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Masters Degrees (Sociology And Education)

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The Social Justice and Education MA will help students to identify, examine and understand key sociological and philosophical perspectives on social justice, including issues of race, class, gender and sexuality and education. Read more
The Social Justice and Education MA will help students to identify, examine and understand key sociological and philosophical perspectives on social justice, including issues of race, class, gender and sexuality and education. Participants will explore the personal and political dimensions of social justice concerns and develop their professional, practical and research skills in this area.

Degree information

This programme provides students with the opportunity to address, in a unique way, the complex links between social justice and education, focusing on key current policy and political debates about the role of education. They will also be able to develop, extend and reflect on their own professional interests, concerns and practice and how to address pressing issues of social justice in their everyday profesional and personal lives. Through their engagmeent with cutting edge research in this area they will learn tools for fighting for social justice and transformation in the educational areas relevant for them.

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 a report (30 credits) and a third optional module (30 credits).

Core modules
-Sociology of Education
-Understanding Education Research

Optional modules
-Gender, Sexuality and Education
-Rights and Education
-Understanding Educational Policy
-Sociology of 'Race' and Education
-Theoretical Foundations of Educational Ideas
-Gender, Education and Development
-Values, Aims and Society
-Students can also choose from a wide range of Master's-level optional modules across the UCL Institute of Education offering.

Dissertation/report
All students undertake an independent research project which culminates in a dissertation of 20,000 words or a report of 10,000 words.

Teaching and learning
The programme is delivered through a mixed mode, including face-to-face evening sessions and interactive online learning in a combination of teaching and learning styles. Sometimes a conventional lecture-based approach is taken, with the aim of providing an overview of the field. Lectures are usually followed by open discussion or group work. At other times a seminar format is adopted involving, for example, group discussion of set reading, a video or an introductory presentation. Assessment is through coursework essay assignments, plus submission of a report or dissertation.

Careers

Graduates of this programme are currently working across a broad range of areas. Some are leaders, managers, teachers and practitioners in the compulsory education sector across international contexts. Many are working as professionals in NGO organisations specialising in social justice across many countries such as Chille, Japan, Canada and the UK. Graduates can also be found working as civil servants and goverment officials. In addition, many find places in the higher education sector including across a range of professional roles, as researchers, and as university lecturers worldwide.

Employability
Students develop the capacity to:
-Reflect critically on debates concerning education and social justice across diverse contexts.
-Understand the ways in which knowledge forms, and is formed by, education politics, policy, practice and research .
-Consider the implications of theory, research and analyses about social justice in education and how it can impact their own future practice and professional development.
-Use oral and written communication skills in order to make arguments, examine evidence and creatively advance social justice and education.
-Understand processes entailed in social science and philosophical research and conduct their own unique research in the area of social justice and education.

Why study this degree at UCL?

The Department of Education, Practice and Society at UCL Institute of Education (IOE) is home to an interdisciplinary grouping bringing together high-quality teaching and research in the sociology, philosophy and history of education, international development, post-compulsory and vocational education and higher education.

The Social Justice and Education MA is taught by world-leading sociologists and philosophers within the department who have expertise in theory, research methods, policy analysis and impacting social change. They are experts in issues such as equality and human rights, gender, 'race', sexuality, youth, disability and social class. Those teaching are active researchers and will introduce the latest research and developments in their fields.

This programme explores sociological and philosophical perspectives on social justice and equalities and also explores processes of social transformation and change. Key issues debated include understanding and responding to social and educational disparities in international contexts. The programme equips students with essential theoretical and methodological research skills for critically engaging with social justice issues including understanding power relations from various perspectives. The MA attracts a diversity of both home and international students thus providing excellent educational and professional networking opportunities.

Students gain invaluable opportunities to study with leading scholars and a cohort of internationally diverse students across the IOE MA cluster in sociology, social justice and policy studies in education.

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This degree is particularly suitable for PE teachers, in all phases of education, and sport related professionals at any stage of their career. Read more
This degree is particularly suitable for PE teachers, in all phases of education, and sport related professionals at any stage of their career.

The MA in Education: Pedagogy and Professional Practice in Physical Education is aimed at Physical Education teachers and Sports Professionals at any stage of their careers. It can be of great benefit to those in senior and middle leadership roles (and those aspiring to leadership positions) in the early years, primary, secondary and post-sixteen sectors, and in other educational establishments.

The programme will offer you the opportunity to be at the forefront of leading professional practice and enable you to make a positive difference to the quality of learning and teaching within your educational setting.

Integral to this Master's programme is the opportunity to undertake a small-scale research enquiry into an aspect of practice as part of an intellectually challenging learning experience that relates theory to practice leading to the development of knowledge and skills relevant to practice and supporting career progression.

Why St Mary's?

Building on its long tradition of excellence in both teacher education and physical and sport education, St Mary's provides a flexible approach to this professional Master's degree.

This programme offers three distinct pathways: Pedagogy, Coaching and Sociology of Sport. These pathways meet the needs of a diverse range of Physical Education teachers and Sport professionals.

The MA in Education: Pedagogy and Professional Practice in Physical Education is offered part-time or full-time as a taught programme at St Mary’s University or a blended programme, designed to meet the needs of practitioners in Physical Education and Sport.

Staff involved in the programme all have considerable experience and expertise in their field of expertise. They are research active and involved in consultancy and in service training in the fields of physical education and sport, the leadership of innovative practice.

Course Content

This programme consists of five modules, with a choice of specialist modules allowing students to focus on an area of interest.

Core Modules
› Physical Education and Sport Leadership: Philosophy, Sociology and Psychology of Pedagogy
› Research Methods for Professional Practice in Physical Education and Sport
› Academic Paper and Conference Presentation

Optional Module One
› Pedagogy: Educational Context and Issues within Teaching and Learning
› Coaching and Mentoring; Pedagogy through Physical Education and Sport
› Sociology of Physical Education and Sport: Policy and Politics in Physical Education and Sport

Optional Module Two
› Pedagogy and Learning in Physical Education and Sport: Theory through Reflective research
› Coaching and Mentoring: Early Years to Adolescence, Physical Activity and Human Behaviour
› Sociology: Social Theory in Physical Education and Sport

Please note: All information is correct at the time of publication. However, course content is regularly updated and this may result in some changes, which will be communicated to students before their programme begins.

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This stimulating programme takes a broad view of education, covering themes such as. curriculum, pedagogy, assessment, the relationship between education and society, and the importance of education research. Read more
This stimulating programme takes a broad view of education, covering themes such as: curriculum, pedagogy, assessment, the relationship between education and society, and the importance of education research. It is ideal for those working in teaching, education management or policy, who wish to increase their understanding of current education issues and enhance their career.

Degree information

This programme is designed for participants across the world, and explores the global forces that influence education, encouraging students to relate their learning to their contexts. Optional modules from specialist fields are available and students can customise their studies to their interests. Students have excellent levels of support, including access to a personal tutor for the duration of the programme and an online learning environment which has discussion areas and links to online resources and library support.

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
-What is Education?
-Understanding Research

Optional modules
Students choose from over 50 modules from across the IOE, representing an extensive range of specialisms, interests and modes of delivery. For examples of the optional modules on offer, see below.
-Assessment: Issues and Practice
-Critical Perspectives on Teaching and Learning
-Curriculum, Policy and Practice
-Early Childhood Education
-Education and Development in Asia
-Education and Technology: Key Issues and Debates
-Education and International Developments: Concepts, Theories and Issues
-Educational Traditions and Systems in Europe
-Gender, Education and Development
-Leading and Managing Change and Improvement
-Learning and Teaching with Technologies
-Materials Development for Language Teaching
-Philosophy of Education: Knowledge, Mind and Understanding
-Philosophy of Religion
-Planning for Education and Development
-Principles and Practice of Development Education
-Religion and School Life
-Second Language Acquisition
-Sociology of Education
-Technology and Education: Beyond the Classroom

Dissertation/report
All students submit a written dissertation.

Teaching and learning
Modules are available as distance learning, face-to-face and mixed-mode. The programme is flexible, so you can take one or two modules a year, or maybe more, and spread your studies out as you see fit.

Careers

Graduates from the Education MA have gone on to be successful in a variety of fields related to education. Graduates who are already in teaching positions have reported that they have been promoted, often to senior leadership positions. Other graduates have gone on to find new jobs in their related fields, which has included education at all phases (from early years through to higher education), and policy and research contexts. Many of our graduates work in international contexts, and some are working on plans to open their own schools, or are working with NGOs on education and development projects. Some have also gone on to undertake further research on PhD programmes.

Why study this degree at UCL?

The Curriculum, Pedagogy and Assessment Department at UCL Institute of Education (IOE) is a world-leading centre for geography, business, mathematics, history, religious education, citizenship and science education.

The department provides an impressive range of cutting-edge MA and CPD programmes, variously presented in face-to-face, distance learning or mixed-mode formats. In addition we offer a first-class PhD programme and staff are actively involved in an extensive range of innovative, nationally and internationally acclaimed, research and development projects.

The department's student population is very diverse: students on initial teacher education programmes, practising teachers, and a rich and diverse range of international students.

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The Education and International Development MA will introduce students to the concepts of development and educational development, and help them assess the role of education and learning in the development process by examining theory and research. Read more
The Education and International Development MA will introduce students to the concepts of development and educational development, and help them assess the role of education and learning in the development process by examining theory and research. It will examine contemporary policy issues regarding education in low- and middle-income countries.

Degree information

This programme provides students with the opportunity to develop professional skills for working in international education, and skills and knowledge in research methods. Students benefit from being taught by renowned researchers of international education and international guest speakers. Students will also meet a diverse student group: our alumni are from more than 80 countries.

Students on the programme can apply for a place on an optional study visit to Paris (not included in the course fee). The Paris Study Tour introduces students to the work of key international organisations in education and development. In the past, the trip has included visits to UNESCO, the Organisation for Economic Co-operation and Development (OECD) and the International Institute for Educational Planning (IIEP).

Students undertake modules to the value of 180 credits.

The programme consists of one core module (30 credits) and either three optional modules (90 credits) and a dissertation (60 credits) or four optional modules (120 credits) and a report (30 credits).

Core modules
-Education and International Development: Concepts, Theories and Issues

Optional modules - three optional modules (90 Credits) or, if a report is presented, four optional modules (120 Credits) can be chosen. At least two of the modules must be chosen from within the EID Cluster below:
-Gender, Education and Development
-Education, Conflict and Fragility
-Planning for Education and Development
-Learners, Learning and Teaching in the Context of Education for All
-Promoting Health and Wellbeing: Planning, Practice and Participation
-Education and Muslim Communities
-Gender, Sexuality and Education
-Development Education in the Era of Globalisation
-Principles and Practices of Development Education
-North-South Educational Partnerships

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
Teaching on the MA EID is intended to provide learners with a critical perspective on a range of different frameworks through which they can understand their experiences and practice. A range of teaching and learning methods are used including lectures, participant-led presentations, group work, workshops, online activities. Assessment is via various forms of coursework including discursive essays, critical analysis of empirical research, reviews of literature, and the dissertation or report.

Careers

Graduates of this programme are currently working across a broad range of areas. For example, one is an education adviser for the UK Department for International Development, while another is an education programme manager for an international NGO.

Top career destinations for this degree:
-Teacher (Maths), UWC South East Asia
-Project Support Officer, Fairtrade Foundation
-Programme Development and Funding Officer, CAFOD
-Primary School Deputy Head Teacher, Success Academy Charter Schools
-Research Consultant, British Council and studying MA Education and International Development, Institute of Education, University of London (IOE)

Why study this degree at UCL?

UCL Education, Practice and Society at the IOE is the well-established home of an interdisciplinary grouping bringing together high-quality teaching and research in the history, sociology and philosophy of education and international development.

The department has extensive experience and expertise in education planning and policy; health; education in Africa, Asia and Latin America; education, equality and human rights; issues of gender, race, sexuality, disability, and social class; and education in conflict and emergencies.

Linking research, policy and practice, the result is an extraordinarily powerful learning community.

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The Education, Gender and International Development MA will develop a student's understanding of the gender dimensions of research, analysis, policy and practice in relation to education in low- and middle-income countries. Read more
The Education, Gender and International Development MA will develop a student's understanding of the gender dimensions of research, analysis, policy and practice in relation to education in low- and middle-income countries. It will encourage them to consider how developing countries connect with more affluent and powerful regions of the world.

[Degree information]]
The programme provides students with the opportunity to follow a course of study unique in the UK, looking at a range of current issues and debates, including discussions about girls’ access to and achievements in school; femininities, masculinities and gender relations within education; the ways in which the state and society shapes the politics of gender and education; and approaches to social justice and education.

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 dissertation (60 credits), or three optional modules (90 credits) and a report (30 credits).

Core modules
-Education and International Development: Concepts, Theories and Issues
-Gender, Education and Development

Optional modules - students select either two or three optional modules from a range across UCL Institute of Education (IOE) Master's-level offering, including:
-Economic Perspectives of Education Policy
-Education and Development in Asia
-Education and Muslim Communities
-Education, Conflict and Fragility
-Gender, Sexuality and Education
-Learners, Learning and Teaching in the Context of Education for All
-Planning for Education and Development
-Promoting Health and Wellbeing: Planning, Practice and Participation

Dissertation/report
All students undertake an independent research project which culminates in either a 20,000-word dissertation (60 credits) or 10,000-word report (30 credits).

Teaching and learning
Teaching is delivered by lectures or other structured inputs by staff; participant-led presentations and discussions based on selected readings or a clearly specified project; tutor-led seminars; workshops; problem/issue-based paired and small-group work; occasional debates and occasional invited speakers; reflections on film and video inputs. Assessment is via various forms of coursework including discursive essays, critical analysis of empirical research, reviews of literature, and the dissertation or report.

Fieldwork
Students may undertake fieldwork in relation to their research for their dissertation or report, but it is not a requirement. If undertaken, fieldwork must be self-funded.

Careers

Graduates of this programme are currently working across a broad range of areas. Some are working as specialist professionals in NGOs and international development organisations, while others have jobs as teachers and education managers. Graduates can also be found working as government officials, civil servants and university lecturers worldwide.

Top career destinations for this degree:
-Director of Strategic Partnerships, Olusegun Obasanjo Foundation
-Gender and Communications Officer, Concern Worldwide
-Reports Officer, World Food Programme (WFP)
-Operations Analyst, Business Monitor International
-Research and Evaluation Officer, Coffey International Development

Employability
It is intended that students who have participated fully in the programme will be able to:
-Reflect critically on debates concerning education, gender and international development.
-Understand the ways in which knowledge forms, and is formed by, education politics, policy, practice and research in national settings in low- and middle-income countries, and in transnational organisations.
-Consider the implications of theory, research and analyses developed through class discussions for their own future practice and professional development.
-Use oral and written communication skills in order to make arguments, examine evidence and creatively advance this area of inquiry.
-Understand processes entailed in research and conduct a small research study.

Why study this degree at UCL?

The Department of Education, Practice and Society at UCL Institute of Education is the well-established home of an interdisciplinary grouping bringing together high-quality teaching and research in the history, sociology and philosophy of education and international development.

The department has extensive experience and expertise in education planning, health and gender in Africa, Asia and Latin America; 'policy sociology'; education, equality and human rights; issues of gender, 'race', sexuality, disability and social class. Visits to international organisations, policy seminars and a vibrant student/alumni group provide excellent networking opportunities.

Linking research, policy and practice, students benefit from an extraordinarily powerful learning community.

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The Policy Studies in Education MA will introduce students to ways of critically analysing education policy within a broad social, economic and political context, considering contemporary developments in education policy in institutional, local, national and global contexts. Read more
The Policy Studies in Education MA will introduce students to ways of critically analysing education policy within a broad social, economic and political context, considering contemporary developments in education policy in institutional, local, national and global contexts. It will enable them to explore existing policy issues and practices, and apply the insights provided to their own experiences.

Degree information

Students have the opportunity to engage with a broad range of perspectives and develop a comprehensive theoretical understanding of education policy. Students will study major and topical themes within social science (such as globalisation, markets and managerialism) with a particular emphasis on their effects on and relevance to education.

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 a report (30 credits) and a third optional module (30 credits).

Core modules
-Sociology of Education
-Understanding Education Policy

Optional modules
-Economic Perspectives of Education Policy
-Gender, Education and Development
-Gender, Sexuality and Education
-Rights and Education
-Sociology of 'Race' and Education
-Theoretical Foundations of Educational Ideas
-Understanding Education Research

Students can also choose from a wide range of Master's-level optional modules across the IOE offering.

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
This programme delivery includes face-to-face Saturday or evening sessions and interactive online learning. It is assessed by coursework assignments of up to 5,000 words and a 20,000-word dissertation or 10,000-word report.

Careers

Graduates of this programme are currently working across a broad range of areas. Some are working as teachers, while others have jobs as educational policymakers. Graduates can also be found studying for PhDs.

Top career destinations for this degree:
-Associate Director of Professional Development, Institute of Education
-Secondary School Teacher (Head of Citizenship), Unspecified High School

Why study this degree at UCL?

The Department of Education, Practice and Society at UCL Institute of Education is the home of an interdisciplinary grouping bringing together high-quality teaching and research in the history, sociology and philosophy of education, international development, post-compulsory and vocational education and higher education.

The MA is taught primarily by sociologists within the department who have expertise in policy analysis, gender, 'race', sexuality, youth, and social class. Those teaching you are active researchers and will introduce you to the latest research and developments in their fields. Linking research, policy and practice, the result is an extraordinarily powerful learning community.

The MA attracts both home and international students, with a range of backgrounds and experiences thus providing excellent educational and networking opportunities.

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The Higher Education Program (HIED) at UBC focuses on the study of all facets of institutions of higher learning. The multifaceted, interdisciplinary Program draws on aspects of history, philosophy, sociology, economics, political science, psychology, sociology, law, and administrative studies. Read more
The Higher Education Program (HIED) at UBC focuses on the study of all facets of institutions of higher learning. The multifaceted, interdisciplinary Program draws on aspects of history, philosophy, sociology, economics, political science, psychology, sociology, law, and administrative studies. The Program addresses several core themes:

Core Themes

- The foundations of higher education
- The contexts in which institutions and systems of higher education operate
- International and comparative perspectives of higher education systems and policies
- International and comparative perspectives on access, admissions, and student mobility
- Current issues in higher education
- Transitions and access in education
- Perspectives on retention, attrition, and success in institutions of higher education
- Student success in higher education
- Interrogating higher education environments

Program Overview

The Higher Education graduate program at UBC focuses on the study of institutions of higher education and their members, activities, and policies. The program draws on such disciplines and fields as history, philosophy, sociology, economics, political science, psychology, law, and administrative studies.

The Higher Education graduate program offers a Master of Education (M.Ed.) in Higher Education. The Master of Arts (M.A.) in Educational Studies program also offers a concentration in higher education. Both M.Ed. and M.A. programs are also available as part-time studies.

Quick Facts

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

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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.

Degree information

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.

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.

Top career destinations for this degree
-Primary School Class Teacher (Music), Starks Field Primary School.
-Secondary School Teacher (Head of Music Department), Pimlico Academy.
-Secondary School Teacher (Music), Norbury Manor Business and Enterprise College for Girls.
-Secondary School Teacher (Music), Old Palace of John Whitgift School.
-PGCE Secondary Teaching (Music), Middlesex University.

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 has 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.

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This programme provides the broad preparation needed for work in education policy. The teaching methods emphasise dealing with applied issues and facilitate your development as a critical thinker through engaging with real life issues. Read more
This programme provides the broad preparation needed for work in education policy. The teaching methods emphasise dealing with applied issues and facilitate your development as a critical thinker through engaging with real life issues.

Why this programme

◾This interdisciplinary programme draws on sociology, political science and economics to provide rigorous and broad grounding in theory for studying education as a vital component of public policy.
◾You will explore how equity in education influences equity in society and vice versa. Educational disadvantage and inequity do not exist in isolation from other forms of disadvantage. Therefore the programme critically analyses the ability of education policy to influence wider social issues.
◾The programme places joint emphasis on qualitative and quantitative analytical methods, which are reinforced through application to real policy issues under the guidance of experienced tutors.
◾You will be taught by an international and interdisciplinary team of academics, who combine subject expertise with practical experience in education and public policy. The programme's applied focus is reinforced and explored through external speakers and a study trip.
◾The teaching and assessment methods emphasise working critically with complex arguments. This will prepare you for the normative judgements required by decision makers once the limits of positive analysis have been reached.
◾This programme was developed by the Robert Owen Centre for Educational Change to address contemporary challenges of education policy. These arise as education serves an increasingly wider range of public policy aims relating to equity, health, social policy and the economy.

Programme structure

You will take five core and one optional course, as well as complete a dissertation on a chosen topic.

Core courses
◾Education and public policy
◾Educational policy making in action
◾Equity, social justice and change
◾International and comparative education
◾Practitioner enquiry and decision-making.

Optional courses
◾Economics for education and public policy
◾Higher education as a field of research, policy and practice
◾International education policy
◾Leadership in implementing education policy
◾Modern education thought.

Career prospects

Graduates will be equipped for careers as analysts, consultants, administrators, policy makers and leaders in the governance of education, whether in local, regional or national governments, international organisations, NGOs or large scale education providers, such as school chains or private sector education firms. Education is increasingly seen as part of a broader spectrum of public policy issues relating to health, social policy and the economy. Furthermore, it is expected to achieve an ever wider range of objectives and policy discourse on education is increasingly international in scope. Therefore, working with education policy requires individuals with a broad skillset and an international outlook.

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The MA and MEd degree concentration in Society, Culture and Politics in Education (SCPE) addresses the history of education, sociology of education, politics of education, philosophy of education, and cultural aspects of education. Read more
The MA and MEd degree concentration in Society, Culture and Politics in Education (SCPE) addresses the history of education, sociology of education, politics of education, philosophy of education, and cultural aspects of education.

We define education very broadly to include formal school contexts, as well as non-formal education and informal learning at all levels and life stages. The SCPE concentration examines the meaning and outcomes of critical theories of education, policies, and practices for public life in Canada and across the world. As scholars working within and across many disciplines, we view education as a central field within the arts, social sciences, and humanities.

Students and faculty associated with the SCPE concentration share interests in the part played by education in developing socially, ecologically, politically and culturally just societies.

Quick Facts

- Degree: Master of Education
- Specialization: Society, Culture and Politics in Education
- Subject: Education
- Mode of delivery: On campus
- Program components: Coursework + Major Project/Essay required
- Faculty: Faculty of Education

Program Overview

The goal of the Society, Culture and Politics in Education (SCPE) graduate program is to use the social sciences and humanities to address major issues affecting educational policy and practice. The program addresses social justice issues such as the unequal distribution of resources and outcomes, power relations, recognition and representation from post-colonial, feminist, anti-racist, materialist, and First Nations perspectives.

The SCPE graduate program offers a Master of Education (M.Ed.) in Society, Culture and Politics in Education. The Master of Arts (M.A.) in Educational Studies program also offers a concentration in SCPE. Students wishing to pursue an M.A. in this concentration will consult with an advisor to meet the requirements described in the EDST M.A. section. Both M.Ed. and M.A. programs are also available as part-time studies.

Students interested in the SCPE program have diverse academic, professional, and community backgrounds, varied research interests and represent a wide range of social justice education contexts. SCPE faculty and students are educators who bring their knowledge to current affairs, policymaking, community, classrooms, workplaces, and families. SCPE aims to develop scholars, researchers and practitioners.

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A central feature of the work of professionals in education and training today is the evaluation and development of practice, and the ability to bring about change within their institutions. Read more

About the course

A central feature of the work of professionals in education and training today is the evaluation and development of practice, and the ability to bring about change within their institutions. The EdD is a research-based programme focused on the improvement of professional practice. You will work at doctorate level on issues or problems that are of direct relevance to your professional interests and institutional concerns, bringing significant benefit to the organisation in which you work.

You will undertake a programme of studies in the areas of professional development and impact on practice; research approaches and methods appropriate to practice-based research; and leadership issues in promoting the learning of others. In consultation with tutors you will develop a programme of work which leads to the presentation of a thesis.

The programme is intended for professionals with an education or training function from public sector or commercial/business organisations. These include: people working in education settings such as schools, further education, higher education, and local education authorities; trainers and consultants; staff working in inter-agency settings; youth and social workers.

Study themes for Phase 1 (Years 1 and 2) are: issues in professional learning and development; approaches to research.

Study Themes for Phases 2 and 3 (Years 3 to 5) are: professional learning and development of practice-based research, with supervisory support leading to the production of a substantial thesis.

A programme of sessions relating to the themes provides opportunities for you to present and evaluate your own work.

How to apply

Before making your formal application, we recommend that you discuss your proposed research with Dr Jon Berry , to establish that it is appropriate for this award.

Download our information pack on studying for a Doctorate in Education. - https://www.herts.ac.uk/__data/assets/pdf_file/0005/83921/Information-pack-2015.pdf

Applications should be returned to Dr Janice Turner, Research Administrator, SSAHRI

Why choose this course?

The Doctorate in Education (EdD) offers the opportunity for those with an enthusiasm for learning to gain the highest level of professional qualification available in the field.

Teaching methods

A series of bi-monthly study days are organised in two-day blocks and single days (including weekend days), supervision meetings, e-learning support and University Research Degrees' Generic Training for Researchers sessions. This research course has a strong cohort experience and attendance to the bi-monthly study days is compulsory. During the study days, which are led by the EdD team, students develop research skills and discuss their ongoing projects. Students are supervised by a principal and up to two second supervisors. The EdD core team includes professionals with a wide range of expertise at the forefront of education and social inquiry:

Jon Berry, PhD. Programme Tutor, Professional Doctorate in education (EdD). Areas of expertise: teachers’ professional autonomy, education policy, the politics of education. Representative publication: Teachers' professional autonomy in England: are neo-liberal approaches incontestable? Forum Vol. 54: 3 2012

Bushra Connors. Current research interests: critical realism, interdisciplinarity, structure and agency interactions, globalisation and Higher Education, pedagogy in a changing world, behaviour management in schools, science teaching pedagogy. Representative publication: Global mechanisms and Higher Education (presented at the Conference of the International Association for Critical Realism, Bologna, 2010).

Joy Jarvis, PhD, Associate Dean, Learning Teaching and Employability. Areas of expertise: professional learning and development including pedagogy in schools and HE, professional identity, professional development and leadership in learning and teaching. Research interests focus on narrative and arts-based forms of enquiry. Representative publication: Other ways of seeing; other ways of being: imagination as a tool for developing multiprofessional practice for children with communication needs (with Trodd, in Child Language Teaching and Therapy, Vol. 24, 2008).

Roger Levy, PhD, Associate Head of School, Research and Enterprise. Areas of expertise: professional learning and development, including mentoring, enquiry into work-based practice and the capacity of organisations to manage change; conceptions of teaching and learning; teacher development, professionalism; curriculum, programme evaluation; qualitative methodology. An active member and past Chair of the International Professional Development Association.

Philip Woods, PhD FRSA, Professor of Educational Policy, Democracy and Leadership. Areas of expertise: policy, leadership, democracy and education, enterprise and entrepreneurialism, alternative education, sociology, research and evaluation. Representative publication: Transforming education policy: Shaping a democratic future(Policy Press, 2011). Active links with US include University Council for Educational Administration and the New DEEL (Democratic Ethical Educational Leadership) network.

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The Education and Technology MA will teach students the practical and research skills to design, use and evaluate technology-enhanced learning interventions. Read more
The Education and Technology MA will teach students the practical and research skills to design, use and evaluate technology-enhanced learning interventions. They will learn how to embed technology within educational practice, explore key issues and debates in this field, and critically appraise educational theory.

Degree information

This programme will enhance a student’s theoretical insights in, and practical applications of, technology in education and professional practice. Students learn how to apply the latest educational theory to their everyday professional practice as well as developing research skills, allowing progression on to doctoral research.

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:
-Design and Use of Technologies for Education
-Technology and Education Beyond the Classroom

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.

Careers

Graduates of this programme are currently working as educators, university learning technologists, government education researchers and PhD students.

Top career destinations for this degree:
-International School Teacher (Head of ICT), Rainbow International School Uganda
-Research Officer, Institute of Education
-Secondary School Teacher, Notting Hill & Ealing High School
-Education Consultant, CfBT
-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.

Why study this degree at UCL?

This programme is run by UCL's Knowledge Lab (UCLKL) where social scientists engage in research on the future of learning with digital technologies in a wide range of educational settings. This brings together social 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 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 lab are in collaboration with tech companies, providing potential opportunities to link with industry; and 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.

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On this Master’s degree we explore the links between education and social and political movements, and develop understandings of how 'education' as a contested field should be viewed within a globalised and postcolonial context. Read more
On this Master’s degree we explore the links between education and social and political movements, and develop understandings of how 'education' as a contested field should be viewed within a globalised and postcolonial context. By 'education' we mean all forms of informal and formal learning, across all age ranges, including adult, higher and professional education. We ask the key question: is education a force for reproduction or transformation in the world? In other words, does education change the world or maintain the current system? For example, can it alleviate the effects of poverty or does it increase existing inequalities? Key debates on what is the role of education and how people learn are developed from a range of viewpoints, including critical theory. We take an interdisciplinary approach to thinking about education, drawing on the arts and humanities as well as the more conventional respresentations of education in social science. The programme offers those with an interest in, or concern about, education the opportunity to explore relevant theories, to develop research skills in social science and to apply these to education practices.

The degree will appeal to those interested in developing and extending their knowledge and understanding of education and social change. In addition to the core modules, you can choose from a range of option modules in order to tailor a programme to suit your developing interests. You will also take a course on research methodologies, which will provide you with the tools to undertake an original piece of research into an aspect of education that fascinates you.

The programme will deepen your awareness of how education shapes, and is shaped by, our understanding of the world and may contribute to your professional development. In previous years, some students have used the qualification to take their careers in new directions, while others have used the programme to deepen their thinking about their current practice. It is flexibly designed with a range of option modules, and a Postgraduate Diploma and Postgraduate Certificate are also available.

Why study this course at Birkbeck?

A high-quality, postgraduate-level qualification for those involved, or wishing to be involved, in the interdisciplinary field of education.
A range of option modules allows you to select pathways relevant to your professional and personal needs and interests.
You will have the opportunity to develop either a dissertation or an action research project.
The Department of Psychosocial Studies has a formal link with the University of São Paulo, Brazil. This link enables students on this programme to undertake an optional module at the university as part of their programme of study at Birkbeck.
As well as having access to the library and the wide range of public events and seminars run by Birkbeck, you will have access to the events run by the Birkbeck Centre for Social Transformation and Research in Higher Education and the Birkbeck Institute for Social Research.

Our research

Birkbeck is one of the world’s leading research-intensive institutions. Our cutting-edge scholarship informs public policy, achieves scientific advances, supports the economy, promotes culture and the arts, and makes a positive difference to society.

Birkbeck’s research excellence was confirmed in the 2014 Research Excellence Framework, which placed Birkbeck 30th in the UK for research, with 73% of our research rated world-leading or internationally excellent.

In the 2014 Research Excellence Framework (REF), Sociology at Birkbeck was ranked 13th in the UK.

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This MA programme is unique in the UK. It is based in a major city for philosophy of education and aims to give students a comprehensive grounding in the subject. Read more
This MA programme is unique in the UK. It is based in a major city for philosophy of education and aims to give students a comprehensive grounding in the subject.

Degree information

This programme enables students to explore further the relevance of ethics, political philosophy, philosophy of mind and epistemology to contemporary educational issues and to bring philosophical thinking to bear on their own educational concerns including professional practice. Students will gain a grounding in philosophical approaches, becoming part of a lively community of Master's and doctoral students from a wide range of backgrounds.

Students undertake modules to the value of 180 credits.

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

Core modules
-Philosophy of Education: Values, Aims and Society
-What is Education?

Optional modules - the following option is recommended:
-Philosophy of Education: Knowledge, Mind and Understanding

Further optional modules include:
-Theoretical Foundations of Educational Ideas
-Understanding Education Research
-Rights and Education

Dissertation/report
All students are required to submit either: a dissertation of 18,000-20,000 words in philosophy of education (60 credits) or a report of about 10,000 words plus a further 30-credits module approved by programme leader.

Teaching and learning
The taught sessions consist primarily of presentation by the tutor or another speaker, often reviewing a range of positions and arguments on a topic (on occasion students may be invited in advance to make their own presentation to the group); and discussion, both as a whole class and in small groups, which is vital both to clarifying and being able to argue for your own position, and to understanding the positions and arguments of others.

Assessment on the Philosophy MA modules is by means of a 5,000-word written essay.

Careers

Graduates of this programme are currently working across a broad range of areas. Some are working as teachers and senior school leaders, while others have jobs as university lecturers and researchers. Graduates can also be found working as staff in policy think tanks and as youth workers or in adult and informal education.

Top career destinations for this degree:
-College and Adult Teacher (Business, ICT and Finance), Tower Hamlets College
-Lecturer, Universidade Catolica de Mozambique (Catholic University of Mozambique)
-Primary School Class Teacher (Year 2), Gulf English School
-Assistant Vice-Principal, Bridge Academy and studying MA Philosophy of Education, Institute of Education, University of London (IOE)

Why study this degree at UCL?

The Department of Education, Practice and Society at UCL Institute of Education (IOE) is the well-established home of an interdisciplinary grouping bringing together high-quality teaching and research in the history, sociology and philosophy of education and international development.

The IOE has, through the decades, been in the vanguard of the development and dissemination of work in the field. Its Centre for Philosophy draws together research across the range the IOE as well as showcasing our extensive connections in the field.

The centre is committed to rigorous exploration of a variety of philosophical approaches, encompassing such topics as the aims of education, teaching, learning, and the curriculum, democracy, citizenship, philosophy with children, new technology, and the environment.

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The Master of Arts program offers students in a wide range of disciplines the opportunity to earn a master’s degree by writing a thesis and successfully completing a limited number of courses. Read more
The Master of Arts program offers students in a wide range of disciplines the opportunity to earn a master’s degree by writing a thesis and successfully completing a limited number of courses. The number and details of the courses are determined within the first semester of the student's program.

Students may complete their degrees in either a full- or part-time capacity. Full-time students complete a 24-month program while part-time students complete a 48-month program. Part-time students will normally complete all required course work in the first 24 months, with the subsequent months committed to continued research and production of the Thesis. Although degrees are awarded in specific disciplines, the program is administered centrally by the School of Graduate Studies, rather than by individual departments or Faculties.

Course detail

Graduate degrees traditionally have been awarded for the successful completion of a satisfactory Thesis. The Thesis route expresses the fundamental tradition of academic scholarship. It also relates to the University’s undergraduate programs, because the creation of a Thesis in any discipline calls for a range of skills which are central to the liberal education tradition, including analysis and synthesis of ideas, empirical investigations, the construction and articulation of arguments, and writing skills.

Because of the nature of the M.A. program, the Thesis forms the central requirement of the program. At the master’s level, a Thesis involves close collaboration between supervisor and student. Consequently, it is necessary for a candidate to establish contact with potential supervisors prior to application for admission. Candidates seeking potential supervisors should contact either the relevant academic department or the School of Graduate Studies

Graduate Studies in Sociology

The University of Lethbridge offers two Masters level degrees. The Masters of Arts in Sociology (MA Sociology) program information can be found here. The Department also recognizes that some students will prefer an interdisciplinary degree, and because we share a commitment to interdisciplinarity, we also offer an Individualized, Multidisciplinary Master of Arts with a specialization in Sociology (IMMA Sociology).

Students taking an MA Sociology or an IMMA (Sociology) typically would be asked to take Social Sciences graduate courses in research methods, classical theory, contemporary theory and a professional seminar for social scientists, as well as directed studies relating to their thesis. The specific courses a student takes will depend on discussions with the student and supervisor, suggestions by the Sociology Graduate Admissions Committee and course availability in any given calendar year. Nevertheless, students can anticipate taking between 4 and 6 full graduate course equivalents during their MA programs.

The central experience of our Master's program is the creation of a thesis. At the Master's level, a thesis project involves close collaboration between supervisor and student. When applying for admission to our graduate program, students must also closely collaborate with potential supervisors. Students interested these programs should speak with a member of the Sociology department whose research areas fit with their own prior to application for admission to the program: Sociology Faculty Research Profiles

How to apply

In order to apply, you will need to provide the following documentation:

• Academic Transcripts
• Curriculum Vitae
• Three Letters of Reference
• Letter of Intent
• English Language Proficiency (ELP)

All applications and supporting documents must be provided through the online portal: https://www.uleth.ca/future-student/graduate-studies/apply

Co-operative Education & Internships

The Co-operative Education/Internship Option is available to students for the Master of Arts (MA) and Master of Science (MSc) programs. Co-operative education is an educational model that formally integrates academic study at the master’s level with relevant, paid work experience in appropriate employment fields such as government, institutions, and industry. The University, the employer, and the student are in partnership to ensure an enriching experience toward the student's professional development.

More information: http://www.uleth.ca/artsci/coop/co-operative-education-internship-option-graduate-studies

Funding

Find information on Scholarships here http://www.uleth.ca/graduate-studies/award-opportunities

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