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Masters Degrees (Educational Studies)

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

What's the Master of Educational Studies all about? 

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

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

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

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

Objectives

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

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

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

Career perspectives

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

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



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The MEd in Educational Studies offers flexibility through a wide choice of modules dealing with current issues in education, - from Action Research to Leadership and from Assessment to Autism. Read more
The MEd in Educational Studies offers flexibility through a wide choice of modules dealing with current issues in education, - from Action Research to Leadership and from Assessment to Autism. This diversity is particularly appreciated by teachers and educational professionals who want to learn across a range of areas, rather than focusing on one definitive topic. The range of topics include: assessment, autism, behaviour, curriculum, inclusion and special educational needs, leadership and action research and students may freely choose modules from within this programme.

The programme offers students an opportunity to further their knowledge of a variety of topics in which they have a special interest and to broaden their expertise by selecting topics which they may not have previously studied in depth. It provides an opportunity for reflection on both the practical and theoretical aspects of education and is open to teachers in primary-, secondary- and tertiary-level institutions as well as to professionals in other fields of education

Why Educational Studies at Queen's?

- As a prestigious Russell Group University, Queen’s is ranked 8th within the UK in relation to research intensity;
- Education research 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 professional development opportunity for teachers and other related professionals who wish to extend and renew their study of education on a wide front;
- The diversity of topics is particularly appreciated if you want to learn across a range of topics, rather than focusing on one specialist subject. Modules include: assessment, behaviour, curriculum, learning, reflective practice and many more. You may also study modules from our other Master’s programmes (if you meet the entrance requirements and receive approval);
- We understand the many demands on students’ time, so the content is delivered in a mixture of face-to-face and online formats and you can study one or more of our modules as a short course;
- If you have completed other Masters-level awards, eg PGCE, within the last 10 years you are eligible to transfer credit. The credit transfer application must be submitted at the same time as the online course application;
- You may also undertake individual course modules as short courses without completing a full degree.
- If you don’t want or need to study for the research dissertation, flexible exit awards (PG Diploma, PG Certificate) are available.

[Programme Structure]]
The MEd in Education Studies is awarded to students who successfully complete 120 CATS points from taught modules and 60 CATS points from a Master's dissertation. Students may take modules from this programme or another Masters programme in the School of Social Sciences, Education and Social Work (where they meet the entrance requirements and receive approval).

Exit qualifications are available. Students may exit with a Postgraduate Diploma by successfully completing 120 CATS points from taught modules or a 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 Studies as a short course, please contact the Education Secretary (tel: 028 9097 5923/ 5032, ) for advice.

Modules

◦An Introduction to Research Methods: Children, Young People and Education (compulsory)
◦Assessment Issues in Teaching and Learning in Classrooms
◦Fundamental Elements of Behaviour Change
◦Leadership for Change
◦Leadership Theory and Practice: An Overview
◦Leading School Improvement
◦Methods and Analysis in Educational Research
◦Reflections on Education
◦Reflective Practice and Action Research
◦Reimagining Special Needs Education: Inclusive Pedagogy
◦Special Needs Education and Issues of Equity
◦The Intellectual Foundations of Special Education Understanding Adults with ASD
◦Understanding Children with ASD

Assessment

There are no written examinations. Most modules are assessed by coursework. Online modules are assessed by a variety of methods, eg multiple choice exam and contributions to an online forum.

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The MA program in Educational Studies is a department-wide thesis based program that can be completed full-time over a two year period or part-time over a longer period. Read more
The MA program in Educational Studies is a department-wide thesis based program that can be completed full-time over a two year period or part-time over a longer period.

MA students can focus their studies in one of four MA concentrations:
- Adult Learning and Education (ALE)
- Educational Leadership and Administration (EDAL)
- Higher Education (HIED)
- Society, Culture and Politics in Education (SCPE)

MA students may also enroll in a general concentration.

The EDST MA is for students who are interested in learning about educational research or in becoming educational researchers. The program also prepares students for continuing doctoral work in education (PhD and EdD), should they wish to pursue this option.

Quick Facts

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

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The MRes in Educational Studies is a combined programme consisting of a taught element and a research element. The taught element consists of a number of core modules which are taken from the Doctoral Research Training programme. Read more
The MRes in Educational Studies is a combined programme consisting of a taught element and a research element. The taught element consists of a number of core modules which are taken from the Doctoral Research Training programme. You will then complete a 20,000 words research dissertation.

With over 100 lecturing and research staff and dedicated research centres, our School of Education is one of the largest research-led schools of education in the UK with a distinguished reputation for excellence in our research and teaching practice both nationally and internationally. We have a history of 5 star rated research and in the 2014 Research Excellence Framework (REF), 81% of our work was recognised as being of international quality. In addition, the University is one of only 12 UK institutions to have been awarded 'Doctoral Training Centre' status by the Economic and Social Research Council (ESRC), the UK funding body for social sciences.

About the School of Education

The School of Education has a long-standing reputation as a centre of excellence for teaching and research in a wide range of areas of educational practice and policy. It is an international leader in education with a history of top rated research. In the 2016 QS World Rankings, it was ranked 28th in the World and joint 7th in Europe/UK.
The School employs over 100 academic staff who teach more than 2,500 students. It is home to a number of departments and research centres with a history of top rated research and is an international leader in education.
School of Education ranking:
- Ranked 6th in the Guardian University League Tables 2017
- Ranked 10th in the 2017 Complete University Guide
- In Top 3 for HEI provision in the Good Teacher Training Guide
- Ranked 28th in the World in the 2016 QS World Rankings
- Ranked 9th overall for Research in the 2014 REF (with more than 82% of research rated as ‘internationally excellent’ (3*) or ‘world leading’ (4*).
- Rated 'outstanding' in latest Ofsted inspection (2013) for its Teacher Training programmes
- Ranked third for Education in The Times Good University Guide 2017

Funding and Scholarships

There are many ways to finance your postgraduate study at the University of Birmingham. To see what funding and scholarships are available, please visit: http://www.birmingham.ac.uk/postgraduate/funding

Open Days

Explore postgraduate study at Birmingham at our on-campus open days.
Register to attend at: http://www.birmingham.ac.uk/postgraduate/visit

Virtual Open Days

If you can’t make it to one of our on-campus open days, our virtual open days run regularly throughout the year. For more information, please visit: http://www.pg.bham.ac.uk

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This 30-credit Postgraduate Award in Educational Studies takes a critical look at issues arising from recent developments in research, policy and practice. Read more
This 30-credit Postgraduate Award in Educational Studies takes a critical look at issues arising from recent developments in research, policy and practice. Drawing on music education research, national reports and experience in a variety of contexts this module examines issues that arise from the fast-changing scene. These issues are relevant to the work of music teachers in both primary and secondary schools.

The course's focus is on coming to a better understanding of a range of tensions that frame the practice of musical learning and teaching in schools. As well as drawing on research to better understand the nature of these tensions, time will be spent working on a collaborative, small-scale research-based task that aims to examine a chosen issue within a local context.

Visit the website: http://www.ice.cam.ac.uk/component/courses/?view=course&cid=15962

Course detail

Aims of the programme:

- To become clearer about the role of music in 21st century schools;
- To explore tensions between national and local policy, pedagogic approaches and learners' musical practices;
- To better understand the kind of knowledge and understanding with which musical education might be concerned;
- To examine the role of musical provision beyond the school gates;
- To consider whether it is possible for a music education in school to be inclusive.

Format

Themes covered will include:

- the music teacher and creativity
- informal and formal musical learning
- processes of music-making
- the musical classroom, the teacher and the learner
- inclusive music education
- music education, culture and society.

Assessment

1 x 4,000 word essay

Students receive written comments on their assignments and informal feedback throughout the course (including through supervision).

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

Funding

Sources of government funding and financial support (including Professional and Career Development Loans): https://www.gov.uk/browse/education/student-finance

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"Dialogue is not like other forms of communication (chatting, arguing, negotiating and so on). Dialogue is an activity directed towards discovery and new understanding, which stands to improve the knowledge, insight, or sensitivity of its participants. Read more
"Dialogue is not like other forms of communication (chatting, arguing, negotiating and so on). Dialogue is an activity directed towards discovery and new understanding, which stands to improve the knowledge, insight, or sensitivity of its participants. Dialogue represents a continuous, developmental communicative interchange through which we stand to gain a fuller apprehension of the world, ourselves, and one another." Dialogue in Teaching: Theory and Practice, Burbules 2003, p.8.

Aims of the programme

In this 30-credit Postgraduate Award in Educational Studies course, students will:

- develop their understanding of educational dialogue through discussion and critical analysis of theoretical and empirical research, engage with concrete examples, and reflect on their relevance to the classroom;
- systematically work towards the planning and delivery of dialogic lessons;
- analyse and report on findings, and plan future approaches to dialogic teaching and learning in the classroom.

Visit the website: http://www.ice.cam.ac.uk/component/courses/?view=course&cid=15972

Note that this course is delivered by the University of Cambridge Faculty of Education.

Assessment

1 x 4,000 word essay

Students receive written comments on their assignments and informal feedback throughout the course (including through supervision).

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

Funding

Sources of government funding and financial support (including Professional and Career Development Loans): https://www.gov.uk/browse/education/student-finance

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This is a 30-credit PAES (Postgraduate Award in Educational Studies) course aimed at adults working with young people and children, who want to begin to develop some counselling skills and knowledge. Read more
This is a 30-credit PAES (Postgraduate Award in Educational Studies) course aimed at adults working with young people and children, who want to begin to develop some counselling skills and knowledge.

Visit the website: http://www.ice.cam.ac.uk/component/courses/?view=course&cid=15982

Who is the course designed for?

It is appropriate for those working directly with children and young people in education or other settings such as youth work, health, or social care. It is also the entry course for those wishing to pursue the Postgraduate Diploma or Master's courses in counselling which, together, constitute a nationally accredited psychotherapeutic counsellor programme.

Course detail

This course aims to explore counselling with children and adolescents and develop the skills and theoretical base for such work. Course members will be supported to use these skills in their own work setting during the course.

Format

All participants are expected to attend regularly and to complete a related assignment to the satisfaction of the course tutor. The course takes an integrative approach, which means elements from different theories are brought together to make a coherent whole. There is an emphasis on the therapeutic relationship and the relational processes involved in using counselling skills with children and young people.

Consideration is be given to specific areas including:

- counselling in schools and other settings;
- safeguarding and child protection;
- working with diversity;
- practical and ethical issues;
- working with parents and adults around the child;
- students' own work settings.

There is a focus on working therapeutically with the arts and with play. This includes practical sessions making and working with art images, sand tray work, as well as exploring the value of therapeutic story work. The course is taught through an active learning approach that centres on experiential work. Teaching also takes place through interactive workshops, mini lectures, group discussions, practice sessions with peer and tutor feedback, and student presentations.

Assessment

- A presentation is given at the end of the course
- 1 x 4,000 word essay to support the final presentation

Students receive written comments on their assignments and informal feedback throughout the course (including through supervision).

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

Sources of government funding and financial support (including Professional and Career Development Loans): https://www.gov.uk/browse/education/student-finance

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Note that this course is delivered by the University of Cambridge Faculty of Education. This blended learning (online and face-to-face) 30-credit Postgraduate Award in Educational Studies course takes as its starting point the power of the performance in developing understanding of Shakespeare in pupils. Read more
Note that this course is delivered by the University of Cambridge Faculty of Education.

This blended learning (online and face-to-face) 30-credit Postgraduate Award in Educational Studies course takes as its starting point the power of the performance in developing understanding of Shakespeare in pupils. It uses a practical, workshop and classroom-based approach, which is supported by a foundation of deepening theoretical knowledge about Shakespeare in context, with a particular focus on developing a critical and analytical awareness of the theatricality of specific Shakespeare plays.

Visit the website: http://www.ice.cam.ac.uk/component/courses/?view=course&cid=16002

Course detail

Aims of the programme:

- To explore with The Globe Theatre the opportunities offered for the effective teaching of Shakespeare through practical and applied classroom strategies;
- To resource and to generate research-based debate regarding teaching Shakespeare through performance;
- To encourage sharing of ideas and approaches within different groups of the English and drama teaching community, all of whom have a distinctive contribution to make to the debate and particular training needs;
- To impact positively on planning and teaching of Shakespeare;
- To contribute, via web or paper-based published outcomes, to the understanding of effective teaching of Shakespeare through performance strategies and The Globe Theatre's resources.

Format

Using resources developed by The Globe Theatre and the Faculty and located in a Virtual Learning Environment, you will be required to reflect analytically and critically on the assumptions which documented production choices embody and to show an understanding of the implications various critical approaches may generate for production choices. You will also be asked to evaluate your own teaching of Shakespeare using the ideas developed through the course.

You will be asked to attend an introductory session at the Faculty of Education at the beginning of the course. You will then meet at The Globe Theatre for a Saturday workshop. The theoretical foundation of the course is designed as an online component and will require you to undertake some small classroom-focused research tasks. The course ends with a further workshop at The Globe Theatre and attendance at the matinee on that day of one of the Globe's productions.

Please note: you are required to attend two Saturday workshops at The Globe Theatre, as well as completing the online component of the course.

Contact time

- Supervision: 3 hours per year
- Face-to-face conferences: 6-12 hours per year
- Small group teaching: 2 hours per week during terms (online)

Assessment

Essays, projects and written papers
4,000 words

Students receive written comments on their assignments and informal feedback throughout the course.

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

Funding

Sources of government funding and financial support (including Professional and Career Development Loans): https://www.gov.uk/browse/education/student-finance

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Binghamton University's College of Community and Public Affairs (CCPA) offers a Master of Science in Educational Studies degree for individuals interested in the general study of education who are not seeking certification to teach. Read more

Binghamton University's College of Community and Public Affairs (CCPA) offers a Master of Science in Educational Studies degree for individuals interested in the general study of education who are not seeking certification to teach. This program is suited for several types of students.

The program is ideal for professionals working in schools in non-teaching positions and for professionals working in with students or schools through human service agencies or other settings who would benefit from a greater understanding of educational foundations, as well as for teachers and educators from outside the U.S. who desire graduate study in the field of education.

The program also serves teachers interested in obtaining a master’s degree in education but who work in a subject area OTHER than the certification areas offered by Binghamton University (childhood and early childhood education, special education, literacy education, or adolescence education in English, romance languages, mathematics, sciences or social studies).

Professional Development

The program consists of 36 credits, and students must take at least 4 credits in each of the following educational areas: foundations of education, teaching and learning, and research. Students will work closely with a faculty advisor to select suitable courses from the diverse curriculum and develop an individualized course of study. The program culminates in a research-based master’s paper or project. This involves a formal research paper on a major educational issue or a research report of a field-based study. If the student is teaching, the final project could involve presenting a reflective portfolio and curricular materials, including a review of relevant research.

After You Graduate

Graduates of this program often teach subjects like music, art, physical education and health. With a strong educational background obtained through this degree, many international alumni of the program have returned to their respective home countries to pursue teaching positions.

Please note that although this program is a New York State registered teacher education program, it does NOT lead to certification. Students interested in becoming certified after completing this program should apply to the New York State Education Department (NYSED) on their own, with the understanding that the GSE cannot predict the outcome. Students are responsible for working with NYSED regarding professional certification matters.

All applicants must submit the following:

- Online graduate degree application and application fee

- Transcripts from each college/university which you have attended

- Two letters of recommendation (the CCPA will accept additional letters of recommendation)

- Personal statement (Please see the CCPA Admissions website for additional information about the personal statement)

- Resume or Curriculum Vitae (max. 2 pages)

- Official GRE scores

And, for international applicants:

- International Student Financial Statement form

- Official bank statement/proof of support

- Official TOEFL, IELTS, or PTE Academic scores



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This course is suitable for you if you have a background in education or are seeking to understand education within its broad contexts. Read more
This course is suitable for you if you have a background in education or are seeking to understand education within its broad contexts. It encourages you to link theoretical and practical understanding of issues in education, while developing generic knowledge, skills and understanding of the questions involved in conceptualising and designing educational research.

Core modules in Foundation Research Methods and Teaching, Learning and Assessment lay the foundations for developing your research skills and understanding of education contexts. You may then select two further optional modules from the CES portfolio, to suit your own interests. You’ll also complete a dissertation under the supervision of a member of academic staff.

Past students have developed their teaching careers and pursued work in various educational establishments and community ventures, both in the UK and abroad.

Course aims and benefits

This course will help you to understand better the theories, practicalities and significance of educational issues, whilst also enabling you to develop an appreciation for the role that research plays in illuminating these. We aim to help you to identify and meet your professional and personal development needs through a flexible bank of modules and informed advice in choosing your dissertation topic. You will have the opportunity to debate with your peers on a host of important education issues, such as:
-What is a successful school and how would you recognise one?
-Why is it that for most pupils school is a rich and rewarding experience, yet pupils from poor backgrounds achieve less well than their counterparts at every ability level in the English education system?
-Could – and should – the National Curriculum for education be replaced by an individual curriculum for every child?
-Should the information from international education league tables inform education systems or drive them?

Course structure

You will complete a core module in Foundation Research Methods (30 CATS) that will provide research training for the course, plus either the Teaching, Learning and Assessment (30 CATS) module, or the Education, Policy and Society (30CATS) module, depending on whether you have prior knowledge of the UK education system. You may then select two optional modules (30 CATS each) from the modules offered across the taught MA programmes within the Centre for Education Studies to suit your needs and interests. You will then complete a 20,000 word dissertation under the supervision of a member of our well-published academic staff (60 CATS).

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This programme is designed to deepen your understanding of education so that you can critically analyse education practice, provisions and policy in your own current or future professional context. Read more
This programme is designed to deepen your understanding of education so that you can critically analyse education practice, provisions and policy in your own current or future professional context. They support you in interrogating research literature and in undertaking educational research in your own areas of study.

Why this programme

◾This programmes offers you the opportunity to explore different perspectives and aspects of education through a variety of optional courses.
◾This programme is for people who are interested in entering the academic field of education. You will study alongside people from a range of backgrounds and stages of educationally focused careers.
◾The programme offerd an opportunity for the advanced study of education within a broad framework of courses. The scope is broad, representing important and influential educational ideas from a range of disciplines.

Programme structure

You will take four core and two optional courses. Courses contribute to your development of research understanding and skills that then support you in conducting your own research based dissertation. You can select areas for professional development from optional courses.

Core courses
◾Advanced educational research
◾Introduction to educational and social research
◾Modern educational thought
◾Seminar on contemporary issues.

Optional courses
◾Curriculum development in adult education
◾Developing literacy
◾Economics for education
◾Education and international development
◾Educational approaches to community learning and development
◾Empowerment and social change
◾Higher education as a field of research, policy and practice
◾Highly able learners
◾Identities, relationships & behaviours
◾Inclusive classrooms, inclusive pedagogies
◾International & comparative education
◾Leadership in implementing education policy
◾Perspectives of youth & young adulthood
◾The evolving concept of inclusion
◾The learner & the curriculum
◾Work-related learning
◾Working with youth: Education and learning for change.

Career prospects

The programme will support your career development as a class teacher, lecturer, policy developer, special education professional, head teacher, education administrator or researcher.

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This programme is designed to deepen your understanding of education so that you can critically analyse education practice, provisions and policy in your own current or future professional context. Read more
This programme is designed to deepen your understanding of education so that you can critically analyse education practice, provisions and policy in your own current or future professional context. They support you in interrogating research literature and in undertaking educational research in your own areas of study.

Why this programme

◾This programmes offers you the opportunity to explore different perspectives and aspects of education through a variety of optional courses.
◾The programme is for you if you are a qualified teacher looking to extend and enhance your professional career. You will be given the opportunity of focusing on your own professional contexts and practices.
◾The programme offers an opportunity for the advanced study of education within a broad framework of courses. The scope is broad, representing important and influential educational ideas from a range of disciplines.

Programme structure

You will take three core and three optional courses. Courses contribute to your development of research understanding and skills that then support you in conducting your own research based dissertation. You can select areas for professional development from optional courses.

Core courses
◾Introduction to educational and social research
◾Modern educational thought
◾Seminar on contemporary issues.

Optional courses
◾Advanced educational research
◾Curriculum development in adult education
◾Developing literacy
◾Economics for education
◾Education and international development
◾Educational approaches to community learning and development
◾Empowerment and social change
◾Higher education as a field of research, policy and practice
◾Highly able learners
◾Identities, relationships & behaviours
◾Inclusive classrooms, inclusive pedagogies
◾International & comparative education
◾International issues in adult education
◾Leadership in implementing education policy
◾Perspectives of youth & young adulthood
◾The evolving concept of inclusion
◾The learner & the curriculum
◾The psychology of adult learning
◾Working with youth: Education and learning for change.

Career prospects

The programme will support your career development as a class teacher, lecturer, policy developer, special education professional, head teacher, education administrator or researcher.

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This programme caters for teachers and educators who are keen to develop as both writers and educational practitioners, and is delivered in collaboration with London-based cultural institutions- http://www.gold.ac.uk/pg/ma-writer-teacher/. Read more
This programme caters for teachers and educators who are keen to develop as both writers and educational practitioners, and is delivered in collaboration with London-based cultural institutions- http://www.gold.ac.uk/pg/ma-writer-teacher/

There is a growing interest in linking cultural sector practices to those of education, to the benefit of both. This programme creates a valuable partnership across the Educational Studies and the creative writing team in the English and Comparative Literature at Goldsmiths, in collaboration with London-based cultural institutions.

The course caters for teachers and educators who are keen to develop as both writers and educational practitioners. It develops insights into creative writing practices that provide a critical perspective on relations and discourses of teaching and learning in contemporary education.

The programme enables students to establish and strengthen their identity as writers and educators in informal and formal learning contexts (eg Writing Workshop and project based dissertation).

You'll develop strong writing skills to a potentially publishable level and will be able to engage in sustained practical and theoretical research into writing practices. Practices of creative writing and practices of teaching and learning are brought into a productive relationship.

As part of the programme you'll rethink notions of writing pedagogy in a range of contexts, including local community sites.

You may be given the opportunity to contribute to:

-performance poetry workshops and events conducted by Apples and Snakes
-poetry performances and sessions run by the Poetry Society
-drama projects created by The Complete Work
-writing projects developed by the English and Media Centre
-writing workshops in a range of forms led by the Ministry of Stories
-creative research projects run by the British Library
-Storytelling workshops run by Discover Children's Story Centre

Spoken Word Education programme

The Spoken Word Education Training Programme is led by Jacob Sam-La Rose (Artistic Director) and Bohdan Piasecki (Education Director). All Spoken Word Educators need to first apply to the MA Writer/Teacher programme and, if they are accepted, they will then be interviewed for the Spoken Word Education Training programme.

MA Writer/Teacher student shortlisted for the Costa Short Story Award 2015:
'Gerado Dreams of Chillies', written by Niall Bourke as part of his MA studies at Goldsmiths is one of six shortlisted for the £3,500 prize.

Contact the department

If you have specific questions about the degree, contact Vicky Macleroy (Educational Studies)

Modules & Structure

You'll have the opportunity to develop your own creative writing practices and explore a range of educational approaches towards creative writing.

You'll work with practising and published creative writing lecturers and education lecturers in collaboration with professionals working in local cultural institutions.

You'll participate in creative and life writing workshops and research creative writing pedagogies in classrooms and educational settings.

You have to complete 180 credits points, made up from:

-one compulsory core module in the Department of English and Comparative Literature:
–Workshop in Creative and Life Writing (30 credits)

-two compulsory core modules in the Department of Educational Studies in association with the British Library, Poetry Society, English and Media Centre, Apples and Snakes, Ministry of Stories, The Complete Works:
–Contemporary Writer Identity and Education (30 credits)
–Research into Writing Practices (30 credits)

-an option module in the Department of Educational Studies (30 credits)

-the Dissertation in the Department of Educational Studies and the Department of English and Comparative Literature (60 credits)

Practitioners who already have existing M-level credits may transfer these on to the MA.

Assessment

Assessment for the Workshop in Creative and Life Writing module is by the submission of a piece or pieces of creative or life-writing of 5,000 words plus a critical account of how you have structured and developed your work.

Assessment for the Educational Studies modules is by the submission of assignments.

You'll also be assessed on a project-based dissertation.

Skills

The programme will enable you to develop creative writing skills to a potentially publishable level, participate in local cultural events as writers, and develop advanced theoretical and critical skills in creative writing pedagogy.

Careers

The programme provides and enhances continuing professional development in creative writing for educators and teachers, opening up opportunities to work with local cultural institutions and schools, and enriching current professional practice.

Funding

Please visit http://www.gold.ac.uk/pg/fees-funding/ for details.

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Note that this course is delivered by the University of Cambridge Faculty of Education. The Faculty of Education's PPD programme can be used as part of a progression route to the University of Cambridge part-time Master's (MEd) or the EdD. Read more
Note that this course is delivered by the University of Cambridge Faculty of Education.

The Faculty of Education's PPD programme can be used as part of a progression route to the University of Cambridge part-time Master's (MEd) or the EdD. The programme offers the opportunity to gain highly regarded qualifications which enable recently qualified or experienced practitioners, curriculum leaders and senior managers to update and upgrade their skills, advance their careers and support development of practice in schools.

Visit the website: http://www.ice.cam.ac.uk/component/courses/?view=course&cid=15932

Course detail

Groups of teachers from one or more schools may wish to work collaboratively on a development project. Those teachers who wish to write up their work in a way that addresses the criteria of the PPD awards may register for the programme and work with a supervisor to achieve a PPD award.

Please note that PPD students are members of the Faculty of Education with access to all Faculty services such as library membership and IT support. Successful completion of the PPD programme entitles students to a University of Cambridge award. Students do not though, have College membership, nor therefore pay a College fee. Use of some central University facilities may be restricted (for example sports clubs).

Who is the course designed for?

The programme offers academic study that is practice-focused and professionally relevant. It is aimed at professionals working with children and young people in schools and other settings. It attracts a large number of teachers but also attracts others who may not have QTS but who contribute to the education and development of young people.

Format

Participants work with a supervisor to design and undertake a small scale project aimed at researching or developing practice. Some opt to work with others in a small research community or development group and others opt to work more independently with a supervisor. Central to the programme is a belief in the importance of empowering professionals to link effectively theory, research and practice.

As part of the Faculty's commitment to ensuring that the PPD courses meet the demand that good practice should be 'evidence based' they include an introduction to research methods, designed to support PPD enquiry into classroom and school based topics.

The course is online, so no attendance is required, and you will have a supervisor to work with you on this aspect of your research. The course will be tailored to meet your research needs and the materials, which include video interviews with internationally renowned Cambridge researchers, are both accessible and comprehensive.

Assessment

Essay: 8,000 words

Students receive written comments on their assignments and informal feedback throughout the course (including through supervision).

Continuation

If you continue to the Faculty of Education's Master's programme, you will at that point be admitted to the central University, through the college system, as a full member of the University, with fees also going to a College.

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

Funding

Sources of government funding and financial support (including Professional and Career Development Loans): https://www.gov.uk/browse/education/student-finance

Read less
Note that this course is delivered by the University of Cambridge Faculty of Education. The Faculty of Education's PPD programme can be used as part of a progression route to the University of Cambridge part-time Master's (MEd) or the EdD. Read more
Note that this course is delivered by the University of Cambridge Faculty of Education.

The Faculty of Education's PPD programme can be used as part of a progression route to the University of Cambridge part-time Master's (MEd) or the EdD. The programme offers the opportunity to gain highly regarded qualifications which enable recently qualified or experienced practitioners, curriculum leaders and senior managers to update and upgrade their skills, advance their careers and support development of practice in schools.

Visit the website: http://www.ice.cam.ac.uk/component/courses/?view=course&cid=15942

Course detail

Groups of teachers from one or more schools may wish to work collaboratively on a development project. Those teachers who wish to write up their work in a way that addresses the criteria of the PPD awards may register for the programme and work with a supervisor to achieve a PPD award.

Please note that PPD students are members of the Faculty of Education with access to all Faculty services such as library membership and IT support. Successful completion of the PPD programme entitles students to a University of Cambridge award. Students do not though, have College membership, nor therefore pay a College fee. Use of some central University facilities may be restricted (for example sports clubs).

Who is the course designed for?

The programme offers academic study that is practice-focused and professionally relevant. It is aimed at professionals working with children and young people in schools and other settings. It attracts a large number of teachers but also attracts others who may not have QTS but who contribute to the education and development of young people.

Format

Participants work with a supervisor to design and undertake a small scale project aimed at researching or developing practice. Some opt to work with others in a small research community or development group and others opt to work more independently with a supervisor. Central to the programme is a belief in the importance of empowering teachers to link effectively theory, research and practice.

As part of the Faculty's commitment to ensuring that the PPD courses meet the demand that good practice should be 'evidence based' they include an introduction to research methods, designed to support PPD enquiry into classroom and school based topics.

The course is online, so no attendance is required, and you will have a supervisor to work with you on this aspect of your research. The course will be tailored to meet your research needs and the materials, which include video interviews with internationally renowned Cambridge researchers, are both accessible and comprehensive.

Assessment

Essay: 12,000 words

Students receive written comments on their assignments and informal feedback throughout the course (including through supervision).

Continuation

If you continue to the Faculty of Education's Master's programme, you will at that point be admitted to the central University, through the college system, as a full member of the University, with fees also going to a College.

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

Funding

Sources of government funding and financial support (including Professional and Career Development Loans): https://www.gov.uk/browse/education/student-finance

Read less

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