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Masters Degrees (Emotional Literacy)

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This course will deepen your understanding of the complex research and practice of literacy, language and children’s literature. Read more

Why this course?

This course will deepen your understanding of the complex research and practice of literacy, language and children’s literature.

You’ll explore how to give children and young people the best start in life by promoting literacy, language and literature and learn to apply different theoretical lenses, to understand practical problems.

You’ll graduate with deep knowledge of the language, literacy and literature research into what matters and for whom. You’ll also develop a diagnostic approach to which designs and interventions work, in which circumstances and why.

Study mode and duration:
- PgCert (full or part-time) – 3 modules
- PgDip (full or part-time) – 6 modules
- M.Ed (full or part-time) – PgDip + Dissertation 1 & 2

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

Who is the course suitable for?

The course is suitable for anyone with an interest in children and young people’s literacy, language and literature, including:
- school teachers
- managers in the primary and secondary sector
- education policy makers
- speech and language therapists
- educational psychologists
- community education workers
- residential social workers
- parents

You'll study

You'll address questions such as:
- Why is the process of becoming literate so complex and how does it relate to spoken language development?
- Why and how are the pathways to literacy influenced so strongly by poverty and gender?
- How can literacy teaching be framed to empower learning in other subject disciplines, and what are the research implications?
- What makes a ‘good’ book for children and young people, and how do creative responses to literature underpin intellectual, emotional and social wellbeing?
- When children struggle with literacy, what can adults do to help?
- How can professionals make schooling and the curriculum more effective for students at every stage of their school career?

Qualifications

- Postgraduate Certificate & Diploma
This Certificate is made up of three modules – and you can choose which ones.
The Diploma is made up of six modules.

- Masters
The M.Ed requires the Diplomaband two further research modules - Dissertation 1 and Dissertation 2, which will be based on a topic of your choice.

Industry experience

Some modules involve working directly with young people or other professionals. For international students, we might be able to organise short, unpaid opportunities to observe in schools and work with students.
This is subject to visa status, qualifications and checks.

Learning & teaching

The course is taught through small group seminars and lectures. You’ll be given reading and other reflective activities to carry out in your own time, which will be drawn on in the seminars. You'll also be invited to participate in a range of student and staff-led research seminars.

Assessment

The course is assessed through written coursework that draws on academic study and reflection on practical applications.

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If you're a graduate healthcare practitioner aiming to become a competent and confident critical care nurse, our course will prepare you for delivering quality, safe care in a demanding environment. Read more
If you're a graduate healthcare practitioner aiming to become a competent and confident critical care nurse, our course will prepare you for delivering quality, safe care in a demanding environment.

See the website http://www.anglia.ac.uk/study/part-time/critical-care

It’s well recognised that adult critical care nursing is a demanding and highly skilled role requiring comprehensive knowledge and understanding for good practice.

Our course will effectively prepare you both clinically and academically to become a competent and confident critical care nurse. It’s delivered by well qualified teachers and carries a nationally-recognised award accepted by healthcare provider trusts and independent sector healthcare organisations in the UK. Our course is mapped explicitly against the recommendations of the National Standards for Critical Care Nurse Education.

The Critical Care Nurse Education Review Forum values individuals and organisations that are delivering high-quality critical care educational courses, which will impact directly on the quality of care received by critically ill patients. Healthcare managers and clinical leaders can be assured that our course is fit for purpose and award.

On graduation, you’ll have enhanced your knowledge of research and evidence-based care and be poised to take on a specialist practitioner role in the adult critical care environment.

The Critical Care module is also available as a continuing professional development course.

Careers

Employers value the generic postgraduate skills that this qualification assures, as well as the specialist knowledge that it provides.

Core modules

Critical Care

Please note that you will need to complete all of the above core modules. This course does not have any optional modules. Modules are subject to change.

Assessment

Your theory will be assessed through a reflexive assignment to explore and enhance your emotional literacy, a short answer examination paper-based around a clinical scenario and an oral examination (viva). An essential element of assessment is the time spent working within critical care with level 2 and 3 patients (Intensive Care Society 2009). The support of clinical mentors is used to achieve step 2 and step 3 competencies as determined by the Critical Care National Nurse Network Leads (2013).

Facilities

Facilities available to you while studying at Anglia Ruskin include formal classroom learning and online learning through the Virtual Learning Environment (VLE). There are state-of-the-art library and clinical skills resources across all campuses, including a new purpose built health building in Cambridge. Tutorial support is provided on a one-to-one basis, in addition to being assigned a personal tutor throughout your course. Award-winning student service support is also available throughout your studies.

Special features

Specialist external speakers will provide contemporary insights into critical care practice during this course.

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This practical, work-based course will give you the chance to achieve a nationally recognised professional qualification in Social Work together with a postgraduate academic award. Read more
This practical, work-based course will give you the chance to achieve a nationally recognised professional qualification in Social Work together with a postgraduate academic award.

You will acquire the systematic and independent ability to critically evaluate both current theoretical understanding and practice, and develop skills to apply knowledge-informed and evidence based practice in your workplace.

You will also have the opportunity to undertake a piece of supervised original research.

Intermediate qualifications available:

• Postgraduate certificate – 60 credits at Masters level

Why choose this course?

• Study and evaluate the power structures in society which create inequalities, and acquire an awareness of the tools and techniques which can be used to counter them
• Explore your own and others’ practice and current research in the discipline
• Develop a deep and systematic understanding of the applied social sciences, including sociology, social policy, law and ethics, and the way these disciplines inform social work knowledge and practice
• Gain a critical awareness of current issues in the practice of social work, and learn the approaches required to address them
• Benefit from opportunities to develop the skills of initiative, resourcefulness, critical reflection and emotional literacy that you will need in order to develop creative and sympathetic solutions to human problems.

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/professional-social-work-practice

Course detail

The Postgraduate Diploma in Professional Social Work Practice (Step Up to Social Work) course is an innovative work-based course, commissioned by two regional employer partnerships to provide high quality work-based education and training for aspiring social workers.

Funded by the Department for Education, students on this course will receive a bursary and will be fully supported by a Local Authority Children’s Services Department.

Modules

• Developing Professional Social Work Practice
• Ethical Perspectives on Law and Society
• Advanced Skills for Critical and Reflective Social Work Practice
• Research Informed Child Care Practice

Assessment

Your academic learning will be assessed using a range of methods including reflective assignments, case studies, group and individual presentations, research tasks and examinations.

Assessments are designed to integrate theory and practice throughout the course and the variety of assessment methods develops academic and professional skills in writing concisely and drawing on your knowledge with confidence, for different purposes and audiences.

Your practice learning will be supported by practice educators and assessed at each stage through observation of direct work, critical and reflective learning logs and reports contained in a portfolio of practice evidence.

Assessments throughout the course are designed to provide a range of opportunities for you to develop increasing confidence and autonomy and ultimately demonstrate your knowledge and skills in all areas necessary for competent practice as a newly qualified social worker.

Careers

Graduates achieving the Postgraduate Diploma will be eligible to apply to enter the HCPC Professional Register as qualified social workers and to work in a wide range of statutory, private, voluntary and independent organisations providing services to vulnerable and disadvantaged individuals, children, families, groups and communities.

They will also be eligible to progress to the Masters stage where they would be supervised to undertake a piece of original research of relevance to their practice area, alongside their full-time employment.

Post-qualifying (PQ) level study is also available to qualified social workers in a range of settings, allowing graduates to engage in continuous professional development and demonstrate their fitness for continuing registration.

Students who complete the Master of Professional Social Work Practice will also be well-placed to progress on to one of the School of Applied Social Studies Professional Doctorate (DProf) awards in due course to enhance their own knowledge and career development as well as being able to make a distinctive contribution to their profession.

Funding

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

How to apply

This course is not open to direct application - apply via the Department for Education http://www.gov.uk/guidance/step-up-to-social-work-information-for-applicants

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On this practice-based social work course, your studies will be supervised by experienced practitioners, and you can expect an induction, a protected workload and a study day most weeks while on placement. Read more
On this practice-based social work course, your studies will be supervised by experienced practitioners, and you can expect an induction, a protected workload and a study day most weeks while on placement.

All placements are under constant development with our employer partners, and you may be eligible for a bursary administered by the NHS Bursaries Unit.

Accredited by the Health and Care Professions Council (HCPC)

Why choose this course?

• Study the knowledge, skills and attributes necessary for social work practice at qualification level with adults and children in the private, voluntary and independent sectors
• Explore the role of social work, its inter-relationship with other disciplines, and the ethical base for practice where initiative is balanced with accountability to employers, the profession, service-users and carers
• Develop a deep and systematic understanding of current theoretical and methodological approaches, and acquire the skills necessary for analytical research-informed practice in areas of complexity, diversity and unpredictability
• Gain the skills in flexibility, critical reflexivity and emotional literacy which underpin collaborative social work practice and proactive professional development
• Benefit from classroom and placement activities which will enable you to develop collaborative and communication abilities that can be applied to complex problem-solving tasks.

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/social-work#about

Course detail

Approved by the Health and Care Professions Council (HCPC), this course offers students a rewarding career path. In addition to gaining a postgraduate qualification, successful students will be eligible to apply for professional registration with the Health and Care Professions Council and when registered will be able to pursue a professional social work career in a range of settings.

On this practice-based social work course, your studies will be supervised by experienced practitioners, and you can expect an induction, a protected workload and a study day most weeks while on placement.

[[ Year 1]]

• Working with people: theories and methods for social work practice
• People in context: ethics, legislation and social policy for social work practice
• Skills development and first placement (70 days)

Year 2

• Knowledge for social work: critically reflective and research-informed practice
• Critical issues in specialist and inter-professional practice
• Last placement (100 days)

Assessment

Your academic learning will be assessed using a range of methods including reflective assignments, case studies, group and individual presentations, research tasks and examinations.

Assessments are designed to integrate theory and practice throughout the course and the variety of assessment methods used develops academic and professional skills in writing concisely and drawing on your knowledge with confidence, for different purposes and audiences.

Your practice learning will be supported by practice educators and assessed at each stage through observation of direct work, critical and reflective learning logs and reports contained in a portfolio of practice evidence.

Assessments throughout the course are designed to provide a range of opportunities for you to develop increasing confidence and autonomy and ultimately demonstrate your knowledge and skills in all areas necessary for competent practice as a newly qualified social worker.

Careers

Successful students will be eligible to apply to enter the HCPC Professional Register as qualified social workers and to work in a wide range of statutory, private, voluntary and independent organisations.

You will also have the benefit of an academic award at postgraduate level, demonstrating your capacity for deep understanding, initiative and the management of complexity.

These skills may equip you for further academic study such as a Professional Doctorate or PhD, or enable you to contribute to the knowledge base of your chosen profession with practice-based research.

As a qualified Social Worker, you will also be eligible, after a period of consolidation in practice, to apply for one of the University’s post-qualifying courses designed to support Social Workers in their continuous professional development.

Funding

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

How to apply

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

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The Master of Professional Social Work Practice (Step Up to Social Work) course allows graduates holding the Postgraduate Diploma in Professional Social Work Practice to progress to a full Masters award by undertaking a work-based research project. Read more
The Master of Professional Social Work Practice (Step Up to Social Work) course allows graduates holding the Postgraduate Diploma in Professional Social Work Practice to progress to a full Masters award by undertaking a work-based research project.

This work-based course will enable you to gain the systematic and independent ability to critically evaluate current theoretical understanding and practice.

You will develop the skills needed to apply knowledge-informed and evidence based practice in the workplace, and have opportunities to undertake a piece of supervised research.

At the end of your studies, you will have achieved a nationally-recognised professional qualification in Social Work together with a postgraduate academic award.

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/master-of-professional-social-work-practice

Course detail

• Study in both classroom and practice settings to develop the skills of communication, teamwork and leadership you will need to address a range of increasingly complex issues
• Explore, understand and critically evaluate the power structures of society which create inequalities, and acquire an awareness of the tools and techniques which can be used to counter them
• Develop the skills of initiative, resourcefulness, critical reflection and emotional literacy that you will need if you are to offer successful solutions to human problems
• Gain a deep and systematic understanding of the applied social sciences that inform the knowledge and practice of social work, including sociology, social policy, law and ethics
• Benefit from a critical awareness of current social issues and develop confidence in the approaches required to address them.

Modules

• Dissertation for Qualified Social Workers

Assessment

Students progressing to the Master of Professional Social Work Practice award will design, carry out and evaluate original research in the workplace under the supervision of a member of the academic team, in order to demonstrate in-depth knowledge and understanding of a particular practice area.

You will be allocated a dissertation supervisor who will work closely with the student to support the development of their research topic. You will normally be expected to negotiate the research area with senior managers in their employing organisation.

Careers

By completing the Master of Professional Social Work Practice you will be well placed to progress on to one of the School of Applied Social Studies' Professional Doctorate (DProf) awards in due course to enhance you own knowledge and career development as well as being able to make a distinctive contribution to your profession.

Further post-qualifying (PQ) level study is also available to qualified social workers in a range of settings, allowing graduates to engage in continuous professional development and demonstrate their fitness for continuing professional registration.

Funding

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

How to apply

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

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This MSc is a joint programme of City, University of London and UCL Institute of Education (IOE). It brings together speech and language therapists, teachers and other graduate school-based practitioners for collaborative study. Read more
This MSc is a joint programme of City, University of London and UCL Institute of Education (IOE). It brings together speech and language therapists, teachers and other graduate school-based practitioners for collaborative study.

Degree information

Taught modules address current research and debates on educational contexts and children's language; social, emotional and behavioural development; and needs. They also enhance students' understanding of research methods and skills in critical analysis, preparing them to undertake a research project in their chosen area.

Students undertake modules to the value of 180 credits.

The programme consists of four core modules (90 credits), either one IOE or two City electives (30 credits in total) and a dissertation (60 credits).

Core modules - there are four taught core modules - two at the IOE and two at City University, and the MSc Speech, Language and Communication Needs in Schools: Advanced Practice dissertation. For the dissertation module students can choose to be supervised at either institution.
-Concepts and Contexts of Special and Inclusive Education
-Foundations of Research Methods and Applied Data Analysis (City University)
-Language, Learning and Development (City University)
-Social, Emotional and Behavioural Development

Optional modules - students choose either one IOE optional module or two City optional modules to the total value of 30 credits.
-Autism: Research and Practice
-Child and Adolescent Mental Health: Early Identification and Assessment
-Cognitive Communication Impairments
-Developmental Language Impairments
-Inclusive Pedagogy
-Literacy Development
-Literacy Practice in Writing and Comprehension
-Promoting Child and Adolescent Psychological Development
-Psychology for Special Needs
-Reading and Spelling Difficulties
-Understanding Specific Learning Difficulties (Dyslexia)

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

Teaching and learning
Modules are taught in different ways: a conventional lecture-based approach predominates, supplemented by a variety of activities, for example, group/pair discussions, case study analysis, role play, the use of simulations. Assessment is by written assignments and a dissertation. Some assignments may require data analysis, or written work and a presentation.

Careers

This MSc qualification raises graduates' profiles as specialists and leaders in speech, language and communication needs in the school setting. It is an advantage for teachers and clinicians seeking higher grade specialist and managerial posts. Graduates are also eligible ro apply for a research degree (MPhil/PhD) and some research posts.

Please note: this MSc does not lead to professional qualification as a speech and language therapist or teacher.

Employability
Depending on their prior experience, graduates of this programme might expect:
-Entry into employment relevant to SCLN.
-Promotion, e.g. to a management position for students with several years' prior experience.
-Progression to higher degrees, e.g. MPhil/PhD for students with a consistently high academic profile.
-To deliver training to other practitioners at their host institution.
-Publication in professional journals in the fields of language and communication for exceptional students.

Why study this degree at UCL?

The MSc Speech, Language and Communication Needs in Schools: Advanced Practice will enhance your knowledge and provide you with a detailed understanding of children's speech, language and communication needs (SCLN). It will broaden your awareness of how children develop speech, language, literacy and numeracy.

This programme provides a springboard for fresh stimulation and reflection on support for children with speech, language and communication needs in a community of fellow students, practitioners and research experts.

There are opportunities within all modules to share theory and professional practice across the disciplinary boudaries of health and education. Participants explore the needs of children with speech, language and communication difficulties from a range of perspectives. The programme seeks to promote effective collaboration between educational practitioners and speech and language therapists.

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Do you want to develop your professional expertise and advance your career in education? The Master of Education addresses the professional learning needs of educators, educational administrators, managers, policy makers and others interested or involved in learning and education in the wider community. Read more
Do you want to develop your professional expertise and advance your career in education? The Master of Education addresses the professional learning needs of educators, educational administrators, managers, policy makers and others interested or involved in learning and education in the wider community. The course positions you to be a thought leader. Step beyond where you are now. Think deeply as you connect with research excellence and transform how you practice.

The course addresses learning in schools, workplaces and community. It connects research and practice to make you a stronger thinker, an engaged practitioner and an advanced specialist. You will broaden your knowledge of key learning constructs, deepen your professional learning in specialist areas and advance your capacity as a professional inquirer.

You will build your research knowledge and extend your expertise in one of the following specialisations:

- Adult learning
- Digital learning
- Early childhood education
- Educational leadership and policy
- Expert teaching practice
- General education studies
- Inclusive and special education.

In the Master of Education you can graduate with a generic, broadly applicable qualification, by choosing general leadership studies and selecting units to suit your requirements. Alternatively, you may prefer to choose one of the other specialisations and graduate with a qualification that highlights your particular leadership expertise. The flexible structure means you do not have to finalise your decision before being admitted to the course.

A flexible course delivery also allows you to continue working whilst completing the course. You can choose to engage via a fully online offering or to combine this with attendance at face-to-face workshops if you are able and interested.

Graduates pursue leadership roles in educational environments, business, and community settings.

Visit the website http://www.study.monash/courses/find-a-course/2016/education-d6002?domestic=true

Overview

Please select a specialisation for more details:

Adult learning

Your qualification will be a Master of Education in Adult Learning

Do you want to develop your knowledge and expertise in adult education? If so, this specialisation is for you. It focuses on ways to lead and develop communities of learners and their learning - in workplaces, communities and in local, global and virtual spaces. It offers ideas and approaches to enable participation and learning, through formal and non-formal means, and expand and extend practice and skill development in communities.

Through engagement with contemporary theories, approaches and concepts around lifelong learning and participation, you will identify local and global trends and practices around adult education. You will develop a repertoire of strategies to design engaging learning activities for adults.

You will explore how socially inclusive communities are developed and through practical case studies gain an appreciation of the transformative power of education in promoting community inclusion in global settings. You will learn how experiential learning and transformative approaches to teaching and learning can be used in community contexts to address core social issues such as poverty, racism and crime.

Graduates of this specialisation will be well positioned to manage, deliver and administer learning in workplaces, communities, tertiary and vocational sectors.

Digital learning

Your qualification will be a Master of Education in Digital Learning

Do you want to learn how to adapt digital technologies effectively in teaching and learning across school, tertiary, workplace and community settings? This specialisation engages with the key issues and debates relating to digital technology in education and the application of effective educational technology practices for learning.

It is suited to professionals across school, tertiary, workplace and community settings, who are grappling with how best to design, facilitate and assess the use of digital technologies in teaching and learning.

You will explore current and emerging trends in digital technologies being used in education and develop your understanding of the social, political, economic, cultural and historical issues surrounding their adoption. Your expert practice will develop through engagement with contemporary theories, models and practical strategies for understanding digital technology in education and society. Key issues such as identity, cyber safety, globalisation, equity and emerging forms of social practice will be examined.

You will be immersed in a collaborative and student-centred environment as you experience, practise and critique the design of digital technologies, materials, activities and assessments. There is a special focus on online teaching and learning but instructional issues relating to emerging technologies and practices, such as social media, digital games, mobile devices, virtual worlds and augmented reality will also be explored.

The specialisation is designed for all students regardless of their familiarity with computers.

Graduates will be well positioned to adapt digital technologies effectively in teaching and learning across school, tertiary, workplace and community settings.

Early childhood education

Your qualification will be a Master of Education in Early Childhood Education

If you want to develop your expertise and advance your career in early childhood education, then this specialisation is for you. It develops the expert practice of early childhood educators, leaders, policy makers and others interested in advancing their understanding of young children's learning, addressing the emerging need in global economies to build capacity of professionals in the early childhood sector.

It will equip you to respond to complex issues around children, their families and communities and initiate inclusive teaching and learning practices among young children.

You will develop your awareness of the features of leadership that engages critically and ethically in working with children, families and communities, and apply this to your professional practice.

You will gain an in-depth understanding of the nature of early literacy and numeracy development in the context of everyday life across families and cultures. Contemporary theories and approaches in cross-cultural mathematical and literacy development will form the foundation of a rich repertoire of strategies to promote children's early literacy and numeracy learning.

As a graduate you will be in a position to pursue senior roles in early childhood education, policy, leadership and management. The program will enhance your ability to lead educational work, innovative curriculum, teaching and policy, and professional learning in early childhood contexts.

Educational leadership and policy

Your qualification will be a Master of Education in Educational Leadership and Policy

This specialisation focuses on leadership practices and policy development within educational contexts. It is suited to those who are interested in leading educational initiatives and institutions and extending their knowledge of how to lead, manage and administer capable educational organisations.

You will explore the concept and characteristics of a capable organisation, and evaluate factors that contribute to maintaining and sustaining capable organisations including human intellect, knowledge, values, emotion, learning and organisational culture and climate.

As a result you will acquire a suite of effective leadership strategies for capability building and develop your understanding of how organisations build organisational resilience when confronted with change.

Importantly, you will add to this the capacity to assess organisational capability and develop capacity in particular contexts. Using empirical research you will evaluate the decision making process that occurs within organisations and the aspects that influence it. You will design strategies to improve problem solving and decision making processes and outcomes and enhance organisational capabilities.

Expert teaching practice

Your qualification will be a Master of Education in Expert Teaching Practice

How and what we teach and the way students learn lies at the heart of education. As such, expert teachers and expert teaching are critical ingredients in both formal and informal education. Whether your setting is schools, tertiary education, workplaces or community organisations and groups, this specialisation is designed to extend your interest and deepen your knowledge and practice of teaching and learning in various learning areas and contexts of your choice.

You will address the complexity and the artistry of teaching – advancing your understanding of how learning can be both stimulated and supported – in various learning areas and contexts of your choice.

General education studies

Your qualification will be a Master of Education

Monash understands that professionals are themselves often in the best position to decide the particular knowledge they need to acquire. This specialisation offers the opportunity to select your two specialist units from across the other specialisations.

You can tailor your unit choices to suit your own interests or needs while maintaining a strong focus on leadership. A museum director, for example, may choose a blend of organisational learning and science curriculum and pedagogy in anticipation of leading the museum's science outreach. A current or aspiring principal, planning work in a rural community, may find a Community learning unit an excellent substitute to one suggested for principals.

Inclusive and special education

Your qualification will be a Master of Education in Inclusive and Special Education

Do you want to develop effective strategies to promote inclusion of learners with diverse needs in a range of learning contexts? If so, this specialisation is for you.

It focuses on building inclusive learning environments. You will study theories of, and approaches to, inclusion of diverse learners with particular cultural, social, cognitive and emotional needs across learning contexts. In doing so, you will discover ways in which education can be transformed to include all learners regardless of their age, sexuality, gender, class, ethnicity and disability.

For more information visit the faculty website - http://www.study.monash/media/links/faculty-websites/education

Find out how to apply here - http://www.study.monash/courses/find-a-course/2016/education-d6002?domestic=true#making-the-application

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Why study at Roehampton. Approved by the Health Care Professions Council (HCPC) and leads to a nationally recognised professional qualification as a dramatherapist. Read more

Why study at Roehampton

  • Approved by the Health Care Professions Council (HCPC) and leads to a nationally recognised professional qualification as a dramatherapist.
  • The programme is based upon the Ritual Theatre process of dramatherapy. It draws heavily on the theatrical observations of Peter Brook and the experiments of Jerzy Grotowski, as well as anthropological notions of ‘rites of passage’ and the importance of ‘myth’.
  • The opportunity to undertake an original piece of research into dramatherapy practice.
  • Taught by experienced clinical practitioners and authors of dramatherapy publications, including the editor of The Dramatherapy Journal.
  • In the Research Excellence Framework 2014, the leading national assessment of quality, 100% of the research we submitted was rated “world leading” or “internationally excellent” for its impact. 

Course summary

Become a qualified dramatherapist with this unique programme at Roehampton. It offers a practical and clinical approach, underpinned by Ritual Theatre theory, for working with others to impact healing and a positive change through drama.

The MA Dramatherapy programme at Roehampton offers unique training within the Ritual Theatre process of dramatherapy. Drawing heavily on the theatrical observations of Peter Brook and the experiments of Jerzy Grotowski, as well as anthropological notions of “rites of passage” and the importance of “myth”, the programmes offers a clearly structured developmental process for the clinical application of dramatherapy at various levels. 

On this course, you will learn to facilitate an in-depth therapeutic process for a range of client groups, and devise therapeutic performances and workshops. You will also undertake an original piece of research into dramatherapy practice. The course is approved by the Health and Care Professions Council (HCPC) and leads to a nationally-recognised professional qualification.

The programme consists of three stages, which offers a clearly structured developmental process for the clinical application of dramatherapy. In Stage One, you will be introduced to basic theatre skills and use these creatively to work with established stories and characters. This progresses into an exploration of the personal identifications that we have with stories and myths, and an understanding of the deep foundations within many cultural traditions of using ritual, drama and performance for the enhancement of health. In Stage Two, the focus moves on to employing drama and theatre processes as vehicles for exploring our own inter-personal and internal ‘dramas’. 

Stage Three is where you will conduct your own piece of practical investigation or research into the literature and theory-base of dramatherapy practice. The Dramatherapy programme will provide you with a broad range of skills enabling you to pursue your own research interests across a wide spectrum of dramatherapy practice and theory.

Content

You will study a range of topics including how to crafting therapeutic drama stories, understanding the individual and group process, Ritual Theatre, working with myths, paratheatrical explorations and the art of structure when working in dramatherapy.

Our research areas include individual dramatherapy in schizophrenia; perception and evaluation of therapeutic outcomes from therapist and client perspectives; the role of race, culture and gender; dramatherapy and “mentalisation” with borderline personality disorder and complex trauma; therapeutic scenarios and resistance; creativity and destructiveness; the dramatherapist; and the multidisciplinary team.

Alongside the experiential focus of the training, the programme also aims to develop the necessary understanding and reflective capacity required to practice as a professional dramatherapist. This is achieved through workshops, lecture series and clinical application seminars, as well as through assessed clinical placements.

Modueles

Here are examples of the modules:

Year One:

  • Human Development and Growth
  • Process Group
  • Research Methods
  • Dramatherapy Practice & Supervision

Year Two:

  • Process Group
  • Research Portfolio
  • The Ritual of Creative Expression
  • The Ritual of Exploration
  • The Ritual of Transformation

Career options

Dramatherapists are employed across the spectrum of health and social care, education and forensic services. Dramatherapists may also operate in private therapy, training and consultancy practice.

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This Masters in Advanced Educational Practice. Dyslexia from Liverpool John Moores University develops specialist teachers, confident to teach learners with dyslexia and support colleagues to do so too. Read more
This Masters in Advanced Educational Practice: Dyslexia from Liverpool John Moores University develops specialist teachers, confident to teach learners with dyslexia and support colleagues to do so too.

•Study part time over three to five years
•Enjoy flexible course delivery and fit studying around your work commitments
•Follow a curriculum closely linked to your professional practice needs
•Experience excellent levels of support
•Gain additional British Dyslexia Association accreditation (fee payable to BDA)
•This course will only run subject to minimum numbers

We recognise that our students are busy professionals and have taken this into account in the design of our programmes and assessments. Study on this programme is extremely flexible and you can opt to join the course on a full or part time basis, enabling you integrate your learning with your full time professional role.

University-based study includes taught sessions scheduled late afternoon (4pm to 6pm) and conference style days scheduled on occasional Saturdays.

A blended learning approach ensures you can usually study at a time to suit you and all modules are supported by online study resources with additional guidance available through face-to-face or virtual tutorials.
To keep on top of your study you should be prepared to work between five and 10 hours per week (evenings and weekends). The practical applications of the course may involve the integration of study with your professional activity in school or college.
During your studies you will have access to LJMU learning resources including our libraries for independent study. You will be allocated a personal tutor to support your academic and professional development and will also receive guidance via email.

Taught sessions mostly take place at the IM Marsh campus, four miles outside Liverpool centre, although some sessions may take place in the city.

The IM Marsh campus has independent study spaces with IT facilities, a library with relevant stock and study spaces, access to student welfare and support, a gym and other sports facilities, a cafeteria and shop.

The campus library, open 8am to 11pm, houses the main collections linked to this course and you will also have access to the 24 hour, city centre Aldham Robarts and Avril Robarts libraries.

Please see guidance below on core and option modules for further information on what you will study.
Year 1

Identifying Dyslexia (Core)

Develops knowledge and understanding of the characteristics, complex nature and issues related to the identification of dyslexia

Teaching Learners with Dyslexia (Core)

Investigates recent research relating to the teaching of learners with dyslexia and the implications for critical professional practice


Multisensory Literacy Programmes for Learners with Dyslexia (Core)
E xplores issues relating to effective intervention for learners with dyslexia, and investigates a range of multisensory literacy programmes and their effectiveness.
Students who complete the 60 credits of Study in year 1 may be recommended to the British Dyslexia Association for Approved Teacher Status (ATS) recognition subject to payment of a registration fee to the BDA

Year 2

Researching Professional Practice (Core)

Provides an introduction to a range of research methods applicable to educational contexts, with a focus on practitioner enquiry, and how to develop a research project proposal and plan

Assessment of Learners with Dyslexia (Optional)

Develops knowledge and critical understanding of, and skills in, the assessment of dyslexia and of dyslexic learners needs

Personalised Interventions for Learners with Dyslexia (Optional)

Develops professional practice in relation to devising and delivering effective intervention for learners with dyslexia following an exploration of research relating to effective intervention programmes

Developing Practice in Special Educational Needs (Optional)

Develops understanding of special educational needs and disability through engagement with current theory, research, policy and practice and their application in your professional setting

Social, Emotional and Mental Health Difficulties (Optional)

Explores current educational theory, research and policy relating to SEMHD the implications for professional setting

Specific Learning Difficulties (Optional)

Investigates current educational theory, research and policy relating to ADHD, Dyslexia and Dyspraxia and the implications for professional practice

Students who complete the 60 credits of Study in year 1, and the modules Assessment of Learners with Dyslexia and Interventionsfor Learners with Dyslexia may be recommended to the British Dyslexia Association for Associate Member of the Brittish Dyslexia Association (AMBDA) recognition subject to payment of a registration fee to the BDA.

Year 3

Dissertation

Involves the development and implementation of a major research project relevant to your subject area with the support of an experienced academic tutor

Professional Inquiry

Involves the development and implementation of several linked practice based research projects relevant to professional practice in your subject area with the support of an experienced academic tutor

Further guidance on modules

The information listed in the section entitled ‘What you will study’ is an overview of the academic content of the programme that will take the form of either core or option modules. Modules are designated as core or option in accordance with professional body requirements and internal Academic Framework review, so may be subject to change. Students will be required to undertake modules that the University designates as core and will have a choice of designated option modules. Additionally, option modules may be offered subject to meeting minimum student numbers.
Please email if you require further guidance or clarification.

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Fostering critical reflection, specialist knowledge, and joint professional practice between school-based professionals supporting children with speech, language and communication needs. Read more
Fostering critical reflection, specialist knowledge, and joint professional practice between school-based professionals supporting children with speech, language and communication needs.

Who is it for?

This course is suitable for school-based professionals who provide support for children with speech, language and communication needs.

It is designed for students looking to gain high level knowledge and analytical skills, share their professional experience and perspectives and access current research in their field.

Students will be aiming to raise their profile as a specialist and leader in speech, language and communication needs in the school setting.

Objectives

The MSc in Speech, Language and Communication Needs in Schools is jointly run by City, University of London and UCL Institute of Education. It brings together speech and language therapists, teachers and other graduate school-based practitioners for collaborative study. The programme is designed to enable students to:
-Understand and critically reflect on research and professional practice across both education and health.
-Develop high level knowledge of educational contexts and children’s language, social, emotional and behavioural development and needs.
-Enhance students’ understanding of research methods and skills.
-Complete a research project in a chosen area under expert supervision.
-Enjoy stimulation and fresh thinking in a community of fellow students, practitioners and research experts.
-Gain recognition as a specialist in the field.

Teaching and learning

Modules are facilitated by experienced clinicians, teachers and leading researchers, using a variety of direct and interactive methods. Some modules take place in large groups supplemented by small group discussion or laboratory sessions that provide hands-on experience of statistical analyses. Specialist modules take place in small groups combining lecturing with student-led discussion and workshop activities often drawing on participants' professional experiences. Moodle, the virtual learning environment at both institutions, provides an online platform for sharing module information and interactive learning. These methods support and are supported by self-directed study.

Assessments

Modules are assessed through a diverse range of assignments that may include essays, literature reviews, oral presentations, poster presentations, case studies, and data analyses. Assessments require critical evaluation of the research on key issues; selective application of theory and research to a particular setting, group or individual in the student's experience; understanding of research methods; and skills in statistical analysis.

Modules

The taught programme comprises:
-Four core modules
-Either one elective module worth 30 credits or two elective modules each worth 15 credits
-A research dissertation.

Teaching takes place in three 10-week terms: autumn, spring and summer. Students will normally take one module per term part-time or two modules per term full-time.

Each module runs over 3-5 whole days, 10 evenings or 10 half days. In addition, students will be expected to spend approximately half a day a week reading around the taught sessions, preparing for discussion, or completing short exercises. Students have up to one year to complete the research dissertation.

Core modules
-Concepts and Contexts of Special and Inclusive Education (30 credits)
-Social, Emotional and Behavioural Development (30 credits)
-Language Learning and Development (15 credits)
-Foundations of Research Methods and Applied Data Analysis (15 credits)

Elective modules - Elective modules are chosen from many available at both institutions and timing depends on module choice. Popular electives at UCL IOE include:
-Literacy Development (30 credits)
-Developmental Language Impairment (30 credits)
-Child and Adolescent Mental Health (30 credits)
-Reading and Spelling Difficulties (30 credits)
-Understanding Specific Learning Difficulties (Dyslexia) (30 credits)
-Autism: Research and Practice (30 credits)

At City, University of London:
-Cognitive Communication Impairments (15 credits)
-Developmental Language Impairment (15 credits)
-Dysphagia and Disorders of Eating and Drinking (15 credits)
-Child and Adolescent Mental Health: Early Identification and Assessment (15 credits)
-Promoting Child and Adolescent Psychological Development (15 credits)

Career prospects

This MSc qualification raises graduates’ profile as a specialist and leader in speech, language and communication needs in the school setting. It is an advantage for teachers and clinicians seeking higher grade specialist and managerial posts.

Graduates are also eligible to apply for a research degree (MPhil/PhD) and some research posts.

Please note that this MSc does not lead to professional qualification as a speech and language therapist or teacher.

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This part-time taught Masters course focuses on the broad areas of. - additional support needs. - inclusive pedagogy. - collaborative practice. Read more

Why this course?

This part-time taught Masters course focuses on the broad areas of:
- additional support needs
- inclusive pedagogy
- collaborative practice

It'll provide you with an opportunity to learn about the background, policies and procedures and pedagogy related to inclusive education.

he course is recognised by local authorities as desirable for all teachers working in, or seeking to work in, the area of educational support.

You’ll have an opportunity to learn from a wide group of teachers from all sectors and stages, such as:
- mainstream & special schools
- early years
- primary
- secondary
- further education

It's a requirement of the General Teaching Council of Scotland that teachers participate in a system of professional update. This course is designed to provide outstanding opportunities for teachers to develop their professional knowledge and practice in-line with the most current developments in research, practice, policy and legislation.

The course is available on a part-time basis only. Classes are generally run on Tuesday evenings and Saturdays.

You’ll study

Postgraduate Certificate core modules
- Understanding Inclusive Education
- Providing Effective Educational Support
- Working Together in Educational Settings

Successful completion of these three compulsory modules will result in the award of Postgraduate Certificate in Inclusive Education.

- Postgraduate Diploma
You'll choose three optional modules. Successful completion of these three modules and the Postgraduate Certificate Core Modules will result in the award of the Postgraduate Diploma in Inclusive Education.

- Optional modules
Inclusive Pedagogy
Supporting Numeracy
Supporting Literacy
Health & Wellbeing
Understanding Social, Emotional & Behavioural Difficulties/Needs
Responding to Social, Emotional & Behavioural Difficulties/Needs
Supporting Positive Futures & Transitions
Attachment & Nurture

Modules from other MEd courses and other institutions may also be included at this phase.

- MEd
The final phase of the MEd consists of an assessed taught module on Educational & Social Research Methods followed by an independent research project. This is submitted in the form of a final thesis.

You'll be encouraged to align your assignments and dissertation topics to your professional practice. This supports the development of practice and sustains career-long professional learning. It can also lead to the development and sharing of practice within and across schools and local authorities.

Teaching staff

Course leaders are members of the Scottish Teacher Education Committee Inclusion Group and co-authors of the National Framework for Inclusion, commissioned by Scottish Government.

Entry requirements

Teachers:
- first degree or equivalent plus a recognised teaching qualification in primary, secondary or further education
- post-qualification experience
- GTC Registration (Initial or Full Registration)
- English is not your first language, you'll need an IELTS score of 6.5 with no area less than 6.0

Others:
- first degree or equivalent
- employed in a context where you are working to support the learning of children and/or young people
- if English is not your first language, you'll need an IELTS score of 6.5 with no area less than 6.0

Note: The course is not intended to be taken in advance of a teaching qualification.

Pre-Masters Preparation Course

The Pre-Masters Programme is a preparation course for international students (non EU/UK) who do not meet the entry requirements for a Masters degree at the University of Strathclyde. The Pre-Masters programme provides progression to a number of degree options.

To find out more about the courses and opportunities on offer visit isc.strath.ac.uk or call today on +44 (0) 1273 339333 and discuss your education future. You can also complete the online application form, or to ask a question please fill in the enquiry form and talk to one of our multi-lingual Student Enrolment Advisers today.

Careers

- Where are they now?
92% of our graduates are in work or further study.*

Job titles include:
- Additional Support Needs Teacher
- Lecturer
- Primary Teacher
- Principal Teacher
- Secondary Teacher

- Employers include:
Local authorities

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

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

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This programme is for those who wish to further their own knowledge and skills in this field. It provides a special emphasis on how theory relates to practice. Read more
This programme is for those who wish to further their own knowledge and skills in this field. It provides a special emphasis on how theory relates to practice.

Why this programme

◾This programme allows you to extend and enhance your career and build on your previous English language teaching experience.
◾You will be given the opportunity to build on your professional experience through further investigation of the links between theory, practice and current research. This is achieved through classroom observation, micro-teaching opportunities, collaborative learning and contextualised assessment.

This interdisciplinary programme draws on the combined expertise of the School of Education and the long established English for Academic Study Unit (School of Modern Languages and Cultures). This enables us to embed our extensive professional and research experience in the areas of language teaching and research.

You will take three core and three optional courses and undertake a supervised research dissertation on an issue relevant to your area of interest.

Core courses
◾Language learning and applications to the classroom
◾Descriptions of language and applications to the classroom
◾Introduction to educational and social research.

Optional courses

◾Advanced educational research
◾Course design and practice in English Language Teaching
◾Developing literacy
◾Educational management and leadership
◾Highly able pupils
◾Language proficiency assessment and feedback
◾Modern educational thought
◾Social, emotional and behavioural difficulties
◾Teaching English for academic purposes
◾Which English? Sociolinguistics and language teaching.

Career prospects

Career opportunities include positions as an English language teacher, course designer, test designer, course director and teacher educator.

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Learn to develop and manage inclusive special needs provision on this flexible Advanced Educational Practice. Special Educational Needs Masters course from Liverpool John Moores University. Read more
Learn to develop and manage inclusive special needs provision on this flexible Advanced Educational Practice: Special Educational Needs Masters course from Liverpool John Moores University.

•Study part time over three to five years
•Enjoy flexible course delivery and fit studying around your work commitments
•Follow a curriculum closely linked to your professional practice needs
•Experience excellent levels of support
•This course will only run subject to minimum numbers

We recognise that our students are busy professionals and have taken this into account in the design of our programmes and assessments. Study on this programme is extremely flexible and you can opt to join the course on a full or part time basis, enabling you integrate your learning with your full time professional role.

University-based study includes taught sessions scheduled late afternoon (4pm to 6pm) and conference style days scheduled on occasional Saturdays.

A blended learning approach ensures you can usually study at a time to suit you and all modules are supported by online study resources with additional guidance available through face-to-face or virtual tutorials.
To keep on top of your study, you should be prepared to work between five and 10 hours per week (evenings and weekends). The practical applications of the course may involve the integration of study with your professional activity in school or college.
During your studies you will have access to LJMU learning resources including our libraries for independent study. You will be allocated a personal tutor to support your academic and professional development and will also receive guidance via email.

Taught sessions mostly take place at the IM Marsh campus, four miles outside Liverpool centre, although some sessions may take place in the city.

The IM Marsh campus has independent study spaces with IT facilities, a library with relevant stock and study spaces, access to student welfare and support, a gym and other sports facilities, a cafeteria and shop.
The campus library, open 8am to 11pm, houses the main collections linked to this course and you will also have access to the 24 hour, city centre Aldham Robarts and Avril Robarts libraries.

Please see guidance below on core and option modules for further information on what you will study.
Year 1

Teaching Young People with Special Educational Needs (Core)

Develops understanding of special educational needs and disability through engagement with current theory, research, policy and practice and their application.

Social Emotional and Mental Health Dificulties (Core)

Explores current educational theory, research and policy relating to SEMHD and the implications for professional setting.

Specific learning Dificulties (Core)

Investigates current educational theory, research and policy relating to ADHD, Dyslexia and Dyspraxia and the implications for professional practice.

Year 2

Researching Professional Practice (Core)

Provides an introduction to a range of research methods applicable to educational contexts, with a focus on practitioner enquiry, and how to develop a research project proposal and plan.

Developing Practice in Special Educational Needs (Option)

Explores the influences on the development and implementation of SEND policy in the education system and the implications for schools in the implementation of effective responses to policy in their organisation.

Identifying Dyslexia (Option)

Develops knowledge and understanding of the characteristics, complex nature and issues related to the identification of dyslexia.

Teaching Learners with Dyslexia (Option)

Provides opportunities for educational professionals to engage with research relating to the teaching of learners and to develop their own critical professional practice, in relation to learners with dyslexia.





Interventions for Learners with Dyslexia (Option)

Enables practitioners to explore issues relating to effective intervention for learners with dyslexia, and investigates a range of multisensory literacy programmes.

The Autistic Spectrum (Option)

Investigates current research relating to the features of the Autistic Spectrum and explores its implications for practice.

Autistic Spectrum Disorder: From Theory to Practice (Option)

Considers current research regarding the causal theories of Autistic Spectrum Disorder and develops a deeper understanding of effective support techniques and interventions used nationally and internationally.

Autistic Spectrum Disorder in the mainstream context (Option)

Develops critical professional practice in supporting learners with ASD through analysis of and engagement with current educational theory, research, policy and practice and its implications for your professional setting.

Year 3

Dissertation (Option)

Involves the development and implementation of a major research project relevant to your subject area, with the support of an experienced academic tutor.

Professional Inquiry (Option)

Involves the development and implementation of several linked practice-based research projects relevant to professional practice in your subject area, with the support of an experienced academic tutor.

Further guidance on modules

The information listed in the section entitled ‘What you will study’ is an overview of the academic content of the programme that will take the form of either core or option modules. Modules are designated as core or option in accordance with professional body requirements and internal Academic Framework review, so may be subject to change. Students will be required to undertake modules that the University designates as core and will have a choice of designated option modules. Additionally, option modules may be offered subject to meeting minimum student numbers.

Please email if you require further guidance or clarification.

Read less
This programme is for those interested in entering the field of TESOL. It provides a special emphasis on how theory relates to practice. Read more
This programme is for those interested in entering the field of TESOL. It provides a special emphasis on how theory relates to practice.

Why this programme

◾If you are new to the field of TESOL, this programme is for you. It will give you the opportunity to develop your professional understanding of English language teaching through investigation of the links between theory, practice and current research.
◾You will have opportunities to develop your confidence in teaching through linking theory to practice by observing lessons, planning tasks and micro-teaching to peers.

This interdisciplinary programme draws on the combined expertise of the School of Education and the long established English for Academic Study Unit (School of Modern Languages and Cultures). This enables us to embed our extensive professional and research experience in the areas of language teaching and research.

Programme structure

You will take four core and two optional courses and undertake a supervised research dissertation on an issue relevant to your area of interest.

Core courses
◾Classroom processes
◾Descriptions of language
◾Developing professional practice
◾Introduction to social and educational research.

Optional courses
◾Advanced educational research.
◾Developing literacy
◾Inclusive classrooms - inclusive pedagogy
◾Language proficiency, assessment and feedback
◾Modern educational thought
◾Social emotional and behavioural difficulties
◾Teaching English for academic purposes
◾The education of highly able pupils
◾Which English? Sociolinguistics and language teaching.

Career prospects

Career opportunities include positions as an English language teacher, course designer, test designer, course director and teacher educator.

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This programme, which is run by the Department of Special Education, admits 50 qualified teachers including Learning Support Teachers, and Resource Teachers in Primary and Post-Primary schools, teachers in Special Schools, and teachers employed by VECs as literacy and/or numeracy tutors in Youthreach, Community Projects or in the Prison Service who meet the criteria in the annual Circular. Read more
This programme, which is run by the Department of Special Education, admits 50 qualified teachers including Learning Support Teachers, and Resource Teachers in Primary and Post-Primary schools, teachers in Special Schools, and teachers employed by VECs as literacy and/or numeracy tutors in Youthreach, Community Projects or in the Prison Service who meet the criteria in the annual Circular. The programme leads to the award of a Graduate Diploma in Special Education, accredited by the University of Limerick.

This programme provides a broad overview of special education and provision in the Irish context. It also offers an in-depth exploration of a Special Educational Needs area of choice (Autism, Dyslexia, Attention Deficit Hyperactivity Disorder, Mild General Learning Disabilities, Emotional & Behavioural Disorders, Down syndrome, etc.) for each participant, and provides particular expertise in both ICT and the analysis of behaviour.

The course runs from September to May of the following year and involves block release from school for designated periods (a total of eight weeks), and four Saturdays.

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