• Aberystwyth University Featured Masters Courses
  • University of Edinburgh Featured Masters Courses
  • University of Leeds Featured Masters Courses
  • University of Derby Online Learning Featured Masters Courses
  • Northumbria University Featured Masters Courses
  • Jacobs University Bremen gGmbH Featured Masters Courses
  • University of Bristol Featured Masters Courses

Postgrad LIVE! Study Fair

Birmingham | Bristol | Sheffield | Liverpool | Edinburgh

University of London International Programmes Featured Masters Courses
University of Bedfordshire Featured Masters Courses
University of Cambridge Featured Masters Courses
University College London Featured Masters Courses
University of London International Programmes Featured Masters Courses
"educational" AND "statis…×
0 miles

Masters Degrees (Educational Statistics)

We have 177 Masters Degrees (Educational Statistics)

  • "educational" AND "statistics" ×
  • clear all
Showing 1 to 15 of 177
Order by 
Looking for high-quality training in statistics for research or for professional life? If so, consider KU Leuven's MSc in Statistics, an interdisciplinary programme whose teaching is grounded in internationally-recognised research. Read more

Looking for high-quality training in statistics for research or for professional life? If so, consider KU Leuven's MSc in Statistics, an interdisciplinary programme whose teaching is grounded in internationally-recognised research. Choose from a number of approaches: biometrics, social behavioural and educational statistics, business statistics, industrial statistics, general statistical methodology, or an all-round statistics profile.

What is the Master of Statistics all about?

This master’s programme is offered by the Leuven Statistics Research Centre (LStat) of KU Leuven. It is accredited by the Royal Statistical Society. You’ll be trained intensively in both the theoretical and practical aspects of statistics. The programme will also help you develop a problem-solving attitude and teach you how to apply statistical methodology.

This is an initial Master's programme and can be followed on a full-time or part-time basis.

Structure

The 120-ECTS programme consists of a common core curriculum (one semester), option-specific courses (one semester), elective courses (one semester), and a master’s thesis.

  • Common core curriculum (30 ECTS): these course are compulsory for every student.
  • Option-specific courses (min. 32 ECTS). Within your selected option, you choose courses worth a total of minimum 32 ECTS.
  • Elective courses (30 ECTS)

To tailor the programme to your needs and interests, you choose one of the following options:

  • Biometrics;
  • Social, Behavioural, and Educational Statistics;
  • Business Statistics;
  • Industrial Statistics;
  • General Statistical Methodology;
  • Official Statistics;
  • All-round Statistics.

Department

LStat hosts international experts and is a stimulating environment for multidisciplinary statistical research. LStat is a privileged meeting space for statistics researchers from a range of domains:

  • Biostatistics;
  • Social, Behavioural and Educational Statistics;
  • Business and Industrial Statistics;
  • Statistical Methodology.

Objectives

The master of Statistics:

KNOWLEDGE AND INSIGHT

  • possesses thorough knowledge of and insight in the field of Statistics
  • has a perspective on the research and consulting aspects of one or more statistical fields within at least one of the following: biometry, industrial statistics, social behavioral and educational statistics, business statistics, statistical methodology, official statistics.
  • understands similarities and differences between different statistical methodology and practice across different sub-fields of statistics.

APPLYING KNOWLEDGE AND INSIGHT

  • has the competences and the insight to take the following steps in their own scientific research within a research team
  • can handle scientific quantitative research questions in the application area, independently, effectively, creatively, and correctly using state-of-the-art design and analysis methodology and software.
  • has the skills and the habit to assess data quality and integrity.
  • is aware of the ethical, moral, legal, policy making, and privacy context of statistics and shows conduct accordingly.

DEVELOPING AN OPINION

  • appreciates the international nature of the field of statistical science.
  • is aware of the societal relevance of statistics.
  • can critically appraise methodology and challenge proposals for reported results of data analysis.

COMMUNICATION

  • can work in an intercultural, and international team, and understands the need and importance of working in a multidisciplinary team.
  • is an effective written and oral communicator, as well as an effective negotiator, both within their own field as well as towards other disciplines in the context of multidisciplinary projects.
  • is aware of the common stakeholders and the need for assertive and empathic interaction with them.

LEARNING SKILLS

  • is capable of acquiring new knowledge.

DEPENDING ON THE CHOSEN OPTION, THE STUDENT MASTERS FOLLOWING ADDITIONAL LEARNING OUTCOMES:

  • the master can act as a statistical consultant to subject-matter scientists and practitioners or/and as a collaborative researcher in an area of specialisation.

Career perspectives

As statistician, you'll be recruited by industry, banks or government institutions. You may find yourself designing clinical trials and supporting the biomedical sector, coaching research for new medicines, setting up and analysing psychological tests and surveys, performing financial risk analyses, statistically managing R&D projects and quality controls, or developing statistical software. And don't forget the academic world. The applications of statistics are very diverse, just like your professional options. 



Read less
The Master of Science Degree in Applied Statistics brings together statistics, computer science, scientific research, and communication skills using the latest state-of -the-art technologies. Read more
The Master of Science Degree in Applied Statistics brings together statistics, computer science, scientific research, and communication skills using the latest state-of -the-art technologies. It prepares students for immediate employment in a variety of high-paying industry positions or doctoral study in applied statistics or a related field.

Applied statisticians are in high demand in the current high-technology economy. Our program emphasizes a flexible curriculum that allows a wide variety of concentrations of application, including biology, mathematics, computer science, psychology, health sciences, business, pharmaceutical product development, and other self-designed multi-disciplinary concentrations. The Program also offers paid internship opportunities and flexible class offerings allowing for both full-time and part-time students.

We encourage students from diverse academic backgrounds to consider our program. Due to the interdisciplinary nature of the program, various undergraduate majors and interests are eligible for admissions.

Curriculum

After admission to the program, students will be allowed to select the thesis or nonthesis track for the M.S. in applied statistics. The thesis option replaces one of the elective classes and STA 531 with a six-credit thesis, to be initiated after the completion of STA 504 or STA 505 and STA 506.

Core modules for non-thesis option:

STA 505 Mathematical Statistics I or STA 504 Mathematical Statistics I with Calculus Review
STA 506 Mathematical Statistics II
STA 507 Introduction to Categorical Data Analysis
STA 511 Intro Stat Computing & Data Management
STA 512 Principles of Experimental Analysis
STA 513 Intermediate Linear Models
STA 514 Modern Experimental Design
STA 531 Topics In Applied Statistics

PLUS

Select two, three-credit electives from a selected area of concentration or STA 601 and one additional three-credit elective from a selected area of concentration

Core modules for thesis option:

STA 505 Mathematical Statistics I or STA 504 Mathematical Statistics I with Calculus Review
STA 506 Mathematical Statistics II
STA 507 Introduction to Categorical Data Analysis
STA 511 Intro Stat Computing & Data Management
STA 512 Principles of Experimental Analysis
STA 513 Intermediate Linear Models
STA 514 Modern Experimental Design
STA 609 Thesis I
STA 610 Thesis II

PLUS

Select one three-credit elective from a selected area of concentration or STA 601

Please see the website for more detailed information about these modules:

http://catalog.wcupa.edu/general-information/index-course-prefix-guide/course-index/graduate/sta/

Statistics Institute

The West Chester Statistics Institute (WCSI) provides statistical support, analysis, and education on a short or long term basis on specific projects for the West Chester University community and for regional business, industry, and academic institutions. WCSI is a non-profit organization, committed to providing hands-on, supervised educational opportunities for current West Chester University Applied Statistics Graduate Students. For more information please visit the website:

https://wcupa.edu/sciences-mathematics/mathematics/gradstat/statisticsInstitute.aspx

Read less
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.

Read less
Admission to this program is a competitive process, with candidates (students) admitted in cohorts. Visit the website http://education.ua.edu/academics/elpts/edle/ma/. Read more
Admission to this program is a competitive process, with candidates (students) admitted in cohorts.

Visit the website http://education.ua.edu/academics/elpts/edle/ma/

Application Process

Visit the UA Graduate School website where you will:

- Complete the online application http://graduate.ua.edu/application.

- Submit official GRE or MAT scores.

- Submit official transcripts from all previous post-secondary institutions attended.

- Submit a statement of purpose.

- Submit 3 letters of recommendation (one from your principal or supervisor).

Due Date for Applications

Applications for admission will be due in the Department of Educational Leadership, Policy & Technology Studies by April 1 for entry into a cohort that will begin the program in the subsequent summer. All applications for entry into a cohort that will begin in the spring are due November 1, and all applications for entry into a cohort that will begin the subsequent fall will be due in the Department of Educational Leadership, Policy & Technology Studies by July 1. All applicants for this program must provide a Supplemental EXP completed by their current and/or previous school system(s) verifying at least three full years of full-time, acceptable professional educational experience including at least one full year of full–time P-12 teaching experience. The original notarized form(s) should be sent to:

Dawn Bryant
Student Services & Certification
College of Education
The University of Alabama
Box 870321
Tuscaloosa, Al, 35487-0231

Portfolio

In addition to the general application materials required by the University of Alabama Graduate School and the Department of Educational Leadership, Policy & Technology Studies, applicants must construct an application portfolio, as required by Ala. Admin. Code §290-3-3-.48(1)(b). For entry into a cohort beginning in the Summer Term, the application portfolio is due in the Department by April 1. For entry into a cohort beginning in the Spring Term, the application portfolio is due in the Department by November 1. For entry into a cohort beginning in the Fall Term, the application portfolio is due in the Department by July 1.

The application portfolio must contain the following items:

- Three letters of recommendation, including one from the applicant’s principal or supervisor;

- Completed copy (all forms) of most recent performance appraisal to include the professional development component if available;

- Evidence of ability to improve student achievement;

- Evidence of leadership and management potential including evidence of most recent accomplishments in the area of educational leadership;

- Summary statement of applicant’s reasons for pursuing instructional leadership certification;

- Summary statement of what the applicant expects from the program; and,

- The applicant’s vitae.

Items should be placed in a large envelope in the order of the above list, have divider pages between items, and mailed to Vanessa Williams, The University of Alabama, Box 870302, Tuscaloosa, Alabama 35487-0302 or hand-delivered to 301 Graves Hall (main campus) or to the UA Gadsden Center.

Assessment Center

The purpose of the Assessment Center is to first fulfill the regulatory requirement of a face-to-face interview with each applicant. The Assessment Center will also include other activities designed to provide additional information, particularly with respect to candidate dispositions and candidate writing skills, to adequately assess candidate aptitude for instructional leadership.

Scheduled Assessment Centers appear below. Candidates electing to participate in an Assessment Center at the Gadsden Center should contact Dr. Brenda Mendiola ().

Cohort Numbers

Cohorts will be limited to twenty-five participants at two locations: Tuscaloosa (main campus) and at the UA Gadsden Center. Additional cohorts will be admitted at either location, if there are sufficient eligible candidates and available faculty members.

Program of Study

The program of study for the Master of Arts Degree in Educational Leadership, leading to initial certification in Alabama for Instructional Leadership, will be composed of thirty (30) semester hours of coursework, including the following courses:

AEL 520: Leadership for Communities and Stakeholders (3 semester hours)
AEL 521: Leadership for Continuous Improvement (3 semester hours)
AEL 522: Leadership for Teaching and Learning (3 semester hours)
AEL 523: Human Resource Development (3 semester hours)
AEL 524: Ethics and Law (3 semester hours)
AEL 525: Management of Learning Organizations (3 semester hours)
AEL 526: Data-Informed Decision-Making (3 semester hours)
AEL 527: Internship in Instructional Leadership (3 semester hours)
BER 540: Quantitative Research; Statistics (3 semester hours)
BEF graduate-level Foundations Course from approved list (3 semester hours)
Total: 30 semester hours for Masters Degree in Educational Leadership

*Note: To receive certification at the “A” level, students are also required to have taken a special education survey course (SPE 300 or SPE 500 or the equivalent). If students have taken a special education survey course as part of the requirements for an earlier certificate, it will not have to be taken again. If students have not taken a special education survey course for an earlier certificate, SPE 500 must be taken in addition to the 30 semester hours detailed above.

Field experience objectives, including progression from observation through participation to leading behaviors, will be embedded in each course and assessed by the faculty member of record for each course. Throughout this program, instructional activities are aligned with instructional objectives. The faculty member of record has the responsibility of assigning the LiveText assessment (1, 2, 3, 4) for each objective, and instructional activities will also generate documentation for the electronic portfolio aspect of LiveText, which will append to the assessment ratings.

Find out how to apply here - http://graduate.ua.edu/prospects/application/

Read less
If numbers drive you, let Applied Statistics be your destination. Applied Statistics is a challenging field. With a Manderson degree, even when the numbers are stacked against them, our graduates are ready. Read more
If numbers drive you, let Applied Statistics be your destination. Applied Statistics is a challenging field. With a Manderson degree, even when the numbers are stacked against them, our graduates are ready.

Visit the website: http://manderson.cba.ua.edu/academics/departments/masters_program/master_of_science_in_applied_statistics

Course detail

The candidate for a graduate degree in Applied Statistics is normally expected to have completed courses in mathematics equivalent to two semesters of undergraduate calculus, and to have a working knowledge of computer programming and linear or matrix algebra.

Format and assessment

The M.S. degree in Applied Statistics requires 30 hours, half of which are track specific. There are two different tracks within this degree. These include: Statistics and Analytics. There are five required courses common to both tracks of study.

The electives may be earned in additional coursework with the approval of a faculty advisor. The program of related courses may vary from student to student and depends on the student's interests and academic background. When most of the coursework is completed, the student must pass a written comprehensive examination OR a professional exam such as the Actuarial P Exam, SAS Predictive Modeler Exam, or the ASQ Certified Quality Engineer Exam.

Required modules:

- ST 552 Applied Regression Analysis
- ST 553 Applied Multivariate Analysis
- ST 554 Mathematical Statistics I
- ST 555 Mathematical Statistics II
- ST 560 Statistical Methods

How to apply: http://graduate.ua.edu/prospects/application/

Fund your studies

Student Financial Aid provides comprehensive information and services regarding opportunities to finance the cost of education at The University of Alabama. We recognize that financial assistance is an important key to helping reach your educational and career goals. The financial aid staff is dedicated to making the financial aid process as straightforward as possible. Visit the website to find out more: http://financialaid.ua.edu/

Read less
INTRODUCTION. The programme is designed to upgrade the analytical skills of managerial and technical personnel for their career advancement and to enhance their competence in applications of statistics. Read more
INTRODUCTION

The programme is designed to upgrade the analytical skills of managerial and technical personnel for their career advancement and to enhance their competence in applications of statistics. The focus is on highly sought after data analysis skills demanded by the industries. The programme provides training in the arts and science of collecting, organizing, presenting, analyzing and interpreting numerical data, and the ability to use the results for decision making and problem solving in a range of fields. The programme is practical-oriented and emphasis is given to the use of software in developing statistical skills.



ENTRY REQUIREMENT

A Bachelor degree with a minimum of CGPA 3.0 or equivalent and sufficient knowledge of mathematics or statistics.


PROGRAMME STRUCTURE



5 CORE COURSES (26 Credits)

Quantitative Research Methods
Research Project
Statistical Methods
Statistical Data Analysis
Applied Econometrics


5 OPTIONAL COURSES (at least 16 Credits)

Time Series Analysis
Computer Information Systems
Experimental Design
Biostatistics
Actuarial Statistics
Applications of Demographic Techniques
Marketing Research Techniques
Operations Research Methods
Applied Financial Econometrics
Readings in Applied Statistics
Statistical Methods for Quality Management
The Malaysian Economy
Applied Macroeconomics
Money and Finance in Economic Development


PROGRAMME DURATION

Minimum: 2 Semesters

Maximum: 8 Semesters



LANGUAGE REQUIREMENTS (For International Applicants)

Minimum TOEFL score of 550 or;

Minimum IELTS overall band score of 5.5



FEES STRUCTURE

AVERAGE FEES*

MALAYSIAN

RM 14,130.00*

INTERNATIONAL

RM 27,867.50*

*Subject to change

Career Opportunity

Graduates will be able to find careers which are related to data analysis, data mining or become software application specialist in:

- Government agencies ( Department of Statistics, LPPKN and others)
- Educational services (universities, colleges and others)
- Financial Institutions (central bank, commercial banks)
- Software companies (SPSS, SAS and others)
- Research houses (stockbroking, fund management, insurance)
- Marketing research companies (Social, media or brand research like Ipsos or Nielsen)

Read less
This programme offers a comprehensive research training in developmental and educational psychology. It is recognised by the Economic and Social Research Council and can lead to further study at doctoral level. Read more

This programme offers a comprehensive research training in developmental and educational psychology. It is recognised by the Economic and Social Research Council and can lead to further study at doctoral level.

About this degree

Students will develop in-depth knowledge of specialised research skills, and be able to use a broad range of methods to critically appraise and conduct rigorous research in the field. Students learn how to assess the contribution of psychology to policy goals and how to evaluate education policies.

Students undertake modules to the value of 180 credits.

The programme consists of two core modules (60 credits), two optional modules (60 credits) and a dissertation (60 credits).

Core modules

  • Methodology and Statistics
  • Qualitative Data Analysis

Optional modules

  • Developmental Psychology (30 credits) or Personality and Social Psychology (30 credits) or Cognitive Development and Learning (30 credits)
  • Social Development (30 credits) or Core Topics in Psychology of Education (30 credits)

Dissertation/research project

All students undertake an independent research project which culminates in a dissertation of 10,000-12,000 words.

Teaching and learning

This programme is delivered through a combination of lectures by UCL Institute of Education academic staff and guest speakers, group work, discussion, and computer workshops giving hands-on practice. Assessment is through coursework examination. Coursework involves small exercices conducted throughout the module, critiques of set research articles and extended pieces of writing on set topics and the dissertation.

Further information on modules and degree structure is available on the department website: Developmental and Educational Psychology MSc

Careers

Graduates of this programme are currently working as researchers in the public and private sectors or are engaged in PhD study.

Recent career destinations for this degree

  • Behavioural Support Worker, Your Choice
  • Florestry Level 1
  • Family Support Worker, Action for Children
  • Assistant Psychologist, Universitas Gadjah Mada (Gadjah Mada University)
  • Special Support Assistant, St. Anthony's School

Employability

This programme provides valuable preparation either for doctoral study or for a research career in the academic community, the public sector or in industry.

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?

UCL Institute of Education (IOE) is one of the world's leading centres for education and related areas of social science - students learn from leading researchers in the field.

For the fourth year in succession the IOE has been ranked number one for education (QS World University Rankings by Subject 2017).

Our alumni include government ministers; heads of schools, other educational institutions and NGOs; Olympians; and prize-winning authors.

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.



Read less
MEd Psychology of Education brings graduates from other disciplines up to the academic standard of an honours degree in psychology, while exploring how the core areas of psychology can be applied in educational settings.  . Read more

MEd Psychology of Education brings graduates from other disciplines up to the academic standard of an honours degree in psychology, while exploring how the core areas of psychology can be applied in educational settings.  

It demonstrates how the core areas of psychology - developmental, social, cognitive, psychobiology, individual differences and research methods - can be applied in educational settings. It is therefore an excellent starting point for individuals wishing to pursue a career in educational psychology.

You will: 

  • develop critical skills in the evaluation and analysis of current research, theory and practice in psychology and education
  • experience an ethos of independent and co-operative learning and research
  • gain eligibility for the Graduate Basis for Chartered Status from the British Psychological Society, the first step towards becoming a Chartered Psychologist.

You will study:

  • psychology of human development
  • neurobiology
  • cognition
  • research issues in psychology and education
  • social psychology of education
  • current issues in special educational needs
  • applied prevention in education

Please note that the MEd does not qualify you to practice as an educational psychologist. If you wish to practise as an educational psychologist, you will also need to complete the Doctorate in Educational and Child Psychology.

Teaching and learning

Timetabling

Teaching takes place on Mondays and Thursdays between 1.30-4pm and 5.30-8pm. Part-time students can choose to attend either both afternoons, both evenings or all of one day

We take a varied approach throughout the course. In terms of teaching and learning, the course units are delivered through lectures, tutorials, group-work, practicals and simulations, case-based approaches, and enquiry-based learning. We encourage both individual and co-operative learning and research and hope to foster an ethos of lifelong learning. Many students are experienced teachers and we appreciate the wealth of knowledge and practical experience you bring with you on the course. During research-based learning sessions we encourage you to use all sources of information, including each other. You will receive comprehensive training in the use of electronic databases, library resources, and statistics and qualitative analysis packages. Many other key skills will be developed during the course.

Coursework and assessment

The form of the assessment varies from unit to unit. Written assessment for a course unit usually totals 3,000 words, and may be in the form of an essay, critical review, research report or research proposal. All assessments will be followed by both formative and summative feedback. The dissertation is the report of an empirical research project investigating an aspect of psychology as applied to education in its broadest sense. It is 15,000 words long.

Disability support

Practical support and advice for current students and applicants is available from the Disability Advisory and Support Service. Email: 

Career opportunities

As the MEd confers eligibility for the Graduate Basis for Chartered Status from the British Psychological Society, a career pathway for our graduates is professional training as a psychologist (e.g. Doctorate in Educational and Child Psychology) and we have a good conversion rate in this regard with recent MEd graduates accepted onto doctorate-level training in educational, clinical and counselling psychology. The knowledge and skills gained by psychology graduates means that they are highly regarded by employers (Higher Education Careers Services Unit, November 2010) for work in areas such as health and social care, marketing and PR, management and human resources, education, and the public sector. Many of our graduates use the skills they have acquired to gain promotion or develop their existing careers, whilst others take the opportunity to change profession, for example, moving into teaching, research or working as assistant psychologists and in related positions (e.g. child and adolescent mental health worker). A small number of students go on to study for a doctorate by research (PhD) in educational psychology (which in itself opens a career pathway to working as a researcher or lecturer in higher education). More information about careers may be found on the BPS website http://www.bps.org.uk/ .



Read less
If you are interested in the possibility of a research degree (PhD or Research Masters) in the School of Mathematical Sciences, we encourage you to become familiar with the range of research activity and expertise in the School. Read more
If you are interested in the possibility of a research degree (PhD or Research Masters) in the School of Mathematical Sciences, we encourage you to become familiar with the range of research activity and expertise in the School. In particular, we would encourage you to approach or contact members of the academic staff whose research area may be of particular interest.

The research of the School covers a wide range of areas including:

Analysis (Infinite-dimensional analysis, Functional Analysis, Potential Theory)
Algebra (Matrix Theory, K-theory, Quadratic and Hermitian Forms)
Discrete Mathematics (Coding, Cryptography, Number Theory)
Applied Mathematics (Fluid Dynamics, Computational Science, Meteorology, Biomathematics, Information Theory)
Theoretical Physics (Astrophysics, General Relativity, Quantum Gravity, Statistical Mechanics, Quantum Field Theory)
Statistics (Bayesian Statistics, Pharmaceutical, Medical and Educational Statistics, Environmental and ecological modelling, Epidemiology, Econometrics).

Please see our School Website for more details:
http://www.ucd.ie/mathstat

Read less
MA Digital Technologies, Communication and Education is an award-winning course that uses digital technologies, the broadcast media and/or interpersonal, group or organisational communications techniques to enhance practice, research and the professional and academic development of educators in technology- and information-rich environments. Read more

MA Digital Technologies, Communication and Education is an award-winning course that uses digital technologies, the broadcast media and/or interpersonal, group or organisational communications techniques to enhance practice, research and the professional and academic development of educators in technology- and information-rich environments.

The course is offered in three modes, each starting in September.

  • full-time study in Manchester lasting 12 months
  • part-time study in Manchester, which normally lasts around 27 months
  • part-time study at a distance, by e-learning over two or three years.

Aims

  • Further your career by improving your skills and knowledge base in the area of digital technologies and communication, in order that these can be applied in any educational setting.
  • Enhance your interpersonal and group communications skills in order to learn independently and make effective decisions through self-reflection on your own practice.
  • Develop the ability to design your own educational materials using digital technologies and in particular to develop creative and innovative approaches to this work.
  • Build your confidence and ability to identify and critically evaluate the use of digital technologies, whether in formal educational settings or the informal educational processes of society, and with specific reference to your own needs and practice.
  • Develop your ability to systematically understand and critically evaluate research and research methodologies relevant to digital technologies in education, and apply this knowledge in actual research projects.
  • Develop an ability to manage and understand rapid technological change and its effect on educational processes, institutions and policies.

Teaching and learning

Formalised lectures are rare. Instead, classes tend to mix lecturer input with group work, computer and video activities, simulations, problem-based learning and class discussions. We make considerable use of enquiry-based learning (EBL), encouraging students' critical reflection on their own practice and beliefs: formed both by their professional experiences and intuitions, and theory and research. We encourage both individual and co-operative learning and research and hope to foster an ethos of life-long-learning. As most of our participants are themselves experienced teachers, we appreciate the wealth of knowledge and practical experience that they bring to the course and we encourage all participants to use all sources of professional insights including their fellow participants. We provide training in the use of electronic databases, library resources, and computer based statistics packages. Many other key skills will be developed during the course.

Coursework and assessment

The form of the assessment varies from unit to unit, including:

  • practical project work, i.e. creation of a web site or other educational software
  • a written literature review or other essay of approximately 3,500 words
  • criticism of existing software, web sites etc.
  • creation of a teaching portfolio
  • writing reports on schools or other educational settings
  • collaborative group work.

For dissertations, you can choose between a Mode A (traditional type) or a Mode B (portfolio type) dissertation. Mode A dissertations report on a research project of your own design or, possibly, discuss or develop theoretical understanding relevant to the field and/or your professional development. Mode B dissertations are more practical, and involve you designing, testing and implementing a technological solution to an educational problem, for example, a website or piece of interactive multimedia, and then reporting on this process. Mode A dissertations are 15,000 - 20,000 words long - the length of Mode B work can be negotiated, but the overall workload is expected to be equivalent to that of a Mode A.

Course unit details

The MA is a modular course carrying 180 points. It is divided into a taught component of 120 credits (subdivided into eight course units of 15 credits) and a dissertation of 60 credits. The taught component must be successfully completed before the dissertation can be submitted.

The course is semesterised. For on-site participants, this involves Semester 1 (late September - late January), Semester 2 (February-mid-June), and, for full-time participants, a summer semester (mid June - early September) for the dissertation. Part-time participants, whether studying in Manchester or at a distance by e-learning, follow the same teaching semesters as full-time participants but with a lighter study load in each. Their dissertations can then be completed over a longer period and submitted in either April or September.

Each 15-credit course unit is normally taught in one semester either through face-to-face classes or through various types of distance/e-learning. Except where noted, all courses exist in both a face-to-face and distance version. It is possible for students to complete the degree by a mixture of face-to-face and distance methods, if this is desired. Each 15-credit course unit is designed to fill 150 hours of study time. This time includes both set activities/classes, independent study, and work on assessment projects.

TESOL Pathway

Applicants may choose to specialise in a recognised area of Digital Technologies, and currently there is a TESOL pathway available. For further information, please contact  .

The degree that you would be awarded if you took this specialism would be called: MA DTCE (TESOL )

A pathway student must successfully complete a 15 credit core course specialising in language learning and technology; focus on their specialism and relevant research methods in the 30 credit unit Researching DTCE; and complete a 60 credit dissertation with a focus on TESOL and technology.

Additional fee information

We have planned the part-time distance/e-learning course so that completion within three calendar years is possible and we expect that most students will follow this schedule. However, we recognise that distance learning studies have to be accommodated within participants' busy personal and professional lives and sometimes unpredictable circumstances arise. In such cases, interruption of studies for up to a year is possible without any fee implications. In other cases a slower study pace can be arranged involving additional fee calculations please contact the  for details. Thus, there is a financial incentive to complete within three years.

Disability support

Practical support and advice for current students and applicants is available from the Disability Advisory and Support Service. Email: 



Read less
The Psychology of Education MSc will introduce students to key theoretical issues in the psychology of education, critically analysing psychological theory and research, and exploring its contribution to educational issues and practice. Read more

The Psychology of Education MSc will introduce students to key theoretical issues in the psychology of education, critically analysing psychological theory and research, and exploring its contribution to educational issues and practice. It is intended for people who wish to gain Graduate Basis for Chartered Membership so that they can proceed to professional training as an educational or other psychologist.

About this degree

This programme aims to equip students to develop understanding of the current issues in the psychology of education and provide them with an opportunity to engage in research. On successful completion of the programme students should be able to produce and communicate reasoned and informed argument, both in writing and orally. Students will also be able to critically evaluate theory and evidence in psychology.

Students undertake modules to the value of 180 credits.

The programme consists of two core modules (60 credits), two optional modules (60 credits) and a dissertation (60 credits).

Core modules

  • Core Topics in the Psychology of Education
  • Methodology and Statistics

Optional modules

  • Cognitive Development and Learning or Personality and Social Psychology
  • Students choose one module from the following:
  • Atypical Development
  • Developmental Psychology and Psychobiology
  • Issues in Educational Neuroscience
  • Language Development
  • Literacy Development
  • Psychological Aspects of Counselling
  • Reading and Spelling Difficulties
  • Social Development

Dissertation/report

All students undertake an independent research project which culminates in a dissertation.

Teaching and learning

The programme is delivered through a combination of lectures, including guest speakers, student preparation of tasks and longer presentations, group work, discussion, and computer workshops giving hands-on practice. Assessment is through coursework and one unseen examination. Coursework can involve small exercises, critiques of set research articles and extended pieces of writing on set topics.

Further information on modules and degree structure is available on the department website: Psychology of Education MSc

Funding

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website.

Careers

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

  • PhD students
  • researchers in the public and private sectors
  • clinical and educational doctorate students.

Recent career destinations for this degree

  • Secondary School Head of Year, London Borough of Wandsworth Council
  • Special Educational Needs (SEN) Teaching Assistant, Unspecified Academy
  • University Liaison Officer, Overseas Students Service Centre (OSSC)
  • DEdPsy in Educational Psychology, University of East London (UEL)

Employability

This programme offers a comprehensive research training in developmental and educational psychology. It provides a good grounding for doctoral study and valuable preparation for a research career in the academic community, the public sector or in industry.

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?

UCL Institute of Education (IOE) is one of the world's leading centres for education and related areas of social science - students learn from cutting-edge researchers in the field. For the fourth year in succession the IOE has been ranked number one for education (QS World University Rankings by Subject 2017). Our alumni include government ministers; heads of schools, other educational institutions and NGOs; and Olympians and prize-winning authors.



Read less
The objective of this programme of study is to prepare professionals able to deal with complex systems using sophisticated mathematical tools, yet with an engineering attitude. Read more

Mission and goals

The objective of this programme of study is to prepare professionals able to deal with complex systems using sophisticated mathematical tools, yet with an engineering attitude. It harmonises a solid scientific background with a command of advanced methodologies and technologies. The programme is characterised by a continuous synergy between Applied Mathematics and Engineering disciplines- The students may choose among three specialisations:
- Computational Science and Engineering
- Applied Statistics
- Quantitative Finance

See the website http://www.polinternational.polimi.it/educational-offer/laurea-magistrale-equivalent-to-master-of-science-programmes/mathematical-engineering/

Career opportunities

The professional opportunities offered by this course are rather ample and varied: engineering consultancy companies that deal with complex computational problems; manufacturing or civil engineering companies where analyses based on the use of advanced mathematical tools are needed; banks, insurance companies and financial institutions making use of quantitative finance for risk analysis or forecast; companies that require statistical interpretation and the processing of complex data, or the simulation of different scenarios; public and private research institutes and laboratories.

Eligible students

Students holding a Bachelor degree in Mathematical Engineering, or in a related area with a solid background in the core disciplines of the programme, i.e. Applied Mathematics, Computer Science, Applied Physics or other Engineering disciplines are eligible for application. In particular, eligible students' past studies must include courses in different areas of Engineering (among Informatics, Economics & Business Organization, Electrotechnics, Automation, Electronics, Applied Physics, Civil Engineering) for at least 25% of the overall courses, as well as courses in different areas of Mathematics (Mathematical Analysis, Linear Algebra, Geometry, Probability, Statistics, Numerical Analysis, Optimization) for at least 33% of the overall courses.
The following tracks are available:
1. Computational Science and Engineering
2. Applied Statistics
3. Quantitative Finance

Eligible students must clearly specify the track they are applying for in their motivation letter.

Presentation

See http://www.polinternational.polimi.it/uploads/media/Mathematical_Engineering.pdf
The Master of Science in Mathematical Engineering (MSME) aims to form an innovative and flexible professional profile, endowed with a wide spectrum of basic scientific notions and engineering principles, together with a deep knowledge of modern pure and applied mathematical techniques. MSME is characterized by a continuous synergy between Mathematics and Engineering methods, oriented to the modelling, analysis and solution of complex planning, control and management problems, and provides the students with the possibility to face problems from various scientific, financial and/or technological areas. The MSME graduates can find employment in Engineering companies specialized in handling complex computational problems, requiring a multidisciplinary knowledge; in companies manufacturing industrial goods for which design analysis based on the use of advanced mathematical procedures are required; in service societies, banks, insurance companies, finance or consultant agencies for the statistical interpretation and the simulation of complex situations related to the analysis of large number of data (e.g. management and optimization of services, data mining, information retrieval) or for handling financial products and risk management; in public and private institutions. The programme is taught in English.

Subjects

Three main tracks available:
1. Computational Science for Engineering
Real and functional analysis; algorithms and parallel programming; numerical and theoretical analysis for partial differential equations; fluid mechanics; computational fluid dynamics advanced programming techniques for scientific computing;

2. Statistics
Real and functional analysis; algorithms and parallel programming; stochastic dynamical models; applied statistics, model identification and data analysis; Bayesian statistics

3. Mathematical Finance
Real and functional analysis; algorithms and parallel programming; stochastic differential equations; mathematical finance; financial engineering; model identification and data analysis.

In the motivation letter the student must clearly specify the track he/she is applying for.

See the website http://www.polinternational.polimi.it/educational-offer/laurea-magistrale-equivalent-to-master-of-science-programmes/mathematical-engineering/

For contact information see here http://www.polinternational.polimi.it/educational-offer/laurea-magistrale-equivalent-to-master-of-science-programmes/mathematical-engineering/

Find out how to apply here http://www.polinternational.polimi.it/how-to-apply/

Read less
Are you a maths teacher wanting to develop your subject knowledge alongside studying at level 7? This online programme builds on CPD provided by Mathematics, Education and Industry (MEI) to support your classroom teaching through a deep consideration of the educational issues surrounding A level and further level mathematics. Read more
Are you a maths teacher wanting to develop your subject knowledge alongside studying at level 7? This online programme builds on CPD provided by Mathematics, Education and Industry (MEI) to support your classroom teaching through a deep consideration of the educational issues surrounding A level and further level mathematics. Ideal for those wanting to take their post-16 mathematics teaching further.

Careers with this subject

This programme is for practising mathematics teachers (or those with experience of teaching) at post-16 level. It can be taken over 1 or 2 years part time and will support your career development by providing expertise in teaching at this level and a theoretical base which will make you more able and confident to manage educational decision making.

Key features

-Taught in collaboration with MEI.
-Taught online using a virtual learning environment, then supporting you individually through tutorial work by phone or video conference, the programme becomes open to anyone.
-Practice-focused assignments which help you to theorise practice and practise your theorisation.
-Based on the professional experience of MEI staff and the academic expertise of Plymouth University’s Institute of Education.
-Starting with MEI’s CPD course (not part of the programme) to support your mathematics and pedagogy, the programme builds on Plymouth Institute of Education’s extensive expertise in supporting teaching and learning through study at level 7.
-Focused on your interests and needs, the programme provides a well-tailored, professionally useful, but also academically rigorous experience for mathematics educators.
-Comprises two modules (30 credits each), on completion there is an option to continue studying towards a full masters award (180 credits).
-Introduced at a time when new curriculum provision is changing the requirements on post-16 mathematics teachers, particularly in terms of teaching mechanics and statistics.

Course details

The programme can be taken over one or two years part-time. You complete two modules from the following:
-Teaching Further Mathematics 1
-Teaching Further Mathematics 2
-Teaching Mechanics 1
-Teaching Mechanics 2
-Teaching Statistics 1
-Teaching Statistics 2
-Teaching Advanced Mathematics (TAM is a one year course and has special arrangements associated with it – ask for details).

Optional modules
-METM701 Teaching Advanced Mathematics 1
-METM702 Teaching Advanced Mathematics 2
-METM704 Teaching Further Mathematics 2
-METM706 Teaching A-level Mechanics 2
-METM708 Teaching Statistics 2
-METM703 Teaching Further Mathematics 1
-METM705 Teaching A-level Mechanics 1
-METM707 Teaching Statistics 1

Read less
MA TESOL is designed to help experienced teachers of English to Speakers of Other Languages (including teachers of EFL, ESL, EAL and ESP) to further their expertise and/or begin following a specialise pathway in either intercultural studies, teacher education or educational technology. Read more

MA TESOL is designed to help experienced teachers of English to Speakers of Other Languages (including teachers of EFL, ESL, EAL and ESP) to further their expertise and/or begin following a specialise pathway in either intercultural studies, teacher education or educational technology.

It enables experienced TESOL practitioners to further their careers with regard to:

  • obtaining positions of seniority
  • undertaking new areas of professional activity
  • embedding practice within a research dimension
  • contributing to the professional development of other teachers
  • acting in advisory capacities to teaching and associated agencies.

It also aims to help you to:

  • develop advanced knowledge of TESOL-related research, theory and areas of debate
  • understand more deeply your role as TESOL practitioner given the international currency of English and the developments in the educational environment afforded by technology access and global networking
  • develop advanced professional skills such as conducting needs analyses and evaluating, adapting and designing teaching and learning resources
  • develop academic literacy.

Applications from both native- and non-native-English-speaking teachers are welcome.

Teaching and learning

The course is taught by lecturers who themselves have been language teachers (TESOL and other languages) with experience of working in Britain and overseas. Formal lectures are rare and instead classes tend to mix sections of input with group-work, computer and video activities, simulations and problem-based learning.

The course can be characterised in terms of participant's critical reflection - as informed by theory and research as well as by their professional experiences. We encourage both individual and co-operative learning and research and hope to foster an ethos of lifelong learning. As our students are themselves experienced teachers, we appreciate the wealth of knowledge and practical experience that they bring to the course and we encourage the sharing of professional insights including their fellow participants. We provide training in the use of electronic databases, library resources, and computer based statistics packages. Many other key skills will be developed during the course.

Coursework and assessment

The form of the assessment varies from unit to unit but usually consists of a written assignment of 3.500 words for a 15-credit course unit (double for a 30-credit course unit). You are expected to demonstrate an understanding of the relevant theory as applied to your professional practice, and also demonstrate technical, academic, and professional skills . All assignments will be followed by both formative and summative feedback.

You can choose between a Mode A (traditional type) or a Mode B (portfolio type) of dissertation. Mode A dissertations can be empirical (report on a research project); conceptual (discuss or develop a conceptual understanding or framework of relevance to your professional development); or practical (development of a rationale for practical activities related to professional practice). Mode A practical dissertations and Mode B portfolio-type dissertations are very similar but in the latter the materials produced are close to being in a publishable format.

Course unit details

The MA TESOL course consists of compulsory course units covering approaches, methods and techniques in TESOL, language learning and technology and developing researcher competence.

Other course units cover topics such as: psychology of language learning; explorations in language; language education as intercultural practice; and the education of language teachers. You can also select from the MA Digital Technology and Communication in Educational course units if you have a specific interest in educational technology. 

MA TESOL Pathways

The pathways are specialisations in a recognised area of TESOL, and result in the following named degrees:

  • MA TESOL (Intercultural Education )
  • MA TESOL (Teacher Education)
  • MA TESOL (Educational Technology)

Pathway students must complete a 15 credit core course unit in the named, specialist area; focus on their specialism and relevant research methods in the 30 credit unit EDUC70100/2 Developing Researcher Competence; and complete a 60 credit dissertation with a focus on their specialist area.

Career opportunities

Our graduates go on to positions of seniority, undertake new areas of professional activity, such as publishing or materials development, contribute to the professional development of other teachers, and act in advisory capacities to teaching and associated agencies at both national and international level. Some also proceed to doctoral studies in TESOL, either in other contexts or joining our own thriving doctoral community.



Read less
The Education (Psychology) MA will introduce students to key theoretical issues in the psychology of education, critical analysis of psychological theory and research and its contribution to educational issues and practice. Read more

The Education (Psychology) MA will introduce students to key theoretical issues in the psychology of education, critical analysis of psychological theory and research and its contribution to educational issues and practice. It will develop students' understanding of research processes and give them the opportunity to undertake research in psychology of education.

About this degree

Students develop understanding of current issues in the psychology of education and have the opportunity to engage in research. On successful completion of the programme students should be able to produce and communicate reasoned and informed argument, both in writing and orally. Students should also be able to critically evaluate theory and evidence in psychology.

Students undertake modules to the value of 180 credits.

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

Core modules

  • Core Topics in the Psychology of Education
  • Methodology and Statistics

Optional modules

Students choose two optional modules either from the list below and/or from the wide range of Master's-level modules across the IOE offering:

  • Atypical Development
  • Cognitive Development and Learning
  • Developmental Psychology
  • Issues in Educational Neuroscience
  • Language Development
  • Literacy Development
  • Personality and Social Psychology in Education
  • Psychological Aspects of Counselling
  • Reading and Spelling Difficulties
  • Social Development

Dissertation/report

All students undertake an independent project which culminates either in a dissertation of 10,000-12,000 words or a report of 6,000-7,000 words.

Teaching and learning

The programme is delivered through a combination of lectures given by both IOE academic staff and guest speakers, student preparation of tasks and longer presentations, group work, discussion, computer workshops giving hands-on practice. Assessment is through coursework and one two-hour unseen examination. Coursework can involve small exercises, critiques of set research articles and extended pieces of writing on set topics, and the dissertation/report.

Further information on modules and degree structure is available on the department website: Education (Psychology) MA

Careers

Graduates of this Master's degree are currently working as professionals in educational settings, teachers and PhD students.

Employability

This programme offers a comprehensive research training in educational psychology. It provides a good grounding for doctoral study and valuable preparation for a research career in the academic community, the public sector or in industry.

Why study this degree at UCL?

UCL Institute of Education (IOE) is one of the world's leading centres for education and related areas of social science - students will learn from cutting-edge researchers in the field. For the fourth year in succession the IOE has been ranked as the world's leading university for Education (QS World University Rankings by Subject 2017).

Our alumni include government ministers; heads of schools; other educational institutions and NGOs; and Olympians and prize-winning authors.

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.



Read less

Show 10 15 30 per page



Cookie Policy    X