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A look into any public school classroom across the state or nation would reveal a variety of learners with specific needs. Read more
A look into any public school classroom across the state or nation would reveal a variety of learners with specific needs. It is a common occurrence for a highly gifted English speaker, a special needs student, and students whose first languages may reflect Arabic, Burmese, Farsi, Kurdish, Somali, Spanish, and Swahili (to name a few) to be working together. The multi-lingual classroom is now typical instead of unique. The challenges posed by the classroom structures and populations require teachers to gain knowledge and understanding while developing expertise in the areas of second language acquisition, appropriate strategies and models for effective instruction, assessment tools and accommodations, and literacy frameworks, practices, and overall language learning. In addition, today’s classrooms require educators to become skillful examiners in order to conduct classroom action research that leads to improved practice and teacher efficacy. The M.Ed. in Curriculum and Instruction in English as a Second Language is delivered online.

Degrees

This online licensure-based program, offered by the Womack Educational Leadership Department and leading to a Master’s of Education (M.Ed.) with a major in Curriculum and Instruction and a concentration in English as a Second Language is designed for: a) candidates seeking the master’s degree with Add-on Endorsement in ESL, b) candidates seeking the Initial Professional License in ESL, and c) candidates seeking the Add-On Endorsement in ESL (without degree).

The M.Ed. in Curriculum and Instruction with concentration and licensure in ESL focuses on preparing professional educators to meet the needs of students who are currently enrolled in U.S. public school classrooms in grades PreK-12. These populations may include students who represent immigrant populations, newly arriving non-English speakers, children of immigrants, and diverse populations with a variety of language and learning needs. The program is designed specifically for teachers and those who plan to teach second language learners in multilingual classrooms within the U.S.

Coursework is aligned with the Tennessee Department of Education Professional Licensure Standards for ESL and the CAEP Standards and Professional Dispositions for public school educators. The program takes a literacy-based approach to teaching ELs and is grounded in state and national education initiatives. The program is revised on an ongoing basis to reflect current practice.

This program is delivered online and does not prepare candidates to work exclusively with adult learners in EFL settings.

Career

The M.Ed. in Curriculum and Instruction with Concentration and Licensure in ESL offers preparation to candidates to teach in public schools, private schools, and faith-based learning environments. The program also seeks to prepare teachers to work with early learners who are also second language learners in preschool settings, nursery school settings, and early learning classrooms. Candidates who successfully complete the program meet requirements for the Pre-K through 12th grade professional license in ESL.

In addition to teaching in public, private, faith-based, and preschool classrooms, the program enables graduates to pursue the following careers:

Adjunct professor
Curriculum writer for PreK-12
ESL curriculum design for PreK-12
ESL instructional consultant
ESL instructor
Faith-based ESL coordinator
Faith-based ESL teacher (missionary)
Lead teacher in ESL
PreK ESL coordinator

Employers of MTSU Alumni include, but are not limited to, the following:

Public Schools - Tennessee

Bedford County Schools
Cannon County Schools
Coffee County Schools
Dekalb County School District
Franklin County Schools
Franklin Special Schools District
Giles County Schools
Hamilton County Schools
Knox County Schools
Lawrence County School District
Lebanon School District
Lincoln County Schools
Marshall County School District
Maury County School District
Memphis School District
Metropolitan Nashville Public Schools
Moore County Schools
Murfreesboro City Schools
Robertson County School District
Rutherford County School District
Shelby County Schools
Smith County School District
Tullahoma School District
Warren County Schools
Williamson County School
Wilson County School District

Public Schools – Outside of Tennessee

Boston Public Schools
New York City Department of Education

Private Schools

Franklin Road Academy
The Webb School

Other

Cumberland University
ELS Nashville
Grand Valley State University
International English Institute
Middle Tennessee State University
Motlow State Community College
Nashville State Community College
Tennessee Foreign Language Institute
Tennessee Technological University
Tennessee State University

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The Master of Business Education at MTSU is the only graduate degree of its kind in Tennessee. Courses are taught by nationally recognized leaders in the field. Read more
The Master of Business Education at MTSU is the only graduate degree of its kind in Tennessee. Courses are taught by nationally recognized leaders in the field. Faculty member Dr. Robert B. Blair is the current president of the National Business Education Association (NBEA). Other faculty members have served and continue to serve on committees and in editorial positions for the NBEA. Teachers who have been placed in Tennessee by the department have close business and/or personal relationships with individual faculty members. “We frequently get calls and emails from school administrators searching for teachers because they know we turn out top-notch students,” says Dr. Stephen Lewis, program director.

Career

It is not unusual to have students apply for an M.B.E. who already hold a master’s degree in some other area – occasionally a doctorate degree – and who feel called to the teaching profession and therefore decide to change careers. The same is true of students who decide to pursue the corporate emphasis. They like interacting with people, and perhaps they have been working in a job where they do not have that opportunity. There is an appeal to working as a trainer at the corporate level where an energetic people-person can help others grow in their jobs and achieve greater success. Examples of career opportunities with both these option include:

Teaching certification option
Community colleges
High schools
Middle schools
Technology centers
Training certification option
Corporate training
Independent (freelance) training

Employers of MTSU M.B.E. graduates include:

Acumen Physician Solutions
ASTERA Business Solutions
Bedford County Schools
Coffee County Schools
Daymar Institute, Murfreesboro
Federal Reserve in Nashville
Goodwill Industries of Middle Tennessee
Hardin County Schools
Health IT Services Group (Nashville/Brentwood)
Lawrence County Schools
Metro Davidson County Schools
Michael Burt Enterprises
Middle Tennessee Girl Scouts of the USA
Middle Tennessee State University
Montgomery County Schools
People, Technology, and Processes, LLC
Rutherford County Schools
Shelby County Schools
Sumner County Schools
University of Alaska, Anchorage
Vanderbilt University
Williamson County Schools
Wilson County Schools

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This course consists of a one-year taught programme for a Graduate Diploma in Primary Education with the possibility of a further year for a Masters Degree (M.Ed.). Read more
This course consists of a one-year taught programme for a Graduate Diploma in Primary Education with the possibility of a further year for a Masters Degree (M.Ed.). Entry to the Masters Programme depends on the achievement of a specified minimum QCA in the Graduate Diploma. It then involves attending one taught module in Research Methods and undertaking a substantial dissertation on an approved topic. The course is designed to provide practicing primary teachers with a holistic approach to the use and application of Information and Communication Technologies (ICT) in the Primary School. Teachers will learn how to skilfully and creatively use ICT to support a wide variety of teaching and learning goals as well as administrative and organisational tasks. They will also learn to identify and evaluate how ICT can best be used to support and enhance children’s learning and to appreciate how thoughtful use of ICT can enrich the learning environment of the classroom and school. The course will help teachers to gain a critical perspective on ICT’s overall role in education and its role in society in general.

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In the Master of Business Administration program you will learn management skills, technical understanding and a global perspective that will ready you to succeed in a rapidly changing business world. Read more
In the Master of Business Administration program you will learn management skills, technical understanding and a global perspective that will ready you to succeed in a rapidly changing business world. You will learn to write for multiple business settings, make effective business presentations, recognize and respond to ethical problems and apply global perspectives to business solutions all while attending classes at a convenient St. Cloud or Twin Cities location.

Program Highlights

Courses offered either on campus or at the Twin Cities Graduate Center in Maple Grove.
The Maple Grove program is a part-time program targeted to meet the needs of individuals working full time while the St. Cloud program is flexible to accommodate both part-time and full-time students.
Curriculum combines business theory with hands-on applications.
Courses scheduled to accommodate employment responsibilities, vacations and holidays to allow students to balance their studies, work and personal lives.
Graduate assistantships offered each year for students attending in St. Cloud.

Program Distinctions

Accredited by the Association to Advance Collegiate Schools of Business.
Faculty all hold PhD. or J.D. degrees or are professionally-qualified.

Requirements and Details

The Graduate Management Admission Test (GMAT) is required for admission consideration to the Master of Business Administration program.

The MBA program requires a minimum GMAT score of 470 be posted for an applicant's admission packet to be reviewed by the program.

The MBA program may consider acceptance of expired GMAT scores. A determination is made by the MBA director.
If an applicant holds a master-level degree the program may consider the GRE in lieu of the GMAT. A determination is made by the MBA director.
If an applicant has been unconditionally accepted into a different master's degree at St. Cloud State and is electing to change his/her graduate program, a GRE may be considered in lieu of the GMAT.
The GMAT may be waived for applicants who hold a terminal degree such as an Ed.D., Ph.D., J.D., M.D. and D.V.M. A determination is made by the MBA director.
Substitution of any graduate entrance examination for the GMAT is subject to approval of the MBA director and the School of Graduate Studies.
To complete your application you will need to include your transcripts, official GMAT score, a statement of intent, your resume/curriculum vitae and three recommendations.

International students

The MBA program will consider applicants seeking a language admission who provide a strong academic profile including submission of GMAT scores.
Due to the advanced level of scholarship, the MBA program does not consider applicants seeking a conditional language admission.
To complete your application you will need to include your English proficiency exam results and your international transcript evaluations.

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Obiettivi. È istituito presso l’Università Europea di Roma la terza edizione del master di I livello in Scienze Criminologiche applicate all’Investigazione. Read more

Master di I livello in Scienze Criminologiche applicate all'Investigazione

Obiettivi
È istituito presso l’Università Europea di Roma la terza edizione del master di I livello in Scienze Criminologiche applicate all’Investigazione.

Organo Proponente:

Swiss School of Management

– Criminology Department c/o University of Washington - Rome Center.

Periodo di svolgimento:
dal 10 gennaio 2014 al 22 Novembre 2014


Obiettivi

Il Master in “Scienze Criminologiche applicate all’ Investigazione” si propone di fornire una solida conoscenza sia delle diverse aree coinvolte nello studio delle più allarmanti forme di criminalità, sia delle più moderne tecniche di contrasto delle stesse.
Il percorso formativo proposto intende fornire una preparazione scientifico-applicativa affiancata ad una solida conoscenza metodologico - operativa che tenga particolarmente conto di garantire competenze di tipo criminologico, sociologico, psicologico, giuridico e storico.
La capacità di immaginazione, di pensiero critico e rigoroso degli studenti sarà sviluppato durante tutto il percorso di studio. Il Master avrà altresì come obiettivo l’analisi di specifici aspetti, quali la conoscenza dei processi sociali della criminalità e del sistema di giustizia penale, nonché la capacità di comprendere e di utilizzare diversi tipi di prove, che saranno completate da spendibili competenze particolarmente apprezzate nel mondo del lavoro:
•capacità di presentare e sviluppare un argomento in maniera coesa
•competenza nello specifico settore
•ricerca e risoluzione dei problemi
•capacità di comunicazione
•lavorare come parte integrante di un team


Specificamente, i partecipanti al Master saranno in grado di:
•acquisire le più moderne strategie e metodologie investigative, frutto di avanzati studi ed esperienze internazionali.
•raggiungere una elevata formazione teorica e professionale di una delle figure professionali più affascinanti del nostro tempo: quella dell’Investigatore, e cioè un professionista che deve possedere una spiccata propensione all’analisi scrupolosa e complessiva di un evento criminoso.
•avvalersi delle necessarie abilità professionali per interagire ed operare in specifici e complessi ambiti che vanno dalle Indagini Difensive, alla Security ed all’Intelligence, alle Consulenze e alle Perizie in ambito giudiziario.

Programma didattico

Le attività didattiche del Master si baseranno su lezioni in aula, seminari, esercitazioni, attività applicative, stage, visite guidate. La prova finale sarà costituita da un elaborato/tesi che descriva e dimostri le competenze acquisite in relazione alla pianificazione, metodologia di intervento, strategia e coordinamento e gestione di una investigazione criminale. La frequenza è obbligatoria (è tollerata un’assenza massima pari al 25% delle ore totali)

Sbocchi professionali

Il titolo acquisito con il Master conferisce:
•Competenza tecnica, espressamente prevista dalla vigente normativa, per la richiesta e l’ottenimento delle autorizzazioni di polizia ai fini della conduzione di attività di investigazioni private ai sensi dell’art. 134 del TULPS e nell’ambito del processo penale, nonché solido requisito per l’esercizio di qualsiasi attività nello specifico settore della sicurezza sussidiaria.
•Competenze per l’inserimento in qualità di esperto per l’attività di consulenza presso il Tribunale per i Minorenni, come ausiliario del Pubblico Ministero o del Giudice (art. 9 del DPR 22 settembre 1998, n. 448 - Accertamenti sulla personalità del minorenne).
•Competenze quale componente privato (Giudice onorario) del Tribunale per i Minorenni (art. 2 del RDL 20 luglio 1934, n. 1404)
•Competenze per l’esercizio quale Consulente Esperto dei Centri per la Giustizia minorile (art. 7, comma 6, art. 8 del DL 28 luglio 1989, n. 272)
•Competenze quale collaboratore ausiliario della Polizia Giudiziaria in qualità di Esperto (art. 348, 4 comma, C.P.P.)
•Competenze per attività di Consulenza per le Amministrazioni giudiziarie, degli Enti locali, di Associazioni e Strutture private nel campo della prevenzione, della mediazione, della vittimologia, della preparazione e nell’attuazione di progetti e servizi rivolti agli adulti e ai minori.

Programma

Per ulteriori informazioni sul programma didattico si prego di seguire il link:
http://www.universitaeuropeadiroma.it/master/1364

Titolo e crediti

L’attività formativa corrisponde a 60 crediti formativi universitari ( CFU ) complessivi e impegnerà gli iscritti per non meno di 1500 ore di apprendimento complessive (lezioni frontali, studio individuale, lavoro di apprendimento, prove di sperimentazione, ricerche e organizzazione delle competenze professionali, distribuite sull’arco di due semestri. Il conseguimento del Master universitario è subordinato al superamento della prova finale di accertamento delle competenze acquisite e delle attività svolte. La prova finale avverrà con valutazione massima in 70/70.

Coordinatore del master:
Prof. Dr. Gaetano Pascale
Direttore del Dipartimento di Criminologia della Swiss School of Management c/o Washington University of Rome Center.
http://www.ssmrome.com

Assistente organizzativo:
Dr. Massimo Cotroneo


Destinatari e requisiti di ammissione

Possono partecipare al master sia studenti italiani che stranieri.
Per poter essere iscritti al Master è necessario essere in possesso di uno dei seguenti requisiti:
a. Titolo di Laurea triennale (I° livello) come da nuovo ordinamento universitario italiano;
b. Titolo di Laurea acquisito secondo le norme del previgente ordinamento universitario italiano.

I titoli di studio conseguiti all’estero verranno valutati dall’organo competente per la dichiarazione di equipollenza, ai solo fini dell’iscrizione al master, secondo la vigente normativa.

Il Master non è a numero programmato.

Potranno presentare domanda di iscrizione (con riserva) al Master anche i candidati privi del titolo di studio previsto ma che lo conseguiranno entro il termine fissato per l’inizio del Master.
Il Master s’intenderà attivato al raggiungimento di un numero minimo di 30 iscritti.

Durata e orario

La durata del master è annuale e impegnerà gli iscritti per non meno di 1500 ore totali di apprendimento e organizzazione delle competenze professionali, distribuite in 4 ambiti disciplinari per un totale di 290 ore frontali. Le lezioni si terranno il venerdì dalle ore 14.00 alle ore 18:00 ed il sabato dalle ore 9:00 alle ore 17:00, per due volte al mese, con intervalli e pausa pranzo. Le lezioni avranno inizio il 10 Gennaio 2014 e si protrarranno fino al 22 Novembre 2014.

Iscrizioni

L'iscrizione potrà avvenire esclusivamente utilizzando il sistema informatico Esse3. La domanda d'iscrizione va stampata e spedita mediante raccomandata con ricevuta di ritorno ed in busta chiusa, solo ed esclusivamente al seguente indirizzo:
Università Europea di Roma
Centro dipartimentale di formazione post laurea
Via degli Aldobrandeschi n. 190 - 00163 ROMA
Possono accedere al Master candidati sia italiani, sia stranieri.

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A minimum overall GPA of 2.75 (A4.0) in most recent 60 credits of undergraduate study. A letter of intent expressing professional and educational goals as applied to the program. Read more
• A minimum overall GPA of 2.75 (A=4.0) in most recent 60 credits of undergraduate study.
• A letter of intent expressing professional and educational goals as applied to the program.
• Submission of three letters of recommendation, using the required recommendation form.
• Resume or curriculum vitae.

E-mail: • Phone: 315-267-2165

Visit http://www.potsdam.edu/graduate to view the full application checklist and online application.

The Master of Science in Education in Curriculum and Instruction has been designed to meet the needs of (A) candidates who hold Initial New York certification and who seek to complete the academic requirements for Professional certification in one of the following areas: Business/Marketing; Childhood Education (1-6); Dance; Early Childhood Education (B-2); English 7-12; French 7-1; Health Education; Mathematics 7-12; Music; Social Studies 7-12; Spanish 7-12; Theatre; or Visual Arts, (B) International students who wish to develop their English-language skills and learn about teaching in United States schools, but who are not eligible to receive Professional certification in New York, or (C) International students and non-certification seeking professional seeking a master’s in education but who are not eligible to receive Professional certification in New York State. Program start date: Summer, Fall, Spring; Program also available at Watertown JCC campus.

Required Program Courses

Options A and C: Minimum of 33 credit hours:
*GRED 616, Curriculum and Evaluation .........................3 credits
GRED 634, Philosophical Foundations of Curr and Inst ........3 credits
*GRED 635, Ed Research in Curr and Inst ........................3 credits
GRED 687, Action Research ..........................................3 credits

Content, or content-linking courses: 6 credit hours
Graduate Education Electives: 15 credit hours
*indicates content linking course

Option B: Minimum of 34 credit hours:
GRED 558, Literacy I: Methods— Childhood ......................3 credits
GRED 559, Literacy II: Methods—Childhood ....................3 credits
GRED 576, Praciticum I (Immersion in Eng lang usage) ........2 credits
GRED 586, Practicum II (Formal Obs and Participation) ......2 credits
GRED 634, Philosophical Foundations of Curr and Inst ........3 credits
GRED 660, Educational Research ...................................3 credits
GRED 665, Language and Culture ..................................3 credits
GRED 699, Thesis Research ...........................................3 credits

Graduate Education Electives: 12 credit hours

Individuals not having initial certification in approved professional certification areas can still enter the program, with additional re- quirements in order to be eligibile for professional certification. They will also need to apply for certification directly to the state.

Automatic admission options exist for this program.

Program Tracks

Students presently holding Initial Certification in Business/Marketing, Early Childhood/Childhood (B-6), Dance, English 7-12, French 7-12, Health, Mathematics 7-12, Music, Social Studies 7-12, Spanish 7-12, Theatre, or Visual Arts may use this as functionally relevant to be eligible for Professional Certification. Other domestic or international students may use this program to obtain an MS Ed degree without being eligible for certification.

Testimonial

“Potsdam’s graduate program afforded me great opportunities that allowed me to excel as a future educator and stand out among a crowded field of job seekers.” —John Liquori ’14

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The Special Education area concerns the habilitation and education of students with exceptionalities, such as students with visual impairments, physical disabilities, emotional or behavioural disorders, learning disabilities, developmental disabilities, and students who are deaf or hard of hearing. Read more

Program Overview

The Special Education area concerns the habilitation and education of students with exceptionalities, such as students with visual impairments, physical disabilities, emotional or behavioural disorders, learning disabilities, developmental disabilities, and students who are deaf or hard of hearing. The program also includes a focus on gifted and talented students. The master's programs focus on both research and practice. The M.A. is a research degree, appropriate preparation for doctoral studies, and incorporates a research thesis. The M. Ed. provides advanced professional preparation in areas of Special Education. Topics addressed in the master's programs include cognitive, language, and social development; learning and instructional design; and cultural and individual differences in relation to exceptional students.

UBC does not offer an undergraduate degree in special education.

The undergraduate courses in special education are open to students enrolled in the regular B.Ed. program or in one of the following post-B.Ed. special education programs: (1) Master of Education (M.Ed), (2) Master of Arts (M.A.), and (3) Diploma in Special Education. Most undergraduate courses are also available to Unclassified students.

Quick Facts

- Degree: Master of Arts
- Specialization: Special Education
- Subject: Education
- Mode of delivery: On campus
- Program components: Coursework + Thesis required
- Faculty: Faculty of Education

Special Education

The Special Education program at UBC concerns the education of students with exceptionalities, such as students with visual impairments, developmental disabilities, emotional or behavioural disorders, learning disabilities, gifts and talents, and those who are deaf or hard of hearing. Faculty are committed to promoting practices that facilitate inclusion, empowerment, and self-determination of individuals with disabilities and other special needs in home, school, and community settings.

Mission

Our mission is to collaboratively engage a range of diversity, expertise, and research endeavors to promote or enhance the learning and well-being of individuals with exceptionalities in home, school, and community settings.

Top 5 Reasons to Apply

1. Only university in the country to offer graduate coursework in special education across all areas of exceptionality.

2. Opportunities for practical experiences with a variety of district and community partnerships:
- American Printing House for the Blind
- Autism Community Training
- BC Children’s Hospital/Sunny Hill Health Centre for Children
- Blind Beginnings
- Communication Assistance for Youth and Adults
- Pacific Autism Family Centre
- Provincial Resource Centre for the Visually Impaired
- Provincial Services for the Deaf and Hard-of-Hearing
- School Districts in the Lower Mainland and rural areas of BC
- Special Education Technology-BC
- Well-Being Program for Deaf, Hard-of-Hearing, and Deaf-blind
- Western Institute for the Deaf and Hard of Hearing

3. We offer opportunities for research and funding through faculty partnerships.

4. We offer opportunities to change practice for the better through Special Education faculty initiatives.

5. Outstanding support through a world-class faculty and staff to guide you on your academic journey!

Read less
The Special Education area concerns the habilitation and education of students with exceptionalities, such as students with visual impairments, physical disabilities, emotional or behavioural disorders, learning disabilities, developmental disabilities, and students who are deaf or hard of hearing. Read more

Program Overview

The Special Education area concerns the habilitation and education of students with exceptionalities, such as students with visual impairments, physical disabilities, emotional or behavioural disorders, learning disabilities, developmental disabilities, and students who are deaf or hard of hearing. The program also includes a focus on gifted and talented students. The master's programs focus on both research and practice. The M.A. is a research degree, appropriate preparation for doctoral studies, and incorporates a research thesis. The M. Ed. provides advanced professional preparation in areas of Special Education. Topics addressed in the master's programs include cognitive, language, and social development; learning and instructional design; and cultural and individual differences in relation to exceptional students.

UBC does not offer an undergraduate degree in special education.

The undergraduate courses in special education are open to students enrolled in the regular B.Ed. program or in one of the following post-B.Ed. special education programs: (1) Master of Education (M.Ed), (2) Master of Arts (M.A.), and (3) Diploma in Special Education. Most undergraduate courses are also available to Unclassified students.

Quick Facts

- Degree: Master of Education
- Specialization: Special Education
- Subject: Education
- Mode of delivery: On campus
- Program components: Coursework + Major Project/Essay required
- Faculty: Faculty of Education

Special Education

The Special Education program at UBC concerns the education of students with exceptionalities, such as students with visual impairments, developmental disabilities, emotional or behavioural disorders, learning disabilities, gifts and talents, and those who are deaf or hard of hearing. Faculty are committed to promoting practices that facilitate inclusion, empowerment, and self-determination of individuals with disabilities and other special needs in home, school, and community settings.

Mission

Our mission is to collaboratively engage a range of diversity, expertise, and research endeavors to promote or enhance the learning and well-being of individuals with exceptionalities in home, school, and community settings.

Top 5 Reasons to Apply

1. Only university in the country to offer graduate coursework in special education across all areas of exceptionality.

2. Opportunities for practical experiences with a variety of district and community partnerships:
- American Printing House for the Blind
- Autism Community Training
- BC Children’s Hospital/Sunny Hill Health Centre for Children
- Blind Beginnings
- Communication Assistance for Youth and Adults
- Pacific Autism Family Centre
- Provincial Resource Centre for the Visually Impaired
- Provincial Services for the Deaf and Hard-of-Hearing
- School Districts in the Lower Mainland and rural areas of BC
- Special Education Technology-BC
- Well-Being Program for Deaf, Hard-of-Hearing, and Deaf-blind
- Western Institute for the Deaf and Hard of Hearing

3. We offer opportunities for research and funding through faculty partnerships.

4. We offer opportunities to change practice for the better through Special Education faculty initiatives.

5. Outstanding support through a world-class faculty and staff to guide you on your academic journey!

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In this dynamic programme you’ll build on your existing musical skills and develop a greater understanding of the theories and techniques of digital composition and performance. Read more

Programme description

In this dynamic programme you’ll build on your existing musical skills and develop a greater understanding of the theories and techniques of digital composition and performance.

A focus of the programme is bridging the gap between the musical vision and its performance. With this in mind, you will be encouraged to perform your own music in live situations and take your place at the forefront of your music’s realisation.

An emphasis is also placed on the field of digital composition within a wider context, which you will address through seminar work. You’ll learn how to plan a technological project and translate your musical ideas into interactive computer music programmes and/or scores.

Programme structure

Your study will take the form of weekly lectures or seminars, as well as at least 10 hours a week on project work.

You will complete six courses.

In semester 1:

Real-Time Performance Strategies and Design
Composers’ Seminar A
a choice of Sound Design Media, Compositional Practice A, Principles of Composition for Screen or another course as agreed with the Programme Director

In semester 2:

Non Real-Time Systems
Composers’ Seminar B
a choice of Digital Media Studio Project, Compositional Practice B or another course as agreed with the Programme Director
In addition, over the spring and summer, you will prepare a final digital composition and performance project.

Learning outcomes

Students will gain in-depth knowledge of:

how to make music with computers
the combination of hardware and software systems in music performance
music programming both in real-time (e.g. Max/MSP) and non-real-time e.g. slippery chicken
audio production and post-production
how to plan, execute, realise, and document a musical-technological project
how to translate musical ideas into fully-functioning interactive music software
their own creative practice in the context of past and present cultural developments

Career opportunities

As this programme involves a wide range of disciplines both technical and artistic, you will gain a number of transferable skills ranging from the core matters of composition, audio production and music programming to more indirect but highly employable skills such as research, documentation, critical thinking, oral presentation, teamwork and software development.

Our graduates have gone on to be employed as composers, performers, researchers, Cirque du Soleil sound technicians, university lecturers, software engineers, BBC sound recordists, web designers, multimedia/ video streaming engineers, and DJs.

See our alumni webpage for details of the careers of recent graduates:

[Music Alumni] (http://www.dcp.music.ed.ac.uk/alumni.php)

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The MA Education programme will give you an unparalleled opportunity to study education at a master's level. Working independently within a challenging but supportive environment, you will be provided with the tools and resources to undertake and use educational research. Read more
The MA Education programme will give you an unparalleled opportunity to study education at a master's level. Working independently within a challenging but supportive environment, you will be provided with the tools and resources to undertake and use educational research. You will also be supported in researching and reflecting on your own practice.

The programme aims to:
- improve your research, analysis and critical thinking skills
- enhance your professional practice through greater theoretical understanding of current educational issues.

The MA Education is designed for teachers, lecturers, trainers, educational leaders, managers and administrators, and those aspiring to a career in education.

Programme features:
- Choose from one of four Study Pathways to focus your learning where you want to develop.
- Flexible study options include Summer Schools, Study Centres and distance learning.
- Undertake a small scale research project in the context of your own or your institution's policy and practice.
- Optional opportunity to study for the International Baccalaureate Educators’ Certificate alongside the MA Education.

Visit the website http://www.bath.ac.uk/study/pg/programmes/ma-in-educ/

Study Pathways

You can choose one of the following Study Pathways as part of this programme:

MA Education:
The MA Education is our most popular degree and allows you the greatest flexibility in choice of units and dissertation topic (with the exception of those opting to take the International Baccalaureate Educator Certificates who are required to take specific units).

MA Education (International Education):
This pathway is designed for those who wish to develop knowledge and an understanding of issues relating to education beyond the national context. Depending upon your interests, you can focus on issues relating to educational practices in different national systems, on international schools and/or on other issues cutting across national contexts.

MA Education (Learning and Teaching):
If you wish to develop the practice and your understanding of Learning and Teaching then this is the pathway for you. Core units draw on theory of learning and teaching processes (with children and adults) and the role of technology.

MA Education (Educational Leadership and Management):
This pathway is designed to meet the needs of experienced educational professionals who wish to inform their work as leaders and managers, or who aspire to a leadership role, through an in-depth understanding of current educational management practice, theory, research and policy.

Ways of studying - flexible study options

You can choose from a variety of ways to study this programme.

- Summer School (http://www.bath.ac.uk/education/postgraduate/ways-of-studying/summer-school/)
- Study Centres (http://www.bath.ac.uk/education/postgraduate/ways-of-studying/study-centres/)
- Distance Learning (http://www.bath.ac.uk/education/postgraduate/ways-of-studying/distance-learning/)

If you wish, you can complete the programme entirely though distance learning, however we recommend you try to attend at least one face-to-face unit as it is valuable to spent time in a study environment with tutors and other students.

Programme structure

For the 90 credits required for the MA Education, you acquire 60 credits through taught units and 30 credits by completing a dissertation. Typically, you complete five 12 credit taught units. One of the taught units must be the Research Methods in Education which is worth 12 credits, another of the taught units must be Understanding Learners and Learning or Education and Society (your choice may depend on which pathway you choose).

- Distance learning study commences at two fixed points in the year, 1st March and 1st September.
- Units taught at Summer School start in July
- Units are taught at Study Centres throughout the year.
- You can study units in any order, but you must complete each unit within six months.
- 175 study hours is expected for each unit.
- You can study up to two units at any one time and you have between two and five years to complete the programme.

View summary table (http://www.bath.ac.uk/education/images/ma-education-programme-table.jpg) or Programme & Unit Catalogue (http://www.bath.ac.uk/catalogues/2015-2016/ed/ed-proglist-pg.html#B) for further information.

Learning and teaching

Our programmes are modular, consisting of self-contained units, taught and assessed by assignment and dissertation. As you progress through the units and successfully pass the assignments, you will receive feedback and grades, thus providing you with a clear indication of your academic progress.

Teaching methods at Summer Schools and Study Centres include; lectures, student-led seminars, workshops, group work, tutorials, Moodle (virtual learning environment), and other electronic communications.

If there are less than six students enrolled on a unit scheduled at Summer School, the unit will still run, but it may be taught on a Directed Tutorial basis. You will be provided with resources to help your study and individual or group tutorials will be timetabled in order to make sure your learning needs are fully met.

Distance Learning takes place online; enabling you to study independently with the support of a tutor. The Wiki environment offers you a number of alternatives for working flexibly with your learning materials. In addition, there are opportunities to link up with other students and leave feedback about your experience.

Methods of assessment

Assessment consists of a written 5000 word assignment for each unit of study, together with a 15,000 word Dissertation.

Accreditation of Prior Learning (APL)

If you have studied, but not completed or received an award, for postgraduate Masters level units in education from another institution, you may be eligible to transfer credit for this prior learning.

- Depending on the programme of study, you may transfer up to 40% of the total credits required for the MA/Postgraduate Certificate/Postgraduate Diploma in Education.

- Credit must have been obtained recently (less than 8 years ago at the time of the award of the qualification to which it contributes).

- Claims for APL will be considered on a case-by-case basis.

- If you obtain APL you will still be required to study Research Methods in Education and either Education and Society or Understanding Learners and Learning (unless your previous study has sufficient overlap with any of the units, in which case exemption may be considered).

- Use of APL credit may affect your options when selecting a study pathway.

Careers

This programme is ideal for those wishing to progress their career within an educational organisation.

Many of our graduates have gone on to be leaders and managers within educational settings; while others started their educational careers in teaching, lecturing or administration. This degree will also prepare you for further study at Doctoral level (PhD or EdD).

About the department

The Department of Education is a thriving academic community focused on furthering our understanding of policy, culture, pedagogy and diversity within a global educational context. We hold a strong national and international reputation for our research.

We have an excellent network with a wide range of educational institutions including, schools, colleges, universities, local authorities and government departments, within the UK and also internationally.

Find out more about the department here - http://www.bath.ac.uk/education/

Find out how to apply here - http://www.bath.ac.uk/hss/graduate-school/taught-programmes/how-to-apply/

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The Higher Education Program (HIED) at UBC focuses on the study of all facets of institutions of higher learning. The multifaceted, interdisciplinary Program draws on aspects of history, philosophy, sociology, economics, political science, psychology, sociology, law, and administrative studies. Read more
The Higher Education Program (HIED) at UBC focuses on the study of all facets of institutions of higher learning. The multifaceted, interdisciplinary Program draws on aspects of history, philosophy, sociology, economics, political science, psychology, sociology, law, and administrative studies. The Program addresses several core themes:

Core Themes

- The foundations of higher education
- The contexts in which institutions and systems of higher education operate
- International and comparative perspectives of higher education systems and policies
- International and comparative perspectives on access, admissions, and student mobility
- Current issues in higher education
- Transitions and access in education
- Perspectives on retention, attrition, and success in institutions of higher education
- Student success in higher education
- Interrogating higher education environments

Program Overview

The Higher Education graduate program at UBC focuses on the study of institutions of higher education and their members, activities, and policies. The program draws on such disciplines and fields as history, philosophy, sociology, economics, political science, psychology, law, and administrative studies.

The Higher Education graduate program offers a Master of Education (M.Ed.) in Higher Education. The Master of Arts (M.A.) in Educational Studies program also offers a concentration in higher education. Both M.Ed. and M.A. programs are also available as part-time studies.

Quick Facts

- Degree: Master of Education
- Specialization: Higher Education
- Subject: Education
- Mode of delivery: On campus
- Program components: Coursework + Major Project/Essay required
- Faculty: Faculty of Education

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The Postgraduate Certificate in Teaching A-Level Mathematics is designed for practising secondary Mathematics teachers who wish to develop or enhance their teaching at post-16 level. Read more
The Postgraduate Certificate in Teaching A-Level Mathematics is designed for practising secondary Mathematics teachers who wish to develop or enhance their teaching at post-16 level. The course was developed at Warwick University under the aegis of MEI. In addition to developing your subject knowledge, you will focus on the theoretical underpinning of learning advanced Mathematics and will explore the evidence base for the teaching of one mathematical topic in more depth.

If you are considering this programme, you may also be interested in the MSc Mathematics Education.

Facts

Mode of study: a series of full-day sessions, usually in pairs.

Duration: an academic year.

Location: Durham City campus.

How will I be taught?

The course is very 'hands-on'. Expert tutors come from both Durham University and the University of Warwick. You will work with peers on a range of problems and will reflect on both Mathematics and the appropriate pedagogy.

You will be assessed using a variety of methods, including a portfolio, written assignments, reports and presentations.

What will I learn?

The certificate is based on two modules: A-Level Mathematics Pedagogy and Classroom-based Enquiry in A-Level Mathematics.

A-Level Mathematics Pedagogy

The module introduces the theoretical and practical underpinnings of advanced Mathematics teaching and learning and introduces existing research findings in the area. It covers issues such as the role of questioning in the A-Level Mathematics classroom, visual representations of complex concepts, proof and reasoning and the role of ICT. The assessment involves the production of a portfolio (33%) outlining both the development of subject knowledge and practical teaching skills, as well as a written assignment focused on a key topic in the learning and teaching of A-Level Mathematics (67%).

Classroom-Based Enquiry in A-Level Mathematics

The module develops the skills associated with small-scale, classroom-based research methods to enable teachers to explore an aspect of teaching and learning around one mathematical topic in their own classroom. Building on an understanding of research methods gained from existing literature, the module will examine alternative pedagogies in A-Level Mathematics, assessment, the role of optional modules (such as statistics, decision and mechanics) in developing mathematical understanding, as well as methodological ideas such as action research. The module is assessed by a presentation on a chosen classroom-based enquiry topic (33%) and a written report of the methods and findings of the enquiry project (67%).

Who will teach me?

Bernard Murphy is the MEI Programme Leader for CPD. After 11 years in the classroom, in England and, through VSO, in Tanzania, he joined MEI in 2003 to set up the TAM programme at the University of Warwick. Most of his work now involves CPD related to the Mathematics A-Level. In addition, he was recently involved in a European Project 'Awareness of Big Ideas in the Mathematics Classroom', carries out reviews of whole Mathematics departments, regularly presents master classes to primary and secondary school pupils, has been an A-Level principal examiner and is an author of textbooks.

Mike Ollerton is mainly responsible for supporting teachers through the two Master's modules. Mike has worked on Master's programmes since 1998 in Cumbria (formerly St. Martin's, Lancaster), Warwick )from 2011) and more recently in Durham (2012).He has 20+ years of secondary school Mathematics teaching and is passionate about seeking ways to make the learning of Mathematics accessible and understandable. Since 2006, Mike has been a freelance consultant, working with may schools and running courses focusing on problem solving and investigative approaches. He is a long term member of the Association of Teachers of Mathematics.

James Frost is a member of the Durham University team that works alongside MEI in offering the TAM programme. His primary role resides within the practical teaching element of the course and thus, he is responsible for ensuring that the ideals and philosophy of the programme are evident within the classrooms of TAM students. James has 20 years' experience as a teacher and educator, working on BA, B.Ed and PGCE programmes both in the UK and overseas (St. Lucia). Currently studying for a doctoral qualification, James is particularly interested in the use of ICT in Mathematics classrooms, especially the role of multiple representational environments in developing mathematical understanding.

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The Child and Adolescent Psychotherapeutic Counselling Masters degree is part of a B.A.C.P. and U.K.A.P.C. accredited route to becoming a child and adolescent psychotherapeutic counsellor. Read more
The Child and Adolescent Psychotherapeutic Counselling Masters degree is part of a B.A.C.P. and U.K.A.P.C. accredited route to becoming a child and adolescent psychotherapeutic counsellor. To become an accredited practitioner candidates are also required to hold the Advanced Diploma in Child and Adolescent Counselling. The increased emphasis on the integration of education, social services and health in the delivery of services to children under the Children's Act 2004, make this route particularly pertinent and valuable, not only to teachers but to a wide range of practitioners within the area.

See the website http://www.graduate.study.cam.ac.uk/courses/directory/ededmeepc

Course detail

The four main elements of the route are:

1. The Therapeutic Relationship and Therapeutic Processes
This element explores an integrative approach to the therapeutic relationship. It will include a study of the working alliance, the transferential relationship and the person to person relationship.

2. Professional Issues in Therapy with Children
In these sessions, the key professional, ethical and legal issues surrounding the practice of therapeutic counselling and research on counselling are examined. Since the context of work with children and adolescents is rapidly changing, with increased emphasis on working with other agencies, systems and groups as well as with individuals, it is important to understand different contexts and the different modes of working within them.

3. Understanding Child and Adolescent Development
This element explores the key theoretical frameworks for individual and group development in childhood and adolescence and their implications for therapeutic practices.

4. Developing Children's Social and Emotional Well Being
This element explores how children's social and emotional well being can be developed in proactive and educational, as well as therapeutic, ways.

Learning Outcomes

By the end of the programme students will have:

- Demonstrated a comprehensive knowledge and understanding of the theory and practice of an integrative, relational, developmental and ecosystemic approach to psychological therapy with children and young people
- Shown abilities and skills to work therapeutically with children and young people
- Demonstrated a highly developed ethical attitude both in therapeutic practice and research
- Shown a comprehensive understanding of research techniques, and a thorough knowledge of the literature applicable to their specific topic;
- Demonstrated originality in the application of knowledge, together with a practical understanding of how research and enquiry are used to create and interpret knowledge in their field;
- Shown abilities in the critical evaluation of current research and research techniques and methodologies;
- Demonstrated self-direction, originality and ethical awareness in tackling and solving problems, and acted autonomously in the planning and implementation of research.

Format

The course is composed of two key elements: (i) the research methods training course and (ii) the 'Child and Adolescent Psychotherapeutic Counselling' thematic route. Teaching time is split between the two elements, with 32 hours of teaching being given to research methods and 64 hours being given to the subject specific content. The course is taught through a mixture of lectures, smaller group seminars and individual supervisions.

Written feedback is provided on the thesis by two independent assessors. Informally, feedback will also be provided through regular supervisions. Supervisors are required to provide a report on student progress which can be viewed by the student through CGSRS.

Assessment

Thesis: Up to 20,000 words.

Students following the two year MEd programme are required to submit the following in Year 1:
Essay 1: 6,000-6,500 words.
Essay 2: 6,000-6,500 words.

Continuing

Students wishing to continue from the Masters in Education to PhD or Ed D are required to achieve:

1) an average of 70 across both sections with the thesis counting as double-weighted (eg: (Essay 1 + Essay 2 + thesis + thesis) divided by 4 = 70 or above.
Or
2) a straight mark of 70 or higher for the thesis.

How to apply: http://www.graduate.study.cam.ac.uk/applying

Funding Opportunities

The Faculty is pleased to say that, in general, education students are successful in most of the funding competitions, and, in a typical year, will host students who have been awarded funding from all of the major funding bodies.

In addition, a number of Colleges have their own scholarships/bursaries, but these will be restricted to College members. Finally, it is important to note that deadlines for scholarships and bursaries are early, so applicants are strongly encouraged to explore funding opportunities as soon as possible - at least a year in advance of the start of the course.

General Funding Opportunities http://www.graduate.study.cam.ac.uk/finance/funding

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With a Master of Laws postgraduate degree from City, you can create your own programme of study to enhance, develop or transform your career. Read more
With a Master of Laws postgraduate degree from City, you can create your own programme of study to enhance, develop or transform your career.

Who is it for?

The Master of Laws postgraduate course is for students who are looking to enhance their legal careers or shift focus to a new area of law. The flexibility of the programme and the 50+ modules on offer means that you can use the course to define your own Master of Laws postgraduate experience.

Our students come from a wide range of backgrounds. Some have just completed undergraduate degrees while others have experience in private practice at law firms or as in-house counsel. We also attract students who have engaged in non-legal work in sectors including finance and energy, public service and NGOs.

Objectives

The Master of Laws LLM at City has a practical, global focus designed to deepen your knowledge and accelerate your career.

The programme has been structured to showcase the most current legal debates, and to expose you to professional practitioners and leading academics. It will give you the skills to tackle complex legal problems within your chosen subjects while also offering a wealth of opportunities including pro bono clinics, guest lectures, recruitment fairs and internships.

The Master of Laws offers extensive choice when it comes to what you learn. You can opt for a general Masters of Law degree by selecting courses from our extensive list of modules, or pursue one of several specialisms in fields such as Public International Law, International Commercial Law and European Union Law. This means you can design your own degree and build your learning around your academic and professional goals.

Placements

In 2012 City University London founded a legal advice clinic focusing on advising start-ups in London’s Silicon Roundabout. The clinic, called Start-Ed, is the first of its kind in the country and has won many awards and grants. Under supervision from a solicitor, you can gain experience assisting real clients that include tech start-ups and meet the people behind London’s most exciting new business ideas.

Academic facilities

The LLM course is primarily taught at Gray’s Inn Place campus with some modules elsewhere. Here you will find the Atkin Building which houses a Law student common room and a large lecture theatre. There is also a Law common room at Northampton Square.

As a City Law School student you will benefit from everything the Institution has to offer including the Learning Success department and Lawbore, an online resource designed to help you find the information you need for the course modules. All course modules have online depositories through Moodle.

The City Law School has its own dedicated administration team and you also have access to two legal libraries, one at the Gray’s Inn campus and the other based on site at our Northampton Square campus.

As part of the University of London you can also become a member of Senate House Library for free with your student ID card. Our excellent location in London puts us within walking distance of the British Library which has a collection of over 150 million items and a extensive law resources.

Teaching and learning

Assessment will draw on a range of approaches which include written coursework, presentations, skills work, in-class tests, projects and a dissertation. The majority of modules will be assessed on the basis of written coursework of 5,000-5,500 words.

The 30-credit dissertation module will involve the submission of a dissertation of 10,000 words on a subject agreed with your supervisor/Programme Director. If you decide to opt for the 60-credit dissertation instead, you will need to submit a dissertation of 20,000 words on a subject agreed with your supervisor/Programme Director.

Most modules have a single combined assessment with 100% weighting but there are some where there is more than one assessment and the weighting for each will be 50%.

You have the option of completing formative coursework in each module. The formative assessment will give you an opportunity to understand and appreciate the academic levels expected. At different stages of the programme, you will have the opportunity to develop and demonstrate legal research, quantitative, cognitive and other skills in addition to your knowledge and understanding of the subjects.

The dissertation gives you an opportunity to display competence in legal research and to explore your specific interests more deeply. There is a degree of autonomous learning at this stage in the programme. You will be demonstrating how you can manage information as well as developing complex arguments and in some cases innovative solutions to specific legal problems.

Each assessment tests whether you:
-Have grasped the relevant principles.
-Are able to analyse and interpret those principles critically.
-Are able to apply them to complex factual problems.
-Can present the relevant points in concise, clear and grammatical terms.

Modules

The general Master of Laws postgraduate degree programme offers students a high degree of flexibility. You can tailor your own suite of specialist elective modules to meet your interests and career aspirations. All modules take a contemporary approach to the study of law and your instructors are scholars and practitioners of the highest calibre committed to giving you the knowledge and skills to tackle complex issues in legal study and practice.

To pursue the general Master of Laws LLM programme you can choose from more than 50 modules covering diverse subjects – everything from Human Rights and Energy Law to Mergers or Money Laundering. Or you can study one of 12 specialist LLM programmes, in which case you will need to study certain subject-specific modules.

Career prospects

The City Law School has a vibrant Pro Bono programme and all students are able to take up opportunities from this programme.

As a graduate from the Master of Laws LLM you are well placed to continue your career in professional legal/corporate practice or apply your degree to many other areas. From business to management, and from banking to NGOs, our students continue their careers in myriad fields.

Master of Laws graduate Fabrizio Garcia Bacigalupo is now a partner within his own law firm in Ecuador, and alumna Roy-Katsani was promoted soon after graduating and now works an in house legal manager in a Greek ship managing company. Find out more about her LLM experience here

You will be given a personal tutor who will guide your academic and professional progress. City, University of London's Career Skills and Development Service provides a range of events and advice services that may help to make you aware of career options.

Students who complete the Master of Laws postgraduate course may wish to continue their academic studies by enrolling in a PhD or MPhil offered by The City Law School.

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Successful participation in this programme enables students to gain provisional registration as a Primary teacher, working with young learners in the 3-12 age group. Read more
Successful participation in this programme enables students to gain provisional registration as a Primary teacher, working with young learners in the 3-12 age group.

You will benefit from a blend of guidance from a range of successful practitioners, peer learning and individual study.

Why study Primary Education at Dundee?

You will work alongside tutors with a wealth of experience to share with you and the ability to help you to develop the skills, knowledge and understanding you will need to fulfil the role of a primary teacher. We offer excellent resources and facilities and a high level of support. You will benefit from placements in two schools, so that you may hone these skills further. We liaise closely with school colleagues, so that they are in a strong position to afford you the experiences you need to make the most of your placements.

Masters level study

The programme offers students the opportunity to have their non-practice placement assignments assessed at Masters Level (SCQF Level 11) and so accrue a total of 60M credits whist they complete their programme of study. These credits can then be used towards future Masters study, representing a considerable saving in both time and cost in relation to the usual Masters study arrangements. We are working closely with the M Ed team within the School to ensure a smooth transition to the Masters programme for those who wish to pursue this.

Professional accreditation

The resulting award of PGDE(P) for all successful participants is recognised by the General Teaching Council for Scotland (GTCS)General Teaching Council for Scotland (GTCS) and widely outside Scotland, thus widening employment opportunities.

Who should study this course?

This course is suitable for those who have already secured a degree and now wish to enter the field of Primary Education, initially as a classroom teacher.

"I have been amazed by how much I have learned. I have found the course to be very inspirational and am thoroughly looking forward to entering a truly fantastic profession. I would like to highlight the great work of the staff and feel each member brings their own element and area of expertise to the course."
Student comment in Online Programme Evaluation, June 2012.

How you will be taught

Students are associated with two schools (one per semester) in order to capitalise on opportunities to gain deeper understanding and to participate in the wide spectrum of aspects associated with the lives of schools.

We also allow students to develop their areas of strengths/expertise and to support them in areas where they feel less secure. In order to meet the varying needs of students and to address issues as they are identified, we offer "Module Enhancements". Students will be able to choose from a range of learning enhancements which provide enriching experiences for the students, enabling them to personalise their studies.

There will be a blended learning approach, whereby students' ability to self-direct their studies will be utilised in tandem with tutor-directed and tutor-delivered activities.

This approach will utilise workshops, lectures, seminars, tutorials and independent (guided and "free choice") study. Students will also benefit from insights and expertise shared by visiting speakers and from visits to a variety of locations.

What you will study

There are four modules: two university-based modules prepare students for their ensuing Professional Practice placements in schools, in Upper Primary and Nursery/Early Years respectively. All four modules (2 university-based and 2 school-based) are compulsory. Students may opt in to an Elective and also participate in a range of Enhanced Learning opportunities, whereby their understanding of educational practice may be furthered, whilst undertaking the university-based modules.

Curricular Studies - The programme covers all aspects of Curriculum for Excellence (CfE). The programme develops students’ understanding of how young learners learn and explores strategies for effective teaching and learning.
Professional Studies - The programme will support and develop students’ awareness and understanding of: inter-agency working, working with parents, meeting the needs of all learners, assessment, classroom management and strategies for promoting a positive ethos for learning, including strategies to support positive behaviour management.
Educational Studies - Students are introduced to the History of Scottish Education, Comparative Education (education systems in other countries) and Learning Theory.
Professional Practice (Placement) - 18 weeks working with 3-12 year olds in two/three settings.

How you will be assessed

Formative assessment and summative assessment are used throughout the programme. There are two university-based assessed modules (one by essay, the other by ePortfolio) and two professional practice placement modules. Professional Practice (Placement) is assessed with reference to the Standard for Initial Teacher Education by university staff and school partners. Although this programme is at graduate entry, there are components (University-based) which are assessed at SCQF Level 10 and Level 11. Professional Placement is assessed only at SCQF Level 10.

Careers

All successful UK and EU participants are guaranteed one year’s employment in a Scottish primary school via the GTCS Teacher Induction Scheme.

The majority of our students go on to enjoy careers as classroom teachers initially. Thereafter, they may apply for promoted posts within the management teams in schools, or as Principal Teachers. Some choose to enter other fields, operating as Education Officers within museums etc. Others undertake further study, to become Educational Psychologists etc. It is also possible to pursue a wide range of further careers, e.g. within Education Scotland, as Advisors/Directors within Local Education Authorities, within GTCS or in Initial Teacher Education in universities.

Recent participants in this programme have gone on to secure permanent posts in a range of settings, both within Scotland and abroad e.g. in International Schools. Some are operating within promoted posts in schools; others are specialising in specific aspects within schools e.g. in promoted posts, Learning Support or Outdoor Education. Others have returned to academic life as lecturers.

"The large input on Curriculum for Excellence has been very useful in my career. As tough as it was to stomach at the time, I feel a step ahead of the game now, and I'm reaping the benefits."
PGDE graduate

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