Degrees for Education

Introduction

Work with educational practice has as its starting point an understanding of the interaction between people and the socio-cultural framework in which they live and work. The programme rests on research-based theories and methods concerning people’s upbringing, learning, teaching and educational processes. Focus is on the processes through which people and their socio-cultural living conditions mutually shape each other in different ways.

The programme will enable students to:
reflect critically on their own practice
relate to others’ forms of practice and discourses in an open, reflective, and constructive way
enter into a dialogue with other professional approaches and be able to drawn on others’ viewpoints in their own practice
develop a critical-sensitive eye for inclusion and exclusion processes in education.
Admission

The entry requirement for students enrolling in the MA (Ed) programme in General Education is one of the following educations:
Bachelor in anthropology, philosophy, psychology, education, or sociology
Bachelor in another subject with elective educational modules corresponding to at least 45 ECTS credits
Bachelor of Education or Bachelor in Social Education or Bachelor in Relaxation and Psychomotor Therapy.

The entry requirement to the supplementary programme in General Education is one of the following educations:
Bachelor in Occupational Therapy, Bachelor in Nutrition and Health, Bachelor in Physiotherapy, Bachelor in Midwifery, Bachelor in Nursing, or Bachelor of Social Work
Medium-cycle higher education in occupational therapy, nutrition and health, as a primary and lower secondary school teacher, in physiotherapy, in midwifery, as a social educator, social worker, or nurse.
Structure and content

The MA (Ed) programme in General Education has a standard duration of 120 ECTS credits (2 student full-time equivalents).

The first year of study comprises four compulsory modules, each worth 15 ECTS credits (1/4 full-time equivalent):

1. Culture, Education, and Identity (15 ECTS credits)
2. Educational Practices and Institutions (15 ECTS credits)
3. Educational Theory – past and present (15 ECTS credits)
4. Learning, Didactics and Curriculum (15 ECTS credits)

The second year of study comprises one compulsory module worth 15 ECTS credits (¼ full-time equivalent), an elective module worth 15 ECTS credits (¼ full-time equivalent) and a Master’s thesis worth 30 ECTS credits (½ full-time equivalent).

Compulsory module worth 15 ECTS credits:

5. Educational Research and Development (15 ECTS credits)

Elective modules worth 15 ECTS credits each. The student chooses one of the following modules:

6a. Day-care and School Start Pedagogics (15 ECTS credits)
6b. Educational Guidance and Counselling (15 ECTS credits)
6c. International Comparative Education (15 ECTS credits)
6d. Internship (15 ECTS credits)
6e. Elective subject from another graduate (MA/MSc) programme, possibly at another university (abroad) (15 ECTS credits).

Diagram of the programme’s structure
Student life

The student body at the MA(Ed) programmes at DPU comprises mainly Bachelor graduates with a background in teaching, educational studies, nursing or social works.

A large part of the student body consists of mature students, who have used their qualifying examination for a few years before choosing to continue their post graduate studies.

Around 4000 students, full-time and part-time are enrolled at DPU. 2/3 of the students are women.

DPU has a large library and different student facilities such as a canteen and different study areas.

The MA (Ed) programme in General Education is offered at the School of Education, located at the campus in Emdrup in the northern part of the capital of Copenhagen and at the DPU department at the University of Aarhus.

Career

The programme emphasises the development of critical reflective thinking that can be translated into problems relevant to practice. The programme will enable students on the basis of research independently to:
identify, formulate, analyse and assess educational problems and position them in their socio-cultural contexts
carry out studies and develop professional solutions
take part in the development of educational practice and educational institutions.

Students develop social and communication competences with the aim of being able to participate in and develop cross-disciplinary and multicultural collaboration.

The objective of the programme is to prepare students to work in theory and practice development functions within the field of education, including work with teaching, development projects, management, teaching planning, supervision, guidance, assessment and consultancy, as well as to participate in research contexts on the basis of the understanding gained of research work and research ethics.

The programme may furthermore form the basis for the three-year research training programme leading to a PhD.

Briar Cliff University currently offers a Master of Arts in Education (MAE) for teachers. It is a 34-hour non-thesis interdisciplinary program designed for those who teach at the elementary, middle, or secondary levels in either the public or non-public school systems. The goals of the program are to 1) develop teachers as critical thinkers and “facilitators” of learning and 2) form community with participants in the program. This will be accomplished through courses designed to deal with the students’ membership in a constantly changing global community. Through papers and projects, students will apply these broader perspectives to their own local situations.

The curriculum includes the following twelve courses, all of which are three semester-hour courses, with the exception of Library Research, which is one semester hour: Library Research, Educational Research, Education in Society, School Law, Educational Leadership, Instructional Technology, Philosophy of Education, Psychology of the Learner, Current Theories & Practices of Effective Teaching, Exceptional and At-Risk Learners, Curriculum Issues in Education, and Seminar. The master’s program will be taught by faculty in the fields of education, philosophy, psychology, sociology, business and information services.Curriculum
EDUC 500 Library Research 1 cr. hr.
EDUC 510 Educational Research 3 cr. hrs.
EDUC 525 Education in Society 3 cr. hrs.
EDUC 550 School Law 3 cr. hrs.
*EDUC 560 Educational Leadership 3 cr. hrs.
EDUC 590 Instructional Technology 3 cr. hrs.
EDUC 610 Philosophy of Education 3 cr. hrs.
EDUC 625 Psychology of the Learner 3 cr. hrs.
*EDUC 650 Current Theories & Practices of Effective Teaching 3 cr. hrs.
EDUC 665 Exceptional and At-Risk Learners 3 cr. hrs.
*EDUC 680 Curriculum Issues in Education. 3 cr. hrs.
EDUC 690 Seminar 3 cr. hrs.
Total of 34 hours

*EDUC 570 Mentoring: Upon approval of the MAE Program Director, this may be taken as an elective through AEA4 in exchange for EDUC 560 when completed in the local school setting.
*To allow teachers who have earned National Board Certification to receive three graduate credits through Briar Cliff University for EDUC 560, Educational Leadership. These three credits are in addition to the six already being granted (EDUC 650 and EDUC 680).

The program is directed by Dr. Ruth Schock, O.S.F., Associate Professor of Education.

See Catalog page 20 for full course descriptions

View full catalog (PDF format) requires Adobe™ Acrobat Reader

Tuition
Tuition for summer 2006 is $229 per credit hour. In addition, one voucher given to a teacher for serving as a cooperating teacher for the teacher preparation program, will be honored in the MAE program.

Fees
$25.00 nonrefundable admission fee
$25.00 nonrefundable orientation fee
$50.00 nonrefundable graduation fee
$15.00 per credit hour technology fee

Financial Aid
Students who are attending Briar Cliff University and seeking assistance may apply for financial aid. By completing the Free Application for Federal Student Aid (FAFSA), and listing Briar Cliff University’s Title IV School Code 001846, students have the opportunity to be considered for federal financial aid. The federal financial aid programs Briar Cliff University has available to students include Federal Stafford Loan, Federal Perkins Loan, and Federal Work Study. Students who have questions regarding the financial aid process should contact the Department of Financial Aid at 1-800-662-3303 ext. 5440 or 712-279-5440.

BCU will follow the schedule of courses noted above for the cohort beginning in 2005

Syllabus
FIRST YEAR
Strategies for Intellectual Work
Pedagogía
Philosophy
Psychology
Sociology
Introduction to Special Education
History of Education

SECOND YEAR
Neurophysiology and Psychophysiology
Special Pedagogy
Genetic Psychology
Developmental Psychology I
Sociology of Education
Developmental Psychology II
Educational Psychology
Depth Psychology
Neuropsychology

THIRD YEAR
Structure and Language Pathology
Didactics I (general)
Didáctica II (writing)
Intervention Strategies for Persons with Special Needs
Didactics III
Institutional Planning
Psychomotor
Psychopathology (Special)
Workshops
Interdisciplinary Workshop I
Seminars:
Seminar: Mental Deficiency
A-Seminar: Motor Disorders
Seminar B: sensory

FOURTH YEAR
Social Psychology
Psychometric Exploration
Guidance and Job Training
Practice of Special Education

Didactics IV
Workshops
Interdisciplinary Workshop II
Seminars:
Seminar: Special Education and Health
A-Seminar: Organization, Administration and Driving Clinics for Persons with Special Needs.
B-Workshop: Multiple deficits.

Scope Professional
Plan, implement and evaluate processes of teaching and learning at different levels of special education within the educational system.
Advising in relation to the theoretical – methodological, relating to the teaching of pupils with special educational needs.

Other activities of the professional field
Professional teams to address the problem of the person with special educational needs, for advice on pedagogical and educational characteristics of the development process and its disturbances in different areas.
Develop, implement and evaluate prevention activities at primary, secondary and tertiary levels, from working in interdisciplinary teams.
Plan, implement and evaluate expressive activities, recreational and leisure time for children, adolescents and adults with special needs.

Why study Education Studies?

The aim of education and how it should be designed and delivered are key social issues attracting a high public profile and significant levels of political intervention.In a similar manner to health, the field of education finds itself the continuing focus of vigorous and often highly emotive public and private debate. Significant questions such as what curricula to deliver in schools, how to assess ability and performance, how to structure and fund further and higher education, are rarely out of the news. The academic study of education at degree level reflects this highly visible and widespread focus on the theory, practice and policy of education, drawing on debates that have importance and relevance for everyone.Building upon foundation disciplines such as philosophy, psychology and sociology, such programmes endeavour to critically examine educational decision making in an attempt to understand contemporary change and persistent trends.

Education Studies is an increasingly popular field of study at a national level and, given the increasing diversity and quantity of educational provision with the attendant proliferation of support roles, provides strong grounding in a discipline with numerous and diverse opportunities for employment.
Why study Education Studies at Chester?

The Education Studies programme builds on the excellent teacher training reputation of the Faculty of Education and Children’s Services. It is staffed by a team of tutors with particular interests in this field and their teaching is supported by an expanding research profile.

The subject combinations available within the combined honours scheme cater for a wide range of personal interests and career aspirations.The issues explored have broad social relevance and the key skills developed are those that employers expect graduates to possess, e.g. a high standard of oral and written communication, an ability to work effectively in teams, capacity to apply expert knowledge to critical analysis and to engage in lifelong learning.

Education Studies is available as a major, equal or minor subject within the combined honours degree programme.
What will I learn?

The programme develops breadth and depth of understanding of educational concepts and related theory through the following broad areas of study:
Level 1:
Introduction to Education Studies
Learning to Learn
The Development of Schooling

These areas will provide an introduction to relevant theories and an understanding of the purposes and processes of education, both formal and informal. They address the psychological, philosophical and sociological foundations of education policy and practice. Through these, students are enabled to understand themselves as learners and to gain an overview of the major educational ideas and policy initiatives that have shaped school practice over the past 150 years.
Level 2:
Beliefs, Values and Curriculum
Lifelong Learning
Research and Practice
Work-Based Learning

Study in these areas builds upon the knowledge and understanding gained at Level 1. Students will explore the ways in which values and beliefs impact on decisions about how we learn, what we learn and why we learn. The theory and practice of lifelong learning will be examined within a theoretical framework and students will be introduced to how to organise and conduct research within applied educational settings.
Level 3:
Politics and Policy in Education
Youth, Education and Society
Dissertation
Inclusion Matters

Study in these areas builds upon those offered at Level 2 and will enable students to critically examine current educational developments and policy initiatives. This will include particular emphases on youth and society, and inclusion and special educational needs. Students also have the opportunity to carry out a supervised education research project that enables them to actively examine an area of education policy or practice.
How will I be taught?

This programme will enable you to develop knowledge and understanding that will facilitate the skills of independent study, reflection and evaluation. Students will be taught through a mixture of lectures, group activities and individual tutorials and will be active participants in taught sessions. As the programme progresses there will be an expectation of increasing autonomy as students gain confidence as adult learners.
How will I be assessed?

Assessment varies, depending on the best way to demonstrate the expected learning. Module assessment tasks may include coursework, oral presentations and examinations. In your final year the option of writing a dissertation provides you with an opportunity for an in-depth critical analysis of an area of personal interest.
Career Opportunities

Graduates of Education Studies can be found in a wide range of professional contexts, many of which will be influenced by the subject with which it is combined. Graduates may be found in the caring or voluntary sectors, management, communication, public relations or publishing. Other graduates may choose to continue their studies through related postgraduate or research degrees. Those who wish to join the school teaching profession may do so through postgraduate training (PGCE). There is a certain flexibility in the combinations of undergraduate subjects that may be studied by those who wish to train as primary school teachers but those interested in secondary school teaching must combine their programme in Education Studies with a subject represented in the National Curriculum for schools. Students with aspirations towards a career in school teaching should review current Initial Teacher Training entry requirements and seek specific advice before embarking on their programme.

Course summary

Subject area: Education: Early Childhood Studies
Locations of study: Chelmsford, Cambridge, University Centre King’s Lynn
Length of study: 3 years
UCAS code: L520
Entry requirements: 180 tariff points at A Level or equivalent. Non-Academic Conditions: CRB Checks required GCSE(s) Required: English grade C, Mathematics grade C, Science grade C (If born after 1 Sep 1979)

Course overview
The aim of this degree is to provide you with the knowledge and skills to enable you to take up a range of roles within an early years environment and act as a positive influence in the lives of young children. Created in response to developments in research and Government policy, this course draws on a number of disciplines to produce graduates who can facilitate and support the well-being of young children.

The award has a strong international ‘flavour’ and priority will be given to applicants willing to study overseas for one semester, although this is not a requirement.

The course is centred around the study of young children’s holistic development, from birth to eight years, set within the contexts of home, school, early years settings and the wider environment.

The theoretical background will be delivered via formal lectures and seminars and will provide you with an understanding of the underlying principles of philosophy, psychology, sociology, pedagogy, health and social policy, and children’s development and learning.

You will have the opportunity to apply this theory, and to develop a range of practical skills, in a series of sessions within an early years environment. The chance to spend a period of study at an overseas institution will give you the opportunity not only to gain an international perspective on early years development but also to add an extra dimension to your overall learning experience.

A range of option modules will allow you to explore areas of particular interest or perhaps to prepare for a favoured career path.

This degree will provide an excellent foundation for anyone wishing to work in an early years setting and will be good preparation either for a career or further study.
Module guide
Year one modules:
Learning and Skills Development for HE and Work
Child Observation for Learning and Research
The Development of the Individual
Social and Emotional Foundations
Early Childhood Pedagogy and Play
Understanding Learning
Year two core modules:
Researching Childhood
Curriculum in Early Childhood
Risk and resilience in Young Children
Diversity in Early Childhood
The Emergent Professional
Year three core modules:
Undergraduate Major Project
Early Years Settings: Issues and Context
Children’s Rights: National and International Contexts
Methods of Teaching and Learning
You will experience a range of learning and teaching methodolgies during this course, including but not limited to:
Lectures, seminars, tutorials
Online delivery
Web-based disclosure
Blended learning
Enquiry-based learning
Self-managed learning
Associated careers

Career opportunities include a range of early years settings: nursery, play schemes, breakfast and after-school clubs and learning mentors.
Assessment

Assessment methods used on this course include portfolios, visual and oral presentations, reflective journals, group work, peer assessment, written essays, commentaries, and reports and case studies based on the observation of children.

CGU’s diverse and experienced student body is comprised mainly of education professionals. Study is based on a multidisciplinary view of theory and research, and a commitment to developing educational environments that are just, relevant, and rigorous. Collectively the faculty is knowledgeable and grounded in education as well as sociology, cultural studies, anthropology, philosophy, psychology, law, sociolinguistics, gender/sexuality studies, politics, religion, and literature.