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Masters Degrees (Psychology Education)

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Earn your master’s in psychology online through one of the most affordable MS in Psychology programs available online. Read more

Earn your master’s in psychology online through one of the most affordable MS in Psychology programs available online.

Prepare to apply the latest psychological research and theory to real-world problems whether you choose to work in a community agency, in a healthcare setting, or within the educational or social services systems. Walden’s master’s degree in psychology prepares you to pursue exciting new opportunities in the field.

Walden’s Master of Science in Psychology online degree program offers 11 specializations so you can focus your learning on your interests and goals. Gain the knowledge and develop the skills you need to seek career advancement, help others, or prepare for doctoral-level studies. Open to students of all undergraduate backgrounds, this program provides a solid foundation in basic scientific methods and psychological principles. Our redesigned online master’s in psychology program now offers enriched content and streamlined coursework. Five of the specializations even allow you to accelerate your path to a PhD by applying credits earned from your master’s program.

Highlights

As a student in the MS in Psychology online master’s degree program, you can learn to:

  • Apply psychological knowledge and research to real-world situations.
  • Think critically and independently about theory and research.
  • Conduct basic or applied research.
  • Apply psychological concepts to a variety of settings.
  • Prepare for further graduate study at the certificate or doctoral level.

Learning Outcomes

Graduates of our MS in Psychology online degree program will be prepared to:

  1. Describe the foundations of psychology.
  2. Synthesize psychological theory and research to apply in real-world situations, such as in educational, social, organizational, and health settings.
  3. Interpret psychological theory and research.
  4. Describe psychological theory, research, and practice from a multicultural and/or global perspective.
  5. Apply psychological theory, research, and practice to scholarly and/or professional activities that promote positive social change.

Accelerated Path to a Doctoral Degree

Would you like to save time and money when you earn your PhD in Psychology? You can. If you enroll in one of the specializations listed below, you can apply credits from the MS in Psychology program toward a doctorate in psychology from Walden.

Credits you earn from all of the courses (with the exception of PSYC 6001) may be applied toward Walden’s PhD in Psychology degree program. The specialization you choose for your master’s program will determine which doctoral specialization will offer you the most transfer credits.

MS in Psychology Specialization

PhD in Psychology Specialization

Find detailed information for this program, including possible occupations, completion rate, program costs, and median student loan debt.

Note on Licensure:

The MS in Psychology is not a licensure program and does not prepare an individual to become a licensed psychology or counseling professional.

MS in Psychology Degree Specializations

Walden's MS in Psychology program offers a variety of specializations to help you meet your personal and professional goals.

Career options

The MS in Psychology program can prepare you to effectively analyze psychological research and theory to directly apply your knowledge to real-world situations. Through critical and independent analysis, you can gain an understanding of how to apply scientific methods and principles of psychology in a variety of roles and settings.

As a graduate of Walden’s MS in Psychology program, your career options may include a role as a:

  • Human resource manager
  • Market researcher
  • Project coordinator/manager
  • Family services worker
  • Instructor at a community college
  • Social service manager
  • Health project coordinator
  • Employee trainer
  • Research assistant
  • Data analyst/manager
  • Organizational consultant
  • Intervention advocate

Career options may require additional experience, training, or other factors beyond the successful completion of this degree program.

Possible career settings include:

  • Child and family service organizations (e.g., day care agencies, after-school programs within schools and communities, Head Start programs, and early childhood education programs)
  • Schools
  • Community colleges
  • Local, state, or federal governments
  • Group homes
  • Healthcare agencies
  • Law enforcement agencies
  • Nonprofit organizations
  • Religious organizations
  • Social service agencies


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The master’s programme in Psychology focuses both on in-depth study of theory and on the acquisition of professional and research skills. Read more

The master’s programme in Psychology focuses both on in-depth study of theory and on the acquisition of professional and research skills. The distinctive feature of the Leiden master’s programme is that the teaching is not restricted to only the functioning of psychological processes; these processes are always connected to their behavioural consequences, with the aim of understanding self-regulation and behavioural control. In this way, students not only develop their knowledge of psychology as a science, but also learn to apply this knowledge in order to understand practical problems and to develop effective interventions for dealing with these problems.

Profile of the master's programme in Psychology

In line with the profile of Leiden University as a research-intensive institution, the teaching programme of the master’s programme in Psychology is based on state-of-the art scientific research and maintains a strong emphasis on the acquisition of academic and research skills. Completion of the MSc degree prepares students for subsequent academic master’s degrees, including a PhD.

Objectives of the master’s programme in Psychology

The objective of the master’s programme in Psychology is to equip students with advanced training in research methods and professional skills that prepare them both for a career involving psychological research as well as for the application of scientific knowledge and methods in various professional settings. Training is provided in all relevant skills, including reviewing the relevant literature, applying theoretical knowledge to analyse practical problems, developing hypotheses and writing research proposals, designing and carrying out empirical studies, designing and evaluating the effectiveness of interventions, conducting advanced statistical analyses, and presenting results and recommendations.

Specialisations



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Our Postgraduate Certificate in Education (PGCE) in Secondary Education provides a high standard of training for those preparing to take up a teaching post in the secondary school sector. Read more

Our Postgraduate Certificate in Education (PGCE) in Secondary Education provides a high standard of training for those preparing to take up a teaching post in the secondary school sector. The course complies with the statutory guidance from the National College for Teaching and Leadership for Initial Teacher Training courses.

Psychology is an exciting secondary school curriculum subject. It covers topics such as cognitive psychology, social psychology, bio-psychology, developmental psychology, psychopathology, psychological approaches, applied psychology, issues and debates in psychology, research methods and statistics. As a trainee you will learn how to teach psychology to pupils in the 14-19 age range within the secondary age phase, with additional experience in the 11-14 age range and primary enhancements. You will learn how to develop skills, knowledge and understanding for teaching psychology through a combination of university-led and school-led training.

This course is designed to meet the NCTL Teaching Standards which assesses all trainees working towards Qualified Teacher Status (QTS).

his postgraduate qualification offers 60 Masters-level credits that can be used towards our Masters degrees in the field of education.

This Psychology route sits within an exciting range of Secondary Education subjects we offer within the Institute of Education.

TSECONDARY EDUCATION Frequently Asked Questions

This is NOT an appropriate training course for applicants who wish to teach in Primary schools or Post Compulsory Education establishments.

What happens on the course?

Over the one year course, you will undertake learning at University and other educational settings. You will spend 120 days divided between at least two different school placements across the 14-19 age range within the Secondary age phase.

Your University tutor team is available to assist you throughout your training, supporting development of reflection. Every effort is made to ensure that high-quality school placements are provided to you, facilitating learning through observing, co-teaching and being observed by experienced teachers in the classroom.

All course modules provide examples of good practice in pedagogy which you will reflect upon as you develop your own teaching style - you will be expected to actively participate in your own learning and development.

Teaching on the course comprises a variety of methodologies that will prepare you for life in the classroom including teacher-led discussions, pupil-led exploration, peer-group discovery, problem based learning, e-learning and the provision of individual targets.

You will be assessed in a variety of ways including written assignments; classroom based investigation and other school-based activities, and appraisal of practical teaching skills.

Typical activities may include:

  • Observation of teaching, before undertaking ‘sheltered’ teaching activities, for example teaching parts of lessons or small groups of pupils within a class
  • Progression to teaching single or short sequences of lessons
  • Further development through reflection on planned classroom activities
  • Development of teaching skills as you move to sustained sequences of lessons
  • Research that takes place in both University and school settings on selected aspects of your practice.

PGCE: Programme Structure

The PGCE course takes place over 180 days, and 120 of those days are spent in a school. You will have one school attachment during the autumn term and another (in a different school) in the spring/summer terms.

One of our strengths is that we have a vast network of high quality partnership schools in which to place you for the extended school placements. We ensure that you receive high quality school-based training by selecting schools with highly trained mentors and a proven track record of excellent trainee outcomes. We will also take other factors into consideration when placing you, such as your geographical location and transportation, to provide you with the best possible experience in a convenient and suitable setting.

The University-led elements of the course take place at our Walsall Campus. Our PGCE starts in early September and ends in June, and it is an intensive academic and professional training course that effectively prepares you for your first teaching post and beyond.

The course comprises of a two day professional placement in mixed subject groups, two extended school placements in your subject specialism and two periods of University-based teaching – September to October and January to February. The programme also includes a short Primary school placement and additional opportunities for a range of enhancements to your course; for example, experience of teaching pupils with special educational needs, teaching pupils at post-16 level or teaching pupils for whom English is an additional language.

Career path

Successful completion of the PGCE Secondary Education course leads to recommendation to NCTL for qualified teacher status (QTS) and will then allow you to take up a teaching post within a secondary school.

In secondary schools you could be considered for a Teaching and Learning Responsibility (TLR), which may comprise any of the following:

  • Leading a particular subject as head of department, faculty or curriculum
  • Leading the achievement of a particular age group as head of year or key stage coordinator
  • Leading a particular area such as special education needs or pastoral care (i.e. personal guidance)

Later, you could progress to a senior leadership position such as a deputy or assistant head and head teacher - at which point you will have overall responsibility for the leadership and management of a school and the education its students receive.

Following successful completion of this award, you could also use your 60 Masters-level credits towards any of our Masters degrees in the field of education which can be continued within your NQT year.

Find out more about further study that can be taken after completing this PGCE award.

Who accredits this course?

The University will award students with the PGCE in Secondary Education with 60 credits at Master’s level.

All students who have fully met the Teachers’ Standards as set by the National College for Teaching & Leadership will be recommended for the award of Qualified Teacher Status (QTS).

The award of QTS is essential to teach in a maintained school in the United Kingdom and, upon gaining this award, the student becomes a qualified teacher.



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

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

About this degree

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

Students undertake modules to the value of 180 credits.

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

Core modules

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

Optional modules

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

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

Dissertation/report

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

Teaching and learning

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

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

Careers

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

Employability

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

Why study this degree at UCL?

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

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

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Psychology & Human Development

78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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The Department of Education offers a new, one-year (12 month) full time MSc programme in Psychology in Education. This MSc is a conversion course which will provide successful graduates with the Graduate Basis for Chartership (GBC) of the British Psychological Society (BPS). Read more
The Department of Education offers a new, one-year (12 month) full time MSc programme in Psychology in Education.

This MSc is a conversion course which will provide successful graduates with the Graduate Basis for Chartership (GBC) of the British Psychological Society (BPS). It is ideal for candidates who did not study Psychology at undergraduate level but would like to pursue a career in Psychology. It may also be of interest to students who have studied Psychology on a non-accredited programme but need GBC in order to progress to further training and employment in Psychology.

Programme aims

The aim of the MSc in Psychology in Education is to provide students with the knowledge and skills necessary for building a professional career as a practising psychologist or a psychological researcher. The programme will cover core areas of psychology and key debates in the psychology of education, while also developing students’ research skills and their ability to apply psychological methods and approaches to educational policy and practice.

Successful completion of the Master’s programme will provide students with the Graduate Basis for Chartered Membership (GBC) of the British Psychological Society (BPS). GBC is a requirement for further professional training in Psychology.

Programme content

Term 1
-Development and Cognition (20 credits)
-Individuality and Its Roots (20 credits)
-Research Methods for Studying Psychology in Education (This module runs for two terms and totals 40 credits)

Term 2
-Psychology in Society (20 credits)
-Option Module (20 credits)
-Research Methods for Studying Psychology in Education (This module runs for two terms and totals 40 credits)

Term 3
-Empirical Dissertation (60 credits)

Option modules - Option modules will be chosen from a list which is subject to change. Options likely to be available to students in 2017/18 include:
-Disorders of Language and Cognition
-Genetics and Education
-Mind, Brain and Education

Careers

The programme aims to provide students with the Graduate Basis for Chartered Membership (GBC) of the British Psychological Society (BPS). GBC is a requirement for training as a professional psychologist and the MSc will therefore lead directly to professional training programmes in clinical, educational, counselling, occupational, health or forensic psychology. Our students will also be equipped to consider careers in teaching, youth work, mental health, data science and the not-for-profit sector. By providing you with a programme that covers a wide range of topics in the psychology of education we hope to develop your understanding of the careers that interest you. We will also invite psychology and education practitioners in to speak to our students.

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

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

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

You will: 

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

You will study:

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

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

Teaching and learning

Timetabling

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

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

Coursework and assessment

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

Disability support

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

Career opportunities

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



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The Department of Education will not be recruiting to the MA in Science Education for the academic year 2018/19, as we are undertaking a review of our provision. Read more

The Department of Education will not be recruiting to the MA in Science Education for the academic year 2018/19, as we are undertaking a review of our provision. The text below is for information only.

The Department of Education offers a one-year (12 month) taught full time MA in Science Education. This programme will be attractive to all those who have an interest in science education, whether as teachers, researchers or policy makers. Applications are welcomed from both home and international students.

Applicants are strongly advised to ensure that they submit applications no later than 1st September if they wish to begin a course of study beginning in the same year. No guarantee can be offered that applications received after this date will be processed for a September start date.

The Department also welcomes applications from people interested in studying for a PhD in science education in its areas of expertise (see below).

Why come to York?

The University of York Science Education Group (UYSEG) has an outstanding international reputation for the excellence of its work in research and curriculum development in science education. Our school science programmes such as Science: the Salters Approach, Salters Advanced Chemistry, Salters Horners Advanced Physics and, most recently, Salters Nuffield Advanced Biology and 21st Century Science are widely used in this country, and have received international acclaim. Science: the Salters Approach and Salters Advanced Chemistry have been adapted for use in many other countries, including Belgium, Hong Kong, The Netherlands, New Zealand, Russia, South Africa, Spain, Swaziland and the USA. If you come to York, you will have the opportunity to work with one of the leading groups in science education.

As members of the University of York Science Education Group, the science education staff in the Department of Education have made a significant contribution to the high profile of science education at York. Science specialist staff currently in the Department include Professor Robin Millar, Professor Judith Bennett, Martin Braund and Fred Lubben. All hold major grants for research and development in science education.

Areas of expertise include assessment, attitudes to science, the use of context-based approaches to the teaching of science, curriculum development (including international collaboration on projects), evaluation of curriculum interventions, gender issues in science education, practical work in science, scientific literacy, systematic reviews of research literature, and the transition from primary to secondary school. Current international work includes involvement in the PISA (Programme for International Student Assessment) project and a number of initiatives in Southern Africa.

The reputation of the University of York Science Education Group was a major contributory factor in York being chosen as the home of the new National Science Learning Centre, which opened in September 2005 and offers a programme of professional development courses for science teachers.

Programme Aims

The programme offers specialist tuition within an established framework for MA provision in the Department. The aims of the programme are:

-To enhance knowledge and understanding in science education

-To develop educational research capabilities and skills in the fields of education and science education

-To contribute, where appropriate, to professional development by enhancing capacity to investigate aspects of one or more of educational theory, policy and practice

Programme Content

Term 1

-Science, Education and Society (20 credits)

-Research methods in education (20 credits)

One option module from a list of about 10 (20 credits). Options are likely to include:

-Bilingualism

-Citizenship education

-Cross-linguistic influences in second language acquisition

-Discourse Analysis

-Education and social justice

-Evaluating ESOL classroom practice

-Intercultural communication in education

-Learning and teaching second/foreign language reading

-Motivation in education

-Teaching and assessing speaking skills

-Teaching and assessing writing skills

-Teaching and learning in schools

-Teaching World English

-Topics in second language acquisition

Term 2

-Recent research and innovation in science education (20 credits)

One option module from a list of about 10 (20 credits). Options are likely to include:

-Approaches to English teaching

-Contemporary issues in teaching

-Cross-cultural perspectives on language and discourse

-Developmental Psycholinguistics

-Learning and teaching grammar in a second language

-Pragmatics: language, meaning and communication

-Psychology of language and language learning

-Qualitative and quantitative data analysis

-Teaching and learning citizenship and global education

-Teaching English for academic purposes

-The practice of English language teaching

-Testing and assessment in English language teaching

Term 3

Planning and Communicating Research (20 credits). Classes are spread over Terms 2 and 3.

The third term and the summer is also devoted to writing a dissertation (60 credits) based on a small-scale research study to be submitted by early September.

Students will also be able to attend the department series of research seminars for Masters students which includes talks by visiting speakers.

Assessment

Students will complete:

-Four assessed coursework essay assignments (each 4,000 to 5,000 words in length)

-An exam in Research Methods in Education

-An assessed presentation + dissertation outline + ethics audit

-A dissertation of 12,000 words in length

Careers

Our graduates find employment in a wide range of sectors within education, but also in journalism, information management, human resources and other careers.

Our postgraduate courses can be used to complement teacher training/development programmes and voluntary or paid roles which focus on the more practical elements of teaching. However, other than our PGCE, our courses are not teacher training programmes in themselves.



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

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

About this degree

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

Students undertake modules to the value of 180 credits.

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

Core modules

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

Optional modules

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

Dissertation/report

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

Teaching and learning

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

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

Funding

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

Careers

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

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

Recent career destinations for this degree

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

Employability

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

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

Why study this degree at UCL?

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



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This MSc provides a Master's-level grounding in psychology, paying particular attention to its implications for education and other professional practice. Read more
This MSc provides a Master's-level grounding in psychology, paying particular attention to its implications for education and other professional practice. This pathway will be suitable if you already hold Graduate Basis for Chartered Membership (GBC) status, or if you do not intend to work as a psychologist in the UK after graduation.

You will study alongside students on the MSc Psychology of Education BPS programme and have access to the same units. The key difference between the two programmes is that you will have more flexibility in your choice of units. You will not be required to undertake work in statistics, and can choose from a wider range of optional units. This programme of study leads to the MSc Education (Psychology of Education), but does not make you eligible for GBC.

Programme structure

Core unit:
-Introduction to Educational Inquiry

And 60 credits from:
-Brain, Mind and Education
-Cognition and Learning
-Developmental Psychology
-Social and Socio-Cultural Psychology
-The Psychology of Individual Differences

Optional units
-Students studying this programme may select 40 credits of optional units from across the school.

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

Careers

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

Graduates of this route have gone on to careers in educational psychology, clinical psychology, occupational psychology, counselling psychology or neuropsychology, and doctoral level research. Read more about the careers of some of our graduates.

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This route is intended for applicants who have a background or strong interest in education, have undertaken some previous study of developmental and/or educational psychology, perhaps within their first degree, and now wish to develop their knowledge in this area further. Read more
This route is intended for applicants who have a background or strong interest in education, have undertaken some previous study of developmental and/or educational psychology, perhaps within their first degree, and now wish to develop their knowledge in this area further. The route offers a well-rounded introduction to areas of psychology relevant to the study of children's development, learning and education, together with more advanced routes examining psychological approaches to particular topics within education. At the end of the route, participants are required to devise and carry out their own research projects on topics in which they have brought or developed a particular interest.

See the website http://www.graduate.study.cam.ac.uk/courses/directory/ededmpepy

Course detail

Five introductory level core topic modules are offered: developmental psychology, cognitive psychology; biological psychology; social psychology and individual differences. These are followed by two advanced modules: quantitative and other research methods in psychology; and a series of contemporary psychological explanations and research applications in a broad range of educational contexts. The route is accredited by the British Psychological Society, so that applicants who have the equivalent of six months' study of psychology at undergraduate level will be eligible for BPS Graduate membership and the Graduate Basis for Registration. This enables successful candidates to proceed onto routes offering professional training as a Chartered Psychologist (in, for example, educational or clinical psychology).

Learning Outcomes

By the end of the programme, students will have:

- a comprehensive understanding of research techniques, and a thorough knowledge of the literature applicable to their specific educational domain;
- demonstrated originality in the application of knowledge, together with a practical understanding of how research and enquiry are used to create and interpret knowledge in their field;
- shown abilities in the critical evaluation of current research and research techniques and methodologies;
- demonstrated self-direction and originality in tackling and solving problems, and acted autonomously in the planning and implementation of research.

Format

The course is composed of two key elements: (i) the research methods training course and (ii) the 'Psychology and Education' thematic route. Teaching time is split between the two elements, with 32 hours of teaching being given to research methods and 64 hours being given to the subject specific content. The course is taught through a mixture of lectures, smaller group seminars and individual supervisions.

Each term, written work is submitted and formative feedback is provided. Informally, feedback will also be provided through regular supervisions (three times a term). At the end of each term, supervisors are required to provide a report on student progress which can be viewed by the student through CGSRS.

Assessment

- Thesis: Up to 20,000 words.
- Essay 1: 6,000-6,500 words.
- Essay 2: 6,000-6,500 words.

Continuing

Students wishing to continue from the MPhil in Education to PhD are required to achieve:

1) an average of 70 across both sections with the thesis counting as double-weighted (eg: (Essay 1 + Essay 2 + thesis + thesis) divided by 4 = 70 or above.
Or
2) a straight mark of 70 or higher for the thesis.

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

Funding Opportunities

The Faculty is pleased to say that, in general, education students are successful in most of the funding competitions, and, in a typical year, will host students who have been awarded funding from all of the major funding bodies.

In addition, a number of Colleges have their own scholarships/bursaries, but these will be restricted to College members. Finally, it is important to note that deadlines for scholarships and bursaries are early, so applicants are strongly encouraged to explore funding opportunities as soon as possible - at least a year in advance of the start of the course.

General Funding Opportunities http://www.graduate.study.cam.ac.uk/finance/funding

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This route is intended for applicants who have a background or strong interest in education, have undertaken some previous study of developmental and/or educational psychology, perhaps within their first degree, and now wish to develop their knowledge in this area further. Read more
This route is intended for applicants who have a background or strong interest in education, have undertaken some previous study of developmental and/or educational psychology, perhaps within their first degree, and now wish to develop their knowledge in this area further. The route offers a well-rounded introduction to areas of psychology relevant to the study of children's development, learning and education, together with more advanced routes examining psychological approaches to particular topics within education. At the end of the route, participants are required to devise and carry out their own research projects on topics in which they have brought or developed a particular interest.

See the website http://www.graduate.study.cam.ac.uk/courses/directory/ededmeepy

Course detail

Five introductory level core topic modules are offered: developmental psychology, cognitive psychology; biological psychology; social psychology and individual differences. These are followed by two advanced modules: quantitative and other research methods in psychology; and a series of contemporary psychological explanations and research applications in a broad range of educational contexts. The route is accredited by the British Psychological Society, so that applicants who have the equivalent of six months' study of psychology at undergraduate level will be eligible for BPS Graduate membership and the Graduate Basis for Registration. This enables successful candidates to proceed onto routes offering professional training as a Chartered Psychologist (in, for example, educational or clinical psychology).

Learning Outcomes

By the end of the programme, students will have:

- a comprehensive understanding of research techniques, and a thorough knowledge of the literature applicable to their specific educational domain;
- demonstrated originality in the application of knowledge, together with a practical understanding of how research and enquiry are used to create and interpret knowledge in their field;
- shown abilities in the critical evaluation of current research and research techniques and methodologies;
- demonstrated self-direction and originality in tackling and solving problems, and acted autonomously in the planning and implementation of research.

Format

The course is composed of two key elements: (i) the research methods training course and (ii) the 'Psychology and Education' thematic route. Teaching time is split between the two elements, with 32 hours of teaching being given to research methods and 64 hours being given to the subject specific content. The course is taught through a mixture of lectures, smaller group seminars and individual supervisions.

Written feedback is provided on the thesis by two independent assessors. Informally, feedback will also be provided through regular supervisions. Supervisors are required to provide a report on student progress which can be viewed by the student through CGSRS.

Assessment

Thesis: Up to 20,000 words.

Students following the two year MEd programme are required to submit the following in Year 1:
Essay 1: 6,000-6,500 words.
Essay 2: 6,000-6,500 words.

Continuing

Students wishing to continue from the Master of Education to PhD or Ed D are required to achieve:

1) an average of 70 across both sections with the thesis counting as double-weighted (eg: (Essay 1 + Essay 2 + thesis + thesis) divided by 4 = 70 or above.
Or
2) a straight mark of 70 or higher for the thesis.

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

Funding Opportunities

The Faculty is pleased to say that, in general, education students are successful in most of the funding competitions, and, in a typical year, will host students who have been awarded funding from all of the major funding bodies.

In addition, a number of Colleges have their own scholarships/bursaries, but these will be restricted to College members. Finally, it is important to note that deadlines for scholarships and bursaries are early, so applicants are strongly encouraged to explore funding opportunities as soon as possible - at least a year in advance of the start of the course.

General Funding Opportunities http://www.graduate.study.cam.ac.uk/finance/funding

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Has your undergraduate degree inspired you to learn more about the way people work?. Read more
Has your undergraduate degree inspired you to learn more about the way people work?

Our MSc Psychology is an advanced fast-track conversion course for students with an undergraduate degree in a subject other than psychology, or for those whose undergraduate Psychology degree was not accredited by the British Psychological Society.

This course combines the award of a Masters with eligibility for the Graduate Basis for Chartered Membership (GBC) of the British Psychological Society. The GBC is the minimum academic qualification required to work as a professional psychologist, so passing our course demonstrates that you have studied and acquired an advanced understanding in Masters-level study in psychology. With this qualification you will also be eligible to apply for professional training in any branch of professional psychology.

Our staff have a wide range of research interests, so you gain a critical and detailed understanding of the core areas of psychology, plus some specialisation, and learn research methods to an extent which will enable you to devise, carry out and analyse an empirical research project. Topics studied include:
-Visual and auditory perception and cognition
-Language, concepts, memory and attention
-The relation between brain and behaviour
-Developmental psychology
-Social psychology

Our research is challenging and ground-breaking, with 90% rated ‘world-leading’ or ‘internationally excellent’ (REF 2014), placing us in the top 15 in the UK. We are supported by some of the most prestigious funding bodies, including the European Commission and the Leverhulme Trust.

We are a warm and friendly Department, and we wish to welcome both graduates who have recently completed their studies, and mature students who may wish to upgrade their qualifications, refresh their CV, or return to academic study after a period of time away from education.

Our expert staff

Our academic staff include award-winning teachers and prize-winning researchers who are international experts in their own research areas.

The Cognitive and Developmental Psychology Group are researching attention, language, decision-making, and memory. Recent projects have investigated the psychology of energy reduction, the enhancement of human memory through technology, and improvements in the usability and design of transport maps.

The Social and Health Psychology Group work on motivations, needs, intercultural contact, and sexual attraction. Recent projects include the impacts of living and studying abroad, and how personal relative deprivation is linked to problem gambling.

The Cognitive and Sensory Neuroscience Group research brain function and human behaviour. Recently they have been working on projects on the neural processes underlying language production, how motivations are communicated through tone of voice, and how the brain performs 3D vision. They previously developed the BioAid mobile phone app that turns an iPhone into a biologically inspired hearing aid.

Our department is expanding, and has recently appointed a number of excellent researchers whose expertise increases the diversity and depth of our skills base.

Specialist facilities

We are committed to giving you the best access to state-of-the-art facilities in higher education, housed entirely within our purpose-built psychology building on our Colchester Campus:
-Dedicated laboratories including a virtual reality suite and an observation suite
-Specialist areas for experimental psychology, visual and auditory perception, developmental psychology and social psychology
-Study the development of perceptual and cognitive abilities in infants in our Babylab
-Our multimillion pound Centre for Brain Science (CBS) contains specialist laboratories, office space for research students, and research rooms and social spaces which foster opportunities for innovation, training, and collaboration

Your future

With the skills and knowledge you acquire from studying within our Department of Psychology, you will find yourself in demand from a wide range of employers.

Recent graduates of MSc Psychology have found employment as a research assistant at the Anna Freud Centre, a clinical psychologist for the NHS, a child psychologist for Children First and a lecturer at the University of Surrey. Other graduates have been employed in clinical psychology, educational psychology, criminal and forensic psychology.

We also have excellent links with the research community; we are recognised by the ESRC as providing excellent postgraduate training and are an accredited Doctoral Training Centre, offering several studentships.

Our recent PhD students have taken up post-doctoral positions in other top UK universities and international universities (in the US, Italy and Australia), as well as being appointed to lectureships.

Example structure

-Brain and Behaviour
-Personality and Individual Differences
-Research Methods and Statistics in Psychology
-Advanced Cognitive Psychology I
-Advanced Cognitive Psychology II
-Advanced Social Psychology
-Advanced Developmental Psychology
-Research Project (MSc)
-Fundamentals of Neuroscience and Neuropsychology (optional)
-Special Topics in Individual Differences and Developmental Psychology (optional)
-Cognitive Neuropsychology of Language (optional)
-Critical Literature Review (optional)
-Special Topics in Perception and Cognition (optional)
-Special Topics in Social Psychology (optional)

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The Music Education MA will introduce students to research and research-informed practice at the forefront of music education. The programme will provide tools for interrogating musical and educational assumptions, values and practices. Read more

The Music Education MA will introduce students to research and research-informed practice at the forefront of music education. The programme will provide tools for interrogating musical and educational assumptions, values and practices. It will help students to expand their understanding of effective music teaching, evaluation and assessment across the lifespan.

About this degree

Undertaking the Music Education MA programme will allow students to develop their critical thinking and ability to interrogate current educational research, literature and practice in the overarching fields of music and music education. They will also have the opportunity to pursue specialist lines of enquiry that are related to their own professional and/or academic interests, working alongside prominent academics in the field.

Students undertake modules to the value of 180 credits.

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

Core modules

The two core modules are founded on three strands in the study of music education: philosophy, psychology and sociology. These include historically-significant and cutting-edge contemporary approaches, theories and philosophies across a wide range of topics. 

  • Disciplines of Music and Music Education Part I
  • Disciplines of Music and Music Education Part II

Optional modules

The Critical Studies in Music Pedagogy and Practice module examines past and present music education research and practice across a range of social and cultural contexts. Music Technology in Education provides students with opportunities to engage with published commentary and also develop practical skills. Choral Conducting, Leadership and Communication develops the skills of effective choral conducting and rehearsing in educational contexts. 

  • Students choose from a range including:
  • Critical Studies Music and Music Education
  • Choral Conducting Leadership and Communication
  • Music Technology in Education

Please note: at the programme leader's discretion, a student might be able to import a maximum of 60 credits.

Dissertation/report

All students undertake an independent research project, which culminates in a 20,000-word dissertation or 10,000-word report.

Teaching and learning

The main mode of delivery is through a combination of weekly lectures and seminars.

There are ten-week lecture courses for the two core modules, and also for Critical Studies in Music Pedagogy and Practice (optional module), with sessions held in the evenings at the UCL Institute of Education. However, the Choral Conducting Leadership and Communication optional module takes place over five full days at the UCL Institute, as well as through additional student-led sessions. Students are also required to engage actively with UCL's online learning environments across the programme. The Music Technology in Education optional module is delivered online. All students are entitled to face-to-face tutorials with their allocated tutors. 

Assessment is predominantly through a written assignment for each taught module.

Further information on modules and degree structure is available on the department website: Music Education MA

Careers

Graduates of this programme are currently working as:

  • advocates for the arts
  • arts, health and wellbeing therapists
  • composers
  • doctoral and post-doctoral researchers
  • freelance music teachers
  • Further Education lecturers
  • music education hub managers
  • music teachers in primary and secondary schools
  • performers
  • primary music co-ordinators
  • producers
  • university lecturers

Recent career destinations for this degree

  • Secondary School Teacher (Head of Music), St Michael's Catholic School
  • Primary School Class Teacher (Reception), Pinkwell Primary School and studying Doctorate in Music Education, University College London (UCL)
  • Secondary School Teacher (Head of Music Department), Pimlico Academy
  • Primary School Class Teacher (Music), St. Stephen's School and Children's Centre
  • PGCE Secondary Teaching (Music), Middlesex University

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

Why study this degree at UCL?

The Music Education MA at UCL is the only postgraduate programme of its type in the UK, and one of the largest recruiting in the world, that is dedicated to music education.

The programme is taught by leading academics with current and extensive expertise in externally-funded research. Research and publications from our lecturers have significant impact on educational policy and practice both in the UK and internationally. This informs learning and teaching on the programme whilst fostering the development of a research-based culture. Many of our students pursue further study at doctoral and post-doctoral level.

Our programme meets the needs of a wide range of professionals from across the international communities of music and music education. Our alumni have been and continue to be leading figures in education worldwide.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Culture, Communication & Media

78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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The Education and Technology MA teaches students the practical and research skills to design, use and evaluate 'edtech' interventions. Read more

The Education and Technology MA teaches students the practical and research skills to design, use and evaluate 'edtech' interventions. They will develop methodological skills to ensure that processes and products respond to the needs of educators and add value to learning and teaching. Students learn how to embed technology within educational practice, explore key issues and debates in this field, and critically appraise educational theory.

About this degree

This programme develops students' theoretical insights and practical skills in technology in education. Students learn how to apply the latest educational theory to their everyday professional practice. The research skills developed allow progression on to doctoral research and/or a strong background for a career in design and evaluation work in the edtech sector.

Students undertake modules to the value of 180 credits.

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

Core modules

  • Education and Technology: Key Issues and Debates (online/mixed)
  • Researching Digital Learning (online/mixed)

Elective modules

Students choose two optional modules from across the UCL Institute of Education's Master's-level offering.

The following are examples from the recommended UCL Knowledge Lab MA optional modules:

  • Design and Use of Technologies for Education
  • Technology and Education Beyond the Classroom
  • Digital Design Thinking and Making

Previous students have chosen optional modules from Psychology, Mathematics or Science Education, Higher and Professional Education and other programmes.

MA Mathematics Education Programme

Dissertation/report

All students undertake an independent project culminating either in a dissertation of 20,000 words or a report of 10,000 words, supervised either on campus or online.

Teaching and learning

Teaching is delivered through individual and group working; lectures and podcasts, student presentations and group discussion of reading and writing undertaken in preparation for sessions, both online and face-to-face; collaborative activities in face-to-face and online contexts. All modules are assessed by written assignments.

Further information on modules and degree structure is available on the department website: Education and Technology MA

Careers

Graduates of this programme are currently working as educators, university learning technologists, government education researchers, designers or developers of educational technology, consultants, PR and marketing managers. Some graduates continue their studies as PhD students.

Recent career destinations for this degree

  • International School Teacher (Head of ICT), Rainbow International School Uganda
  • Research Officer, Institute of Education
  • Education Consultant, CfBT
  • ICT Trainer, Alvan Ikoku Federal College of Education and studying MOODLE DESIGN, Unspecified Institution
  • Lecturer / Instructional Designer, National University of Kaohsiung and studying MA Education and Technology, Institute of Education, University of London (IOE)

Employability

The Education and Technology MA is highly regarded within education and industry. Graduates from our programme have gone on to develop their careers in the education sector as senior teachers, learning technologists, education researchers, and to undertake PhD research.

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

Why study this degree at UCL?

This programme is run by UCL's Knowledge Lab (UCLKL) where researchers explore the future of learning with digital technologies in a wide range of educational settings. This brings together scientists from a range of fields including education, sociology, and semiotics who explore design, development and evaluation across a broad range of digital media. The research is interdisciplinary in nature, with collaborations involving, for example, computer scientists, designers, and subject specialist educators. 

This programme offers a number of opportunities for networking across different sectors in educational contexts:

  • The UCL Knowledge Lab runs regular seminars and talks from external academic visitors, which students are encouraged to attend, and are broadcast on Moodle for distance learners, providing networking opportunities with academics.
  • Several projects within the UCL Knowlege Lab are in collaboration with tech companies, providing potential opportunities to link with industry.
  • The programme attracts students from across the world providing international networking links across different educational sectors.

The MA attracts students from a wide variety of backgrounds and nationalities, providing scope for broad intellectual discussion and debate, and opportunities for multidisciplinary working, and global networking.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Culture, Communication & Media

78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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The Master of Science in Experimental Psychology degree program at the College of Psychology provides students with a strong academic foundation in the theories and concepts of experimental psychology. Read more

The Master of Science in Experimental Psychology degree program at the College of Psychology provides students with a strong academic foundation in the theories and concepts of experimental psychology. Students are equipped with comprehensive skills in scientific inquiry and research methodology. These skills may prepare students for admission into a doctoral program in psychology or for career opportunities that include teaching and research in industrial, government, private consulting, health care, and community settings.

The college's Master of Science in Experimental Psychology degree program is offered on NSU's main campus.

Why Choose This Program?

  • To develop mastery of advanced theoretical, statistical, and methodological foundations of experimental psychology
  • To prepare for a professional career as a researcher and experimental psychologist
  • To prepare for admission into a doctoral program in psychology

The M.S. in Experimental Psychology degree prepares students for research-focused doctoral programs as well as career opportunities that include teaching and research in industrial, government, private consulting, health care, and community settings.

Learning Outcomes

The successful M.S. in Experimental Psychology graduate is expected to:

  1. Demonstrate knowledge of major concepts, theories, and supportive research in the four non-clinical foundational areas of experimental psychology (biological, cognitive, developmental, and social psychology) and in experimental design and analysis;
  2. Apply research skills in at least one area of experimental psychology by carrying out an independent piece of research in at least one area of experimental psychology with collaboration from a faculty mentor;
  3. Demonstrate the ability to write experimental reports using APA format and language of the discipline.

Curriculum

The Master of Science in Experimental Psychology degree program provides students with a strong academic foundation in the theories and concepts of experimental psychology. Through focused coursework and the experience of mentored independent research, students are equipped with comprehensive skills in scientific inquiry and research methodology. These skills may prepare students for admission into a doctoral program in psychology or for career opportunities that include teaching and research in industrial, government, private consulting, health care, and community settings.

Core Courses (12 credits)

  • PSYC 5100 - Behavioural Neuroscience (3 credits)
  • PSYC 5200 - Cognitive Psychology (3 credits)
  • PSYC 5300 - Developmental Psychology (3 credits)
  • PSYC 5400 - Social Psychology (3 credits)

Required Methodology Courses (9 credits)

  • PSYC 5900 - Psychological Quantitative Methods I (3 credits)
  • PSYC 5910 - Psychological Quantitative Methods II (3 credits)
  • PSYC 5920 - Research Methods in Experimental Psychology (3 credits)

Thesis (6 credits)

  • PSYC 6000 - Master's Thesis (3 credits, repeatable)

Career opportunities

Graduates of the M.S. in Experimental Psychology program can pursue doctoral education in subfields of experimental psychology or become leaders in a variety of professional positions and settings, including:

  • Adjunct Professor
  • Business / Government Agency
  • Lab Manager
  • Market Analyst
  • Psychology Lecturer
  • Research Project Manager
  • Statistical Consultant


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