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Masters Degrees (Educational Sciences)

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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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This Master addresses the theory, use and effects of innovative educational developments aimed at making learning more meaningful and enjoyable. Read more

Educational Sciences: Learning in Interaction

This Master addresses the theory, use and effects of innovative educational developments aimed at making learning more meaningful and enjoyable.

We never learn alone

We always learn by interacting with someone or something: For example, with more knowledgeable others (teachers or more advanced fellow students), equally knowledgeable others (peers or in teams), or with artefacts (the environment around us, books or computers). If you're interested in learning about and carrying out high-quality research into these interactions so that you can make a real difference to learning, teaching and instruction, then this is the programme for you.

The two-year programme concentrates on the theory, use and effects of innovative teaching and learning arrangements aimed at meaningful, enjoyable learning through the application of different theories, paradigms and media. Research projects use both experimental and design-based approaches and combine qualitative and quantitative analyses.

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Students work on specific research problems in the field. They gain the expertise with which to evaluate the results of pedagogical research and to examine current recommendations for new pedagogical guidelines. Read more
Students work on specific research problems in the field. They gain the expertise with which to evaluate the results of pedagogical research and to examine current recommendations for new pedagogical guidelines. The programme offers graduates who have already begun work in the educational sciences the chance to develop their expertise. It prepares students for doctoral studies as well as for leadership positions in educational research, social education, and educational planning, management and organization.

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The two-year full-time study programme (120 ECTS) focuses on the analysis of changes in ideas, institutions and organizations caused by social, economic and political integration and comparisons of the development of educational and social policies across time and space. Read more

About the course

The two-year full-time study programme (120 ECTS) focuses on the analysis of changes in ideas, institutions and organizations caused by social, economic and political integration and comparisons of the development of educational and social policies across time and space.

Innovatively, the approaches and methodologies of a variety of academic disciplines, including educational science, history and sociology, are jointly utilised in analysis and problem solving.

Within the Faculty, students have opportunities to contribute to on-going research projects and collaborate with professors and researchers.

This multidisciplinary English-language programme is taught in Luxembourg, among the most diverse European societies, by distinguished international scholars in theory, history, and sociology of education.

Aims

As a student, you will

• acquire critical understandings of and review research related to fields of study in the social and educational sciences
• follow and engage in debates on changing societies
• acquire and expand your knowledge of social inequalities and welfare state regimes
• compare, critique and plan reforms of education and social service systems
• design, develop, and conduct empirical research using quantitative, qualitative, historical or mixed methods
• act as experts in academic fields of study (social sciences, education, social and educational policy)
• engage in developing policies and programmes on local, national and international levels

Course modules

• Philosophical Foundations of the Social Sciences
• Qualitative and Quantitative Social Science Methods
• Comparing Education Systems, Welfare States, and Varieties of Capitalism
• Social Differentiation and Inequalities

Career

You will acquire the theoretical, methodological, and organisational skills to succeed in academia or in science-based occupations. Graduates may continue in the doctoral school or assume professional positions in educational organisations (inter)nationally.

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How can we use research evidence to inform educational practice? What factors at the macro, meso and micro levels of the educational system determine the success of educational interventions?. Read more
How can we use research evidence to inform educational practice? What factors at the macro, meso and micro levels of the educational system determine the success of educational interventions?

The Master's track 'Evidence-Based Education' aims to provide students with a thorough understanding of how educational research can contribute to the development of effective educational innovations and to the improvement of the quality of education. We strive for education that promotes the academic, meta-cognitive, socio-emotional and behavioral outcomes of all students, regardless of their background characteristics and learning abilities. Stable educational improvement can only occur if there is a solid knowledge base to feed educational practice, from macro (e.g., policy), meso (e.g., school organization) to micro levels (e.g., classroom processes). Bridging the gap between research and educational practice requires graduates that can understand, assess and generate solid evidence, and can translate these insights into educational initiatives that are fully responsive to the societal issues and contexts in which they are embedded.

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The course is one of the largest in the UK and one of only two programmes of its kind in Scotland, approved by the BPS. 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 course is one of the largest in the UK and one of only two programmes of its kind in Scotland, approved by the BPS.

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.

See the website https://www.strath.ac.uk/courses/postgraduatetaught/educationalpsychology/

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.

International students

Please note, this course is not available to international students.

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

Careers

- How much will I earn?
Pay scales in Scotland are set by the Scottish Negotiating Committee for Teachers (SNCT).
Educational psychologists in Scottish local authorities earn in the region of £40,638 to £49,791. Senior and principal educational psychologists earn between £52,890 and £61,296.*

- Where are they now?
96.3% of graduates are in work or further study**

Job titles include:
- Educational Psychologist

Employers include:
- Local Authorities

*Information is intended only as a guide.

**Based on the results of the national Destinations of Leavers from Higher Education Survey (2010/11 and 2011/12).

Find information Scholarships here http://www.strath.ac.uk/search/scholarships/

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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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Learning how to make new discoveries that will contribute to a better understanding of normal and dysfunctional human behaviour and how to influence that behaviour. Read more

Overview

Learning how to make new discoveries that will contribute to a better understanding of normal and dysfunctional human behaviour and how to influence that behaviour.

Have you always wanted to discover what it is that makes people tick? Do you have questions about human behaviour that have not yet been tackled? Whether you are driven by scientific curiosity or are intrigued by the potential for more accurate diagnoses and for effective interventions in health or education, the Research Master’s in Behavioural Science is for you.

See the website http://www.ru.nl/masters/bs

Multidisciplinary approach

At Radboud University, we believe that a multidisciplinary approach is necessary to gain the best understanding of human behaviour. We combine knowledge and research methods from the fields of psychology, educational sciences and communication science. These disciplines are not taught separately but instead are brought together in most of our courses, making our approach unique.

Half of the programme consists of research experience. There are many issues you could tackle and a large research faculty you could work with. For example, there are over fifty staff members at the Behavioural Science Institute. The institute has internationally renowned researchers with expertise in a very wide range of topics. And that's not counting the other top scientists we invite to give workshops.

Why study Behavioural Science at Radboud University?

- Students get substantial hands-on research with a minor and major research project on different topics.
- We teach our students research methods and statistics, which we bring to life by revealing their applications to current hot issues in the field.
- Students are free to choose courses and research topics to create their own unique programme.
- Students can do the internship for their major research project abroad. Financial support for international research internships is available within Radboud University and the Behavioural Science Institute.
- You will participate in group-oriented education and be part of a small, select group of highly motivated national and international students.
- Master’s students are free to use any of the state-of-the-art equipment and labs found on campus, including the Virtual Reality Lab, Observational Lab and eye-tracking equipment.
- We have three Faculty Assistant positions for ambitious students to work alongside their course.
- A majority of our graduates gain PhD and other research positions and many students publish their Master’s thesis in peer-reviewed journals.

Discovering more

Due to our interdisciplinary approach, we accept Bachelor’s students from a wide variety of related fields, like psychology, pedagogy, educational science, biology, artificial intelligence and communication science. Simply put, this programme is for social scientists who want to discover the how and why behind human behaviour.

Quality label

The Master's in Behavioural Science was recently awarded the quality label ‘Top Programme' in the Keuzegids Masters 2015 (Guide to Master's programmes), which indicates the programme belongs to the very best programmes in Dutch Master's education, across the entire range of disciplines.

Our approach to this field

The staff of the Behavioural Science Institute at Radboud University originate from the fields of psychology, educational sciences and communication science. Together they tackle issues regarding human behaviour. We believe that in order to fully understand human behaviour you need to use knowledge from all these fields together instead of separately. For example, looking at a psychological issue from a communication perspective could offer new and valuable insights that will lead to better diagnosis or interventions.

At Radboud University we will not just teach you existing research methods in the different fields. You will also learn to look beyond conventions and combine or adjust methods from other disciplines to enable you to do research that will answer your questions. You will not only become a highly skilled researcher but also an innovative one.

Our research in this field

More than half of the Master’s programme in Behavioural Science consists of research. In the first year you’ll do a minor project in which you choose from a list research themes that are provided by staff members or PhD students.

In the second year, you’ll do a major project in the form of a nine month internship which provides you with the experience - and data - needed to write your Master’s thesis. Most internships are carried out within the Behavioural Science Institute (BSI), working closely with colleagues, many of whom are internationally renowned researchers. However, there is also the option to arrange an internship abroad.

To broaden your scope, we expect you to choose different research themes for the minor and major projects, preferably in different groups within the BSI.

Examples of Major Projects in the field of Behavioural Science
- Differential behaviours of teachers toward boys and girls in science classes
- The role of maternal pregnancy stress and other general children’s health issues
- The recovery potential of within-workday break activities
- The effectiveness of an intervention promoting water consumption via children’s social networks
- The effectiveness of video games to reduce anxiety in children using a randomised controlled trail
- The role of experience on clinical diagnostic decision-making
- Exploring the underlying cognitive mechanisms to learn more about the ability to learn to categorise new face groups

Career prospects

The career prospects of a graduate of Behavioural Science are good; almost 100% of our alumni have a job.

- Skills and knowledge
Besides the necessary theoretical knowledge about behavioural science and training in advanced quantitative data analysis, this programme also offers courses (7 EC in total) that will teach you additional skills that every researcher needs: to understand the ethics of research, to understand the process of academic publishing and grant proposals, and to comment on papers and proposals of others. We also encourage students to participate in workshops, colloquia, symposia and conferences to gain experience in the international academic field of behavioural science.

See the website http://www.ru.nl/masters/bs

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In the current climate of structural and political pressure on improving educational performance and opportunities, there is an increased focus upon the quality of leadership within educational institutions. Read more
In the current climate of structural and political pressure on improving educational performance and opportunities, there is an increased focus upon the quality of leadership within educational institutions.

The MSc Educational Leadership 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: schools at all levels, local authorities, policymakers, and any other organisations invested in providing educational opportunities.

The programme aspires to equip students with the necessary knowledge, skills, and creative capacity to respond to a variety of leadership challenges faced in contemporary educational institutions. It challenges 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.

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.


“Rather than offering ‘how-to-do’ type of knowledge or quick-fix solutions to common leadership problems, the course promotes critical and creative thinking among students, bringing to light and questioning many long held assumptions. This is achieved through extended periods of academic study and insightful dialogues with professional peers.” Dr Stefania Giannakaki, Programme Co-ordinator

Programme Structure and Modules

The MSc Educational Leadership is awarded to students who have successfully completed 120 CATS points from taught modules and a Master's dissertation (60 CATS points).

Exit qualifications are available. Students may exit with a Postgraduate Diploma by successfully completing 120 CATS points from taught modules or an Postgraduate Certificate by successfully completing 60 CATS points from taught modules.

Short Courses

We've made it easy to study for a Master's module as a short course. If you would like to study for one of the modules in the MSc in Educational Leadership as a short course, please contact the Education Secretary (tel: 028 9097 5923/ 5032, ) for advice.

Modules (all 20 CATS points)

◦Leadership Theory and Practice: an overview (compulsory)
◦Leadership for Change (compulsory)
◦School Effectiveness and School Improvement (compulsory)
◦An Introduction to Research Methods: Children, Young People and Education (compulsory)

Assessment

There are no written examinations. Modules are assessed through written assignments.

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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This three-year full-time programme of advanced professional training in educational psychology is recognised by the British Psychological Society and the Department for Children, Schools and Families. Read more

DEdPsych Professional Training in Educational Psychology

This three-year full-time programme of advanced professional training in educational psychology is recognised by the British Psychological Society and the Department for Children, Schools and Families. As a trainee you will be placed with Educational Psychological Services for supervised practical experience.

The programme

All of the professional training courses in the UK meet the standards for Educational and Training of the Health Professions Council and the Programme Standards of the British Psychological Society, yet they are all different in the way that they meet those standards.

The Exeter DEdPsych experience is marked by:

- A philosophy that aims to make you the best applied psychologist that you can be – you become your own resource in terms of applying psychology;
- A focus on how you may promote educational opportunity through the application of psychology;
- Your participation in a lively and interesting range of learning and training experiences across a range of educational settings;
- A recognition that your professional development goes hand in hand with personal development and this can be both invigorating and uncomfortable.
- Systems to support your transition into the role of a professional educational psychologist;
- Being placed in an internationally recognised centre for educational research to which you have access on your journey to becoming a competent autonomous researcher;
- Our expectation that the applied educational psychological skills you develop will be generalisable across time and contexts;
- Our emphasis that psychology should be concerned with developing the capacity for humanity in ourselves and in others.

All applications for the DEdPsych are processed by the Association of Educational Psychologists (AEP).

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The aim of the MSc Educational Research is to provide the methodological, analytical and practical expertise required to become a competent educational researcher. Read more
The aim of the MSc Educational Research is to provide the methodological, analytical and practical expertise required to become a competent educational researcher. This is an Economic and Social Research Council-recognised programme, and one of the research training pathways that make up the South West Doctoral Training Centre.

This MSc will appeal to applicants who are interested in developing a career in educational research and professionals working in education institutions and organisations that require research knowledge and skills. You will work towards a Master's qualification, through six taught units (120 credit points) and a dissertation (60 credit points), to cover the required preparatory training for a PhD application. It also provides research training for PhD candidates, who are required to take four core units (80 credit points).

Programme structure

Core units:
-Core Skills in Educational Research (not assessed)
-Understanding Educational Research
-Introduction to Qualitative Research Methods in the Social Sciences
-Introduction to Quantitative Research Methods in the Social Sciences
-Philosophy and Research Design in the Social Sciences

Optional units include:
-Advanced Qualitative Research Methods in the Social Sciences
-Advanced Quantitative Research Methods in the Social Sciences

(units can also be selected from other Master's programmes in the school)

Dissertation
You will also complete a 15,000-word dissertation.

Careers

We offer the academic and personal development opportunities to equip you for the intellectual, social and personal challenges that you will encounter during your career. Our overarching goal is to enable our graduates to display the following characteristics:
-Equipped to demonstrate impact, excellence and distinctiveness in their chosen field.
-Visionary, imaginative, innovative, reflective and creative.
-High ideals and values, including a strong sense of social justice.
-Highly employable throughout the world.
-Adaptable, with the potential to be a leader in work and in the community.

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This innovative course prepares you for doctoral studies and a career in Educational Research through a series of taught modules and a dissertation. Read more
This innovative course prepares you for doctoral studies and a career in Educational Research through a series of taught modules and a dissertation. Under the expert guidance of a team of leading academics you will learn the skills of research, from conception through to design, methodology and data collection, to analysis, interpretation and dissemination. As part of the course you will engage closely with cutting edge research projects currently being undertaken by Education staff in the Faculty of Social Sciences.

Key information

-Degree type: Postgraduate Certificate, Postgraduate Diploma, MRes.
-Study methods: Full time, part time. Mixture of online and classroom delivery.
-Duration: Full time 12 months, part time 27 months.
-Start date: September.
-Course Director: Dr G Mannion.
-Location: Stirling Campus.

Course objectives

The MRes is designed to equip you for a career in educational research or as preparation for doctoral study (as a 1 + 3 route to PhD). You will develop a range of research skills and will engage closely with current research projects in Education. The course will offer you:
-A structured taught course in educational research.
-Excellent preparation for doctoral studies by research.
-First-hand experience of current education research projects in the Faculty of Social Sciences.
-The award of a Master’s degree.
-A course recognised by the Economic and Social Research Council (ESRC).

The Faculty of Social Sciences is committed to developing capable educational researchers as well as enabling you to improve your career prospects, employability is an important focus of this course. We aim to:
-Recruit people with a good degree in social sciences.
-Enable you to undertake collaborative tasks and assignments.
-Enable you to successfully undertake a viable research project, relevant to existing interests in Education, and to fulfil your aims and aspirations for your future doctoral studies or work.

About the Faculty

The Faculty of Social Sciences is a large interdisciplinary unit, combining teaching and research interests in: Dementia; Education; Housing Studies; Sociology, Social Policy and Criminology; and Social Work. We offer an established, research-led suite of taught postgraduate courses, including our world renowned Teaching English to Speakers of Other Languages (TESOL) courses, ESRC-recognised courses in Social Research and diverse Doctoral opportunities.

Our externally accredited professional courses, such as Educational Leadership, Housing Studies and Social Work Studies, are designed to best equip our students with practical and transferable knowledge for the complex demands of professional practice. The Faculty is home to a vibrant and diverse community of academics and postgraduate students, where creative thinking and independent spirit is promoted and celebrated.

Other admission requirements

If English is not your first language you must have one of the following qualifications as evidence of your English language skills:
-IELTS: 6.5 with 6.0 minimum in each skill.
-Cambridge Certificate of Proficiency in English (CPE): Grade C.
-Cambridge Certificate of Advanced English (CAE): Grade B.
-Pearson Test of English (Academic): 60 with 56 in each component.
-IBT TOEFL: 90 with no subtest less than 20.

For more information go to English language requirements: http://www.stir.ac.uk/study-in-the-uk/entry-requirements/english/

If you don’t meet the required score you may be able to register for one of our pre-sessional English courses. To register you must hold a conditional offer for your course and have an IELTS score 0.5 or 1.0 below the required standard. View our range of pre-sessional courses: http://www.intohigher.com/uk/en-gb/our-centres/into-university-of-stirling/studying/our-courses/course-list/pre-sessional-english.aspx

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The Educational Research and Innovation course offers teachers, school leaders and other educators ways to investigate existing research evidence. Read more
The Educational Research and Innovation course offers teachers, school leaders and other educators ways to investigate existing research evidence. This course puts educators in the driving seat, encouraging them to their develop their own evidence-based understanding.

You will develop understanding of a range of research approaches and methodologies. This will enable you to make informed judgements about the research of others and to initiate research within your own professional context.

The course is suitable for teachers and other educators - whether you are in the early stages of your career or taking significant responsibilities for educational excellence and actively supporting other professionals.

Your background may be from across educational phases (early years to HE) or between educational sectors (schools, museums, colleges and university and educational consultancies). This diversity helps to create a dynamic and supportive learning environment in which you learn considerably from each other as well as from the course leaders.

The course draws on expertise from the Research Centre for Learning and Teaching, based in the School of Education, Communication and Language Sciences. Course tutors are active researchers and all teach and supervise across a range of courses. This provides them with a wide knowledge base relating to the challenges of research in educational contexts. The course is led by Pamela Woolner.

Delivery

The course is made up of two modules, taught on four days between October and March. Support sessions (which can be replaced by email) run on three evenings. Teaching is fairly intense, and the learning from the modules extends into practical and reflective engagement with the workplace.

Modules are taught in a number of ways to allow flexibility for part time students. Some are taught on Saturdays, and some are scheduled for afternoons and evenings.

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.

You should also be able to engage in research-led professional development of your educational practices and pedagogy.

Facilities

The modules are taught in the King George VI Building. You have access to the Education Resource Centre and associated borrowing rights.

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If you are an experienced educational professional in a leadership role this course is for you. You explore an aspect of leadership relevant to your own interests and career development. Read more
If you are an experienced educational professional in a leadership role this course is for you. You explore an aspect of leadership relevant to your own interests and career development.

Course details

You reflect on practice in your own organisation, identify areas of professional concern and explore your own approach to leadership using a range of diagnostic tools for self-assessment.

This MA has a full-time and a part-time route. Both routes have taught sessions which are scheduled to enable working professionals to attend. You study 180 level 7 credits made up of four modules plus a final dissertation.

The core modules enable you to update your knowledge and skills and give you the opportunity to reflect on your professional practice whilst developing your understanding of theoretical models and current debates. There is a strong emphasis on the application of your studies to your professional context.

You study two modules, Using the Literature to Inform Educational Research and the Dissertation. These modules are pieces of extended supervised work and the topic, which is chosen by you, must be in an area of leadership. By opting for this named route you achieve a qualification which showcases this specialism clearly to employers.

What you study

This MA has a full-time and a part-time route. Both routes have taught sessions which are scheduled to enable working professionals to attend. You study 180 level 7 credits made up of four modules plus a final dissertation. The core modules enable you to update your knowledge and skills and give you the opportunity to reflect on your professional practice whilst developing your understanding of theoretical models and current debates. There is a strong emphasis on the application of your studies to your professional context.
You study two modules, Using the Literature to Inform Educational Research and the Dissertation. These modules are pieces of extended supervised work and the topic, which is chosen by you, must be in an area of leadership. By opting for this named route you achieve a qualification which showcases this specialism clearly to employers.

Core modules
-Combining Professional and Academic Practice
-Contextualising Education
-Dissertation
-Educational Research: Practice and Planning
-Using the Literature to Inform Educational Research

Modules offered may vary.

Teaching

You are encouraged to share your experiences and perspectives on aspects of practice within taught sessions and through discussions on the University’s virtual learning environment. You study with students from a variety of educational settings and backgrounds – this sharing gives you the opportunity to develop a systematic and critical understanding of the breadth and depth of knowledge in educational research and practice. Peer-led discussions in workshop and seminar sessions on a range of research and educational practice issues, both home and international, provide you with the opportunity for interprofessional discussion and debate. You consider relevant issues from the perspective of other professional educational groups which, in turn, supports you to integrate and synthesise a diverse range of knowledge. You share some of your taught sessions with the Education Doctorate, enhancing the range and type of discussions held within sessions and encouraging you to consider your progression after the programme.

Staff have a wide range of educational backgrounds and specialist interests to support for your cross-disciplinary interests and multi-agency working. Another important element is how we support your transition to studying at level 7. You are offered academic support to help you understand the requirements of master’s level study; to develop your skills in academic writing and referencing, critical thinking and critical writing; and in the key IT skills such as literature searching. The assessment allows you to reflect on your own practice and context, and produce assessed work that benefits your working context. Student feedback on the programme has consistently highlighted the level of support from the staff as a major contributor to their success.

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The course has been designed for teachers and other education professionals, working in a range of educational settings. Read more
The course has been designed for teachers and other education professionals, working in a range of educational settings. It will provide you with the opportunity to engage in structured study of, and reflection upon, the application of educational theories, ideas and concepts to a range of educational and community-based contexts.

It offers a unique combination of policy and practice-based perspectives on education located within the educational and other related experiences. It is taught by world-leading researchers who focus on the realities of professional practice using the social sciences. Course participants typically study the course in order to develop their careers in education through securing new posts, or promotion, in educational and education-related institutions.

Aims

-Develop critical understanding of key concepts in educational theory in order to enable an informed analysis of educational practices.
-Raise awareness of the influence of context upon education.
-Develop students' professional knowledge, understanding and skills in relation to their prior and emerging professional interests.
-To enable students to gain evaluative and analytical skills that will help them to critique education policy and practice.
-Develop capacity to engage in research to inform and develop practice.

Special features

The course has been designed for teachers and other education professionals, working in a range of educational settings. It will provide you with the opportunity to engage in structured study of, and reflection upon, the application of educational theories, ideas and concepts to a range of educational and community-based contexts.

It offers a unique combination of policy and practice-based perspectives on education located within the educational and other related experiences. It is taught by world-leading researchers who focus on the realities of professional practice using the social sciences. Course participants typically study the course in order to develop their careers in education through securing new posts, or promotion, in educational and education-related institutions.

Aims

-Develop critical understanding of key concepts in educational theory in order to enable an informed analysis of educational practices.
-Raise awareness of the influence of context upon education.
-Develop students' professional knowledge, understanding and skills in relation to their prior and emerging professional interests.
-To enable students to gain evaluative and analytical skills that will help them to critique education policy and practice.
-Develop capacity to engage in research to inform and develop practice.

Teaching and learning

The course is taught by world-leading researchers who focus on the realities of professional practice through using the social sciences. This includes Professor Mel Ainscow (an international expert in inclusive education), Professor Michael Apple (the world's leading critical educationalist), Steve Courtney (an expert on school restructuring, change and leadership), Professor Helen Gunter (known internationally for her work on policy and leadership), Professor David Hall (an expert in policy enactment and distributed leadership), Ruth McGinity (an expert on localised policymaking, change and leadership), Dr Susie Miles (known internationally for her specialist knowledge of inclusion and disability in developing country contexts), Professor Mel West (a leading expert in school improvement and school effectiveness).

The course units are delivered through lectures, tutorials, group-work, case-based approaches, and enquiry-based learning. Comprehensive training is provided in the use of electronic resources. We encourage both individual and co-operative learning and research and hope to foster an ethos of lifelong learning. We aim to build on the expertise of our students, many of whom are experienced teachers, and who bring with them a wealth of knowledge and practical experience from a wide range of different countries.

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