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MA Education (Teaching and Learning)



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3 years

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The University of Buckingham is offering an exciting new course led by world-famous experts in various fields within the sphere of education.

There are two routes to complete the online MA in Education (Teaching and Learning).  It will take approximately three years to complete the full MA and one and a half years to complete the top up MA. For further information on course routes, please see the details below.

Term dates for 2022/23 are:

  • Mon 24th April 2023 – Fri 4th Aug 2023

Provisional dates for 2023/2024:

  • Mon 4th Sept 2023 – Fri 15th Dec 2023
  • Wed 3rd Jan 2024 – Mon 15th April 2024
  • Mon 22nd April 2024 – Fri 2nd Aug 2024

Teaching & Assessment

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

Route A: The Online MA Education (Teaching and Learning) top up programme
Route A is a top-up programme where you can transfer in up to 60 Level 7 credits (e.g. from a PGCE if completed within ten years of the proposed start of the course) and then select any other two modules and the Dissertation module to complete your Master’s course. (If you transfer in 30 credits you would need to select three modules and the Dissertation module). You must make your module selections when completing your application.  The top up route will take you approximately one and a half years to complete, depending on the options taken.

Route B: The full 180 credits Online MA Education (Teaching and Learning)
In Route B, you choose four 30-credit modules and the Dissertation module (60 credits).  The full MA route will take you approximately three years to complete, depending on the options taken.

Module Introduction

●   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?

This module takes one term to complete.

●   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)

“It [module 7] is a fantastic module. I have never studied any course so practical, specific and so applicable for every classroom.” Veronika  

“It [module 7] truly has been an invaluable experience, and I can’t express how much it’s transformed my classroom practice.” Lewis

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 studied 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.This module takes one term to complete and requires in-school practice.

●   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 during the application process.

Entry requirements

To apply for this course, you must:

  • have a bachelor’s degree
  • be working at a school

International applicants must have IELTS, TOEFL or another equivalent qualification with the scores accepted by the University as per the link below:

English Language Requirements


Tuition fees are £6,000 maximum. This course is paid for on a modular basis.  £1,000 per module, and £2,000 for dissertation module.

Registration fee: £300 (non-refundable)

How to apply

Please click the APPLY button to apply.  Thie course has January, April and September intakes. 

Closing dates for application:
- 24 July 24 for September 2024 intake
- 30 Nov 24 for Jan 25 intake

Enquire     Apply


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  • 2023年4月24日周一 – 2023年8月4日周五


  • 2023年9月4日周一 – 2023年12月15日周五
  • 2024年1月3日周三 – 2024年4月15日周一
  • 2024年4月22日周一 – 2024年8月2日周五




您可以通过抵减不超过60个硕士学分(例如,你自项目开学日前的十年间完成的level 7 水平的PGCE项目),然后选择两个项目模块以及论文模块就可以完成你的硕士课程。




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。评估模块帮助学校管理层对学校进行更为有效的评估,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。



模块二 – 学习是一门科学-由循证教育公司开发 (30学分)

当您在进行教学的时候,如何确保学生们有足够的、适当的、确实的、活跃的预设知识? 如何确保您的学生在您教他们的时候有足够的心力来处理新知识?


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。


模块三 – 教育政策评估 – 由Becky Allen开发(30学分)



  • 您上哪所学校重要吗?
  • 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)


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。



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。


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。


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。



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。






  • 拥有本科学历
  • 现任学校教职员工


English Language Requirements