Education and Education Leadership & Management (MA)

<div id="tab2" class="tab grid_8 alpha hide-on-small" style="display: block;"> <div class="courseLinks hide-on-medium-down"> <img src="/media/liverpoolhope/styleassets/cssimages/media,975,en.gif" alt="print Icon" style="width : 24px; height : 24px; "> <span><a href="javascript:window.print()">print this page</a></span> <span class="st_sharethis_custom" st_processed="yes"><a href="#">share this course</a></span> </div> <h2>Curriculum</h2> <p>The full Masters award requires you to gain 180 credits, including a dissertation. The curriculum is constructed from 60-credit ‘Blocks’ of provision, from which students will choose two of the combinations permitted. Each 60-credit Block comprises either two 30-credit or four 15-credit modules.</p> <p><strong><strong>Disciplines of Education</strong></strong></p> <p>Term 1<br> <span style="text-decoration: underline;">Core Philosophers of Education (15 credits)</span></p> <p>This module examines the development of philosophy of education from a historical perspective.&nbsp; The approach taken in this module is similar to that of 'history of ideas' modules in philosophy courses where a range of historical figures from philosophy of education will be discussed.&nbsp; Students will engage with historical figures such as Plato, Hegel, Rousseau, Buber, Dewey and more modern thinkers such as Arendt and Freire.&nbsp; In this module students will critically engage with these philosopher's views on education.&nbsp;</p> <p><span style="text-decoration: underline;">History of British Education 1750 to the Present Day (15 credits)</span></p> <p>This module explores the political, social and cultural factors that have helped shape reform processes in British education (primary, secondary and university-level) since the late 18^th century. Throughout this module, seminars will focus on interactions between pupils, students, teachers, activists and state institutions in attempts to alter systems of education as well as forms of teaching and learning. In particular, students will have the opportunity to explore how significant social, economic and political shifts such as the industrial revolution, the introduction of universal suffrage and the creation of the welfare state shaped attempts to transform education in the United Kingdom over the last 250 years.</p> <p>Term 2</p> <p><span style="text-decoration: underline;">Educational Inequalities in the Global Age (15 credits)</span></p> <p>This module examines education and inequality in a global age. This module will look at the role education plays in reinforcing and/or equalising societal hierarchies with a particular focus on social class, gender and ethnicity/race. The impact of wider social developments, such as marketisation of education and globalisation will be examined. The theories taught on this module will include critical and emancipatory theories, drawing on the work of sociologists such as Pierre Bourdieu and Basil Bernstein, as well as approaches of feminist and critical race theory. Drawing on these theories, students will analyse and evaluate the potential of education for social justice.&nbsp;</p> <p><span style="text-decoration: underline;">Psychology of Education (15 credits)</span></p> <p>The module will explore contemporary theoretical approaches within developmental psychology. It will be covering biological, cognitive, social cognitive, neuro-cognitive, social and emotional areas development. The module will also be both research informed with a specific focus on the inter-relationships with classic and contemporary research paradigms within early and mid-childhood development and current theorising. A range of research outcomes relating to deep critical awareness of current theoretical and methodological advances in developmental psychology and how these impact on current views of child development will be central to this module.</p> <p>Or</p> <p><strong>Pedagogy: Theory and Practice block</strong></p> <p>Term 1</p> <p><span style="text-decoration: underline;">Learning, Teaching and Assessment (30 credits)</span></p> <p>This module aims to develop participants’ understanding of a range of learning, teaching and assessment strategies which promote learners’ progress in order that all can achieve their full potential. They will be helped to develop self-direction and originality in problem-solving in relation to the module content, and act autonomously in planning and implementing change in their educational setting, taking account of current thinking and literature in related areas.</p> <p>Term 2</p> <p><span style="text-decoration: underline;">Curriculum Theory &amp; development (30 credits)</span></p> <p>This module aims to support development of subject knowledge in the participant’s subject discipline or age phase specialism. It is focused on contribution to curriculum development within the educational setting. Participants will be guided in critiquing a range of guidance and policy documents relevant to practice with a view to identifying the key concepts and perspectives on which they are based and how they relate to and influence practice.</p> <p>AND</p> <p><strong>Education Leadership and Management block<br> </strong>Term 1</p> <p><span style="text-decoration: underline;">Education Leadership and Management 1: Perspectives on Leadership (30 credits)</span></p> <p>Recognising the challenges faced by those in leadership roles and the need to support the development of leadership competencies at all levels, this module explores leadership, with a specific focus on leadership within different education organisations. In particular, the module explores the nature of leadership and management through a number of different thematic ‘lenses’ and considers the role &nbsp;leaders play within improvement and change programmes.&nbsp;</p> <p>Term 2</p> <p><span style="text-decoration: underline;">Education Leadership and Management 2: Working Effectively with Others (30 credits)</span></p> <p>This module takes as its focus the need for all those working within schools and other education institutions to develop positive and productive relationships with others. Leadership and management do not occur in a vacuum, and this module has been designed to develop both functional knowledge and critical understanding of a number of key perspectives on human behaviour within organisations and on the nature and processes of organising human activity. As such it is designed not only to encourage the development of solutions to specific leadership and management problems but also to provide participants with insights into the complex nature of organisations and of organisational life. &nbsp;</p> <p>After completion of the taught phase (when both Blocks are completed and 120 credits has been successfully gained) then students will begin the research phase, whereby they will study a Research Methods module and then embark on a Dissertation that synthesises the two Blocks that they have studied.&nbsp;</p> </div>