B.Sc (Ed Studies) Year 2 Module Listings

Overview

This module will address two core concepts in education leadership; the educational landscape and the efficacy of organisations from an educational perspective. Students will be encouraged to consider and reflect on the influence of supra national and national organisations on the development of educational policy. They will be introduced to an overview of the nature and function of organisational governance from schools, lobby groups and NGOs. Students will explore the roles and responsibilities of patrons, trustees, management and leadership teams. Introduced to multi-agency partnerships and governance structures, students will be challenged to consider the form and function of education and its relationship to learning and continuous professional development.

Overview

The purpose of this module is to prepare students to live and work in a diverse society. Students will learn about Irish culture and other cultures, and learn how culture influences the behaviour of individuals and groups. Students will become aware of sources of prejudice and stereotypes, while improving their communication and interpersonal skills, in order to diminish intolerance and discrimination. Students will examine and critique models of education in a range of diverse societies across the world.

Overview

History books and official documents are the usual sources used to evidence the origins and development of Irish Education. This module will look beyond the official accounts to narratives of education in Irish and Anglo-Irish language texts in translation. It will examine how Teaching and Learning are presented in prose and poetry. Students will explore images of the teacher, the learner and educational settings in Anglo-Irish literature and selected texts translated from Irish, and trace the development of these images in texts from the Eighteenth century up to the present day. Students will examine representations of the child and of childhood in a selection of children's literature.  

Overview

Climate change is one of the defining characteristics of the contemporary, Anthropocene era. It is generally agreed that global society faces unprecedented environmental challenges. As the urgency to address these challenges increases worldwide, education is identified as a core component of the solutions for sustainability. Sustainable development itself is conceptualised as “development that meets the needs of the present without compromising the ability of future generations to meet their own needs (Bruntland Commission Report, 1987)”. Goal 4, part 7 of the Sustainable Development Goals aims to ensure that by 2030 “all learners acquire knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development” (UN, 2015). Following Misiaszek, (2016), this module strives for a praxis for development in which students re/question who is benefitting and who is negatively affected by environmental actions, and in which they engage in a rigorous analysis of all societies in order to determine environmental actions which are empowering. At the core of this is an appreciation of ecopedagogy which focuses on teaching and learning about the causes and effects of environmental ills through a deeper understanding of diverse social, political and economic systems from multiple perspectives – respecting but also questioning the socio-environmental aspects of local cultures, as well as deconstructing processes of globalisation from above and below.

Overview

The rationale of this course is to facilitate students understanding of the concept of “adolescence” as a social construction, and in terms of its psychological and developmental impacts. Physical, cognitive and emotional changes experienced by individuals between the ages of 12 and 18 are considered, with specific reference to educational implications and appropriate teaching practices.

Overview

This module aims to enable students to familiarize themselves and gain an understanding of Special Educational Needs from an educational perspective. It aims to inform on legislation, policy and terminology in the area. It provides insights to, and cultivates understanding of, a range of general learning conditions/difficulties and exceptional abilities. Additionally, methods of assessment, and practical strategies for educational and social inclusion are explored. At the end of this course, students will have a greater understanding and consideration for the education and needs of those affected by a range of general learning conditions/difficulties, as well as those with exceptional abilities, and an idea of the role that they might play in supporting and including such learners.

Overview

This module provides an introduction to the theory and practice of designing curricula and programmes for learning in a variety of educational settings, both formal and informal. It is designed to provide insight into, and practical experience in, planning for curriculum. Based on the curriculum literature and contemporary practice, we shall examine the elements and strategies that support the curriculum planning process. Curriculum planning is a collaborative process. It draws from several areas of inquiry and expertise.

Overview

Building upon preceding foundational modules e.g. ‘What is Education’’, this module draws upon sociological, philosophical, historical and policy perspectives on education. The module facilitates an understanding of perennial and emerging issues in education.

Students will critically assess the perennial issues facing Irish education from early years to adult education. Issues of equality, equity, cultural reproduction and structure will be explored through the themes of Access, Gender, Inclusion, DEIS, minority education and the position of the Irish language. Perennial issues will be contextualised in relation to structural constraints, policy developments and challenges going forward. Secondly, students will identify and critically evaluate emerging issues in Irish education, including but not limited to; internationalisation, environmental education and technological change. In the context of the globalisation of education, students will explore the impact of global trends on contemporary Irish education.

Overview

This module offers an exploration of the area of Educational Disadvantage. ‘Under-achievement in school can have profound consequences for children and adults in later life, not only in terms of economic uncertainty, but also in terms of well-being, health, self-esteem and participation in family and community life’ (DEIS, DES, 2005). For these reasons, equal access to education is vital for all members of society. A clear and strong relationship has been established in literature between socio-economic disadvantage and poorer educational outcomes (Loftus, 2017). The module will offer an overview of these relationships from a sociological perspective and examine various ntervention programmes aimed at attempting to tackle disadvantage in educational settings, with a particular focus on access to Higher Education.

Practical mentoring in the community (e.g. as envisaged by PATH 3 of the Programme for Access to Higher Education or the Trinity Access Programme – TAP) will form a core element of the module. The mentoring is envisaged to increase access to higher education by traditionally disadvantaged groups. As part of the mentoring programme students will undertake visits to settings such as local DEIS schools, Further Education colleges or community/adult education centres throughout the year.

Students will receive training prior to the visits and will be provided with the resources they need. Support will be provided throughout the module and through their participation students will gain a unique insight into the issues surrounding access to higher education for groups who have traditionally been under-represented at third level.

Overview

This module aims to develop students' understanding of development issues and development education with particular reference to communicating global development with particular reference to communicating global development perspectives to adolescents in both the formal and non-formal sectors in Ireland. The module will be underpinned by core principles of development education, contextualised within the new Sustainable Development Goals (SDG) framework and the overarching SDG principles of people, dignity, planet, prosperity, partnership and justice. The module will also be informed by the National Strategy on Education for Sustainable Development 2014-2020.