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Masters Degrees (Educational)

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What's the Master of Educational Studies all about? . a thorough understanding of several theoretical approaches and methodologies to study, evaluate and discuss educational issues;. Read more

What's the Master of Educational Studies all about? 

  • a thorough understanding of several theoretical approaches and methodologies to study, evaluate and discuss educational issues;
  • the necessary competencies and skills to conduct educational research, design instruments, develop training modules and curricula, guide and evaluate innovation processes and to engage with the historical and global aspects of education;
  • insight into instructional psychology, intercultural education, school development, professional and continuing education and educational policies.

The programme primarily aims to provide in-depth knowledge in one or more subdomains of educational studies (basic educational topics, instructional science, educational policy and adult education), but also offers advanced knowledge of educational processes, policy, innovation and research.

Through individualised assignments and research seminars, theexperienced teaching staff will provide you with an overview of basic theories and recent developments in the field of educational studies. In your master’s thesis you get the opportunity to work with KULeuven professors on their research.

Beyond fine-tuning your theoretical insights, you will come to grips with macro-, meso- and micro-processes, as well as methodological skills. Your research-based master's thesis will help you to both develop your aptitude for scholarship in the field and to contribute to it at the same time.

Objectives

The main objective of the program is to encourage a profound knowledge and a deep understanding based on scientific educational research for those people who have already obtained a professional or academic degree and strive for a career in the field of education. The program offers a thorough understanding of educational models and insights in methodology, pedagogy and education to define educational issues and create learning environments to support and optimize the educational development of people (from early years to adulthood).

The Master of Science of Educational Studies embodies a scientific-professional and critical-reflective attitude and has attention for contemporary and societal developments and for the growing complexity in educational processes. The master is systematically and profoundly trained, is competent in translating research results to educational practices and is trained to approach educational issues in the practice of the classroom and the school in a scientific way and to give a justification for his/her approach. .

The master demonstrates concern and an engagement towards the education of young children and adults and a loving care and attention for the learning abilities of each person.

Career perspectives

Master of Science in Educational Studies graduates go on to pursue careers as educational advisors, coordinators or managers in schools or in other educational settings. They are also qualified to play a role in the design and implementation of educational policies, in labour organisations and organisations concerned with vocational and professional education, as well as in community education and lifelong learning.

Successful graduates are also equipped to participate in research projects in Belgium and abroad and may go on to undertake a PhD before embarking on an international career.



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The two-year Master in Educational Sciences aims to prepare students for academic and professional interventions in the field of educational innovation. Read more

About the programme

The two-year Master in Educational Sciences aims to prepare students for academic and professional interventions in the field of educational innovation. It prepares students for research into the nature, development and features of educational actors, institutions, related policies, and processes in educational development and educational practices.

The programme consists of two years and includes an internship and master thesis during the second year. It comprises one set of compulsory courses and one set of optional courses. The optional courses allow students to focus on specific aspects of educational practice and research and further deepen their knowledge.

Theoretical knowledge and research skills

Next to theoretical knowledge, students will acquire research skills to conduct theoretical and empirical research. They will be able to connect the educational practices with the practice of research. The students will be involved in authentic research tasks or projects to learn how to apply theoretical frameworks and research methodologies.

This programme aims to train students in applying relevant research software, conducting educational surveys and other research methodologies through this programme.

Course outline

The educational strategy used in this programme is a blended learning approach. It encompasses a combination of online learning and face to face lessons. The flexibility (in time and place) of online learning is joined with the often needed face to face support and real life contacts with students, teachers and researchers. The programme appeals to innovative methods and interactive technologies to support student learning, such as using discussion forums, blogs and wikis to support online collaborative learning and peer interaction. In addition, teaching and learning strategies such as case-based learning supported by online tools will be applied in this International Master Programme.

The programme includes an internship and master thesis during the second year. It comprises one set of compulsory courses and one set of optional courses. The optional courses allow students to focus on specific aspects of educational practice and research and further deepen their knowledge.

 First year of the Master: relationship between theory and practice
In the first Master year, students discover the different theories and their significance for the educational practice. The relationship between theory and practice will constantly act as the central focus. Students will scrutinize the different theories and methods critically and they will create their own opinions. They will be guided gradually and therefore they’ll receive a broad orientation on the educational sciences.

Next to this more general knowledge, we will focus on curriculum design and educational innovation. This includes learning competences on designing learning processes in formal education, educational work, company’s training programmes… To further complement these competences, students can choose courses that will enable them to technically support learning processes (educational technology, e-environments) and/or courses that offer them deeper insight into the management approaches to facilitate innovation in curricula.

 Second year of the Master : focus on research activities

In the second year of the master programme, students will be introduced to numerous research activities of different educational fields: information- and communication technology in education, ICT support for learning processes … Naturally within this last year, students will turn into real professionals. This means that they are very familiar with theory, but moreover they will be able to manage practical issues as well. Therefore, the study programme consists of case studies in which theory and practice go together well, and in which internship (=practice) and a master thesis (= theory and research) are included. Students can perform their internship & master thesis in the European context or in their home country.

The pedagogical internship aims to introduce students to the reality of the pedagogical and educational field. Students learn to cope with educational methods, insights and concepts in real practice. Of course they receive the guidance needed to complete this challenge. As the internship evolves, the student receives more responsibilities and builds more independency by performing the job as an educational expert. Core competencies that were achieved through the programme are further developed, practiced and examined in relation to the educational practice.Top

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The MSc in Educational Psychology aims to prepare Trainee Educational Psychologists to work as practitioners of applied educational psychology in local government (usually Education or Social Services), in voluntary agencies and elsewhere, in the U.K. Read more
The MSc in Educational Psychology aims to prepare Trainee Educational Psychologists to work as practitioners of applied educational psychology in local government (usually Education or Social Services), in voluntary agencies and elsewhere, in the U.K. and beyond.

Why study Educational Psychology at Dundee?

This two-year full-time professional training programme leads to qualification as an Educational Psychologist and eligibility for registration with the Health and Care Professions Council (HCPC) as an Educational Psychologist, after a further year of supervised practice in a local authority psychological service and obtaining the Qualification in Educational Psychology (Scotland) (Stage 2).

A key feature of the programme at Dundee is Problem Based Learning (PBL) which has been shown to be effective in promoting the development of active independent learning as well as collaborative learning. PBL provides an integrated model of teaching and learning as it crosses subject boundaries.

The programme incorporates a spiral curriculum whereby there is an iterative revisiting of topics, subjects or themes throughout the programme. Trainees build new knowledge on prior knowledge and achieve better understanding by exploring topics at deepening levels and in more complexity. Examples of this are the teaching and practical application of frameworks for practice; working with video to reflect on effective communication; and the development of critical reflection skills.

Aims of the course

The aims of the programme are to promote:
The acquisition and development of information, theories, evidence, strategies, skills, services and products, which are based on educational psychology, and relevant to:
- Enhancing effective learning
- Promoting positive social, emotional and behavioural development
- Promoting inclusion
- Co-operative problem-solving
With children, parents, teachers and a wide range of other carers and other professional agencies

Who should study this course?

The programme is aimed at applicants who wish to train as educational psychologists. Applicants have a wide variety of previous qualifications, experience and employment history.

How you will be taught

This course is taught by staff in the School of Education, Social Work and Community Education..
The course runs every two years, in even numbered years, i.e. 2012, 2014, etc. The start date is September and it lasts for 24 months.

Learning experiences in the university are closely linked with those from a series of practical placements in local authority psychological services.

Active and self-managed learning methods are emphasised.

The curriculum is delivered through a range of traditional teaching and learning sessions, practical tasks, role play, video analysis and feedback, peer tutoring and assessment, demonstration and other forms of experiential learning. The utilisation of problem based learning provides an integrated model of teaching and learning.

What you will study

Based on the assumption that educational psychology is primarily about effective learning in different contexts, the programme includes the following taught academic modules that reflect the different ages/stages as well as the various organisational contexts that EPs work to.

There are 5 compulsory academic modules:

Year 1:
Introduction to Educational Psychology Practice
Educational Psychology Practice in the Early Years
Educational Psychology Practice in the Primary Years

Year 2:
Educational Psychology Practice in Secondary and Post-School Years
Advanced Educational Psychology Practice

These modules are designed to facilitate exploration of the following curricular areas in a holistic and integrated manner: child and adolescent development - normal and exceptional; assessment and intervention - individual and systemic; contexts and systems in which children and young people develop and learn; research and evaluation methods; and transferable interpersonal and professional skills.

There are also 2 compulsory placement modules, undertaken in local authority Psychological Services, one in Year 1 and the other in Year 2.

How you will be assessed

There are no traditional written examinations. All assessment is continuous by written academic reports and assignments, oral presentations, a major research thesis, a placement file documenting planning, activities and reflection in both placements, observation and rating by supervisors of performance while on placement., and oral examination by the external examiner (for a sample of students).
There is also a strong emphasis on self-assessment. Trainees are required to keep a Personal Learning Plan, in which they identify and monitor individual targets related to particular skills or bodies of knowledge. These are reviewed in regular appraisal meetings with their university tutor. Grading's of work are on a pass/fail basis. Summative assessment incorporates a formative element and trainees are asked to identify action points to address in the next piece of assessed work.

Careers

Training to become an Educational Psychologist (EP) in Scotland is undertaken over 3 years and consists of 2 separate stages.

Stage 1 involves studying for a Master of Science in Educational Psychology, which is a 2 year full time course, combining study with research and supervised placements.

On completion of the MSc in Educational Psychology, graduates progress to Stage 2 of their training - the Qualification in Educational Psychology (Scotland)(Stage 2). The Qualification is conferred by the British Psychological Society (BPS) on successful completion of one full time (or equivalent) year of supervised practice in the employment of a local authority psychological service and meeting the requirements as specified (for more information on the Qualification please refer to the BPS website).

From 1 July 2009, anyone wishing to practise as an educational psychologist in the UK must be registered with the regulatory body, the Health and Care Professions Council (HCPC). The Qualification has been approved by the HCPC, and Qualification holders are therefore eligible for registration as practitioner psychologists.

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Get the skills and knowledge you need to help people with social or learning difficulties in a range of educational settings. You'll have the opportunity to develop and practise your skills under the expert guidance of world-class researchers and practitioners. Read more

Get the skills and knowledge you need to help people with social or learning difficulties in a range of educational settings.

You'll have the opportunity to develop and practise your skills under the expert guidance of world-class researchers and practitioners.

Explore a wide range of theoretical viewpoints and their practical applications in educational, community and workplace settings. The programme has a bicultural focus and is tailored to meet the needs of New Zealand communities. However your studies will also prepare you to work in multicultural communities and overseas.

Pathway in Educational Psychology

The Faculty of Education offers a research-based Master's programme and the practice-based Postgraduate Diploma that leads to registration as an educational psychologist. You need to complete the Master's before applying to study the limited-entry Diploma programme. The programme includes supervised practice as an intern psychologist and allows you to become a Registered Psychologist with the New Zealand Psychologists Board.

Research

The Faculty of Education has a strong focus on research that enhances theoretical and evidence-based educational psychology policy and practice. You'll benefit from collaboration across education and psychology disciplines, and with the education sector.

Find out more about research in the Faculty of Education

Master of Educational Psychology

You'll study 10 compulsory courses over two or more years. In Part 1, the first year, you'll examine research methods and evidence-based practice, and take courses covering cultural issues in educational psychology, what motivates people to learn, and how to assess those with education difficulties.

In Part 2, you'll explore mental health in young people and how to promote positive behaviours, and study counselling and applied behaviour analysis. You'll also complete a practical research project.

You need to complete this qualification to apply for entry into the Postgraduate Diploma in Educational Psychology Practice (PGDipEPP).

Postgraduate Diploma in Educational Psychology Practice

Study to become an educational psychologist. During this one-year programme you'll complete 1,500 hours of supervised practice. You will be placed in an education setting, usually with the Ministry of Education, where you'll gain 1,200 hours of experience. The remaining 300 hours will be spent one day a week with a community service provider such as an early childhood centre, youth support organisation or other social service.

The Ministry of Education determines where the national internship placements will be depending on supervisor availability and local need, so you may need to be prepared move to another location for your internship.

You'll also take four compulsory courses on campus, covering assessment and intervention, the role of the educational psychologist, and professional practice in both education and community settings.

When you've completed the PGDipEPP, you'll be able to register as a general scope psychologist or as an educational psychologist.

Workload and duration

The MEd Psych takes two years of full-time study. If you are studying part time, you must complete the MEdPsych within four years.

The PGDipEPP takes place from January to December including a two week mid-year break. While it is normally carried out full-time over the year, it is possible to complete the course of study part-time over two years, but you'll need to discuss this with the programme director before you apply.

If you are studying full-time you can expect a workload of 40–45 hours a week for much of the year. Part-time students doing two courses per trimester will need to do around 20–23 hours of work a week. Make sure you take this into account if you are working.

Community

Postgraduate study at Victoria will help you build valuable relationships and networks with peers, university staff and future colleagues.

You'll have opportunities to attend events, workshops, social functions and seminars such as the Student Learning Postgraduate Research skills sessions.

The Postgraduate Students' Association can also give you information and provides a voice for you on campus.

Careers

An educational psychologist might focus on doing research or creating and implementing programmes that can help young people learn more effectively. You could work in a school or for the Ministry of Education, or you may plan to run your own practice providing services to both the public and private sector.

MEdPsyc graduates might go on to PhD study, or work in educational agencies that need specialised educational psychology knowledge and skills.

Explore educational psychology at CareersNZ



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Our master's program is designed for educators who are excited about the potential technology offers for increasing student engagement and learning. Read more

Our master's program is designed for educators who are excited about the potential technology offers for increasing student engagement and learning. Our students want to extend their skills for implementing relevant technology-enhanced activities in their own learning environments.

The hands-on quality of the Educational Technology program addresses the disparity between understanding the functionality of technology and knowing how it can be taught to students. More accurately, it’s not just why you’d use technology, but how it could be strategically implemented.

Our graduates will be prepared to:

  • Optimize the use of active learning techniques via relevant technology tools
  • Take existing curriculum and transform it for a contemporary student audience
  • Design and teach online, hybrid, or blended courses
  • Serve as a peer technology coach for colleagues

Program Details

The Educational Technology master's program is designed for working professionals who are interested in both creative exploration and practical application of digital technologies.

Our focus is always on giving students tools and strategies that they can use right away in their own learning environments. We also understand that every school has different types and amounts of resources, so we explore a wide variety of technology tools with an emphasis on low-cost or free resources.

The program will be of benefit to teachers in both K-12 and post-secondary settings, educational leaders, curriculum and technology specialists, software developers, corporate trainers, and others interested in the intersection of digital technologies and education.

USF's Educational Technology program gives you five powerful ways to enhance your pedagogical toolkit and increase your impact on future learners. Enter as a savvy instructor, work hard, and leave as a:

  • Digital leader
  • Digital storyteller
  • Digital educator
  • Digital designer
  • Digital change agent

Curriculum Structure

The curriculum focuses on the discerning use of technological tools to increase student engagement, motivation, and active learning.

Master's candidates are encouraged to leverage their learning for immediate applicability; course projects require students to apply new skills to discipline-specific content needs.

The Educational Technology program helps educators:

  1. Apply technology-enhanced educational practices in and out of the classroom.
  2. Prepare to evolve with the rapidly changing educational and technological landscapes.
  3. Understand the structure and function of educational technology systems.

The culminating assessment for this project-based master's degree is a portfolio website, which can serve as a platform for sharing and collaborating with other educators, as well as an electronic resume for those wishing to advance their careers.

Program Delivery

Classes meet on teaching weekends, an alternate weekend schedule of about two weekends a month to accommodate adult students, most of whom have full-time jobs and other obligations. The Educational Technology program is designed to be completed in five semesters (two years) including summers. To finish in this timeline, you can plan to take two courses per semester. See the master's program courses.

Program Learning Outcomes

The Educational Technology master's program has five program outcomes.

Upon completion of the MA in Educational Technology students will be able to:

  1. Using knowledge of human cognition, multimedia learning theory, and digital design principles, students will plan and create multimedia instructional materials that enhance their professional or educational practice.
  2. Students will create products (radio-style audio story and a multimedia screencast) that demonstrate their skills at multimedia production.
  3. Create a ready-to-implement course or unit re-design based on a blueprint plan that details scope and sequence, formative and summative assessments, plans for feedback, and a clear protocol for communication and workflow via a LMS. The re-design must transfer a traditional course, unit, or program to a flipped, blended, 1:1, or completely online environment.
  4. Students will design and create a professional website that will serve as their connection hub with other educational professionals. The website will include a blog, a multimedia gallery, a teaching philosophy statement, teaching/professional background, and relevant social sharing links.
  5. Students will apply design thinking to address issues of social justice within the field of educational technology.
  6. Students will create their professional identity, connect with other educational technology leaders, and reflect on their learning and practice as an educator in the digital age.


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This course is approved by the Health and Care Professions Council and accredited by the British Psychological Society. Applications can be made through the Clearing House for Postgraduate Courses in Educational Psychology, for those normally resident in the UK. Read more

This course is approved by the Health and Care Professions Council and accredited by the British Psychological Society. Applications can be made through the Clearing House for Postgraduate Courses in Educational Psychology, for those normally resident in the UK.

The Nottingham Doctorate in Applied Educational Psychology (Professional Training) provides professional training for those wishing to become practising educational psychologists. The programme is a research degree that holds approval from the regulatory body, the Health and Care Professions Council (HCPC). 

Registration with the HCPC

Successful completion of this programme provides eligibility to apply for registration with the HCPC. It is a legal requirement that anyone who wishes to practise using a title protected by the Health and Social Work Professions Order 2001 is on the HCPC register. For more information, please see the HCPC website.

The term 'HCPC approved' applies only to those programmes which have been approved by the HCPC's Education and Training Committee (ETC) and which appear on the HCPC list of approved programmes.

Develop your skills

Our programme possesses a number of unique characteristics that combine to provide a distinctive, forward-looking and high quality professional preparation in educational psychology. It holds at its heart the link between theory and practice. Graduates will be able to:

  • operate with a strong knowledge base in applied and theoretical psychology
  • develop models of practice which are informed by those links
  • employ problem-solving approaches at an individual, group and organisational level
  • integrate a range of personal and professional skills to enable the delivery of the role
  • work flexibly and adaptively across a range of settings and situations, showing sensitivity to equality and diversity
  • operate with a confident knowledge of research methods.

The location of the programme within the School of Psychology is distinctive and provides trainees with a deep theoretical understanding of their work. The programme provides the opportunity to meet leading practitioners and researchers.

The School of Psychology is a preeminent department, ranked in the top 10 in the UK for research power at the most recent Research Excellence Framework (REF 2014) exercise.

The Educational Psychology Group at Nottingham has an established record of influential teaching, and of publications written by staff and students. The programme has strong working relationships with professional educational psychologists employed by the regional Local Authorities and other settings.

Course structure

The programme comprises three strands: taught academic modules, professional fieldwork placements, and a research component. Through these programme elements graduates reach the HCPC’s Standards of Proficiency for Practitioner Psychologists (Educational). The programme also meets the HCPC’s Standards of Education and Training, and the terms of BPS accreditation.

Course delivery

A core tutor team in the Educational Psychology Group provide teaching and tutoring to the programme. The programme also draws upon the special expertise of practitioner educational psychologists, and other professionals.

Supervision is an essential part of training at Nottingham. Trainees have a nominated university supervisor, as well as a placement tutor. Trainees receive regular individual tutorial and supervisory support, to facilitate their integration of the theoretical, professional and research components of the programme.

The course is delivered through seminars and private study. Workshops incorporate simulation activities and experiential learning. Problem-Based Learning approaches inform a number of taught elements. The programme promotes sensitivity to equality and diversity issues in its processes and content, throughout.

We believe that a course of applied training is part of a broader perspective of professional development, which does not culminate at graduation. The programme therefore employs some approaches that support continuing learning, providing trainees with methods to support their subsequent professional practice.

Placements

Each trainee placement is supervised by a named HCPC registered Practitioner Psychologist.

In Year 1, trainees are on supervised placements for one day per week throughout the year in educational psychology services, with some supplementary placement weeks.

In Years 2 and 3 trainees undertake placements of 130 days per each year, typically supported by a Local Authority bursary, in educational psychology services.

Trainee placements can be located in the East Midlands region, or beyond, by trainee request, depending upon availability.

All placements follow guidance provided by the University to trainees and supervisors, linking placement activities to modular learning.

Research

Trainees follow a bespoke programme of Applied Research Methods training in Year 1. Research is undertaken during Years 2 and 3, for the thesis submission for examination in May of Year 3.

Assessment

Modules are assessed by written assignments, focused case studies or presentations. Placements are supported and evaluated through 3-way meetings involving trainee, university tutor, and placement supervisor. Assessment is through Portfolio, including a Professional Development Log of competencies.  

Careers

Graduates of this programme seek employment as Educational Psychologists subject to registration as Practitioner Psychologists (Educational) with the HCPC. 

The School of Psychology at Nottingham offers exciting prospects for educational psychologists. Children, their families and carers, teachers, schools and other settings, and Local Authorities look for support from psychologists whose training and personal qualities have equipped them for these new roles and challenges. In a time of rapid societal change, the problem-solving approach of the programme equips Nottingham trainees to respond creatively to the challenges the role brings them.

Open day

An open day runs each October for those interested in the programme. Potential applicants are encouraged to attend. Book your place now.



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The Educational Leadership PGCert is for practising educators in any educational sector, particularly those in leadership roles or aspiring leaders. Read more
The Educational Leadership PGCert is for practising educators in any educational sector, particularly those in leadership roles or aspiring leaders. You will develop both 'know how' and 'know why' in relation to educational leadership.

On completing the course you will have a good, critical understanding of:
-Current thinking and key issues of leadership and strategic management of educational institutions
-Relevant leadership theories and their significance for educational leadership

The course will help you to use approaches of practitioner enquiry as a means for professional practice, educational effectiveness and improvement of educational organisations.

At the beginning of the course, you will be asked to complete a formatively assessed written task to tailor the teaching and reading list to your development needs. This personalised approach has been identified by previous students as a particular strength of the course.

Through the educational leadership enquiry task you will acquire a critical understanding of research methodologies, methods and theory of research, and practical experience in approaches to encourage educational effectiveness and improvement.

Course tutors are active scholars, have had or hold leadership roles within the education sector and all teach and supervise across a range of courses. This provides them with a wide knowledge base and a genuine concern for the challenges of educational contexts. The PGCert in Educational Leadership is led by the director of the North Leadership Centre, René Koglbauer.

The course draws on the expertise developed in the North Leadership Centre and the Research Centre for Learning and Teaching which are based in the School of Education, Communication and Language Sciences.

The North Leadership Centre is one of the seven founding partners of NETSP (North East Teaching Schools Partnership), which holds the license for the National Leadership Curriculum by the National College for Teaching and Leadership:
-National Professional Qualification for Middle Leadership (NPQML)
-National Professional Qualification for Senior Leadership (NPQSL)
-National Professional Qualification for Headship (NPQH)

Delivery

The course is made up of two modules. The first module is taught in evening sessions (from 4.30pm to 7pm) during the autumn term. The second module is taught in two full days and an evening session during the spring term. In addition, you will have the opportunity to attend tutorials with the module leaders.

Sessions are taught interactively. Weekly tasks are built into the course so that you actively contribute to each session. The learning from the modules extends into practical and reflective engagement with the workplace.

Modules can be combined with other Master's level credits (including the PGCE), to complete a full Master's with a dissertation.

Placements

You are expected to work or volunteer in a professional educational setting. This provides the context for much of your practitioner enquiry.

Facilities

You will be taught in the King George VI Building. You have access to the Education Resource Centre and associated borrowing rights.

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The University of Birmingham is a Department for Education and National College for Teaching and Leadership (NCTL) approved provider for the National Award for SEN Co-ordination. Read more

The University of Birmingham is a Department for Education and National College for Teaching and Leadership (NCTL) approved provider for the National Award for SEN Co-ordination.

It has been running accredited (Masters level) professional development programmes for special educational needs co-ordinators (SENCos) for over 15 years. Over a thousand SENCos have successfully completed their training over this period and given excellent course feedback!

The University runs partnership versions of the National Award for SEN Co-ordination course with the following Local Authority partners: Birmingham; Dudley, Sandwell & Wolverhampton (combined cohort); Staffordshire (Entrust). 

Within these Local Authority areas teachers wishing to apply for a place on the course work in a range of maintained mainstream schools, maintained nursery schools, academy and free schools, and pupil referral units (PRUs).

SENCos working in other neighbouring Local Authority areas may also be able to join one of the partnership courses (in 2014-2015 for example, SENCos from Derbyshire, Herefordshire, Solihull, Telford and Wrekin and Warwickshire were participating in versions of the course).

This Masters level course (60 credits) has been updated to reflect changes to the NCTL learning outcomes framework. It is also closely aligned to the changes taking place to special educational needs and disability policy, provision and practice in England including the changes to SEN Code of Practice (2015).

We are currently recruiting to this programme. The programme is inviting applications for the following cohorts.  

  • Birmingham and Black Country based programmes starting September 2018. 
  • Staffordshire based programmes starting January 2019. 

Course details

The National Award is a mandatory qualification, 60 Credit Masters level course which all SENCos who are new in role must undertake. The course meets the requirements of the SEN Code of Practice (2015 Section 6.86).

The Special Educational Needs and Disability Regulations (2014) states:

(1) The appropriate authority of a relevant school must ensure that the SENCO appointed under section 67(2) of the Act meets all of the requirements in either paragraph (2) or (3). 

(2) The requirements in this paragraph are that the SENCO:

  • is a qualified teacher;
  • if required to complete an induction period under regulations made under section 135A of the Education Act 2002, has satisfactorily completed such an induction period; and
  • is working as a teacher at the school. 

(3) The requirement in this paragraph is that the SENCO is the head teacher or acting head teacher (or equivalent in the case of an Academy school) of the school. 

(4) Where a person becomes the SENCO at a relevant school after 1st September 2009, and has not previously been the SENCO at that or any other relevant school for a total period of more than twelve months, the appropriate authority of the school must ensure that, if the person is the SENCO at the school at any time after the third anniversary of the date on which that person becomes a SENCO, that person holds the qualification. 

The training courses are 12 months in duration; however, SENCos have up to three years from the point at which they are designated as a SENCo in which to complete the award. Final responsibility for ensuring the school’s compliance lies with the school’s governing body.

The course is designed to support a SENCo’s professional development, giving them an opportunity to reflect upon and improve their practice whilst learning more about the coordination of special educational needs, leadership and management, policy and supporting the individual needs of children and young people.

Learning and teaching

The course content is related to local and national contexts and the teaching and learning opportunities are delivered by local and nationally based experts such as experienced teachers, Educational Psychologists, school leaders, Inspectors, therapists and service leads.

The National Award covers: 

  • the role of the SENCo & the statutory framework for SEND (including relevant policy requirements) 
  • effective approaches to identification, assessment and intervention (principles and practice; differentiation – quality first teaching, waves of intervention, individualised education planning)
  • responding to diversity (areas of need) – cognition and learning; communication & interaction; social, emotional and mental health, sensory and/or physical needs 
  • pupil participation, parent partnership & inter-service collaboration 
  • inclusive provision management (effective use of human resources and interventions, and evidence based practice) 
  • developing and sustaining effective SEND leadership (preparation for inspection; whole-school initiatives such as Achievement for All) 
  • Professional development to improve practice. 

The teaching takes place over ten face to face days during term-time. The days are evenly spread over the school year and sessions are taught in local authority/school centres and at the University of Birmingham. In addition, all students have access to the online virtual learning environment and full library facilities to support their learning.  

Assessment

The assessments have been designed to meet the requirements of the course and enhance school self evaluation procedures.

Specific assignments - course participants all need to complete three 4000 word written assignments at Masters Level:

  • An evaluation: focusing on specific course content and aspects of the SENCo’s role and school based SEN procedures. 
  • A case study:  focusing on in-depth work with a young person and their family.
  • A professional development project presented as a brief ‘research report’ focusing on an aspect of professional development carried out by the SENCo in her/his school or setting.

Employability

This course will enable SENCos to meet essential requirements for undertaking the role in English schools. These requirements are set out in regulations and state that:

Governing bodies of maintained mainstream schools, maintained nursery schools and the proprietors of Academy (including Free Schools) must ensure that there is a qualified teacher designated as SENCo for the school.

The SENCo must be a qualified teacher working at the school. A newly appointed SENCO must be a qualified teacher and where they have not previously been the SENCo at that or any other relevant mainstream school for a total period of more than twelve months , they must achieve the National Award in Special Educational Needs Coordination within 3 years of appointment.



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In the current climate there are structural and political pressures to improve educational performance and opportunities within educational institutions and with this the quality of leadership comes under scrutiny. Read more

In the current climate there are structural and political pressures to improve educational performance and opportunities within educational institutions and with this the quality of leadership comes under scrutiny. This MSc recognises that a high-quality educational system depends on leaders from all walks of life and all types of positions, regardless of title. It is intended, therefore, to provide leadership development for people who work in all manner of roles in the educational system: classroom teachers, formal school leaders, local authority personnel, policymakers, and any individual with a direct interest in the primary and post-primary school sectors.

The programme aspires to equip you with the necessary knowledge, skills, and creative capacity to respond to a variety of leadership challenges faced in contemporary educational institutions. We will challenge traditional notions of 'leaders' and 'leadership' pointing to new, more collaborative and more organic models of leading.

It is expected that graduates will be able to inform their professional practice with the latest research evidence in the field to nurture meaningful relationships in educational communities, address issues of equity and diversity, support teaching and learning, and ultimately ensure quality outcomes which are tailored to contextual needs. We seek to develop in students the ability to critique current leadership practices and to enact changes that will improve education for all.

Why Educational Leadership at Queen's?

◦As a prestigious Russell Group University, Queen’s is ranked 8th within the UK in relation to research intensity;

◦Education at Queen’s has been ranked 4th within the UK in relation to research intensity with 87% of the research undertaken within the School assessed as ‘internationally excellent or world leading’ (REF, 2014);

◦We provide a CPD opportunity for teachers and other educational professionals who work, or aspire to work, in a leadership capacity at different levels within their organisations;

◦We seek to develop in students the ability to critique current leadership practices and to enact changes that will improve education for all;

◦The content is delivered in a mixture of face-to-face and online formats (blended learning) creating flexibility for part-time working students, while providing for a range of learning styles.

◦Belfast is a growing cosmopolitan city, offering a good quality of life and one of the lowest costs of living in the UK; this makes it an attractive destination for EU/international applicants who want to undertake full-time study.

◦If you don’t want, or need, to study for the research dissertation, flexible exit awards are available (PG Diploma/ PG Certificate);

◦You may also undertake individual course modules without completing a full degree.

Programme Structure and Modules

Core Modules (all 20 CATS points):

An Introduction to Research Methods: Children, Young People and Education (compulsory)

This module will provide you with an understanding of differing perspectives that underpin quantitative and qualitative methodologies and is required preparation for your dissertation.

Leadership for Change (compulsory)

You will develop theoretical and practical knowledge of change in complex educational environments. Topics covered include: the nature and types of change; the process of organisational change covering phases from inception to institutionalisation; factors affecting the success of change at different levels; creativity and change; resistance to change; and the subtle ways in which culture influences the implementation of reform. Attention is paid to the role of different stakeholders in the school change process and on developing constructive dialogue for change by shifting the focus from the identification of problems to exploring possibilities.

Leadership Theory and Practice: an Overview (compulsory)

This compulsory module introduces leadership and organisational theories as they pertain to education. You are expected to develop understanding of the complex nature of leadership in educational institutions and appreciate the idea that ‘good leadership’ is always contingent upon the situation and context. Leadership practice is examined through different thematic lenses such as: human motivation theories; social systems theory; the concept of emotional intelligence; organisational culture and politics; partnership and collaboration; as well as equity and ethics.

School Effectiveness and School Improvement (compulsory)

We will examine current debates on what constitutes an effective school, the factors affecting school outcomes, and the implications for those assuming leadership roles. Attention is paid to the impact of inter- and intra-school collaboration on educational outcomes and the challenges posed by existing competitive structures internationally. You will learn how to use data critically in measuring school effectiveness and planning for improvement. We will look into how such data can be used to challenge inequities and promote a socially just education.

Two optional modules may be chosen from the Educational Studies (MEd) programme.

Assessment

There are no written examinations. Modules are assessed by coursework, which includes written assignments and group presentation projects.

Career Opportunities

Graduates have found this degree beneficial for developing leadership practice in their workplace. Others have found it beneficial in gaining employment or promotion. Some progress to Doctoral-level studies and research.



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The Educational Leadership (International) MBA will meet the needs of senior educational leaders, developing the scholarship and academic skills to support their reflective practice. Read more

The Educational Leadership (International) MBA will meet the needs of senior educational leaders, developing the scholarship and academic skills to support their reflective practice. It will enable them to reflect on the key areas of theory, empirical research and values that underpin educational leadership, and allow them to analyse how policy can impact on educational leadership.

About this degree

This programme provides students the opportunity to develop as a strategic thinker, leader of learning and educational improvement, and manager of resources, exploring important national and international debates in and around educational reform, leadership, and teaching and learning.

Students undertake modules to the value of 180 credits.

The programme consists of four core modules (120 credits), and a dissertation/report (60 credits).

Core modules

  • Strategic Leadership and Resource Management
  • Leading People For Effective Learning
  • System Leadership
  • Leading in Diverse Communites and Cultures

Optional modules

There are no optional modules for this programme.

Dissertation/research project

Students undertake an independent research project which culminates in a dissertation of 20,000 words.

Teaching and learning

This programme is delivered through a combination of lectures, seminars, online materials and tutorial support involving module leaders and guest speakers. Assessment is through assignment submission and final dissertation. The programme is delivered through intensive two-day contact periods and tutorial support can be offered in person, via Skype or online.

Further information on modules and degree structure is available on the department website: Educational Leadership (International) MBA

Careers

Graduates of this Master's degree are currently working as:

  • Executive leaders of academies and multi-academy trusts
  • Headteachers/Principals
  • Heads of early childhood settings
  • Senior education consultants working within national and international contexts
  • Local authority leaders
  • Senior leaders in state, independent and international sector schools

Recent career destinations for this degree

  • Head Teacher, Inclusive Learning Service (inner London)
  • Primary School Deputy Head Teacher, Unspecified London School
  • Secondary School Deputy Head Teacher, Unspecified Independent School, Surrey

Employability

This Master's degree provides the opportunity to:

  • develop as a strategic thinker, leader of learning and educational improvement, and manager of resources
  • explore important national and international debates in and around educational reform, leadership, and teaching and learning.

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

Why study this degree at UCL?

The quality, depth and breadth of research and development work carried out by the Department of Learning and Leadership at the UCL Institute of Education (IOE) has an outstanding reputation. The department is at the forefront of promoting new knowledge for and about leadership in London, nationally, and internationally.

The department supports educational and public sector leadership to improve the life chances of individuals and communities, working in partnership with practitioners and policymakers at the critical edge of research and practice.

The Educational Leadership (International) MBA provides a full overview of contemporary education leadership issues. This includes focusing on the role of schools within the wider community and how governmental policy makes its mark.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Learning & Leadership

78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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The Educational Neuroscience MA/MSc will introduce students to the methods and findings from the emerging field of educational neuroscience. Read more

The Educational Neuroscience MA/MSc will introduce students to the methods and findings from the emerging field of educational neuroscience. It will develop their understanding of key issues in educational neuroscience and the application of neuroscience to education, and provide the opportunity for them to undertake research in educational neuroscience.

About this degree

This programme will develop students' understanding of research processes and give them the opportunity to be taught by staff with a wide range of expertise in psychology of education and developmental cognitive neuroscience. Students will also benefit from strong links with psychological expertise in other colleges of the University of London, especially Birkbeck, with whom this is a joint award.

Students undertake modules to the value of 210 credits.

The programme consists of five core modules (90 credits) - four taught at Birkbeck and one at UCL - two optional modules (60 credits) - taught at the IOE - and a dissertation (60 credits).

Core modules

* indicates modules taken at Birkbeck

  • Advanced Quantitative Methods*
  • Developmental Cognitive Neuroscience*
  • Genetics of Development*
  • Issues in Educational Neuroscience
  • Neuroimaging Methods*

Optional modules

  • Students choose two of the following optional modules offered by the IOE.
  • Autism: Research and Practice
  • Cognitive Development and Learning
  • Language Development
  • Personality and Social Psychology in Education
  • Reading and Spelling Difficulties
  • Social Development

Dissertation/report

All students undertake an independent research project which culminates in a 10,000-word dissertation.

Teaching and learning

This programme is delivered by face-to-face daytime or evening sessions and attendance may vary depending on your choice of optional modules. It is assessed by coursework assignments of up to 5,000 words and a 10,000-word dissertation.

Further information on modules and degree structure is available on the department website: Educational Neuroscience MA/MSc

Careers

Graduates of this programme are currently working across a broad range of areas. Some are working as research assistants, while others have jobs as teachers. Graduates can also be found working as PhD students.

Employability

Students gain experience of thinking critically about how to apply scientific theories and findings to educational practice, and how to build an evidence base for education. These are crucial skills that aid career development in both the science and the education sectors.

Why study this degree at UCL?

The Department of Psychology & Human Development brings together staff with research and teaching interests that encompass psychological approaches to learning, development and teaching from early childhood to adulthood.

The Centre for Educational Neuroscience (CEN) was formed in 2008 to promote applications of cognitive neuroscience within educational research, and build partnerships with professionals to translate findings into new practice. The CEN involves 30+ academic staff with expertise in developmental psychology, pedagogy and learning technologies (UCL Institute of Education), cognitive neuroscience and educational psychology (UCL) and developmental neuroscience and computational modeling (Birkbeck).

The CEN established the MA/MSc in Educational Neuroscience, with an intake of psychology graduates and education professionals, which feeds into an ESRC-accredited doctoral training pathway.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Psychology & Human Development

78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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The DEdPsy provides initial professional training in applied educational psychology, and is aimed at psychology graduates with experience of working with children and young people from birth to age 19. Read more
The DEdPsy provides initial professional training in applied educational psychology, and is aimed at psychology graduates with experience of working with children and young people from birth to age 19. The programme generates high-level research expertise and develops the knowledge and skills you will need as an educational psychologist.

The programme is based on an interactionist psychological perspective. It will enable you to promote change at different levels of intervention with children, their families and teachers; schools as organisations; local authorities and children’s services, and in relation to national priorities.

The DEdPsy makes a similar level of demand as the PhD degree, but combines university-based academic learning and applied professional practice with research activity. The degree is approved by the Health Professions Council (HPC) and provides eligibility for HPC registration as a practitioner psychologist with the protected title Educational Psychologist. It is also accredited by the British Psychological Society (BPS) and confers eligibility for chartered status with the BPS.

Programme of study
The programme is delivered through six courses that integrate theory andpractice. We use a range of teaching and learning methods, including problem-based learning activities, psychological skills workshops, lectures, seminars, tutorials, placement activities, and video interactive guidance.

Courses
• The profession of educational psychology in context
• The effective practitioner
• Applying psychology: creative assessment, interventions and solutions in
practice
• Research methods 1 and 2
• Thesis

Length of programme and teaching arrangements
The programme starts in September and extends over three years of full-time study. In the first year, you will engage in learning activities at the IOE and undertake placements in local authority or children’s services settings. At the end of the year, you will seek a bursary funded placement for Years 2 and 3. This is subject to a work-based learning partnership agreement which outlines placement and university requirements.

Assessment
In both Year 1 and Year 2, you are required to produce a 5,000-word assignment. In Year 1 you will also produce a 10,000-word small-scale research report, and inYear 2 you will submit a 10,000-word summary report of your thesis. In Year 3, you will produce a thesis of 30,000 to 35,000 words.

Across the three years, you will submit annual logs of professional activity. Each year you will complete a series of 4,000-word process analyses and 2,000-word summaries of learning activities that will form a professional work portfolio.

Throughout the programme, you will be observed and supervised by tutors and fieldwork consultants.

Entry requirements
You should have at least an upper second-class honours degree in psychology or the equivalent, conferring Graduate Basis for Chartered Membership (GBC) with the British Psychological Society.

You should also be able to provide:
• evidence of relevant experience of working with children within educational, child care or community settings
• evidence from the Criminal Records Bureau, demonstrating suitability for direct work with children
• compliance with the Fitness to Practice policy (for more details, see our website)
• an excellent work record, including evidence of outstanding interpersonal skills, provided through employment/academic references.

As for all our research degrees, we also require evidence of your competence in written and oral English.

For more information, visit http://www.ioe.ac.uk/study/RPE9_EDU999.html or come along to our open evening on 21 November, 6pm - 7.30pm to find out about our DEdPsy programme. Further details at http://www.ioe.ac.uk/study/departments/phd/751.html

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This MA is designed for practising professionals, or those interested in research, in special educational needs and disability (SEND) – usually in schools, the lifelong learning sector and universities. Read more
This MA is designed for practising professionals, or those interested in research, in special educational needs and disability (SEND) – usually in schools, the lifelong learning sector and universities.

Its modular structure allows you to personalise your choice of units and progress at a pace that best suits you, with a final phase focused on educational research via a dissertation.

The MA Education engages you with key issues in education and aims to encourage your evidence-based practice, as you make direct and meaningful connections between the course and your own experiences and aspirations.

The course helps you to broaden your knowledge educational ideas and research findings, as you identify and justify recommendations for further action. This places you in a better position to develop your work as a classroom practitioner or school leader.

Intermediate qualifications available:

• Postgraduate certificate – 60 credits at Masters level
• Postgraduate diploma – 120 credits at Masters level

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/education-special-educational-needs

Course detail

• Study on a modular course designed for professionals in Special Educational Needs and Disabilities (SEND), that allows you to accumulate credit at a pace that suits you, with assessments based around needs specific to your role in your educational organisation
• Explore the process of teaching, learning support and/or educational leadership, focusing on personal, academic and vocational interests relevant to your educational context
• Develop your understanding of assessment formats with a negotiated focus in support of both individual and organisational needs
• Gain from undertaking primary research that informs your current practice, as well as acquiring the necessary research skills to engage in future research and progress to a PhD or EdD programme
• Benefit from a course that provides a clear progression route following completion of your Initial Teacher Education (ITE) course, develops both you and the organisation within which you work and could be used as the basis for further study at doctoral level (PhD and EdD).

Modules

Units on offer include:

• Meeting Diverse Needs
• Understanding Pupil Behaviour in Schools or Understanding difficulties in literacy development and dyslexia (these are distance learning units)
• Leading change in Education
• Enhancing Practice in Educational Contexts
• Research Methods in the Workplace
• Dissertation (Special Educational Needs)
• Educational Leadership in Context
• Analysing Policy: Children’s Voice
• Exploring Coaching and Mentoring
• Early Years Education and Care

You will receive guidance on the units that are most appropriate for your career aspirations and interests

Assessment

You will complete a range of assessments, many of which you can tailor to your existing or developing interests and experience.

You will do a number of oral presentations, which not only improve your ability to present information in a professional and coherent way but also enable the sharing of research and experience amongst the group.

Written assessments include portfolios, case studies, essays and literature reviews.

You will develop your research skills throughout the course and apply them to a final applied project or dissertation

Careers

This Master’s qualification will enhance your chances for promotion and for employment in other contexts. Master’s study supports promotion to senior positions in the field of education.

The course is designed to help you engage, study and critique key issues in education as well as to be able to identify and justify recommendations for further action.

As a Master’s graduate, therefore, you will have the confidence, knowledge and critical skills to prepare and present a strong application to senior posts in the field of education.

Previous graduates have gone on to take up enhanced roles within their organisation; some have undertaken PhD study.

Funding

For information on available funding, please follow the link: https://www.beds.ac.uk/howtoapply/money/scholarships/pg

How to apply

For information on how to apply, please follow the link: https://www.beds.ac.uk/howtoapply/course/applicationform

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The Educational Planning, Economics and International Development MA will provide students with the relevant knowledge, understanding and skills to work in educational planning, policy, management and administration in the context of international development. Read more

The Educational Planning, Economics and International Development MA will provide students with the relevant knowledge, understanding and skills to work in educational planning, policy, management and administration in the context of international development. The programme focuses on issues affecting low and middle income contexts.

About this degree

This programme provides students with an opportunity to identify the interconnections between society and the economy, and the implications for educational planning, whilst applying economic principles to educational planning issues. It will also provide the opportunity to critique the ways in which economic analysis and evidence are applied to education policy issues, giving students an understanding of the strengths and weaknesses of various approaches to educational planning in low and middle income contexts.

Students undertake modules to the value of 180 credits.

The programme consists of three core modules (90 credits), one optional module (30 credits) and a dissertation (60 credits), or two optional modules (60 credits) and a report (30 credits).

Core modules

  • Economic Perspectives on Education Policy (EPEP)
  • Education and International Development: Concepts, Theories and Issues (CTI)
  • Planning for Education and Development (PED)

Optional modules

Modules are chosen from a wide range across the UCL IOE Master's-level offering and include:

  • A range of statistical analysis modules
  • Education and Development in Asia
  • Education, Conflict and Fragility
  • Educational Testing
  • Impact Evaluation Methods

Dissertation/report

All students undertake an independent research project which culminates in either a report of 10,000 words or a dissertation of 20,000 words.

Teaching and learning

This programme is delivered by lectures, participant-led presentations, discussions based on selected readings, inputs by guest speakers, group work and debates. Some modules are available through online learning and may be studied remotely. Assessment is through coursework assignments and the dissertation/report.

Further information on modules and degree structure is available on the department website: Educational Planning, Economics and International Development MA

Careers

Graduates are currently working in a variety of roles in aid agencies, UN institutions, government departments, international NGOs, research centres and think tanks. Some graduates go on to work in social entrepreneurship or in development consultancy, while others proceed to doctoral study, some winning competitive scholarships and being published in international journals. 

A number of students are mid-career professionals (including teachers, ministry staff and NGO professionals), for whom the programme forms part of their wider professional development, providing access to more senior roles or to a change of career direction.

Employability

The degree provides an excellent platform from which to pursue and develop a career which draws on the analytic skills and techniques required for educational planning and economic analysis in the context of international development. The programme encourages critical reflection on the application of economic theory and planning tools to 'planning problems' including those relating to project design and evaluation, which have wide application in development practice, research and consultancy. In employment terms, students benefit from the international reputation of the institution and staff at UCL as well as the diverse international perspectives of fellow students and the central location in one of the world's most dynamic and connected cities.

Why study this degree at UCL?

UCL Institute of Education has an outstanding and well-established reputation in the field of education and international development. This specialist programme focused on the application of economic theory and principles to issues of educational planning within the broader area of education and development is unique.

Students benefit from teaching by staff with international reputations in research in education and development within an institution which is a global leader in policy-oriented research in the field.

The programme offers opportunities to interact and network with fellow students currently or formerly employed across the education and development sectors; with internationally renowned researchers and with guest speakers including practitioners and policy-makers. A study tour to major institutions involved in the field of educational planning (UNESCO, IIEP, OECD) is offered annually (not included in the course fee). 

UCL is located in central London, close to key UK government institutions, think tanks, NGOs, donor organisations and other key actors in the field of international development.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Education, Practice & Society

78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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Why this course?. The MSc in Educational Psychology is designed to help you work effectively as an educational psychologist with young people, teachers, parents and other professionals. Read more

Why this course?

The MSc in Educational Psychology is designed to help you work effectively as an educational psychologist with young people, teachers, parents and other professionals.

This course, together with the Stage 2 Qualification in Educational Psychology, (Scotland) from the British Psychological Society (BPS), meets the requirements for registration as an educational psychologist with the Health and Care Professions Council.

You’ll study

The course takes 24 months and is available on a full-time basis only. Entry is offered every two years, with an intake in September 2015, 2017 and so on.

There is a balanced mix of teaching and practical work in both years of the course. In the first year, you'll spend time:

  • shadowing and observing
  • carrying out practice-based assignments
  • carrying out a collaborative group project

In the second year, the focus shifts to an 'apprenticeship' role. You’ll tackle the work of an educational psychologist under the supervision of your practice tutor. There’s also an individual project to complete.

Work placement

In Year 1, after an initial three-week block placement, trainee educational psychologists (TEPs) spend two days per week on placement with a local authority Psychological Service in Scotland, working on case studies and assignments. You’ll also work with children, young people and families across the key roles for an educational psychologist of consultation, assessment, intervention, training and research.

You’ll undertake three further two-week block placements: two in educational psychological services (one of which must be in Scotland but the second of which could be abroad) and the third in another form of community-based service (which, again, could be abroad).

Teaching staff

Our staff have had textbooks and papers on frameworks for educational psychology practice, assessment and implementation science, on the key reading lists of all educational psychology training programmes in the UK, contributing to international conferences.

Accreditation

The course is accredited by the British Psychological Society.

It’s a Stage 1 Qualification which allows graduates to undertake the Society’s Stage 2 Qualification in their first year of practice as probationers in Scotland.

This meets the requirements for registration as Practitioner Psychologist with the Health Care Professionals Council and allows you to work as an educational psychologist in the UK.

Learning & teaching

We use the following teaching methods to develop academic and professional skills and knowledge:

  • seminars/lectures/workshops
  • practice-based assignments
  • TEP presentations
  • independent reading
  • individual tutorials
  • problem-based learning involving collaborative/peer-led working
  • use of interactive computer technology

Individual tutorials are held three times each 10-week term, normally for 30 minutes, on dates specified in advance. They provide opportunities for discussion of practical issues arising from placements, clarification of questions arising from seminars and workshops and discussion of any administrative matters. Additional tutorials are available on request.

Teaching takes place in the University on Mondays and Tuesdays during term-time. You spend Thursdays and Fridays in your long-term placements with a psychological service. Wednesdays are study days.

Assessment

Academic learning outcomes are assessed through:

  • 5,000 word term-time essays (6 in total across Years 1 & 2)
  • Year 1 and Year 2 projects (each of 15,000 words)
  • participation in seminars
  • presentations (for example, on initial block placement and Spring and Summer short placements, case study and project presentations) individual tutorials

Professional practice learning outcomes are assessed through:

  • a practice workfile
  • critical performance indicators (CPIs) for professional practice
  • term-time assignments and problem-based learning
  • Year 1 collaborative project and Year 2 individual project
  • three-way meetings with TEPs, university and practice tutors


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