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MA in Inclusive Educational Leadership

全纳教育领导力硕士

Sept

Start date

21 Months

Course duration

TBC

Course fees

9月

开始日期

21月

课程时间

TBC

课程费用

Course information

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This programme consists of five modules at Level 7 that will enable educational leaders and aspiring leaders to train in outstanding practices and whole-school change in support of the most vulnerable and challenging students. The programme aims to enable teachers to develop their leadership competency through critical evaluation of research and scholarship and to integrate this with their own practice.

Students will be able to analyse, engage in and reflect on these educational issues and on the implications for their own educational setting. All students complete Modules 1-3 and then choose one option for Module 4 before designing and carrying out a research project for the dissertation in Module 5. 

The course is accredited by the University of Buckingham and all students are members of the University from the start of the course. Modules 1-4 are delivered by an Inclusion Expert, a nationally renowned provider of courses in pastoral care. Module 5, the dissertation, is delivered by the University of Buckingham. 

Students are expected to do some activity every week in Year 1 – attend an online lecture or discussion, do some reading and/or some writing.  Students can expect to spend 10-15 hours a week working on this course but this is an average some weeks will be more than this. The course is 100% online. At every stage students have their own supervisor.  

Teaching & Assessment

Modules

Modules 1-4 are completed in Year 1 (September to June), Module 5 in Year 2 (September to May).  

Module 1: Leading People and Organisational Change (25 credits) 

This module introduces students to the thinking related to leading staff and organisational change. Students take simple but thoughtful steps to help identify what would have the greatest impact within their setting for the most vulnerable and challenging students. Students will reflect on their development through critical evaluation of key documents relating to leadership competencies and will look at the application of theory on their actions in their setting. 

Module 2: Leading on Upskilling Staff (25 credits) 

This module looks at the most recent evidence-based pedagogy. Links will be made to the work of senior leaders and strategic approaches to teaching and learning. In this unit, students are introduced to the most recent research and theoretical knowledge around effective teacher development. 

Module 3: Leading on Transformational Change for Vulnerable Students (30 credits) 

Students demonstrate their ability to devise a work-based action plan for working with vulnerable students. This will be completed by working collaboratively with up to four other students. There will be an evaluation of coaching theory and methods along with an understanding of contemporary statutory policy to understand the nature and responsibilities of pastoral leadership. Students apply a range of appropriate research methods and enquiry methodologies to assess the effectiveness of their plan taking into account the culture, leadership and processes associated with their organisation. 

Module 4 (40 credits)  

Option 1: Leading on Inclusive pedagogy (40 credits) 

Students explore the pedagogy of differentiation and positive learning experience. They will identify effective practice and measure the impact of this on teaching and learning within a cohort. They will explore how to raise attainment and accelerate learning in identified cohorts using personalised approaches and differentiated learning, in recognition of the diverse learning needs of students. 

OR Option 2:  Leading on behaviour (40 credits) 

Students will deepen their understanding of the approaches associated with effective behaviour for learning and study the psychological theories relating to behaviour. Students will identify effective practice and measure the impact of this on behaviour and attitudes across the school or setting. They will construct a plan of action for the setting based on informed research which is designed to secure behaviour and attitudes. 

OR Option 3: Leading provision for children with the social worker (40 credits)  

Students will deepen their understanding of care-experienced children and other children with an allocated social worker and explore the barriers to education for this group of children. There will be the opportunity to work collaboratively with others to consider creative solutions and problem solving.  Students will explore how to improve the outcomes of children and young people with a social worker. They will identify effective practice and measure the impact of this on children and young people with a social worker. 

OR Option 4: Leading on narrowing the attainment gap (40 credits)  

Students will deepen their understanding of the ‘attainment gap’ in the context of their setting through exploring case studies and research. They will learn how to apply evidence-based practice and how to raise awareness of the practical steps that can be taken.

Module 5: Education Research Dissertation (60 credits) 

All Masters students will be able to develop an in-depth knowledge and understanding of a particular area of interest in the context of educational research. Through completing this module students gain knowledge of the research process itself and how to evaluate other research projects in a specific field. Once this has been undertaken then students devise and carry out their own small-scale research project with guidance from the university. Students engage with 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. 

Assessment 

Reflections of 1500 words, regularly through modules 1-3, five for each module.

Essays 

  •  Module 1 – 3,000 to 4,000 words (25 credits)  
  •  Module 2 – 3,000 to 4,000 words (25 credits)  
  •  Module 3 – 4,000 to 5,000 words (30 credits)  
  •  Module 4 – 8,000 to 10,000 words (40 credits)  
  • One dissertation of 12,000-15,000 words for module 5.  

Entry requirements

To be eligible for this programme, applicants must:

  • have a UK degree 2:2 or above (or recognised equivalent)
  • be employed in a school

Fees

Tuition fee: TBC
Registration Fee: £275 (non-refundable)

Fees are invoiced at the beginning of the course and can be paid in two instalments or in one lump sum. Instalments can be arranged directly with the Finance department upon receipt of the invoice.

How to apply

Please click the APPLY button to submit your application by 16 July 2023 for a September 2023 start.

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课程资料

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这个项目由5个硕士水平的模块构成,赋能学校管理者和立志成为管理者的同僚以最出色的教育实践以及全校范围的改变来支持那些最敏感脆弱和需要帮助的学生。该项目旨在通过批判性地研究和评估现有的研究和学术帮助申请人发展他们的领导能力,并把在项目中的所思所学与他们自己的教育教学实践相结合。

学生将能够分析、亲身实践、反思教育议题以及他们与自己所处的教育环境的意义。所有完成了前三个模块的学生,将会从模块四的4个研究方向中择其一,最后,在模块5中设计和开展一个研究项目作为毕业论文。

该课程由白金汉大学教授。所有学生自课程开始起成为白金汉大学的一员,并在完成整体课程后获得白金汉大学颁发的证书。项目的前四个模块由英国知名的教牧关怀(pastoral care)课程提供方Inclusion Expert来授课。模块五硕士论文模块由白金汉大学授课。

在项目的第一年,要求学生每周完成包括参加在线讲座或讨论、阅读文献、学术写作在内的一系列任务。在这个阶段,学生每周平均需要花费10-15个小时的时间以完成项目的要求。10-15个小时只是平均值,有些周,可能会花费更多的时间。这个课程是100%线上的。学生在每个学习阶段都会得到一位来自白金汉大学的学术导师(supervisor)对他进行指导。

 

教学&评估

模块

学员需要在项目的第一年完成模块1-4(九月至次年六月),项目的第二年完成模块5(九月至次年五月)

模块1:个人和组织的变革(25学分)
在这个模块的学习中,学生将接触到与引领个人和组织的变革相关的理论。学生据此可以积极思考哪些理论会最有效地帮助他们的教育环境下有特殊需要的学生。该项目的学生将会通过批判性地解读与领导能力相关的关键文献,并发掘理论运用于自身教育生态中的可行性。

模块2:引领员工技能升级(25学分)
这个模块聚焦最新的循证教学法,并探究其在管理和教学策略方面的应用。在这个模块,学生将了解到有关有效教师发展的最新研究和理论知识。

模块3: 引导弱势学生的良性改变
学生展示他们做以实践为基础的、并以弱势学生为工作目标的行动方案的能力。学生将以小组工作的方式与其他4个同期的同僚一起完成方案。学生将在项目活动过程中了解并讨论有关辅导(coaching)的理论和实践以及相关的当代法律法规,在此基础上加深对教牧关怀领导力(pastoral leadership)的本质和责任的理解。学生将运用一系列的研究方法和探究式方法来评估所做的行动计划在自身组织环境(文化、管理方式和工作过程)下的有效性。

模块440学分)

选择1:全纳教学法(40 学分)
在项目学习中,学生将探索差异化教学和创造积极学习体验的教学法。他们将了解有效的实践,并评价其对于教与学的影响。他们将探索如何针对具体情境下学生运用个性化和差异化的教育方式来提升学习效率和效果,并认识到学生的不同需求。

选择2:行为(40学分)
学生将加深对于有效学习行为方法的理解,并学习与行为相关的心理学理论。学生将了解到有效实践并评估其对于自身学校或教育环境下的行为和态度的影响。他们将在研究的基础上做基于自身教学实践的行动计划,以提升相关群体的行为和态度。

选择3:与社工一起为儿童提供服务(40学分)
学生将加深对于有特殊关怀需要儿童的理解并探索他们在教育过程中的主要障碍。学习过程中将有机会与其他同僚合作以共同探讨创造性的问题解决方法。除此,学生将有机会与一位社工一起探讨提升儿童和年轻人学习效果的方式方法。他们将了解到有效的实践方法并与社工一起评估这些方法对儿童和年轻人的影响。

选择4:致力与缩小正常家庭与低收入家庭子女间的学习成就差距(Attainment Gap(40学分)  
通过案例学习和研究,学生将深化对于他们所在的环境中“学习成就差距(Attainment Gap)”的理解。他们将学会运用循证为基础实践以及了解到一些采取行动的具体方式。

选择5:教育研究硕士学位论文(60学分)  
所有硕士学生都得以在教育研究的范畴内深度理解其兴趣领域。通过完成此模块,学生们得以了解研究过程,以及如何评价和考量他人的研究。通过以上准备,该项目的学生将在大学的指导下,设计和实施他们自己的小范围研究项目。学生将使用研究方法、并且通过这个过程,发展自己作为善于反思的实践者的批判思维能力。通过这个模块的学习,学生们也将了解到做教育研究中的一些复杂性和挑战。

 

评估

项目的模块1-3都要求学生在学习过程中规律完成五篇1500词的反思文章。

短文

  • 模块1—3000到4000词(25学分)
  • 模块2—3000到4000词(25学分)
  • 模块3—4000到5000词(30学分)
  • 模块4—8000到10000词(40学分)
  • 模块5—12000至15000词的学位论文

入学要求

申请者需要:

  • 拥有本科或同等学位
  • 在学校工作

 

费用

学费:新学年学费待定
报名费:275英镑(不可退还)

学费将在课程开始前收取,可以分期付款或者一次付清。分期方案可以在收到付款通知后与学校财务部直接安排。

如何申请

希望2023年9月入学的申请人,请在2023年7月16日前,点击申请按钮进行在线申请。

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