prerequisite: PSY 100.

PSY 227 — DEVELOPMENTAL PSYCHOLOGY II - 3 CREDITS
The life cycle from adolescence through death is explored including physical, emotional, cognitive and social changes.
Prerequisite: PSY 100.

PSY 228 — GROUP DYNAMICS - 3 CREDITS
This course emphasizes the workings of small groups and organizations, examining group form, structure, and process. Examples will be taken from therapy groups, classrooms, juries, and historical political meetings. Students explore their own group experiences as well as the organization and process of the class.
Prerequisite: PSY 221.

PSY 232 — ORGANIZATIONAL BEHAVIOR - 3 CREDITS
Formal organizations such as companies, schools, religious institutions, and governments can be understood through principles of social psychology and management theories. The focus is analysis of specific institutions using contemporary management and social psychological theories, examining work performance, leadership, goal attainment, and environment.
Prerequisite: PSY 221.

PSY 233 — ABNORMAL PSYCHOLOGY - 3 CREDITS
Exploration of the modern conceptions of abnormal behavior and experimental psychopathology are covered. In addition, the history and context of, and the available treatment for people experiencing human distress are studied.
Prerequisite: PSY 100.

PSY 236 — TESTS AND MEASUREMENTS - 3 CREDITS
This course covers intelligence testing, personality testing, test construction, and validation. Hands-on assignments are conducted in each of these areas.
Prerequisite: PSY 100.

PSY 240 — PSYCHOLOGY OF RELIGION - 3 CREDITS
This survey course focuses on religious issues from a psychological perspective. The historical and theoretical developments of the study of religious thinking are traced based on research in the psychology of religion. Psychological models of religious change, commitment, moral behavior, and the healthy and unhealthy religious personality are discussed. Comparisons and contrasts will be drawn between psychological and religious models of the world’s major religions.
Prerequisite: PSY 100.

PSY 243 — PSYCHOLOGY OF WOMEN - 3 CREDITS
This course represents the psychological perspective of women. Examined are biological and psychosocial aspects of women’s behavior. The effects of minority status, abuse, and repression on the modern woman are considered, as is the role of religion in women’s development.

PSY 245 — PHYSIOLOGICAL PSYCHOLOGY - 4 CREDITS
An examination of the relationship between physiology and behavior. Topics include: the role of integrative activities, receptor and effector processes in relation to neuromuscular structure and function, the biological bases of behavior and human cognitive processing, the brain and psychopharmacology. This course includes laboratory work.
Prerequisite: PSY 100.

PSY 246 — COGNITIVE PSYCHOLOGY - 3 CREDITS
This course offers an overview of cognitive processes. These include concept formation, attention, memory, imagery, language, problem solving, and thinking. Included is an historical view and a review of cognitive treatment strategies.
Prerequisite: PSY 223.

PSY 253 — HUMAN SEXUALITY - 3 CREDITS
An overview of the psychology and sociology of human sexuality. Emphasis is on empirical research, assessment, treatment of sexual dysfunctions, and psychosocial aspects of human sexuality.
Prerequisite: PSY 100 or permission of the instructor.

PSY 290 — SELECTED TOPICS IN PSYCHOLOGY - 3 CREDITS
Includes, but not limited to: Child Behavior, Skinner, Punishment, Health, and Stress and Coping.

PSY 291 — PSYCHOLOGY OF PREJUDICE - 3 CREDITS
Examination of the causes of prejudice both individual and societal. Study of attitude change and ways in which prejudiced beliefs, opinions and behaviors may be altered. Students taking this course to satisfy the Upper Division Service learning requirement will organize and manage the annual Prejudice Awareness Summit.

PSY 295 — PROFESSIONAL SEMINAR - 1 CREDIT
A weekly colloquium with major focus on career development for psychology students. In addition to presentations by current faculty covering topics such as application to graduate schools, frequent outside speakers make presentations on a wide variety of topics including: autism, family relations, health, stress, coping, serious disorders, educational therapy, music therapy, and more.

PSY 297 — SENIOR HONORS THESIS - 3 CREDITS
Open to one or two students per year. Students should apply late in the Spring Semester of their junior year or in the first 10 days of the Fall Semester of their senior year. Work involves conducting research or participating in a project with a faculty member. Several rules apply (see department chair).
Prerequisite: 3.5 GPA.

PSY 298 — PRACTICUM - 1-3 CREDITS
Involves field placement (six hours per week) and requires a written product. Several settings are available involving children or adults. Credits are awarded based upon a minimum of 2 hours of face-to-face contact in a setting per week per credit. With Department Chair approval, up to six Practicum credits may be taken by a student during the student’s tenure as a Psychology major. All practicum students must join the American Psychological Association as a student member and purchase APA’s student liability insurance. See Department Chair for forms. These costs are paid directly to APA by students; they are not extracted by the UJ as fees.
Prerequisite: At least junior status.
Additional fee required.

Fact Sheet

Program Accredited to March 2010

Professional Title: Professor of Religious Education in primary and

Academic Degree: Bachelor of Education

Duration: 10 Semesters

Day: Day

Field Work: In the school, as teachers of religion, pastoral coordinators and managers. Another area is the area the church, in which alumni can make a significant contribution in support of pastoral teams in creation of educational materials and the departments of education and catechesis.

Labor: In addition to exhibiting an employment rate of over 77% of our graduates successfully graduate courses at various universities. In UCSH can access scholarships for the MA in Religious Education given by the ICR.

Our Background: We have 24 years of experience teaching this program.

Teachers of the Faith and Dialogue

Assuming our goal to serve the Catholic Church and the nation through teaching and research, we take 24 years as educators in the faith with strong teaching skills and theological, with elements of openness to ecumenical dialogue with other religions and interdisciplinary dialogue of faith with the cultures and sciences.

Students are trained in the fields of knowledge, expertise, knowledge and know how to be together, integrated into the professional and personal development, and associated with the work of the teaching of Christianity. We believe that the assimilation of the educational model is based on experience, then learn how to teach, which is seen in the accompanying offer our students during their development, following the inspiration of the Salesian house hosting. Thus, there is a link of responsibility that allows us to deliver a more personalized education and coherent with the reality of the student.

Our graduates are especially valued for their professional training and discipline, making a quick rise to leadership positions in institutions where they play, particularly for his work in education management which promotes the appreciation of the individual above all.

Institute of Religious Science

Authorities:
Isabel Rojas Gomez, Director of the Institute of Religious Sciences.
Professor of Religious Education for Secondary Schools. Degree in Education. BA (c) in Catechetical. Master in Educational Management and Planning. PhD (c) in Psychology and Education.

Fernando Sandoval Latapiat, Academic Coordinator of Education in Religion.
Bachelor of Theology. MA (c) Education.

Teachers: We can note that 63% of the academic standing of the ICR have postgraduate studies.

This taught programme is provided by Education & Professional Studies within the School of Social Science & Public Policy. Follow these links for information about the department and School, including facilities, funding, and a list of staff research interests.
Purpose
For all those who teach, lecture or organise educational provision at any level. To enable professionals concerned with education to reflect on their practice and to inform such reflection by extending their knowledge. Students will be made aware of significant current developments in contemporary pedagogical policy and practice.
Programme description
- Combines problem solving and critical perspectives.
- Makes extensive use of exploration of practical education management problems.
- Teaching from staff with international reputations in the field.

This programme forms part of our department’s successful modular MA programme which has been running for over 10 years. An interdisciplinary programme, it draws on various disciplines to provide a critical perspective on contemporary education management. However, the programme also has a strong problem solving perspective, which situates education management in schools, colleges and universities within the current political, social and educational context, seeking to develop evaluation and decision making skills within practical educational situations.

The exploration of scenarios which embody management problems are an important aspect of the learning process. It also provides a critical guide to education management literature and gives students the skills to engage with it in a critical and analytical way. It draws on policy sociology, political science, economics, history and contemporary policy making which acknowledges the ‘problem-solving’ appeal of educational management but also aims to critically examine its claims and premises. It offers the opportunity to reflect on current management practice in schools, colleges and universities and contextualises current education management issues in relation to historical economic and political factors.

Over 25 modules available, core modules include School Effectiveness & Improvement; Teacher Development and Recent Developments.
Programme format and assessment
In consultation with staff you will construct a portfolio which gives you a minimum of 180 credits of which 60 credits must be in the form of a dissertation. Each module is assessed through coursework. There are no written examinations. Some teaching takes place during the evenings (17.30-20.00).
Programme elements/modules
More information on typical programme modules. NB it cannot be guaranteed that all modules are offered in any particular academic year.
English language requirements
More information for students whose first language is not English.
Student destinations
Career enhancement.
Funding
Contact the department for details.
Application procedure
Applications will be considered by the Programme Director and one other member of staff. The majority of UK-based applicants are called for interview. We aim to process all applications within four to six weeks.
Personal statement and supporting information section
Please give your reasons for choice of programme, King’s College and for wishing to study at MA level together with an explanation of what you hope to gain from the programme.

Training, management and preservation of digital archives in the public and private

The Faculty of Economics and the Faculty of Arts, in collaboration with the Faculty of Beni Culturali, Università degli Studi di Macerata activated in the academic 2008/2009, the second edition of the First Level Master in Education, Management and preservation of digital archives in the public and private “one-year, with training of 60 credits, equal to 1500 hours of effort.

Accreditation Information :
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Internet Education School of Xi’an Jiaotong University (IES) was founded in March 2001 as one of the universities working experimentally on distance education, which is approved by Education Ministry of P. R. China. IES is established as a secondary entity school, working specially on the technology and application of distance education and student cultivation to meet the requirement of education informationization. With the strong support of excellent XJTU educational resources and management experience, IES is striving for establishing a multi-level and multi-form distance education. With the route “Basing on the western, Orienting towards the whole country, Connecting overseas”, IES emphasizes at after-school education and is dedicated to the growth of our nation’s education career.

IES now has 24 registered technical experts , 3 high-ranking titled teachers(including 2 doctoral tutors) , 5 secondary high-ranking titled teachers , 13 middle-ranking titled teachers. The administrative departments include general affairs office, distance education department, education management center, education resources developing center, technique supporting center , research institute of distance education and journal editorial office of Technique of China Medicine Education.

Key missions:
Seek for new ways to adapt traditional undergraduate education to modern requirement, which is diversified, internet oriented, digitalized and personalized; Heighten the quality and efficiency of education, improve the mode of student cultivation and promote the application of web multi-media education in undergraduate education.
Work out teaching plans, develop off-campus modern distance education.
Develop multimedia coursewares, build up database of independent copyright of web-course resource, multimedia coursewares materials, cases and famous teachers’ lectures.
Construction of subjects and specialties of modern education technology
Construction of platform of public network based teaching and service platform for resource access, which is oriented to our whole university.
Carry out training the teachers about modern education theory, technique and application.
Cooperate with Shanghai Jiaotong University and Zhejiang University to develop the cooperative teaching method such as sharing some optional courses and admitting the corresponding credits.
Carry out study of education technology related theory, application and important technique project.

IES now has enrolled over 330 fulltime normal undergraduates, composed of 5 specialties as Computer Science and Technology, Auto, Information Engineering, Industry Engineering, E-business.

IES has set up 51 off-campus teaching centers in 17 provinces, including 33 of them are recorded and approved by education administration of the local provinces and enrolled about 2500 off-campus students in all.

Till now, IES has taken on several very important national projects such as Action Plan project- Multi-media Distance Education System and Project; Education Ministry approved project-the Demonstrate Project of Internet Education Based on Satellite and Terrestrial Networks; Tenth Five-year plan project-real-time teaching system; National Science Fund project-Study of Individual and Interactive Virtual Collaborative Learning Environment. We have now established a set of sporting platform based on the combinative utilization of satellite and terrestrial networks. We have also web site, Internet Education School is progressing at a unprecedented speed.

The journal Technique of China Medicine Education started publication in 1987, superintended by Education Ministry, sponsored by Xi’an Jiaotong University. The topics are mainly on the theories, techniques and applications of education technology. The sections include comment, editor forum, course ware manufacture, internet education, overseas view, medical photography, technology guarantee and scientific management. The journal is bimonthly and the publication number is 61-1317/G4, post NO.52-118.