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One of the first EdD programmes to be established in the UK and offering a range of pathways, the EdD at Exeter is offered by modular study and is specifically directed to professional development through research. Read more
One of the first EdD programmes to be established in the UK and offering a range of pathways, the EdD at Exeter is offered by modular study and is specifically directed to professional development through research. The programme is of particular relevance to experienced practitioners in education from the UK, EU or overseas and the academic tutors recognise the particular needs, interests and policy contexts of students who are also professionals in their own right.

The EdD is a ‘Professional Doctorate’ which is equivalent in level to a PhD, but includes a modular phase as well as the thesis. It is particularly suited to professionals who aim to link research closely with their existing professional practice. The PhD is more suited to those planning to become professional researchers.

The taught element of the EdD programme introduces different understandings of, and approaches to, educational research, including distinctive methodologies and methods. You can explore, in depth, a particular field of study, together with its implications for your own professional practice.

Pathways include: Generic Pathway; Special Needs and Inclusive Education (SNIE) pathway; Teaching English to Speakers of Other Languages (TESOL) pathway; and Teaching English to Speakers of Other Languages (TESOL) in Dubai pathway.

The EdD will enable you to:

- reflect on, and experiment with, new concepts and ideas, professional understandings of practice, and research skills - all within a safe but challenging environment amongst a supportive community of peers;
- review and evaluate research, theory, policy and practice; examine and challenge your own professional practice and its relationship with theory and policy;
- integrate recent and applicable theory with the latest developments in professional practice;
- make strong links between your assignments/research thesis and professional practice and service needs;
- design and carry out your own ethically-informed research;
- network and share experiences with a worldwide community of professionals and policy-makers practising in a broad range of educational contexts and fields related to education;
- increase your knowledge about other professionals and their organisations and thereby gain a wider perspective on the environment in which you work;
- potentially enhance your opportunities for career progression.

Programme structure

The programme is divided into two ‘phases’. The first ‘pre-thesis phase’ (equivalent to 1 year of full-time study or 2 years of part-time study) offers specialist research-led modules which provide access to current thinking about key issues pertaining to research in your professional field and provide the opportunity to reflect on and experiment with new concepts and ideas, professional understandings of practice, and research skills within a challenging research environment amidst a supportive community of peers. This is followed by a ‘thesis phase’ (equivalent to 2 years of full-time study or 4 years of part-time study) in which you complete a thesis that makes a substantial contribution to knowledge and/or practice within a professional field.

The Doctor of Education programme offers specialisms in the following fields: Teaching English to Speakers of Other Languages (TESOL); Special Needs and Inclusive Education (SNIE); Generic Route, suitable for professionals and policy-makers from across public and private sectors

Generic pathway

The generic EdD route brings together professionals and policy-makers from across sectors that have traditionally been, and mostly remain, separated.
These include:
• early childhood education and care
• schools and further education colleges
• adult and community education
• higher education
• medical education
• health and social care

It encourages the growth of a community of professional scholars with varied but complementary interests in exploring theories, policies and practices associated with education, training, teaching and learning at different stages in the life course, together with the complex, overlapping roles of professionals engaged in these processes. http://www.exeter.ac.uk/postgraduate/research-degrees/education/eddoctoral/generic/

Special Needs and Inclusive Education (SNIE) pathway

The EdD Special Needs and Inclusive Education focuses on professional and theoretical knowledge and understanding in the area of special and inclusive education. You join a research community of professional and academic scholars and peers with varied but complementary interests in exploring theories, policies and practices associated with special and inclusive education at different stages in the life course and in different contexts. Past and current doctoral students include teachers, school leaders, university lecturers, speech and language therapists, other health professionals and medical educators.

Our international community of researchers has an excellent record of winning external funding, and our research centres provide structure and support, promoting collaboration and impact. The Centre for Special Educational Needs and Disability (http://socialsciences.exeter.ac.uk/education/research/centres/specialeducationalneeds/) is interested in educational aspects (in widest sense) of children and young people with special educational needs and disabilities (in various senses of these terms). http://www.exeter.ac.uk/postgraduate/research-degrees/education/eddoctoral/snie/

Teaching English to Speakers of Other Languages (TESOL) pathway

The EdD TESOL aims to provide experienced senior professionals within the field of language teaching with an opportunity to study at advanced level for a doctoral degree by means of a taught programme plus a thesis. The course involves an in-depth examination of issues related to language learning and teaching and language teacher education. It also provides a solid grounding in research methodology appropriate for undertaking research at doctoral level within these fields.

We are committed to and actively engaged in undertaking research into a number of different aspects of TESOL and our students have published in a wide variety of journals. We are a very multicultural course, with students from over 30 countries including Bosnia-Herzegovina, Bahrain, Botswana, Cameroon, Cayman Islands, Canada, China, Cyprus, Dominican Republic, England, Finland, France, Greece, Holland, Iraq, Ireland, Japan, Kuwait, Lebanon, Mexico, Norway, Oman, Pakistan, Poland, Qatar, Saudi Arabia, Scotland, South Africa, Sudan, Taiwan, Thailand, United Arab Emirates, United States of America and Wales. (http://www.exeter.ac.uk/postgraduate/research-degrees/education/eddoctoral/tesol)

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This programme leads to Qualified Teacher Status. It equips you to teach pupils from 5-11 years with a focus on Physical Education, and covers all areas of the Key Stage 1 and 2 curriculum through lectures, seminars, workshops and tutorials. Read more
This programme leads to Qualified Teacher Status. It equips you to teach pupils from 5-11 years with a focus on Physical Education, and covers all areas of the Key Stage 1 and 2 curriculum through lectures, seminars, workshops and tutorials. You'll gain 60 Masters level credits and be awarded with a Post-Graduate Certificate of Education.

The programme will give you an in-depth understanding of inclusive practice, equality and diversity to prepare you for a career in London schools. As a part of the programme you will experience different schools and also have an opportunity to work in an Alternative Education Setting. At Masters level you'll develop leadership skills and expertise in the subject and pedagogy of Physical Education.

LSBU has a particular focus on social justice and equality that is well matched to the needs of schools in urban and multicultural areas. At LSBU we encourage creativity, reflective pedagogy and sensitivity to educational issues.

Bursaries

The Government provides the following bursaries to be off-set against tuition fees, via the Training Agency. Tuition fees need to be paid by all students direct to LSBU. Students can use any bursary they receive from the Training Agency for this purpose.

If you have a 1st Class or 2.1 Degree or a PhD you will be eligible for a bursary of £3,000

You do not need to apply for bursaries. Once you have firmly accepted an unconditional offer of a place on a Teacher Training course (and supplied proof of your degree grade) the University will liaise with the Department for Education to put your bursary in place.

See the website http://www.lsbu.ac.uk/courses/course-finder/primary-with-physical-education-pgce

Modules

H Level Modules:
- Core curriculum
This module covers all aspects of the English, mathematics, science and computing national curriculum at Key Stage 1 and 2.

- Professional studies
This module covers theories of learning, planning, teaching and assessment, classroom management and employment.

- Physical education, pedagogy and practice
In this module you will develop understanding of functional skills, physical literacy, movement and fitness.

- School experience
School experience begins in week four of the course. During your Reading Mentor placement you'll be placed in a local school three times a week, gaining experience in the teaching of reading. You'll have opportunities to work with a designated child to develop an in-depth understanding of how teaching relates to pupil learning and progress. Your first block school experience is an eight week paired block practice. During this practice you will shadow a PE co-ordinator and have opportunities to teach PE across the primary school age range. You will also be encouraged to work with teachers running after school PE activities. School experience 2 is a nine week block, and by the end of this placement you will be expected to teach the whole class for up to three days a week.

- Alternative education setting
In term two you will take your Alternative Education Setting placement in an outdoor centre or similar that will allow you to develop expertise in a specific area of the primary school curriculum, for example adventurous activity.

- Foundation subjects (optional)
This module covers the national curriculum foundation subjects including: history, geography, art and design, music, and design technology.

M Level Modules:
- Equality, inclusion and citizenship
This module will allow you to reflect on key issues such as equality, diversity and sustainability in the educational context. You'll undertake a small piece of classroom research.

- Understanding and leading PE in the primary school
You will build knowledge and skills to teach and lead PE. You will learn to audit staff needs and how to plan, review and adjust the curriculum. Physiology sessions will help you to develop a greater sense of learners’ physical development.

Employability

Completion and employment rates for our PGCE are both above the sector norms and we have been identified as a good provider of initial teacher training (OFSTED 2014). Although we pride ourselves in providing teachers for London schools, successful students enter the teaching profession in a variety of schools/nurseries within the UK.

All students entering the course have the possibility of gaining up to 60 credits at Masters level, which can be used by students to count towards the award of full Masters qualifications (such as the LSBU MA in Education) gained via further study after graduation.

LSBU Employability Services

LSBU is committed to supporting you develop your employability and succeed in getting a job after you have graduated. Your qualification will certainly help, but in a competitive market you also need to work on your employability, and on your career search. Our Employability Service will support you in developing your skills, finding a job, interview techniques, work experience or an internship, and will help you assess what you need to do to get the job you want at the end of your course. LSBU offers a comprehensive Employability Service, with a range of initiatives to complement your studies, including:

- direct engagement from employers who come in to interview and talk to students
- Job Shop and on-campus recruitment agencies to help your job search
- mentoring and work shadowing schemes.

Professional links

Academics from other institutions and related industries are invited as guest speakers to form part of the Equality Inclusion and Citizenship module. The Alternative Educational Settings (AES) placement provides an opportunity for you to experience teaching and learning in a completely different environment, and is one of the unique aspects of our programme. PE subject matter experts from partnership schools and outside organisations, including sports coaching bodies, will promote professional links relating to PE.

Placements

Placement schools are chosen to provide different experiences including size, organisation and location. You will begin your teaching experience in a local school to LSBU where you will support children in learning to read. School Experience 1 will be a PE placement, focusing on teaching PE and shadowing a school PE co-ordinator. School Experience 2 will also have a PE focus, while giving you the opportunity to teach the core and foundation subjects of the primary curriculum subjects in order to fulfill the requirements for gaining Qualified Teacher Status.

In addition you'll undertake an Alternative Education Setting (AES) placement in an outdoor and adventure facility, or other non-school Physical Education setting. A key element of the programme is to prepare you to work in multi-cultural, urban settings. In terms of school experience placements, you'll normally be required to do at least one practice in an inner or outer London state school.

Teaching and learning

We provide a thorough training course incorporating all areas of the primary curriculum with a focus on Physical Education.

The university based sessions are taught through lectures, workshops, practical sessions, seminars and tutorials. The aim throughout is to encourage creativity, reflective pedagogy and sensitivity to educational issues, aims and objectives. We aim to provide a learning community that actively challenges inequality and injustice.

In particular, the module on Equality, Inclusion and Citizenship will allow you to reflect on key issues such as equality, diversity and sustainability in the educational context.

You will be encouraged to make links between the theoretical and practical elements of the course. We use an interactive model of teaching and learning and you will be encouraged to think critically about subjects to inform your understanding of effective methods of teaching and learning and how best to apply these in classroom situations.

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Description. The MAIED is designed to draw early-to-mid-career professionals with at least one year of relevant experience in traditional and/or international educational field settings. Read more
Description:
The MAIED is designed to draw early-to-mid-career professionals with at least one year of relevant experience in traditional and/or international educational field settings.

The program will encourage students to show their ability to interact with cultures or groups other than their own; the ability to do quality graduate work in an independent/virtual setting; strong competence in spoken and written English, and proficiency in a language other than English.

Methodology:
Courses will focus on the sharing of personal experiences in the field of multicultural education, while developing critial understanding and thinking in the field.
The lecture format will be enriched by discussions aiming at developing ideas and ensuring greater awareness and increased knowledge.

Career Prospects:
Students can pursue careers in higher education, ESL programs, law, international education associations, accreditation agencies, international development or human service agencies, non-governmental organizations, cultural exchange programs.

Credit Value: 90ECTS/36US
Languages: English
Study Options: Online

Earn a degree fully online, and at your pace. Our innovative personalized approach gives you the opportunity to accelerate your studies, and increase your employability potential. Start your degree any day of the year!

Courses:
- Cross-national practices in multicultural education
- Issues in international education
- Pedagogy and Methodology in international teaching
- Technology in international education
- Curriculum and Instruction in International education
- Applied research methods in comparative international education
- Teaching Practicum
- Thesis project or Thesis publication

Specializations:
- Adult Literacy
- Child Development
- ESL
- Project Management
- Teaching and Learning Online
- Instructional Design

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The Bilingualism in Education is a part-time distance learning programme, aimed at teachers and educational practitioners working with multilingual children and young people in multicultural schools. Read more
The Bilingualism in Education is a part-time distance learning programme, aimed at teachers and educational practitioners working with multilingual children and young people in multicultural schools. Delivered in partnership with The Northern Association of Support Services for Equality and Achievement (NASSEA), our programme will help you to work more effectively in your role with children and young people learning English as an additional or second language.

Please note that this programme is currently only open to home/EU students

Our Bilingualism in Education programme is aimed at teachers and educational practitioners working with multilingual children and young people in multicultural schools. You will study the programme on a part-time distance learning basis.

Delivered in partnership with The Northern Association of Support Services for Equality and Achievement (NASSEA), the programme will help you to work more effectively in your role with children and young people learning English as an additional or second language.

The programme aims to:

Increase knowledge and understanding of the language and learning needs of bilingual learners who are learning English as an additional language
Increase knowledge and practices of working across a diversity of cultures
Improve classroom practice in planning, implementing and evaluating the curriculum, taking into account the needs of bilingual learners
Enable students to develop more effective practices with bilingual learners with alleged special educational needs
Enable students to participate in, and evaluate interpersonal intervention with bilingual children with language learning and learning needs

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/pgfunding

Open Days

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

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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All Counselor Education Master’s degree programs have a planned program of study. The plan follows the appropriate requirements for accreditation in that area. Read more
All Counselor Education Master’s degree programs have a planned program of study. The plan follows the appropriate requirements for accreditation in that area. Once an academic advisor has been assigned for your program of study, you should make an appointment to discuss your preferences and career aspirations. The program of study that you accept when you enter the program will be the one you will follow until you graduate. If there are any changes, they need to be approved by your advisor.

Visit the website http://education.ua.edu/academics/esprmc/counseling/maschool/

The master’s degree in School Counseling is designed to provide prospective school counselors with the skills necessary to establish and conduct effective developmental guidance and counseling programs in schools, pre-kindergarten through twelfth grade. Students preparing for positions in School Counseling are provided experiences qualifying them for work at all levels of school counseling. The school counseling program is 48 hours and meets accreditation criteria of National Council for Accreditation of Teacher Education (NCATE) and Council for Accreditation of Counseling and Related Educational Programs (CACREP).

School Counseling Program: Select Courses

While the majority of your courses will be offered through the Program in Counselor Education (designated as BCE) many required courses will be offered by affiliated programs. During your academic career, you will likely enroll for courses in Educational Psychology (designated as BEP), Educational Research (designated as BER), School Psychology (designated as BSP), and other areas. These courses afford the opportunity to take advantage of the expertise of faculty in other programs in the College of Education. Please refer to the Program Planning Record for School Counseling.

BCE 511 – Principles of Guidance. Three hours. Explores the rationale for guidance by examining human development and sociological, psychological, and philosophical bases for guidance. Provides awareness of services by surveying components of guidance programs.

BCE 512 – Counseling: Theory and Process. Three hours. Introduction to counseling, counseling theories, and the counseling relationship; and an overview of the counseling process.

BCE 513 – Career Development. Three hours. An introduction for counselors and teachers to career development concepts, labor force information, and other resources needed to help persons with career planning and decision making.

BCE 514 – Pre-practicum in Counseling. Three hours. An experiential course involving applied elements of theoretical models and customary helping skills to orient and prepare students for their initial supervised work with counseling clients.

BCE 515 – Practicum in Counseling I. Three hours. Prerequisite: BCE 514 and permission of the faculty. Laboratory training in attending, listening, and influencing skills. Supervised experience in counseling.

BCE 516 – Practicum in Counseling II. Three hours. Prerequisites: BCE 515 and permission of the faculty. Supervised practice in counseling.

BCE 521 – Group Procedures in Counseling and Guidance. Three hours. Prerequisite: Permission of the faculty. Background in group methods, including group guidance, group counseling, and group dynamics. One-half of class time is spent in a laboratory experience during which each student is provided an opportunity to function in a group.

BCE 522 – Individual and Group Appraisal. Three hours. Prerequisite: BER 540. An overview of measurement methods, practice in administration and interpretation of standardized tests, and evaluation of tests and testing programs for counseling and guidance.

BCE 523 – Program Development and Management. Three hours. An examination of the organization and implementation of the guidance functions of schools and the guidance responsibilities of counselors, teachers, and administrators.

BCE 525 – Internship in School and Community Counseling. Three to twelve hours. Prerequisite: Permission of the faculty. Supervised field experience in an appropriate job setting.

BCE 650 – Counseling Strategies for Family Relationships. Three hours. Prerequisite: BCE 512 or permission of the instructor. Examination of theoretical and applied elements of systemic intervention with troubled families.

BCE 611 Multicultural Approaches to Counseling. Three hours.

Prerequisites: Majors only or with instructor permission. This course is designed to introduce students to multicultural issues unique to counseling and other helping professions.

BER 500 – Introduction to Educational Research. Three hours. An overview of the research process, primarily for master’s students.

BER 540 – Statistical Methods in Education. Three hours. Descriptive and basic inferential statistics, including graphs, frequency distributions central tendency, dispersion , correlation, and hypothesis testing. Computer applications are included.

BEP 550 – Life span Development. Three hours. A study of principles and concepts of physical, cognitive personality, and social development from conception through death.

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All Counselor Education Master’s degree programs have a planned program of study. The plan follows the appropriate requirements for accreditation in that area. Read more
All Counselor Education Master’s degree programs have a planned program of study. The plan follows the appropriate requirements for accreditation in that area. Once an academic advisor has been assigned for your program of study, you should make an appointment to discuss your preferences and career aspirations. The program of study that you accept when you enter the program will be the one you will follow until you graduate. If there are any changes, they need to be approved by your advisor.

Visit the website http://education.ua.edu/academics/esprmc/counseling/macmhc/

The master’s degree in Clinical Mental Health Counseling is designed to prepare students for employment and practice in public and private mental-health settings. The curriculum offers course work and applied experiences for students’ specialty interests to include areas such couple/family counseling, addictions counseling, play therapy, and similar specialty practice with unique populations or using unique methods of counseling. The clinical mental health counseling program is 60 credit hours and meets accreditation criteria put forward by Council for Accreditation of Counseling and Related Educational Programs (CACREP).

Clinical Mental Health Counseling Program: Select Courses

While the majority of your courses will be offered through the Program in Counselor Education (designated as BCE) many required courses will be offered by affiliated programs. During your academic career, you will likely enroll for courses in Educational Psychology (designated as BEP), Educational Research (designated as BER), School Psychology (designated as BSP), and other areas. These courses afford the opportunity to take advantage of the expertise of faculty in other programs in the College of Education. Please refer to the Program Planning Record for Clinical Mental Health Counseling.

BCE 512 – Counseling: Theory and Process. Three hours. Introduction to counseling, counseling theories, and the counseling relationship; and an overview of the counseling process.

BCE 513 – Career Development. Three hours. An introduction for counselors and teachers to career development concepts, labor force information, and other resources needed to help persons with career planning and decision making.

BCE 514 – Counseling Skills. Three hours. An experiential course involving applied elements of theoretical models and customary helping skills to orient and prepare students for their initial supervised work with counseling clients.

BCE 515 – Practicum in Counseling I. Three hours. Prerequisite: BCE 514 and permission of the faculty. Laboratory training in attending, listening, and influencing skills. Supervised experience in counseling.

BCE 516 – Practicum in Counseling II. Three hours. Prerequisites: BCE 515 and permission of the faculty. Supervised practice in counseling.

BCE 518 – Introduction to Clinical Mental Health Counseling. Three hours. Seminar and fieldwork designed to acquaint the student with the functions and roles of the counselor in various community and agency settings.

BCE 521 – Group Procedures in Counseling and Guidance. Three hours. Prerequisite: Permission of the faculty. Background in group methods, including group guidance, group counseling, and group dynamics. One-half of class time is spent in a laboratory experience during which each student is provided an opportunity to function in a group.

BCE 522 – Individual and Group Appraisal. Three hours. Prerequisite: BER 540. An overview of measurement methods, practice in administration and interpretation of standardized tests, and evaluation of tests and testing programs for counseling and guidance.

BCE 525 – Internship in School and Clinical Mental Health Counseling. Three to twelve hours. Prerequisite: Permission of the faculty. Supervised field experience in an appropriate job setting.

BCE 528 – Advanced Seminar in Clinical Mental Health Counseling. Three hours. Prerequisite: BCE 518. Advanced study and discussion of a variety of agency-specific issues and topics.

BCE 611 – Multicultural Counseling. Three hours. This course is designed to introduce students to multicultural issues unique to counseling and other helping professions.

BCE 650 – Counseling Strategies for Family Relationships. Three hours. Prerequisite: BCE 512 or permission of the instructor. Examination of theoretical and applied elements of systemic intervention with troubled families.

BER 500 – Introduction to Educational Research. Three hours. An overview of the research process, primarily for master’s students.

BER 540 – Statistical Methods in Education. Three hours. Descriptive and basic inferential statistics, including graphs, frequency distributions central tendency, dispersion , correlation, and hypothesis testing. Computer applications are included.

BEP 550 – Life span Development. Three hours. A study of principles and concepts of physical, cognitive personality, and social development from conception through death.

BSP 660 – Psychopathology. Three hours. Thorough examination of the history, scope, and understanding of abnormal behavior through the life span, with emphasis on educational and clinical implications. The most recent classification system is used to structure topics and issues in the course.

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

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The Sydney Conservatorium of Music places a high emphasis on its research activity. We have a vibrant and diverse community of staff and students, many of whom enjoy exceptional careers worldwide as both performers and scholars in the finest musical company. Read more
The Sydney Conservatorium of Music places a high emphasis on its research activity. We have a vibrant and diverse community of staff and students, many of whom enjoy exceptional careers worldwide as both performers and scholars in the finest musical company.

The Master of Music (Music Education) is a two year full-time or four year part-time degree which aims to foster research skill development in areas of music education through research seminars and the writing of a thesis.

The first stream of study is a semester based series of two seminar topics selected from a range of fields relevant to music teaching and learning, including: Foundations of Music Education; Comparative Music Education; Curriculum Design; Technology in Music Education; Multicultural Studies; Sociology of Music Education; Musical Ability and Psychology of Music. A concurrent research stream provides instruction in research methodology and underpins the writing of a thesis, which is the major component of the degree.

To ask a question about this course, visit http://sydney.edu.au/internationaloffice/

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The MST in visual arts–all grades (art education) leads to initial/professional New York state certification in visual arts for grades K through 12. Read more
The MST in visual arts–all grades (art education) leads to initial/professional New York state certification in visual arts for grades K through 12. This certification allows applicants to teach in New York state public schools. The program features pedagogical studies, studio inquiry, and student teaching. The program prepares students to meet the national, state, and regional need for teachers of the visual arts and is designed for accomplished art educators and advocates for art and learning in all grades. The program is nationally accredited and is for teachers in art education who hold a BFA or BA (art major) degree. Classes begin each August and conclude in May. Graduates of teacher education programs at RIT have a 96 percent pass rate on the NY State Teacher Certification examinations.

Curriculum

- First Year

Child Development in Art
Inclusive Art Education
Multicultural Issues
Methods in Teaching and Learning
Methods II Studio Thinking
Professional Practices
Student Teaching
Graduate Seminar in Art Education
Graduate Studio Elective

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The Secondary Postgraduate Certificate in Education is a one academic year (36 week) course that trains graduates to be secondary school teachers of English. Read more
The Secondary Postgraduate Certificate in Education is a one academic year (36 week) course that trains graduates to be secondary school teachers of English.

The PGCE programme has been designed to train teachers to practice as a subject specialist teacher for the secondary age range (11-16). Trainees are assessed against the standards for Qualified Teacher Status (QTS) across the age range. Trainees will also often gain experience of the 16-18 age range, although they will not be formally assessed in this phase.

Course detail

The course is creative, active and practical, allowing trainees to develop professional competence through work undertaken in schools and in the University. Trainees work with young people, develop expertise in their specialist subject area, share and discuss educational issues and study relevant educational research.

What does it mean to be an English teacher in twenty-first century classrooms? This course develops new teachers' understanding of English in secondary settings through active workshops, creative projects and joint explorations of texts, language, drama and media. Students are encouraged to develop their own subject knowledge for teaching supported by experienced university tutors who have many years' successful classroom experience themselves. We focus on principled practice, deep and rigorous subject knowledge, and even purposeful playfulness.

You will be supported to create an inclusive, energetic, exciting classroom environment which will appeal to a range of preferred learning styles and draw on a range of resources.

Structure

The course is part of the Department of Education's programme for Initial Teacher Training. Units studied are:

• Enabling Learning
• Meeting Curriculum Challenges
• Becoming a Teacher

These units are studied in both the school and the University-based parts of the course, the work on each site being complementary.

You will be supported in university workshops to learn how to teach English through a variety of strategies including:
• Contributing to paired, small group and whole class activities
• Observing and analysing the teaching methods modelled by your course tutors
• Engaging in creative writing, drama and film making sessions
• Participating in peer-led, subject knowledge development seminars on topics as diverse as: madness and fools in Shakespeare's tragedies, the use of the expanded noun phrase in contemporary texts, multicultural fiction written for a teenage audience, reading film.
• Reading and discussing relevant educational theory and subject related research into, for example, how to support the development of reluctant or struggling writers.

Format

We recognise that embarking on a new course of professional study can be a challenging undertaking. PGCE trainees have three main sources of support and information from the University during the course: firstly there is your Group Tutor in their subject area who will monitor and support your progress. Secondly, each trainee is allocated a subject specialist Personal Tutor who will review progress twice during the year with you. Finally, all trainees can access support on a range of issues from the Department Student Adviser. The course includes contact time when on school/college placement with a Senior Professional Tutor and a Subject Mentor.

Placements

24 weeks are spent on placement: a total of eight weeks in one placement during the Autumn term and 16 weeks in a second placement during the Spring and Summer terms.

In June, there is an opportunity for you to spend time in a primary school and some trainees may also visit other institutions, such as special schools or colleges of further education, Museums, Field study centres.

Assessment

In order to pass the course, trainees are required to pass each unit. You are assessed on a number of written assignments and also on classroom practice against the standards specified by the Secretary of State for the award of QTS.

Careers / Further study

The Postgraduate Certificate in Education (PGCE) programmes now includes 40 credits of assessment at Master's Level (Level M). For candidates who opt not to attempt the requisite credit at Level M, a Professional Graduate Certificate in Education will be available as an alternative award.

How to apply

Information on applications can be found at the following link: http://www1.uwe.ac.uk/study/applyingtouwebristol/postgraduateapplications.aspx

Funding

- New Postgraduate Master's loans for 2016/17 academic year –

The government are introducing a master’s loan scheme, whereby master’s students under 60 can access a loan of up to £10,000 as a contribution towards the cost of their study. This is part of the government’s long-term commitment to enhance support for postgraduate study.

Scholarships and other sources of funding are also available.

More information can be found here: http://www1.uwe.ac.uk/students/feesandfunding/fundingandscholarships/postgraduatefunding.aspx

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The two-year full-time study programme (120 ECTS) studies multilingualism and multiculturalism and the issues raised by these themes in a society characterised by increased mobility, migration and diversity. Read more

About the course

The two-year full-time study programme (120 ECTS) studies multilingualism and multiculturalism and the issues raised by these themes in a society characterised by increased mobility, migration and diversity.

The programme focuses on linguistic and cultural diversity issues in the fields of education, communication and in different institutional and professional contexts.

In courses and seminars, multilingualism is an integral part of the forms of exchange between the students. In the philosophy of the programme, multilingualism is considered to be of added value in the building of knowledge.

Aims

As a student, you will

• get familiarised with scientific literature dealing with multilingualism and multiculturalism in fields such as sociolinguistics, applied linguistics, education, epistemology, sociology, digital literacy, etc
• develop detailed knowledge of the necessary methodological tools, with special emphasis on qualitative research in these areas
• develop your independent research competences

Course modules

• Research approaches
• Language and Education
• Organisational discourse and business communication
• Globalisation, Digital Media and Migration
• Languages

Career

The programme prepares students for further PhD studies in disciplines such as sociolinguistics, education, anthropology or sociology.

The interdisciplinary programme will open up career possibilites in domains such as education, journalism, new media, cultural and diversity management, cultural mediation, business and professional communication, tourism, translation, etc.

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The Doctorate in Education (EdD) at the University of East London is a five-year part-time modular course specifically aimed at senior professionals working in all fields of education. Read more
The Doctorate in Education (EdD) at the University of East London is a five-year part-time modular course specifically aimed at senior professionals working in all fields of education.

The course gives you the opportunity and the skills to conduct robust, innovative research that will improve the policy, practice and the quality of education. Your doctorate will enhance your professional capability through critical analysis and the use of research evidence.

You will be studying at one of the most diverse and multicultural universities in London, with the chance to meet and work with students and academics with different national and international professional backgrounds, each with their own experience and expertise that they bring to the course.

Doctoral courses at the University of East London give you the chance to draw on this dynamic research culture as well as the research expertise of our academic staff, at least two of whom will serve on your supervisory team.

The EdD consists of two stages. In Stage One, you will study four compulsory modules over two years. This is then followed by Stage Two, where you complete your research thesis.

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This programme leads to Qualified Teacher Status. It equips you to teach pupils from 5-11 years and covers all areas of the Key Stage 1 and 2 curriculum, through lectures, seminars, workshops and tutorials. Read more
This programme leads to Qualified Teacher Status. It equips you to teach pupils from 5-11 years and covers all areas of the Key Stage 1 and 2 curriculum, through lectures, seminars, workshops and tutorials. You'll gain 60 Masters level credits and be awarded with a Post-Graduate Certificate of Education.

The programme will give you an in-depth understanding of inclusive practice, equality and diversity to prepare you for a career in London schools. As a part of the programme you will experience different schools and also have an opportunity to work in an Alternative Education Setting. At Masters level you'll have the opportunity to develop a specific area of expertise.

LSBU has a particular focus on social justice and equality that is well matched to the needs of schools in urban and multicultural areas. At LSBU we encourage creativity, reflective pedagogy and sensitivity to educational issues.

Upper Primary Pathway

From 16/17 this pathway will be available. If you select this pathway, you will gain the knowledge and skills to teach within the primary sector, with a focus on the 7-11 age range (KS2). Your school placements will ensure that you experience a variety of school settings. Your reading placement will be in Key Stage 1, and both your block practices will be in Key Stage 2.

Bursaries

The Government provides the following bursaries to be off-set against tuition fees, via the Training Agency. Tuition fees need to be paid by all students direct to LSBU. Students can use any bursary they receive from the Training Agency for this purpose.

If you have a 1st Class or 2.1 Degree or a PhD you will be eligible for a bursary of £3,000

You do not need to apply for bursaries. Once you have firmly accepted an unconditional offer of a place on a Teacher Training course (and supplied proof of your degree grade) the University will liaise with the Department for Education to put your bursary in place.

See the website http://www.lsbu.ac.uk/courses/course-finder/primary-pgce

Modules

H Level Modules:
- Core curriculum
This module covers all aspects of the English, mathematics, science and computing national curriculum at Key Stage 1 and 2.

- Professional studies
This module covers theories of learning, planning, teaching and assessment, classroom management and employment.

- Foundation subjects
This module covers the national curriculum foundation subjects including: history, geography, art and design, music, and design technology.

- School experience
School experience begins in week four of the course. During your Reading Mentor placement you'll be placed in a local school three times a week, gaining experience in the teaching of reading. You'll have opportunities to work with a designated child to develop an in-depth understanding of how teaching relates to pupil learning and progress. Your first block school experience is eight weeks and culminates with you leading a class. School experience 2 is a nine week block, and by the end of this placement you will be expected to teach the whole class for up to three days a week.

- Alternative education setting
In term two you will arrange your own placement following your interests in an Alternative Education Setting. This placement is designed to give you a wider view of education and develop explicit skills that you will then be able to take into mainstream practice. For example you may choose to work in a Special Educational Needs setting or in a Pupil Referral Unit.

M Level Modules:
- Equality, inclusion and citizenship
This module will allow you to reflect on key issues such as equality, diversity and sustainability in the educational context. You'll undertake a small piece of classroom research.

Plus one of the following module options:
- SEND (Special Educational Needs and Disability)
This module discusses and explores how to enable learners with Special Educational Needs and/or Disabilities (SEND) to achieve in their learning. If you select this module your first block school experience will in in a Special Needs school and your Alternative Education Assessment will be in a main stream school.

- Connect, consume, create: ICT in the Primary School
Explore the most up-to-date research, knowledge and understanding that underpins ICT and the Computing curriculum in primary schools.

- Performing Arts
Prepares you to teach the performing arts subjects in a culturally diverse society.

- Raising Achievement in Mathematics (RAiM)
The RAiM module will help you gain knowledge and understanding to successfully teach mathematics with competence and confidence, and begin to develop as a specialist in this area. Part of your Alternative Education Setting placement will be in a mathematics department of a secondary school.

- English: Language, learning and culture
This module focuses on spoken language as a key area of the English curriculum in order to explore culture and deepen learning in the classroom.

Employability

Completion and employment rates for our PGCE are both above the sector norms and we have been identified as a good provider of initial teacher training (OFSTED 2014). Although we pride ourselves in providing teachers for London schools, successful students enter the teaching profession in a variety of schools/nurseries within the UK.

All students entering the course have the possibility of gaining up to 60 credits at Masters level, which can be used by students to count towards the award of full Masters qualifications (such as the LSBU MA in Education) gained via further study after graduation.

LSBU Employability Services

LSBU is committed to supporting you develop your employability and succeed in getting a job after you have graduated. Your qualification will certainly help, but in a competitive market you also need to work on your employability, and on your career search. Our Employability Service will support you in developing your skills, finding a job, interview techniques, work experience or an internship, and will help you assess what you need to do to get the job you want at the end of your course. LSBU offers a comprehensive Employability Service, with a range of initiatives to complement your studies, including:

- direct engagement from employers who come in to interview and talk to students
- Job Shop and on-campus recruitment agencies to help your job search
- mentoring and work shadowing schemes.

Professional links

Academics from other institutions and related industries are invited as guest speakers to form part of the Equality Inclusion and Citizenship module. The Alternative Educational Settings placement provides an opportunity for you to experience teaching and learning in a completely different environment, and is one of the unique aspects of our programme. This placement may be related to your choice of Masters Level option module. For further information please see Programme Modules.

Placements

During the course you will undertake placements in at least two schools. Placement schools are chosen to provide different experiences including size, organisation and location. Our partnership works with a wide range schools across London. Placements are allocated as best fit for each trainee, but if you live in outer London or beyond it may require careful planning by you so that you are able to work at assigned schools.

In addition you will undertake a placement in an alternative education setting. The choice of placement will depend on the option you choose and your interest in the education sector. Examples of placements include SEN schools, pupil referral units, hospitals, overseas etc.

A key element of the programme is to prepare you to work in multi-cultural, urban settings. In terms of school experience placements you will normally be required to do at least one practice in an inner or outer London state school.

Teaching and learning

The university based sessions are taught through lectures, workshops, practical sessions, seminars and tutorials. The aim throughout is to encourage creativity, reflective pedagogy and sensitivity to educational issues, aims and objectives. We aim to provide a learning community that actively challenges inequality and injustice.

In particular, the module on Equality, Inclusion and Citizenship will allow you to reflect on key issues such as equality, diversity and sustainability in the educational context.

You will be encouraged to make links between the theoretical and practical elements of the course. We use an interactive model of teaching and learning and you will be encouraged to think critically about subjects to inform your understanding of effective methods of teaching and learning and how best to apply these in classroom situations.

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The Primary PGCE with Physical Education is designed to support trainees in developing the skills, values, knowledge and understanding required to meet the Teachers’ Standards. Read more
The Primary PGCE with Physical Education is designed to support trainees in developing the skills, values, knowledge and understanding required to meet the Teachers’ Standards. The programme will do this in the context of east London schools where it is paramount that teachers have the ability to support learning in a multicultural, multilingual urban environment. The Primary PGCE with Mathematics aims to equip trainees with additional expertise in supporting learning and teaching in mathematics and with the confidence and competence to take on a leadership role in mathematics in the future.

In order to fulfil these aims you will:
• develop your knowledge, skills and understanding of what it means to be a professional in school;
• engage in practical and theoretical enquiry as a key element in your development as a teacher;
• reflect on and take responsibility for your own professional development;
• have the necessary experiences to meet the Teachers’ Standards;
• acquire the skills, knowledge and understanding to develop additional expertise in supporting learning and teaching in physical education;
• be able to respond proactively and positively to change and thus enabled to make informed contributions to education;
• develop your ability to read and write critically at Masters Level.


Primary PGCE at UEL
The Primary PGCE with Mathematics is a partnership programme, written and developed in collaboration with schools. Colleagues from school are also closely involved in the selection of trainees, participating in the observation and interview of candidates alongside university-based staff. Much of your time will be spent in schools, observing learning and teaching, exploring the interface between theory and practice and working with pupils in a range of classroom settings. You will be an active participant in a diverse community of students. Inclusion, personalisation, and pupil voice are some of the key themes and values underpinning the programme. You will engage with research at Masters level.

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Curriculum Studies includes, but is not limited to investigations into. teacher education, the social construction or knowledge, curriculum and instructional discourses, and the role of curriculum and curricular reform in K–12 and other learning environments. Read more

Program Overview

Curriculum Studies includes, but is not limited to investigations into: teacher education, the social construction or knowledge, curriculum and instructional discourses, and the role of curriculum and curricular reform in K–12 and other learning environments. Students learn about issues of planning and development, program implementation and evaluation, and pre-service teacher education. Inquiry in the field is multidisciplinary and includes numerous perspectives and orientations such as: cultural studies, historical consciousness, post structuralism, feminism, multicultural education, semiotics, and critical theory. International faculty and graduate students interested in curriculum theory are actively involved in the Centre for the Study of the Internationalization of Curriculum Studies .

The MA programs require 30 credits, or a 9-credit research thesis and 21 course credits. The MEd programs require 30 credits, or typically 9 courses plus a graduating paper (for TQS certification in British Columbia). A minimum of 24 credits must be in graduate-level courses (including the 9-credit MA thesis or 3-credit MEd graduating paper) for all master’s programs. All on-campus master’s programs in the Department can be pursued either full time or part time. Theses and graduating papers often focus on questions or issues that cut across disciplines and professional fields. This year there are approximately 300 students studying in the department’s various graduate programs.

The MEd degree is designed primarily for students wishing to pursue professional study in education or to prepare for positions of leadership in varied settings and is often the choice of professionals who want to reflect on issues of practice with colleagues through a breadth and depth of courses. The MA degree is particularly recommended for students who may wish to pursue a doctorate at a later date, although the MEd does not preclude application to advanced study.

Quick Facts

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

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Curriculum Studies includes, but is not limited to investigations into. teacher education, the social construction or knowledge, curriculum and instructional discourses, and the role of curriculum and curricular reform in K–12 and other learning environments. Read more

Program Overview

Curriculum Studies includes, but is not limited to investigations into: teacher education, the social construction or knowledge, curriculum and instructional discourses, and the role of curriculum and curricular reform in K–12 and other learning environments. Students learn about issues of planning and development, program implementation and evaluation, and pre-service teacher education. Inquiry in the field is multidisciplinary and includes numerous perspectives and orientations such as: cultural studies, historical consciousness, post structuralism, feminism, multicultural education, semiotics, and critical theory. International faculty and graduate students interested in curriculum theory are actively involved in the Centre for the Study of the Internationalization of Curriculum Studies .

The MEd degree is designed primarily for students wishing to pursue professional study in education or to prepare for positions of leadership in varied settings and is often the choice of professionals who want to reflect on issues of practice with colleagues through a breadth and depth of courses.

Graduating Paper (MEd program)

The MEd Graduating Project is intended as a culminating project that is of personal use to the student and that is considered educationally valuable by an audience of professional peers. Although a written document is the standard format, students, in consultation with their Supervisor, may opt for other formats including educational resource materials, exhibitions, journal and magazine articles, multimedia and oral presentations, performances, videos, etc., that can be shared with an audience of educators. A written summary of non-print material must accompany such a project.

Quick Facts

- Degree: Master of Education
- Specialization: Curriculum Studies
- Subject: Education
- Mode of delivery: On campus
- Program components: Coursework + Major Project/Essay required
- Faculty: Faculty of Education

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