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Online MA Education (Teaching and Learning)

在线教育硕士(教与学)

Jan 2021

Start date

2-3 years

Course duration

from £2,000

Course fees

2021年1月

开始日期

2-3年

课程时间

£2,000起

课程费用

Course information

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We are offering an exciting new course led by world-famous experts in various fields of education.

It will take approximately two to three years to complete the full MA, depending on the options taken.

Module start dates for 2021 are:

  • 4th January, 2021
  • 26th April, 2021

Module 1 – Assessment in schools with Rob Coe, Stuart Kime, and Evidence-Based Education (30 credits).

This course has been written with Professor Robert Coe and Prof Stuart Kime, two of the foremost experts in educational assessment in the world, and is run by Evidence-Based Education. The Assessment module helps school leaders to make their school assessment approach more efficient and enables staff to make more reliable judgements about what pupils know, can do and need next. Applicable to all phases and contexts, this Assessment module is sustained learning, aligned with the best available evidence, to give you the tools and resources to guide, support and implement change.

Broken down over four units, the learning is a combination of theory, practical application and collaboration. In the first unit, learners will learn the relevant underlying theories about assessment, focusing on the four pillars of purpose, validity, reliability, and value. The second and third units focus on designing and analysing assessments, respectively. Finally, the fourth unit guides learners to leading assessment and developing an Evidence-Based School Assessment System (EBSAS).

Throughout the module, participants respond to reflective questions through “meetings” and answer retrieval practice questions. They are formally assessed at the conclusion of each unit through a series of multiple-choice questions. Additionally, they create a portfolio of their learning comprising entries to their reflective journal and an essay on the context, theory, and practice of their EBSAS. This module takes just over two terms to complete.

Module 2 – The science of learning with Evidence-Based Education (30 credits)

How can you make sure your students have sufficient, appropriate and, indeed, activated prior knowledge when you teach them? How can you make sure your students have sufficient mental resources to process new information as you teach them?

The Science of Learning module provides an evidence-informed grounding in key theories from cognitive neuroscience and psychology about what learning is, why we do it, and how it happens. But that’s only the beginning. Building on these foundations of theory, students are then guided to try out new approaches in the classroom and implement the most effective in their long-term practice. By learning and applying, and by collaborating and reflecting with others, students deepen their understanding of the prerequisites for learning something new, making learning meaningful, and making knowledge useful.

This module is developed by Dr Efrat Furst and Dr Niki Kaiser, alongside EBE’s Director of Education, Prof Stuart Kime. Efrat is a cognitive neuroscientist and former post-doctoral Fellow at Harvard University’s Learning Incubator; and Niki is an award-winning Chemistry teacher and Research Lead at Norwich Research School.

Throughout the module, students ‘walk the walk’ by experiencing and using the theories they learn: for example, low-stakes quizzing is used throughout to improve retrieval and storage strength, and distributed practice helps make the most of the power of forgetting. Progressing through the module, students build implementation plans for improvement initiatives to increase their colleagues’ understanding of learning and the tools to enhance it for themselves and their student. Successful completion of the module equips students with both the knowledge and practical know-how to begin effecting wider positive changes to practice and policy across their institution. This module takes two terms to complete.

Module 3 – Evaluating education policy with Becky Allen (30 credits)

Running an effective education system is complex, but researchers have already learnt a great deal about which policies are likely to work well. However, it is often quite hard for teachers and policy-makers to read these evaluation studies because the research techniques used are quite complex. This module helps those without a background in statistics and quantitative methods learn how to read and evaluate the seminal research studies in education policy. Our goal is that participants will be able to read, interpret and critically evaluate academic studies measuring the relationship of education policy to changes on a range of outcomes.

The module will introduce statistical and methodological concepts through a series of ‘big questions’ that we will aim to answer. These questions will include:

  • Does it matter which school you attend?
  • What are the short-run and long-run benefits to getting an education?
  • Does early years education help close the attainment gap between children growing up in high and low-income households?
  • Should we reduce class sizes?
  • Are large-scale organisational reforms to school governance or organisation transformation?
  • Should we pay students for working hard or parents for school attendance?
  • Should we reward teachers for high-quality instruction?

Module 4  – Classroom behaviour management with Tom Bennett (30 credits)

This module explores student behaviour, how it intersects with learning, and investigates the competing models of managing this behaviour that have been used to historically understand these processes.

Written and designed by Tom Bennett, the UK Department for Education’s behaviour advisor for schools, the aim of this module is to provide participants with a better understanding of the factors that influence student behaviour in educational settings, and then be able to use that understanding in school settings. It will draw upon a historical perspective of what we mean by good behaviour, and then delve into a critical philosophical understanding of these concepts. Next, it investigates the social, personal and contextual factors that commonly influence behaviour. This is looked at broadly throughout populations, as well as at an individual level. It also explores what levers and strategies are commonly used to guide classroom behaviour, and critically examines how successful these are, and in what circumstances.

This module draws upon a combination of academic studies into these processes, drawn from multiple fields e.g. psychology, sociology, history, as well as practical research and experience drawn from field environments and real school settings. It considers behaviour in a variety of circumstances, age ranges and classroom types. Participants are expected to thoroughly explore how evidence-informed approaches of behaviour management are actually implemented in real classrooms.

It is delivered through a combination of readings, video lectures, online resources and quizzes, and video interviews with field experts, and assessed through an investigative journal (15%) and a final report of 5,000 words (85%).

Module 5  – Leading Teacher Development with David Weston and the Teacher Development Trust (30 credits).

How can you make sure the professional development in your setting is evidence-informed? How can you support your colleagues to improve? How can you measure the impact of professional development and make sure it has a positive impact on pupil outcomes

The Leading Teacher Development Module developed by David Weston and The Teacher Development Trust will provide a route into the evidence-informed leadership of teacher development. It will draw on expertise from across the sector and TDT’s work with hundreds of schools to help you ensure that the professional development you are planning is mapped to evidence and has a positive impact on pupil outcomes. You will have the opportunity to collaborate and share your reflections with like-minded professionals and course leaders throughout the course.

This module comprises four units that will draw on both practical experience and the use and application of professional research.  In the first unit, students will critically evaluate and synthesise relevant literature on teacher development design and leadership to inform subsequent module tasks. In the second unit, students will devise a work-based enquiry to explore the current effectiveness of teacher professional development in their setting. Students will then apply change management principles and flexible evaluation methods to design a teacher development project for the following academic year. In the final unit, students will critically reflect on their professional learning experience. Study in this module culminates in a 6,000-word professional portfolio which will be formally assessed. This module takes two terms to complete.

Module 6 – Comparing Educational systems in different countries with Lucy Crehan (30 credits)

This module offers an introduction to international comparisons of education systems in developed contexts, focusing on compulsory, school-based education. It examines several big debates in the area: “Is learning from other systems possible?”, “If so, what is the best way to do it?” and “Is PISA a force for good or a force for ill?”. It introduces students to concepts from philosophy, sociology, economics and psychology, to support them in accessing the considerable literature from different disciplines that inform the study of educational comparisons. The aim is to encourage reflection on how their micro-level experiences relate to macro-level policy, both nationally and internationally, enabling them to conceive of different ways forward in their own national and local contexts.

Each topic includes short audio lectures that facilitate learning on the go, alongside interviews with experts from around the world and selected guest lectures, plus links to key readings. Topics include comparative perspectives on pedagogy, curricula, teacher policy, philosophical foundations of education in East and West, and approaches to equitable education and inclusion. Students have the opportunity to discuss their reflections on the material with peers and the course leader during five online seminars throughout the course.

This course is assessed by a quiz at the end of each topic (15%) and a 5,000-word essay on policy learning (85%). For their essay, students can choose between: a) studying an international policy or practice in its local context, and consider what lessons, if any, they might draw for their own context; or b) critically evaluating an existing ‘borrowed’ policy in their own national or local context with reference to an examination of its origins.

Module 7 – Building a writing intensive classroom with Doug Lemov (30 credits)

This module is developed in conjunction with highly regarded educator and author Doug Lemov. Its aim is to develop teachers’ knowledge and practice in building ‘writing intensive classrooms’ where writing is more prevalent and takes a wider variety of forms, especially ‘low stakes’ writing designed to develop students’ ability to and comfort with thinking in writing. As does much of Lemov’s work, the module focuses on techniques derived from current practitioners, as well as the application of ideas from cognitive science.

Students of this module will study reviews into teaching strategies in a variety of countries and across age ranges and ability groups as well as contemporary authors regarding effective methodologies for teaching and supporting writing. These include syntactic control, grammar instruction, sentence expansion, formative and summative writing and the importance of revision versus editing.

It is designed to enable teachers to focus on their work as practitioners, embedding studied techniques, and to critically reflect on and evaluate their efficacy in the classroom and in relation to the research study including a range of arguments and counter-argument. It is assessed by means of submitted reflective writing on implementation and impact of studied techniques and by an assignment synthesising research and advocating for policy change as appropriate in school.

Module 8 – Research Methodology and a Dissertation with the University of Buckingham (60 credits). This module is compulsory for the MA programme and will be taken as a final module.

This module is compulsory in order for all Masters students to be able to develop and in-depth knowledge and understanding of a particular area of interest in the context of educational research. Through completing this module students gain firstly, knowledge of the research process itself and be able to evaluate other research projects in a specific field. Once this has been undertaken then secondly, students devise and carry out their own small-scale research project with guidance from the university and specifically their supervisor. Students engage with the topic of research methodology and through this process develop their own critical skills as reflective practitioners. This module introduces students to some of the complexities and challenges of engaging in educational research.

Some modules run only in certain terms; you can make these selections on the application page.

Entry requirements

To apply for this course you must:

  • have a degree from a UK University (2.2 or above) or equivalent
  • be working in a school

All international applicants, who do not hold a GCSE grade C/4 or above in English Language, must have IELTS or TOEFL certificate with scores accepted by the University as per the link below:

English Language Requirements

Teaching & Assessment

This degree works using a cumulative credit system. You can pick and choose the modules that suit you, alongside Module 8 which is compulsory. Modules are worth either 30 or 60 credits. You need to achieve 180 credits in total to gain your Master’s degree.

You may already have qualifications that carry credit value:

  • Level 6 UK PGCE is worth 30 credits
  • Level 7 UK PGCE is worth 60 credits

If you already have 30 credits you need only do three of the above 30-credit modules, plus module 8.  If you already have 60 credits you need only do two of the above 30-credit modules, plus module 8 which is compulsory.

Candidates who finish with 60 credits may be awarded a Postgraduate Certificate in Professional Studies in Education.

Candidates who finish with 120 credits may be awarded a Postgraduate Diploma in Professional Studies in Education.

Fees

Tuition Fee: This course is paid for on a modular basis. Each 30 credit module will cost £1,000, the 60 credit module is £2,000.

Registration fee: £275 (non-refundable)

How to apply

For further information please contact info@bise.org OR click the APPLY button to online submit the information.

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课程资料

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这门令人兴奋的新课程由来自全球的教育领域知名专家领衔主讲。根据每个人的不同情况,完成整个硕士学位的学习大约需要两至三年时间。

2021学年课程模块开始时间:

  • 2021年1月4日
  • 2021年4月26日

模块一 – 由Rob Coe,Stuart Kime和循证教育公司共同开发的校内评估课程 (30学分)

本课程由Robert Coe教授和Stuart Kime教授撰写,他们是全球教育评估领域内的重要专家。课程由循证教育公司负责实施。评估模块帮助学校的评估方法更有效,并帮助教职员工更好的了解学生知道什么、能做什么和下一步需要什么。该模块课程适用于所有学校所处的阶段和环境,此评估模块是持续的学习,与现有的最佳证据相结合,为您提供指导、支持和实施变革的工具和资源。

这一模块分为四个单元,是理论、实际应用和协作的有机结合。在第一单元中,学习者将学习与评估有关的基础理论,从目的、效率、信度和价值这四个维度进行重点学习。第二和第三个单位分别侧重于设计和分析评估。最后,第四单元引导学习者进行自主评估,并建立一个基于证据的学校评估系统(EBSAS)。

在整个模块中,参与者通过“会议”的形式回答反思性问题。在每个单元结束时,通过一系列的多项选择题对学员进行正式的评估。此外,学员还将创建自己的学习作品集,其中包括他们的反思日志和一篇关于EBSAS的背景、理论和实践的文章。这个模块需要两个学期完成。

模块二 – 学习是一门科学-由循证教育公司开发 (30学分)

当你在进行教学的时候,你如何确保学生们有足够的、适当的、确实的、活跃的预设知识? 你如何确保你的学生在你教他们的时候有足够的心力来处理新知识?

“学习是一门科学”模块为认知神经科学和心理学中有关学习是什么、我们为什么学习以及学习是如何发生的关键理论提供了一个有切实证据的基础。但这只是一个开始,在这些理论基础之上,还需要指导学生在课堂上尝试新的方法,并在他们的长期实践中应用最有效的教学法。通过学习和应用,通过与他人合作和反思,学生加深了他们对学习新东西的先决条件的理解,使学习有意义,使知识有用处。

这个模块由Efrat Furst博士和Niki Kaiser博士以及循证教育公司的教育总监Stuart Kime教授共同开发。Efrat博士是知名认知神经科学家,曾在“哈佛大学学习孵化器”担任博士后研究员; Niki是诺维奇研究学校的一位屡获殊荣的化学老师和研究负责人。

在整个模块中,学员们通过体验和运用所学的理论来“付诸行动”:例如,日常性的测验被用来提高检索和存储的能力,而分布式练习则有助于最大限度地利用遗忘的力量。通过该模块,学员建立改进措施的执行计划,以增加他们对学习的理解,并为自己和学生提高学习效率找到工具。成功完成该模块,将赋予学员知识和能够实操的技能,以便开始更广泛的去影响并促进所在学校内部的实践和策略进步。这个模块需要两个学期来完成。

模块三 – 教育政策评估 – 由Becky Allen开发(30学分)

运行一个有效的教育系统是复杂的,但研究人员已经了解了很多关于哪些政策可能有效,哪些可能无效。然而,教师和决策者往往很难阅读这些评估研究,因为使用的研究技术相当复杂。本模块帮助那些没有统计学和定量方法背景的人学习如何阅读和评估教育政策方面的开创性研究。我们的目标是让参与者能够阅读、解释和批判性地评估衡量教育政策与一系列结果变化之间关系。

这个模块将通过一系列“大问题”来介绍统计学和方法论的概念。这些问题包括:

  • 你上哪所学校重要吗?
  • 接受教育的短期和长期利益是什么?
  • 早期教育是否有助于缩小高收入家庭和低收入家庭的孩子之间的成就差距?
  • 我们应该缩小班级规模吗?
  • 学校治理需要大规模组织改革还是组织转型?
  • 我们应该向努力学习的学生或送孩子去学校上学的父母付钱吗?
  • 我们应该奖励教师的高质量教学吗?

模块四 – 课堂行为管理 – 由Tom Bennett开发 (30学分)

本模块将探索学生行为,研究它是如何与学习相交叉的,并研究管理这种行为的竞争性模型,这些模型一直被用来理解这一过程。

该模块由英国教育部的学校行为顾问Tom Bennett编写和设计,这个模块的目的是让参与者更好地理解在教育环境中影响学生行为的因素,然后能够在学校环境中使用这些理解。它将从历史的角度来理解我们所说的“良好行为”,然后深入探讨对这些概念的批判性哲学理解。接下来,它调查了常见的影响行为的社会、个人和环境因素。这在整个人群中广泛存在,也在个体层面上存在。它还探究了指导课堂行为时常用的杠杆和策略,并批判性地考察了这些手段和策略在何种情况下是成功的。

本模块结合了来自多个领域的学术研究,如心理学、社会学、历史学,以及来自实地环境和真实学校设置的实践研究和经验。它考虑了各种情况下的行为,年龄范围和课堂类型。学员将深入探索行为管理的循证方法是如何在真实的课堂中实施的。

课程内容包括阅读、视频讲座、在线资源和小测验,以及领域专家的视频访谈,并通过调查期刊(15%)和5000字的最终报告(85%)进行该模块学习的最终评估。

模块五 – 引领教师发展 – 由David Weston 和教师发展基金会开发 (30学分)

教师如何确保职业发展是有据可循的? 教师如何支持同事改进教学? 如何衡量专业发展的影响,并确保它对学生的成绩产生积极的影响?

由David Weston和教师发展基金会(TDT)开发的引领教师发展模块将为教师发展的循证提供了一条途径。它将利用整个行业的专业知识,以及TDT与数百所学校的合作,确保您所规划的专业发展路径是有依据的,并能够对学生的成绩产生积极影响。在整个课程中,您将有机会与志同道合的专业人士和课程负责人合作并分享看法。

本模块包括四个单元,以实践经验和专业研究的使用和应用为基础。在第一单元中,学员将批判性地评估和综合有关教师发展设计和领导力的相关文献,以指导后续的模块任务。在第二单元,学员将设计一个以工作为基础的查询,以探讨教师专业发展在他们的环境中目前的成效。然后,学员将通过应用变革管理原则和灵活的评估方法来设计下一学年的教师发展项目。在最后一个单元,学员将批判性地反思他们的专业学习经验。学习这个模块的最后是一个6000字的专业作品集,它将被正式评估。这个模块需要两个学期来完成。

模块六 – 比较不同国家的教育制度 – 由Lucy Crehan开发 (30个学分)

这一模块通过对发达国家的教育体系的国际化比较,重点研究义务制和校本教育。它探讨了该领域的几个大争论: “学习其它教育体系是否可行? 如果可行,最好的操作方法是什么?” 以及 “PISA是一种善的力量还是恶的力量?” 它向学员介绍来自哲学、社会学、经济学和心理学的概念,以帮助大家获得来自不同学科的大量文献,从而了解比较教育的研究。其目的是鼓励思考微观的经验如何同国家和国际的宏观政策相联系,使学员能够根据本国和所在地的实际情况,设想不同的教育方式。

每个主题都包括简短的音频讲座,辅助学习的开展,加之世界各地的专家的访谈和精选的客座讲座,以及分享关键阅读材料。模块的主题包括比较教育学的观点、课程、教师政策、东西方教育的哲学基础,以及公平教育和包容的方法。在整个课程的五个在线研讨会中,学员有机会与同学和课程负责人讨论他们的思考和看法。

这门课程的评估是通过每个主题结束后的小测验(15%)和一篇5000字的关于政策学习的论文(85%)来完成的。对于论文,学员可以在两种情况中选择: a)在当地背景下研究国际教育政策或实践,并考虑他们可以从自己的背景中吸取什么经验; b) 在自己的国家或地方背景下,批判性地评估一项现有的“舶来”政策,并审视这一政策的起源。

模块七 – 建立一个写作强化课堂 – 由Doug Lemov开发 (30个学分)

这个模块是与业界德高望重的教育家和作家Doug Lemov共同开发的。它的目的是发展教师的知识和建立“写作密集课堂”的实践,课堂中写作是一种普遍而广泛的教学形式,特别是“低风险”写作设计,用以发展学生的写作和思考能力。和Lemov的大部分工作一样,这个模块的重点是来自当前一线工作者的技能,以及认知科学思想的应用。

学员将在这一模块中研究不同国家、不同年龄段、不同能力的群体以及当代作家关于教学和写作支持的有效方法和教学策略。这些包括句法控制、语法指导、句子扩展、形成性和总结性写作以及修改和编辑的重要性。

它的目的是让教师以实践者的角度专注于他们的工作,嵌入学习的技术,并批判性地反思和评估这些技术在课堂上的效果,并参与研究,包括一系列的辩论和反辩论。评估方法包括提交关于所研究技术的实施和影响的反思性写作,以及一份综合研究和提倡在学校适当改变政策的作业。

模块八 – 研究方法学习和白金汉大学认可的论文 (60学分) 此单元是硕士课程的必修课程,并将作为期末单元。

这个模块为必修课,目的是让所有硕士生能够在教育研究的背景下发展和深入了解某个特定的兴趣领域。通过完成本模块课程,学生能获得研究过程本身的知识,并能够评估特定领域的其他研究项目。学生们就会在学校导师的指导下,设计并实施他们自己的小规模研究项目。学生通过研究课题发展自己的关键技能成为一个及时反思实践者。本课程向学生介绍教育研究中的一些复杂问题和挑战。

某些模块只是在特定学期提供;你可以在申请页面进行选择。

入学要求

申请这门课程,你必须:

  • 拥有英国大学的本科学历或同等学历
  • 在学校工作

未持有英国GCSE英语等级C/4或以上的国际学生,必须提供雅思或托福证书,并取得大学认可的成绩,详见以下链接:

英语要求

教学与评估

这个学位使用累积学分系统。除了模块八必修之外,您还可以选择适合自己的模块。每个模块对应30或60个学分。你需要获得180学分才能获得硕士学位。

如果你有下列认证,可以用来抵减学分:

  • 6级的英国PGCE证书可以抵减30个学分
  • 7级的英国PGCE证书可以抵减60个学分

如果你已经有30个学分,你只需要完成以上30个学分的模块中的3个,再加上模块八。如果你已经有60个学分,你只需要完成以上30个学分的模块中的两个,再加上必修的模块八。

完成60学分的考生可以获得教育专业学习的研究生证书。
完成120学分的学生可以获得教育专业研究的研究生文凭。

费用

学费:这门课程是基于所学习的模块来支付学费。每30个学分的模块的学费是1000英镑,60个学分的模块的学费是2000英镑。

注册费:275英镑(不可退)。

如何申请

了解更多信息,请发送电子邮件:info@bise.org 或者点击申请按钮进行在线申请。

2021年1月入学申请截止日期为2020年12月1日

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