Visiting and Erasmus Students’ Sophister Course Book 2013-14



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Introduction to Assessment and Examinations in Post-primary Education



Title of Module: Introduction to Assessment and Examinations in Post-primary Education
Module Code: ET 7191
ECTS Value: 5 ECTS
Aims:

  • Provide students with an introduction to the theory, policy and practice of student assessment and examinations

  • Help students explore implications for teaching and learning from the requirements and practice of student assessment.

  • Support students in reflecting on, selecting, developing and appraising relevant assessment and examination techniques for possible use in their professional lives.

  • Provide opportunities for students to engage in collaborative professional reflection and dialogue on a range of concepts and issues relevant to the module.


Learning Outcomes:
On successful completion of this module, the student will be able to:


  • Identify, describe and critically engage with theoretical and policy issues relating to assessment and examining.

  • Illustrate and apply relevant assessment-related concepts with reference to post-primary education in Ireland in general and their own experience as student teachers in particular.

  • Confidently and competently choose and employ appropriate knowledge, skills and techniques to monitor students’ learning using established protocols.

  • Assemble and interpret information and resources from print and electronic sources to support their awareness, understanding and competencies in relation to relevant concepts.


Teaching and Learning Methods:
The timetabling of this module necessitates significant amounts of large-group teaching using appropriate audio-visual media. Instructional balance is achieved through incorporation of some paired and group focused in-class tasks based on appropriate stimulus material provided by the lecturer. Students are encouraged to contribute ideas to the class from their own experience in schools and time for local and plenary discussion of topics is provided.
Course Content and Syllabus:
This module explores a range of themes reflecting current policy and practice in relation to assessment in addition to likely needs and developments. Areas of inquiry include:
• Introduction to assessment

• Context for assessment in Irish post-primary education

• What to assess? Understanding domains of achievement, content & skills-based curriucla

• Incorporating assessment into learning: Assessment for Learning

• Planning effective assessments: functions, score-referencing, stages in planning, ensuring quality.

• Design and use of classroom assessments to monitor student achievement: traditional and alternative approaches to assessment.

• Assessment of Learning and the role of examinations

• Grading, recording & interpreting assessment information

• Reporting assessment information to relevant stakeholders

• Implications of curriculum review and development at Junior and Senior Cycle



Methods of Assessment (for example, essay, seminar paper, examination, presentation):
Students’ achievement on this module is assessed using an end-of-module examination of 2 hours duration to be held before teaching term starts in January.
Criteria underpinning the examination are designed to assess students’:

• Familiarity with knowledge, concepts and skills covered in the course through the lectures and independent reading of the research literature;

• Capacity to apply their learning to known and novel situations in relation to their own teaching and in the broader educational context.

History of Education



Title of Module: History of Education
Module Code: ET 7018
ECTS Value: 5 ECTS
Aims:

  • To equip students with a basic knowledge of issues in and history of education.

  • To prepare students to apply that knowledge in practice.

  • To develop students’ research and thinking skills.


Learning Outcomes:


  • On successful completion of this module, the student will be able to demonstrate a critical awareness of the history of educational issues in the European and Irish contexts.

  • On successful completion of this module, the student will be able to demonstrate that he/she can apply, in an examination, his/her knowledge of the topic[s] concerned and interpretative abilities in the context of the questions set.

  • On successful completion of this module, the student will be able to demonstrate that he/she can critically evaluate contemporary issues in the light of their historical causes.


Teaching and Learning Methods:
Lectures are employed and where necessary an approach is taken than ensures an inclusive curriculum for all learners, for example by issuing materials in appropriate fonts and sizes/Braille or having a signing interpreter attend.
Course Content and Syllabus:
Education in classical Greece and Rome.

Education in medieval western Europe.

Education in western Europe in the Renaissance.

Education in western Europe in the Reformation.

Education in western Europe in the Counter-reformation

Education in western Europe in the Enlightenment.

Education in the western Europe in the Romantic Period.

Education in western Europe in the first half of the twentieth century.

Educational provision in Ireland, c1690s-1990s.
Methods of Assessment: 1 x 2 hour examination (100% summative assessment). The exam is designed to assess the students’ abilities in:
demonstrating a wide range of knowledge of the specific field, indicative of extensive reading and personal research;

identifying and articulating pertinent relationships within and between contemporary and historical issues.

Thus, marks are awarded for work that is properly presented, according to recognised academic standards, being grammatical, with few or no spelling mistakes or factual errors. Marks are awarded for use of references from appropriate primary and secondary texts using any clear and consistent set of referencing conventions. Marks are awarded for original research with primary sources and/or original and convincing interpretations of secondary or primary sources. Marks are awarded for style and fluency in language but no precise formula is employed, consistent with established academic norms.

Educational philosophy and theory



Title of Module: Educational philosophy and theory
Module Code: ET 7192
ECTS Value: 5 ECTS
Aims:

  • To introduce students to the concepts, language and models of contemporary educational theory;

  • To develop a thoughtful, informed and reflective approach to education and teaching;

  • To develop a critical engagement with models and aims of education.


Learning Outcomes:
On successful completion of this module, the student will be able


  • To examine and evaluate modern concepts of knowledge, particularly subject knowledge;

  • To identify, compare and contrast models of the human learner;

  • To summarise and argue coherently for different models of education;

  • To construct a personal professional ethical position based on an informed ethics and the Code of Professional Conduct for Teachers;

  • To construct a personal philosophy of education that might inform practice.



Teaching and Learning Methods:
Teaching is by lectures. To further the aims of the inclusive curriculum and facilitate self-paced study, powerpoint slides are distributed to all students for each lecture in the course using WebCT.
Course Content and Syllabus:
The lectures are divided into 6 sections.


  • The concept of knowledge in historical and contemporary understandings (2 lectures)

  • Models of the human learner: Platonic, Aristotelian, Enlightenment, Postmodernist (2 lectures)

  • The aims of education: human flourishing, modernist autonomy, feminist care (3 lectures)

  • The philosophical foundations of mono- and multicultural education (1 lectures)

  • The philosophical principles of feminist and critical pedagogies (2 lectures)

  • The ethics of education, teaching and learning (1 lectures)



Methods of Assessment: (for example, essay, seminar paper, examination, presentation)

1 x 2 hour examination (100% summative assessment).



Summative assessment is by essay [3,000 words] on a theme chosen from a list of suggested titles or by prior agreement of title with the lecturer. The deadline for submission will be announced at the beginning of the lecture course.

Applied Psychology in Education




Title of Module: Applied Psychology in Education



Module Code: ET 7193
ECTS Value: 5 ECTS
Aims:

  • To familiarise students with the field of applied psychology in education;

  • To provide a working knowledge of areas such as self-esteem enhancement, preventing and countering bullying behaviour, intelligence, positive teaching and co-operative learning, and addressing certain special educational needs;

  • To enhance critical thinking about both this field and others within educational practice.



Learning Outcomes:
On successful completion of this module, the student will be able to:


  • demonstrate a clear understanding of what the discipline of applied psychology in education is, including its role in schools and society, and its research methods;

  • assist in the facilitation of the development of positive self-esteem through their own teaching practice;

  • take their own part as a teacher in countering and preventing bullying behaviour in schools;

  • demonstrate a working knowledge of areas of applied educational psychology, such as intelligence and learning styles, positive teaching, assertive discipline and co-operative learning in the classroom, conflict resolution, general and specific learning disabilities, and stress management, within their classroom practice and ongoing professional development.



Teaching and Learning Methods:
Weekly lecture. In keeping with the aims of the inclusive curriculum, core lecture material is provided in advance in order to facilitate self-paced study, and ISL interpreters can be facilitated if required.

Course Content and Syllabus:


  • Introductions / What is Applied Psychology in Education?

  • Self-Esteem Development and Education

  • Anti-Social and Disruptive Behaviour: Preventing and Countering Bullying and Violent Behaviour in Schools

  • Intelligence and Learning Styles

  • Positive Teaching and Assertive Discipline in the Classroom

  • Learning Difficulties: Dyslexia and ADHD

  • Teaching Methods and Practises: Co-Operative Learning

  • Stress Management



Methods of Assessment: There is a course essay in which candidates answer one title from a choice of six essay questions.

An Introduction to Contemporary Policy Issues and the Sociology of Education




Title of Module: An Introduction to Contemporary Policy Issues and the Sociology of Education



Module Code: ET 7202
ECTS Value: 5 ECTS
Aims:
Part 1: Policy and Issues in Schooling and Education
The first part of the module aims to:

  • Introduce students to contemporary policy issues and concerns in Irish education;

  • Evaluate the distinctive nature of the interaction between church and state in Ireland, assessing its influence in shaping the educational sector at primary and post-primary level;

  • Consider the influence of policy change on practice in schools.

Important themes within this course include the development and persistence of a denominational system as a result of the distinctive interaction between church and state in Ireland; the interaction between the state and private stakeholders in the reform and expansion of the Irish educational system during the mid to late twentieth century and the far-reaching influence of international organizations and networks (such as the OECD) on Irish educational policy from the 1960s until the contemporary period.


Part 2: Sociology of Schooling and Education
The sociology strand of the module will firstly introduce students to the main theoretical perspectives in a deliberate chronological order of their ‘appearance’ within the discipline. We will begin with the structural-functionalism of for example Emile Durkheim and Talcott Parsons, followed by the re-discovery in the early 1970s of Marxism and Critical Theory and the emerging work of Pierre Bourdieu, Michael Apple and Paul Willis. Lastly, we will introduce the ideas associated with postmodernism and poststructuralism and in particular the work of Michel Foucault. The second aim is to build on this introduction to explore a range of contemporary social issues covered in the first three lecturers and additional ones (such as gender, socio-ethnic linguistics, ethnicity, inclusion and social disadvantage) as they relate to schooling and education. More specifically we intend to:


  • Introduce students to some of the main sociological perspectives as they relate to education and schooling;

  • Introduce a range of sociological concepts such as: socialization, rationalization, bureaucratization, stratification, human, cultural and economic capital, habitus & field, differentiation, normalization, power/knowledge, social and cultural reproduction and globalization;

  • Critically explore the relevance of these concepts to students’ daily lives in school and society with the view of developing a critical reference point.



Learning Outcomes:
On successful completion of this course, students should:

  • Demonstrate a critical appreciation of contemporary educational policies and issues at national and international level;

  • Acquire the competence to analyse the policies, principles and methods underlying curriculum change in Irish schools;

  • Attain an overview of sociological perspectives as they apply to education and schooling, in Ireland in particular, and their daily school lives;

  • Critically apply various sociological perspectives in their analyses of their daily school life;

  • Develop and demonstrate and understanding and critique of Irish schooling and society from sociological perspectives gained;



Teaching and Learning Methods:
The main mode of teaching is expository, i.e. lectures. An approach is taken that ensures an inclusive curriculum for all learners, for example by issuing materials in appropriate fonts and sizes or having a signing interpreter attend.

Course Content and Syllabus:
The following are projected weekly content areas dealt with in the course:

  1. Post war Irish educational policy in a national and international context: a conservative consensus; origins of reform, 1945-59.

  2. The Politics of Expansion, 1959-80: the impact of ‘Investment in Education’ and the transformation of educational policy at primary and post-primary level.

  3. Globalisation, reform and rationalisation: international influences on Irish education in the 21st century.

  4. Educational Disadvantage 1990-2009 Research conducted by the National Economic and Social Forum Government educational initiatives to combat educational disadvantage.

  5. Introducing the grand narratives of the sociology of education part 1: the influence of structural-functionalism on the early period of the sociology of education.

  6. Introducing the grand narratives of the sociology of education part 2: the application of Marxism, Critical Theory and Pierre Bourdieu to the world of schooling.

  7. Introducing the grand narratives of the sociology of education part 3: the emergence of poststurcturalism and postmodernism as a window on schooling and education.

Contemporary Issues in Sociology of Education: Gender and identity, language and social class formation, questions of difference around inclusion and exclusion.

Methods of Assessment:
One written assignment (3000 words) which is designed to assess the students’ abilities to:


  • Demonstrate a range of knowledge and understanding of the specific field, indicative of extensive reading and personal research;

  • Provide a critical interpretation of the theoretical perspective and issues covered in the module;

  • Critically apply selected content of the module (as per the assignment criteria) within the context of their own professional practice;

  • Identify and articulate the relationship(s) within and between contemporary and historical issues.



Special Education



Title of Module: Special Education
Module Code: ET 7029
ECTS Value: 5 ECTS
Aims:


  • Support students in engaging with special educational needs within the classroom.

  • Enable students to engage critically with policy and provision issues.

  • Develop student understanding of inclusion processes.

  • Become informed about the complex processes involved in including children and young people with disabilities and/or SEN in mainstream schools.

  • To generate critical thinking around curricular access.

  • To evaluate the nature of collaborative relationships involved in supporting the learning of children and young people who have SEN.



Learning Outcomes:
On successful completion of this course, the student will be able to:

  • demonstrate an understanding of special education policy and provision within an Irish context;

  • critically engage with the international literature on inclusion;

  • outline the assessment process in identifying a pupil with SEN;

  • critically engage with international perspectives on appropriate pedagogies for children and young people with special educational needs;

  • demonstrate an understanding of the distinct and complementary roles of professionals involved in support provision from within and outside the school.



Teaching and Learning Methods:
Interactive lecture format and guided reading of key texts.

To further the aims of the inclusive curriculum, we aim to identify potential barriers to learning and ensure content material presented in accessible format.


Course Content and Syllabus:


  • Historical emergence of special education in Ireland and Irish policy and legislation

  • Educational access opportunities for children and young people with disabilities

  • Establishing inclusive learning environments-theory and practice.

  • Assessment process: Continuum of Support

  • Differentiating the curriculum

  • Pedagogies for children and young people with SEN

  • The roles of support personnel within schools


Methods of Assessment:
Essay Assignment (4-5,000 words)

The assignment will focus on one of the following areas: inclusion; curriculum differentiation; the role of support teachers.

Students will be expected to:

1. examine the relevant literature;



2. develop a case study based on their own teaching experience (school/classroom).
Formative assessment will be provided through informal feedback on draft assignments.
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