B.Sc (Ed Studies) Year 3 Module Listings

Overview

The module aims to provide an understanding of contemporary Irish education, by exploring its origins and assessing the complex interaction between policy and practice within the current educational system.

Learning Outcomes

On successful completion of this module students should be able to:

• Evaluate the origins and historical evolution of the modern Irish educational system;
• Identify the central features of contemporary Irish education with regard to policy, organisation and practice;
• Analyse the diverse ways in which education manifests itself in Ireland, taking account of the increasing recognition of informal teaching/learning as a significant element within education;
• Critically appraise the influence of contemporary policy developments on educational practice;
• Assess the impact of European and international institutions on educational policy and practice in Ireland;
• Undertake an informed analysis of the contemporary Irish educational system, incorporating formal and informal learning;
• Critically evaluate the immediate and long-term challenges facing policy-makers, stakeholders and participants in teaching and learning.

Method of Assessment

2 x 1,500 word essay (30%)

3 hour written exam (70%)

Overview

Teaching is a practice that is familiar to most of us. The typical school environment in which teaching happens, the equipment used, the associated actions make teaching instantly recognisable and easily mimicked in many countries around the world. Having experienced around 13,000 hours of teaching in primary and post-primary schools most college students believe that they know teaching. But a student’s perception of teaching provides only a restricted view of the work of teaching. Teaching is more complex than its easily identifiable manifestations might have one believe. This course invites students to develop a more complex understanding of the practice of teaching by examining and analysing records of such practice, including video, lesson plans, student work and teaching materials.

Learning Outcomes

On successful completion of this module students should be able to:

• Observe (either live or on video) and document teaching activities in at least one classroom
• Describe ways in which teaching has been studied in the past century
• Use multiple perspectives to analyse records of teaching
• Create a narrative account of teaching in the form of either a case study or a story
• Identify aspects of school teaching that differ from one culture to another and describe noticeable aspects of teaching in one culture with which the student is familiar
• Choose, devise or modify a model of teaching and justify its suitability as a model.

Method of Assessment

Portfolio (40%)

Presentation Seminar (40%)

1,500 word statement (30%)

Overview

This module is designed to provide students with an opportunity to interrogate the relationship between research, policy and practice in education. Students will be enabled to critically analyse the concept of educational research and to evaluate the contribution educational research has made, can make and ought to make to education policy and practice.

Learning Outcomes

On successful completion of this module students should be able to:

• Defend the choice of appropriate research methodologies for research projects in the light of current debates and discourses.
• Critically analyse the relationship between educational research and policy formation at a national and international level.
• Evaluate the contribution of educational research to education policy and practice.
• Interrogate the impact of new managerialism on education research, policy and practice.

Method of Assessment

3,000 word assignment

Overview

The purpose of this module is to provide students with a comprehensive knowledge of the functions and effects of assessment both in the Irish education system and internationally. Students will be introduced to the various forms of assessment in use and the ways in which the information gathered is used to aid individual pupils and to make wider policy decisions. Students will examine both Assessment of Learning and Assessment for Learning and learn how both play an important role in pupils’ education. Students will also consider and critique the roles of key stakeholders in deciding what is assessed and how. A major objective of this module would be that students would be capable of choosing appropriate assessment methodologies to improve pupil learning.

Learning Outcomes

On successful completion of this module students should be able to:

• Identify the various forms of assessment used and promoted in the Irish education system.
• Select the most appropriate form of assessment to be used for various purposes and justify this selection.
• Compare and contrast Assessment of Learning and Assessment for Learning techniques.
• Critically analyse the roles of key stakeholders in determining assessment policy in Ireland.
• Interrogate their own understanding of assessment in classrooms and plan how they might use assessment to its greatest effect in a classroom to improve pupils’ learning.
• Demonstrate knowledge of the pitfalls in comparing the results of different assessment instruments.
• Demonstrate skills in determining if self-designed assessments are valid, reliable and fit for purpose.

Method of Assessment

1,500 word learning log (50%)

1,500 word assignment (50%)

Overview

This module facilitates students understanding of the concept of “childhood” both as a social construction, and in terms of its psychological and developmental impacts. Drawing on the disciplines of psychology, sociology, theology and philosophy it traces the history of perspectives on childhood, from early ideas of ‘original sin’, through the ‘tabula rasa’ of John Locke, to modern developmental psychological perspectives of the child as an active agent in his or her own development and learning. It explores the multitude of factors impacting on child development, and it also introduces ideas around rights-based approaches to education, while encouraging understanding of developmentally appropriate practices in educational settings.

Learning Outcomes

On successful completion of this module students should be able to:

• Describe the various views of the child and perspectives on childhood put forward by philosophy, sociology, psychology and theology, and defend one or more of these perspectives drawing on theory, practice and experience.
• Assess the multitude of factors interacting and impacting on child development.
• Describe various theoretical approaches to explaining development, and understanding of how different psychological theories of child development compare and contrast.
• Apply theoretical concepts to develop practical approaches for the creation of supportive and developmentally appropriate learning environments for children in an educational setting.
• Analyse the diversity of children’s development, and the different courses such development can take while still remaining “typical”.
• Describe developmental disabilities and delays, particularly with a view to fostering nurturing educational environments.
• Describe the potentially liberating effects of education for children with reference to concepts such as empowerment, social justice and prevention of reproduction of oppression through educational systems. Describe the development of a rights-based approach to education.
• Examine representations of the child and of childhood in a selection of children’s literature
• Complete a reflective journal relating the theoretical and practical approaches they have explored to their experiences in their work placement/observational study.

Method of Assessment

Presentation (20%)

2 hour written exam (80%)

Overview

This module asks whether education results in liberation and social justice or in oppression and social reproduction for both individuals and groups. Drawing on the disciplines of sociology, theology, philosophy and psychology, it explores the circumstances under which one or the other outcome can occur.

Learning Outcomes

On successful completion of this module students should be able to:

• Outline the main sociological, theological, philosophical and psychological perspectives in terms of their application to education as a key social process
• Provide detailed discussion of a question in relation to liberation and oppression, and justify/evaluate their own position
• Explore different perspectives on what it is to be human, and through engaging with the contributory disciplines, establish a foundation for understanding the processes that facilitate liberation and the experience of fullness of life for the person
• Critically analyse ‘micro’ level influences in education, as informed by the contributory disciplines, and indentify the students’ own potential contributions to these with a view to enhancing the liberating power of educational processes.
• Document how education at the ‘macro’ level can be a liberating and/or oppressive force, as informed by the contributory disciplines
• Demonstrate critical, analytical approaches to the synthesis and evaluation of theories, with specific reference to “hidden” agendas, power imbalances and social justice. Students will use their own thought and experience in appropriate examples and arguments to reflect a degree of personal, critical reflection

Method of Assessment

Group Project and Presentation

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 and cultivates understanding of behavioural and learning needs, methods of assessment, inclusion and practical educational practices and roles. Students will have a greater understanding and consideration for the education of those with Special Educational Needs and an idea of the role that they might play in supporting and including such learners.

Learning Outcomes

On successful completion of this module students should be able to:

• Evaluate and debate the historical background and current national and selected international policies, legislation and changes in the area of Special Education.
• Explore and discuss possible risk factors and interventions for behavioral difficulties using correct terminology as appropriate.
• Examine learning needs from learning difficulties to exceptional ability and describe possible educational approaches and practices to facilitate inclusion using appropriate terminology.
• Compare, contrast and analyze methods of behavioral and learning assessment.
• Devise an individual learning plan/program showing an awareness of the process and the roles within a multidisciplinary team.
• Examine and evaluate the national curriculum with particular regard to learners with Special Educational Needs.

Method of Assessment:

2,000 word essay

1,000 word report

Overview

This module introduces the concepts of leadership and management. The past few decades have demonstrated the need for effective management and leadership in educational organisations. Many different models of leadership exist. The current trend towards distributed leadership requires a greater skill set of both management and leadership among its personnel.

Emotional competencies and skills are deemed highly important for working with and leading both staff members and teams. Effective management and leadership also involve an awareness of motivation theories.

People possess many different qualities, all of which are important in the workplace. An awareness of both qualities, both in others and oneself is essential for the effective running of an organisation. Effective communication is central for effective leadership. Strategies and techniques for effective communication are an important part of management and leadership. Self-awareness and effective communication enhance management and leadership skills. These skills are important in facilitating and implementing change in an educational organisation.

Learning Outcomes

On successful completion of this module students should be able to:

• Differentiate between management and leadership
• List different models of leadership in the workplace
• Demonstrate an understanding of Resonant leadership and of distributed leadership
• Describe their own leadership style
• Identify strategies and techniques that can be used to communicate effectively e.g in one to one meetings, team meetings and large group meetings.
• Identify strategies for facilitating change in an educational environment
• Describe Herzberg’s Two Factor Theory of Motivation
• Summarise Maslow’s Hierarchy of Needs theory of Motivation

Method of Assessment

3,000 word essay

Overview

The rationale for this course is to afford students the opportunity of working with young children from birth to six years old. Lectures will be in child development and the new Early Childhood Curriculum Framework 2009 – Aistear. This will equip students to operate in a limited capacity in an Early Childhood setting, under the supervision of an early childhood professional.

Learning Outcome

On successful completion of this module the students should be able to:

• Articulate the key concepts about how children learn and develop
• Devise some play –based learning opportunities for babies or young children age 2-6, based on Aistear – The Early Childhood Curriculum Framework
• Describe, in writing, his/her Early Childhood placement in the context of Síolta’s quality framework
• Investigate the philosophy and modus operandi of the Reggio Emilia approach to early childhood
• Apply his/her knowledge of how children learn and develop to an Early Years workplace such as crèche and/or preschool
• Interact appropriately with young children as carer, co-player and scaffolder in an Early Years workplace such as a crèche and/or a playschool.

Method of Assessment

3,000 word essay

Overview

This course is designed to give students an overview of the educational landscape in Ireland, with a particular focus on organisations in the formal sector.

Students will be provided with an introduction to the nature and function of school governance and the roles and responsibilities of patrons, trustees, boards of management, principals and school leadership teams. The influence of statutory and voluntary organisations on the school system will be explored.

The course will also comprise a component of organisational analysis from the perspectives of Systems Theory and psychodynamics, introducing participants to organisational thinking at an in-depth level. 

Learning Outcomes

• Demonstrate an understanding of current legislation and its implications for school management bodies.
• Describe the roles and responsibilities of patrons, trustees, boards of management, principals and school leadership teams with respect to governance and accountabilities
• Propose a process for the development of policies and procedures appropriate to a specific educational setting.
• Identify organisations within the wider educational landscape and trace aspects of their impact on the formal school system. 
• Describe organisational processes from the perspectives of Systems Theory and psychodynamics
• Analyse certain features of human services organisations and organisations under stress

Method of Assessment

Presentation (40%)

2,000 word essay (60%)

Aidhmeanna

Is í an Ghaeilge ár dteanga náisiúnta agus céad teanga oifigiúil an Stáit. Mar gheall air sin, aon áit  ina mbíonn daoine ag déanamh cumarsáide lena chéile, ina saol gairmiúil, go háirithe san earnáil phoiblí (an státseirbhís, comhlachtaí stáit, iarsmalanna, ionaid oidhreachta, cúirteanna, leabharlanna, scoileanna agus institiúidí oideachais, agus araile), agus freisin san earnáil phríobháideach (comhlachtaí, na meáin chumarsáide, eagraíochtaí cultúrtha; mar shampla, Cumann Lúthchleas Gael, Comhaltas Ceoltóirí Éireann; agus oifigí fáilte i gcoitinne), tá sé riachtanach gur féidir le duine feidhmiú agus cumarsáid a dhéanamh trí mheán na Gaeilge. Chuige sin, is gá go córasach cúram a dhéanamh de na scileanna teanga i.e. den chumas éisteachta, den chumas labhartha, den chumas léitheoireachta agus den chumas scríbhneoireachta. Is gá deiseanna a thabhairt don mhac léinn an teanga a úsáid mar fhoghlaimeoir ar an gcúrsa agus i rith an chleachtaidh oibre.

Sa bhunmhúinteoireacht, tá ardchaighdeán sa Ghaeilge riachtanach agus nuair a thugtar deis don mhac léinn an t-ardchaighdeán seo a bhaint amach i mbunchéim, bíonn sé sin ina bhuntáiste aige/aici agus é/í ag tabhairt faoin nGaeilge san Ard-Dioplóma sa Bhunoideachas i gcoláistí oideachais in Éirinn. Leis an mbunchéim seo agus an Modúl Gaeilge seo inti gach bliain, bíonn díolúine ón nGaeilge (ach amháin ó Mhúineadh na Gaeilge/ón nGné Phraiticiúil de Mhúineadh na Gaeilge) ag mac léinn a thugann faoin S.C.G. (An Scrúdú le hAghaidh Cáilíochta sa Ghaeilge) nó faoi O.C.G. (Oiriúnú le hAghaidh Cáilíochta sa Ghaeilge) tar éis dó/di cáilíocht sa bhunmhúinteoireacht a bhaint amach thar lear.

Torthaí Foghlama

• Éisteacht leis an nGaeilge i réimse de shuímh, idir phearsanta agus ghairmiúil (go háirithe, fógraí, comhráite agus míreanna nuachta) agus tuiscint ag ardleibhéal a léiriú
• Tuiscint an-mhaith ar an bhfocal labhartha, líofacht shaoráideach cainte, an-chruinneas  cainte, stór leathan focal, foghraíocht an-mhaith agus féinmhuinín i mbun labhartha a léiriú 
• Téacsanna feidhmiúla, ag ardleibhéal, a léamh agus a thuiscint (go háirithe, treoracha,  biachláir, fógraí, ailt as nuacht-litreacha, irisleabhair agus nuachtáin, ríomhphoist, litreacha, sleachta próis agus sleachta ó bheathaisnéisí), eolas a dhíorthú astu agus anailís a dhéanamh
• Scríobh go feidhmiúil agus go cruinn, ag ardleibhéal, (go háirithe, treoracha, biachláir, fógraí, ailt do nuacht-litreacha agus nuachtáin, ríomhphoist, litreacha, míreanna próis agus comhráite)
• Aistriú ó Bhéarla go Gaeilge ag meánleibhéal (go háirithe, treoracha, biachláir, fógraí, ailt do nuacht-litreacha agus nuachtáin, ríomhphoist, litreacha, míreanna próis agus comhráite)
• Leas fóinteach a bhaint as foinsí (foclóirí agus leabhair ghramadaí) agus suímh idirlín a chabhraíonn leis an mac léinn, foghlaim, féincheartú agus profáil  a dhéanamh.

Modh Measúnaithe

20% Triail Chluastuisceana (50 nóiméad)

40% Triail Scríofa (3 uair an chloig)

40% Scrúdú Cainte (20 nóiméad):