PME 1 Autumn Semester 2015

Transcription

Professional Master of Education
Year One
Course Handbook
Autumn 2015
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Welcome from the Dean of Education/ Fáilte ó Dhéan an Oideachais
Dear Student,
On behalf of my colleagues I extend a warm welcome to you to the Faculty of
Education at Mary Immaculate College. As the largest Education Faculty in
Ireland, educating almost forty per cent of all the state-funded primary
teachers, we are particularly aware of the significance of the Professional
Master of Education programme in developing, promoting and sustaining a
high quality Irish primary education experience for all children. We are also
cognisant of our special responsibility to educate teachers for the twenty-first
century who share a professional belief in, and moral commitment to, working towards excellence,
equity, diversity and social justice within the nation’s schools and communities.
As a student within the Faculty of Education you are part of a vibrant and innovative community
which continues to design and develop new programmes. The Professional Master of Education
programme has been designed as an attractive and exciting postgraduate programme which reflects
the College's well-established reputation for excellence in teacher education and research.
The Faculty is also involved in the provision of many other programmes. This year sees the second
cohort of students beginning the Professional Master of Education. The Faculty contributes to an
extensive range of postgraduate programmes in SEN, ICT, Mentoring and Teacher Development, Early
Childhood Studies, Adult and Continuing Education, Masters in Education (by Research and Thesis) and
Structured PhD in Education. We have also an Education Preparatory Programme for Mature Learners,
which is aimed at adult learners who wish to gain access to the BEd programme. Táthar ag leanúint ar
aghaidh i mbliana lenár gclár iarchéime nuálaíoch, M. Oid. san Oideachas Lán-Ghaeilge. Is é seo an chéad
chlár iarchéime i bPoblacht na hÉireann le freastal go sonrach ar oideoirí tumoideachais agus ar
ghairmithe eile a bhíonn ag obair i réimse an oideachais lán-Ghaeilge. Our Professional Diploma in
Education (Further Education, Level 8) has been accredited by the Teaching Council, and our revised
Certificate in Religious Education has been approved by the Council for Catechetics.
Our lecturers are very approachable and are dedicated to providing you with a top quality
educational experience. Please engage with them and with your fellow students to enrich your own
learning and to broaden your understanding of what it means to be a teacher. Participate in the life
of the College, join clubs and societies, and enjoy the many sporting, social, cultural, and personal
development opportunities available to you. In closing, I wish you well in your studies and I hope
that your time at Mary Immaculate College will prove both enjoyable and rewarding.
Guím gach rath ort i rith na bliana,
Professor Teresa O’Doherty
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INDEX
PAGE NUMBER
Introduction from the Dean
2
Index
3
Faculty of Education – A Brief Overview
4
Mission Statement of the Faculty of Education
5
Programme Aims and Objectives
6
Overview of PME Programme
7
Programme Specific Regulations
8
Academic Honesty
9
Lecture and Tutorial Attendance
9
Module Assessment Guidelines
10
Key Faculty of Education Contacts
11
Staff of the Faculty of Education
13
Professional Master of Education – Semester 1: Overview
21
Professional Master of Education Modules - Semester 1
22
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FACULTY OF EDUCATION – A BRIEF OVERVIEW
The academic work of the College is divided into two faculties: the Faculty of Education and the
Faculty of Arts, both of which contribute to the BEd Programme. The Faculty of Education at Mary
Immaculate College is proud of its tradition of teacher education and of the high standards achieved
by graduates since its establishment in 1898. The Faculty is one of the largest education faculties in
Ireland, with a staff of more than 65 full-time academic staff and a further 50 associate members.
The Faculty is strongly student-centred and is committed to excellence in its teaching and research.
The Faculty offers programmes at certificate, diploma, undergraduate and postgraduate levels. Our
flagship undergraduate honours programmes include the following:
BEd, which is a full-time four-year programme and is the professional qualification required for
teachers in primary schools.
BEd in Education and Psychology, this four-year full-time programme prepares graduates to be
recognised primary school teachers while also holding a degree in Psychology, which is recognised
by the Psychological Society of Ireland.
BA in Early Childhood Care and Education, which focuses on the development of educarers,
professional leaders in the provision of care and education for children from birth to six years in a
variety of educational settings.
The Faculty also offers a number of postgraduate programmes. The academic year 2015/16 heralds
the introduction of the Professional Master of Education (Primary Teaching) which is a new two year
teaching qualification for graduates who already possess a Level 8 degree and who wish to pursue
primary school teaching. In addition, a suite of postgraduate and masters programmes is available.
The Faculty also provides a range of postgraduate research options and the numbers of students
engaging in masters and doctoral studies by research and thesis within the Faculty continue to grow.
The research work of the Centre for Research in Education and Teacher Education (CREaTE), Centre
for Early-Childhood Research at Mary Immaculate College (Ceramic), the Curriculum Development
Unit and the Centre for Transforming Education through Dialogue reflect the commitment of Faculty
to researching aspects of curricular interest, but also issues of equity and justice within education on
local, national and international levels.
Faculty members cover a wide range of expertise and professional interests. Many are qualified
primary teachers and bring to their students a wealth of professional knowledge and experience. An
internationally recognised standard of excellence has been achieved in the areas of professional
development, curriculum design and educational research. The Faculty of Education has close links
with many of the primary schools in Limerick city and the wider mid-west region. These connections
facilitate an on-going professional relationship between the Faculty and the schools. The Faculty is
greatly facilitated by the schools and teachers who make their classes available to student teachers
for school placements, a crucial aspect of Mary Immaculate College’s BEd programme.
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MISSION STATEMENT OF THE FACULTY OF EDUCATION
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To foster the social, emotional and intellectual development of our students; to promote
and enhance their well-being during their time in college, and to provide opportunities for
them to access a range of cultural activities

To encourage students to aspire to standards of excellence in their professional lives
compatible with their individual potential

To promote reflective, creative, open-minded, sensitive, competent and committed practice
among teachers in the national primary schools system. To empower such teachers to deal
not alone with pupils and in-school colleagues but with parents, local communities,
colleagues generally, other professionals

To engender in our graduates a commitment to the full, social, emotional, intellectual
development, and cultural diversity of the children they teach so that as citizens of the
future they are competent, assured and caring members of society

To promote and develop educational research and the application of existing research for
the benefit of schools and of the community

To promote among our graduates an openness to research and methodological innovation
and to help them to foster a sense of ongoing professional and personal development;

To engender in students and graduates a positive, critical attitude to change in their
professional lives and the capacity to develop skills and competences to deal with changing
needs and demands

To promote and develop educational thought and practice for the benefit of the community,
both local and national
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PROGRAMME AIMS AND OBJECTIVES
The Professional Master of Education (PME) seeks to foster in graduate teacher education
students a spirit of justice and compassion in the service of others and the creation of a
democratic setting where all have the freedom and opportunity to achieve their full potential.
The PME aims to develop graduate students' knowledge, skills, beliefs, and values in ways that
support:
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The development of professionals who promote and maintain a strong commitment
to education and teaching and to the quality of the educational experiences of their
pupils.
The development of professionals who will respect and value childhood and help
children to unlock and realise their potential.
The identity of graduate students of teacher education as learners, teachers,
researchers and future leaders.
The recognition of the dignity of the individual graduate student of education who
brings her/his own unique identity, prior experience and expertise to the teaching
profession.
The development of professionals who comprehensively understand, respect,
question and think critically about knowledge and who can adapt this knowledge
within the complexities of their educational research and practice.
The development of professionals who are committed to promoting rich,
innovative, flexible, creative learner-centred environments.
The development of personal and professional qualities including creativity,
enthusiasm, risk-taking, commitment, responsibility and innovation, all of which
equip teachers to contribute actively to and respond positively to change in Irish
society in the twenty-first century.
The promotion of the teacher as researcher and critically reflective practitioner
who engages with inquiry-based examination and consideration of all aspects of
professional practice, linked to a commitment of the teacher as life-long learner
who is sustained by continuing professional development.
The development of professionals who challenge and confront social injustice and
inequality as they see them in the class, playground and in the community, thus
helping them to become agents of change.
The development of professionals who are empowered to recognise, appreciate
and accommodate difference.
The development of professionals who understand, recognise and imbue the pivotal
contribution of educational research to teacher formation.
The development of professionals who recognise leadership as an intrinsic component
of teacher education.
OVERVIEW OF THE PME PROGRAMME
Module Code
PME600
PME601
PME602
PME603
PME604
PME605
PME606
PME607
PME608
PME609
PME610
PME611
PME612
PME613
PME614
PME615
PME616
PME617
PME618
PME619
PME620
PME621
PME622
PME623
PME624
PME625
PME626
PME627
PME628
PME629
PME630
PME631
PME632
PME633
PME634
Year 1 SEMESTER 1 (Autumn)
Module Title
LANGUAGE AND LITERACY 1
MATHS EDUCATION 1
CHILD DEVELOPMENT AND PEDAGOGY
ICT AND DIGITAL LEARNING
RELIGIOUS EDUCATION
ARTS EDUCATION 1 (DRAMA, MUSIC AND VISUAL ARTS)
SCHOOLS AND SOCIETY 1
RESEARCH METHODS 1
SCHOOL PLACEMENT 1
Year 1 SEMESTER 2 (Spring)
LANGUAGE AND LITERACY 2
GAEILGE AGUS MÚINEADH NA GAEILGE 1
MATHS EDUCATION 2
EDUCATION METHODOLOGY
EDUCATIONAL PSYCHOLOGY AND ASSESSMENT
SOCIAL, PERSONAL, HEALTH, AND PHYSICAL EDUCATION
THE TEACHING OF HISTORY, GEOGRAPHY, AND SCIENCE EDUCATION 1
EDUCATION ABOUT RELIGION AND BELIEFS, AND ETHICS
SCHOOL PLACEMENT 2
Year 1 SEMESTER (Summer)
LEADERSHIP AND POLICY
RESEARCH METHODS 2
TRÉIMSHE FOGHLAMA SA GHAELTACHT 1
Year 2 SEMESTER 1 (Autumn)
GAEILGE AGUS MÚINEADH NA GAEILGE 2
SCHOOLS AND SOCIETY 2
THE TEACHING OF HISTORY, GEOGRAPHY AND SCIENCE EDUCATION 2
EARLY PRIMARY EDUCATION
ARTS EDUCATION 2 (DRAMA, MUSIC, AND VISUAL ARTS)
SOCIAL, PERSONAL, HEALTH, AND PHYSICAL EDUCATION 2
INCLUSIVE AND SPECIAL EDUCATION
RESEARCH METHODS 3
SCHOOL PLACEMENT 3
Year 2 SEMESTER 2 (Spring)
SCHOOL PLACEMENT 4
SCHOOL PLACEMENT 5
PROFESSIONAL PORTFOLIO
REPORTING EDUCATIONAL RESEARCH
Year 2 SEMESTER (Summer)
TRÉIMSHE FOGHLAMA SA GHAELTACHT 2
*CERTIFICATE IN RELIGION*
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Programme Specific Regulations
A student who fails a school placement module shall be awarded an F grade or, in the case
of Pass/Fail registration, an N grade.
The compensating fail grades D1 and D2 shall not be awarded for school placement
modules.
Save in exceptional circumstances, where a student fails a school placement, s/he shall be
afforded only one further opportunity to repeat that placement.
A student who fails a school placement module (i.e. who fails the first attempt and also fails
the repeat attempt) will normally have their enrolment on their current programme of study
terminated. Students who are due to start professional placement in the Spring semester of
years 1 and 2 of the programme are subject to critical review. A student who has failed more
than three modules or whose residual QCA following the Autumn semester is less than 2.00
will not be allowed to progress to the Spring semester and will be required to repeat the
Autumn semester prior to progressing to the Spring semester.
An absolute minimum quality point value (QPV) of 2.60 across school placement modules
SP2, SP3, SP4 and SP5 is required for the award of a first or second class honours master’s
degree.
To obtain the master’s degree award, students are required by the end of the programme to
obtain an average QPV of at least 2.00 in the areas of English, Gaeilge and Mathematics in
each of the three module groupings listed below:
• Language and Literacy 1; Language and Literacy 2
• An Ghaeilge & Múineadh na Gaeilge 1; An Ghaeilge & Múineadh na Gaeilge 2
• Maths Education 1; Maths Education 2
A student who does not obtain the minimum average QPV required in one or more of the
English, Gaeilge or Mathematics groupings following the annual repeats in Year 2 may link in
to the relevant module/s in the following academic year subject to the programme running
and subject to the current academic regulations whereby a maximum of two modules can be
taken on a link-in basis in each semester.
Students who receive an F grade in the oral Irish component of the module An Ghaeilge agus
Múineadh na Gaeilge 2 shall be awarded an F grade both in that component of the module
and in the overall module.
The compensating fail grades D1 and D2 shall not be awarded for the oral Irish component
of the module.
Where the student has passed the other element(s) of the module, s/he repeats the Oral
Irish component only. The student is capped on the repeat of the module at grade C3.
Students who receive an F grade in the Scríobh na Gaeilge (Múineadh na Gaeilge and
Teanga Scríofa na Gaeilge) component of the module An Ghaeilge agus Múineadh na
Gaeilge 2 shall be awarded an F grade both in that component of the module and in the
overall module.
Where the student has passed the other element(s) of the module, s/he repeats the Scríobh
na Gaeilge component only. The student is capped on the repeat of the module at grade C3.
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Academic Honesty
The Academic Integrity Policy (see Appendix 2 for both English and Gaeilge versions) is available at
the following link www.mic.ul.ie/academicintegrity in both pdf and Word document format. It is
also presented in full in the Student Handbook. You are advised to include a statement on academic
honesty in your Module Course Outline and to make students aware of the Academic Integrity
Policy. The Academic Integrity Policy (pg. 1) notes that ‘Academic Integrity refers to honesty and
responsibility in academic practice and scholarship. It values ethical academic behaviour and the
avoidance of plagiarism, cheating, fraudulent representation of academic work and other dishonesty
in academic endeavours.’
Academic dishonesty (e.g. plagiarism, syndication, cheating in exams, using false information to gain
extensions to deadlines or I-grades, signing attendance records on behalf of a classmate etc.) is a
major offence in the College’s Code of Conduct (see Appendix 3). If you detect academic dishonesty
in your module, you are required to contact the Assistant Dean who will investigate the matter. A
meeting is then generally arranged with the student, Students’ Union representative, the lecturer
and the Assistant Dean to determine the originality of the assignment etc. The Assistant Registrar is
consulted after the meeting and a decision is made in respect of the case. Please note that the
penalty for academic dishonesty may be suspension for 12 months. In the case of a single module,
the penalty is generally an F in that module. The student can elect to have her/his case heard by the
College Disciplinary Committee. In the case of a major offence, the College Discipline Committee
may be convened in the first instance (see also Appendix 4, Procedure for Complaints by a Student).
Students should note that the Faculty of Education take matters of academic honesty with the
utmost seriousness. Students may be required to submit coursework to the anti-plagarism software
TURNITIN. Normally, the penalty for cheating is suspension for 12 months. A repeat of such
conduct shall warrant expulsion.
Lecture and Tutorial Attendance
Attendance at lectures and tutorials is mandatory. Lecturers reserve the right to administer
attendance checks at all/some lectures and tutorials. Except in exceptional circumstances and with
the prior approval of both the academic year co-ordinator and lecturer, students must attend their
assigned group lecture or tutorial. Lecturers reserve the right to refuse admittance to
lectures/tutorials and/or mark a student absent if they do not attend their designated
lecture/tutorial. Up to 10% of marks in a module may be deducted for poor attendance at lectures.
In the case of tutorials (except in exceptional circumstances), 10% of marks will be deducted for poor
attendance.
Important: Students are required to familiarise themselves with the Code of Conduct and to adhere
to same (see http://www.mic.ul.ie/adminservices/studentservices/Pages/StudentHandbook.aspx for
further information).
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Module Assessment Guidelines
Students are responsible for familiarising themselves with the assessment arrangements for each
module. Where modules are assessed by examination, it is the responsibility of the student to
register and present for the examination (see
http://www.mic.ul.ie/adminservices/studentservices/Pages/StudentHandbook.aspx for further
information). In the case of coursework, students are responsible for ensuring that coursework
adheres to the module assessment guidelines, that it is completed on time, and submitted on the
designated date. Students are strongly advised to keep an electronic copy of all coursework. Except
in exceptional circumstances, extensions will not be granted for coursework submission deadlines.
Penalty for Late Submission of Coursework: Except in exceptional circumstances, 10% of marks in a
module will be deducted for late submission of coursework.
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KEY FACULTY OF EDUCATION CONTACTS
Dean of Education
Professor Teresa O Doherty
Contact: [email protected]
Office: 304a
(061) 204995
Assistant Dean of Education
Dr Angela Canny
Office: 311
(061) 204598
Programme Co-Ordinator
Dr. Aisling Leavy
Office: R124
(061) 204978
Director of School Placement
Neil Ó Conaill
Office: 306
(061) 204519
Fintan Breen
Education Office Manager
Education Office
Office: (061) 204906
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Faculty of Education Office
Room 307 (Foundation Building)
Phone: 061-204906
Counter service to students is available:
Monday from 10.00 a.m. – 12.00 p.m. and 2.00 p.m. – 4.00 p.m
Tuesday – Friday from 10.00 a.m. – 12.30 p.m. and 2.00 p.m. – 4.00 p.m
Whom should I contact?
If you have a general query please email the Education Office at [email protected] . You
may also go to the Education Office, Third Floor, Main Building, if you have a general query.
If you have a concern or query in relation to general academic issues, please contact Dr. Aisling
Leavy by email at [email protected] .
If your concern specifically refers to School Placement, please contact the SP Office and/or Director
of SP (061 204358/061 204924). All queries regarding School Placement 1 should be sent to Eamonn
Mitchell at [email protected] .
If you have a concern relating to examinations / repeats / link-ins etc. please contact the Assistant
Dean, Dr Angela Canny.
Please give your mobile phone number to the Education Office or other members of staff when
communicating with them, as if a matter is urgent, this will enable them to contact you directly.
Contacting Lecturers
You can find contact details for all academic staff on the College website
http://www.mic.ul.ie/welcome/Pages/staffdirectory.aspx. Initial contact with a lecturer should be
made by email and if required, the lecturer will arrange a meeting with you. Please remember that
lecturers are very often in schools or engaged in other work, so it is important that you contact them
by telephone or email. You are reminded that all communication should be conducted in a
courteous manner.
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STAFF OF THE FACULTY OF EDUCATION
Dean of Education
Teresa O'Doherty, B.Ed.,
M.Ed.(NUI), Dip. Religious
Studies(MIC), Ph.D.(UL)
[email protected]
(061)204995
[email protected]
(061)204598
[email protected]
(061)204950
Assistant Dean of Education
Angela Canny, B.Soc.Sc.,
M.Soc.Sc.(UCD),
Ph.D.(Warwick)
Director of Continuing
Professional Development
Cathal de Paor, B.A.(NUI),
Grad.Dip.in Ed.(UL),
M.Ed.(UL), M.A. in Classical
Irish(NUI), Ph.D.
Director of the Curriculum
Development Unit
Eucharia McCarthy,
B.Ed.(NUI), M.Ed.(UL)
[email protected]
(061)204508
Director of School
Placement
Neil Ó Conaill, B.Ed.(NUI),
M.Ed.(Nottingham)
[email protected]
There are five academic departments within the Faculty of Education:

Department of Arts Education and Physical Education

Department of Reflective Pedagogy and Early Childhood Studies

Department of Learning, Society, and Religious Education
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Department of Language, Literacy and Mathematics Education
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Department of Special Education
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(061)204519
Department of Arts Education and Physical Education
Acting Head of Department
Déirdre Ní Chróinín, B.A., Ph.D.(UL) M.A. in
Academic Practice(UL)
[email protected]
(061)204553
Michael Finneran, B.Ed.(DCU), M.A,
Ph.D.(Warwick)*
[email protected]
(061)204976
Dorothy Morrissey, B.Ed., M.A.(NUI), Grad Dip in
Drama in Education(Thomond), Grad Dip in
Dance(UL), Cert in Community Dance
Leadership(Laban Guild), Ph.D (Univ. of Bristol)
[email protected]
(061)204521
Margaret O'Keeffe, B.Ed.(NUI), M.Ed.(DCU), LLSM*
Co-ordinator of the access programme
[email protected]
(061)204526
Gwen Moore, B.Mus.Ed.(TCD), M.A. in Music
Ed.(UL), GRIAM, ALCM, Ph.D.(Univ. of London)
[email protected]
(061)204945
Ailbhe Kenny, B.Ed., M.Ed.(DCU), Ph.D.(Cambridge)
[email protected]
(061)774721
Tanya Power, NDD, M.A.(NUI)
[email protected]
(061)204388
Anne-Marie Morrin, B.A., H.Dip. Art and Design
Education (NCEA), M.A.(UL)
[email protected]
(061)204552
Sinead Dinneen, Dip.in Fine Art Sculpture(LSAD),
H.Dip.(Art and Design Education), B.A.(WIT), M.A. in
Interactive Media(UL)
[email protected]
(061)204936
Niall Quinn, Visual Arts Technician, Dip. in Fine
Arts(NCEA)
[email protected]
(061)204350
Deirdre Ní Chróinín, B.A., Ph.D.(UL), M.A. in
Academic Practice(UL)
[email protected]
(061)204553
Richard Bowles, B.Ed.(NUI), M.Sc.(Leicester) PhD.
(UL)
Co-ordinator of international placements and AEE
[email protected]
(061)204912
Elaine Murtagh, B.A., PGCE, Ph.D.(Univ. of Ulster)*
[email protected]
(061)204569
Drama
Music Education
Visual Arts Education
Physical Education
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Department of Reflective Pedagogy and Early Childhood Studies
Head of Department
Emer Ring, B.Ed.(Carysfort College of Ed.), PG Dip.
in Special Ed.(DCU), BL, (Univ. of London),
M.Ed.(DCU), PG Cert. in Autism (Children)(DCU),
M.Ed.(Autism)(Univ. of Birmingham), Diploma in
Irish(NUIG), Ph.D.(DCU)
[email protected]
(061)204571
Deirdre Breathnach, B.Ed.(NUI), M.Ed.(UL)
[email protected]
(061)204565
Jennifer Pope, B.A. Early Childhood Studies,
Ph.D.(UCC)
[email protected]
(061)204581
Lisha O'Sullivan, B.A. Early Childhood Studies(UCC),
M.A. Non-directive Play Therapy (Univ. of York)*
[email protected]
(061)204566
Des Carswell, B.Sc.(UCD and Vrije Univ.
Amsterdam), Masters in European Social Policy
Analysis (UCD)
Co-ordinator of and tutor on the research methods
and undergraduate dissertation modules for the
B.Ed. programme
[email protected]
(061)204961
Mary Moloney, Cert. in Psychology(NUIM),
Diploma in Nursery Management(UCD), M.Ed. in
Early Childhood Care and Education(MIC),
Ph.D.(MIC)
[email protected]
(061) 204316
[email protected]
(061) 204542
Brendan Barry, B.A.(TCD), Grad.Dip.Ed.(MIC),
M.Sc.(DCU)
[email protected]
(061)204941
Rory McGann, B.Ed, M.Ed. ICT(UL), Grad. Dip. Ed.
Lead. (NUIM), Grad. Dip. SEN(UL)
[email protected]
(061)204520
Edward Corry, B.A. (NUIG), Higher Diploma in
Education (NUIG); Higher Diploma in Systems
Analysis and Design (NUIG); B.E. (NUIG); Ph.D.
(NUIG)
[email protected]
(061)204986
Early Childhood Care and Education
Educational Methodology
Teresa McElhinney, B.Ed., M.Ed.(NUI)
ICT in Education
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Microteaching
Kathleen Horgan, B.Ed.(NUI), M.Ed.(TCD),
Ph.D.(NUI)
[email protected]
(061)204328
School Placement
Eamonn Mitchell, B.Ed., M.Ed.(UL)
[email protected]
(061)204518
Department of Learning, Society, and Religious Education
Head of Department
Carol O’Sullivan, B.Ed., M.Ed.(UL), M.A.(NUI),
Ed.D.(DCU)
[email protected]
(061)204928
Suzanne Parkinson, B.Ed., B.Sc., M.SC. in
Developmental and Educational Psychology, Ed.D.(Ed.
Psych).
[email protected]
(061)204958
Marie Ryan, B.Ed. (Ed & Psych), Grad. Dip. SEN(UL),
MAEP (UCD)
[email protected]
(061)204372
Claire Griffin, B.Ed. (Ed & Psych), Grad. Dip. SEN(UL),
MAEP (UCD)
[email protected]
(061)204701
Teresa O'Doherty, B.Ed., M.Ed.(NUI), Dip. Religious
Studies(MIC), Ph.D.(UL)
[email protected]
(061)204995
Eilís O’Sullivan, B.Ed., M.A.(UL), Ph.D.(UL)
[email protected]
(061)204384
[email protected]
(061)774744
Tony Bonfield, B.Ed., M.Ed.(NUI), TEFL Cert.(MIC),
Ed.D. (Univ. Of Sheffield)
[email protected]
(061)204970
Aislinn O Donnell, B.A.(TCD), M.A.(UCD),
Ph.D.(Warwick)
[email protected]
(061)204354
Psychology of Education
History of Education and Policy of Education
Co-ordinator of M.Ed in Educational Leadership and
Management
Margaret Nohilly, B.Ed, M.St., D.Ed (DCU)
Philosophy of Education
Sociology of Education
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Angela Canny, B.Soc.Sc., M.Soc.Sc.(UCD),
Ph.D.(Warwick)
[email protected]
(061)
204598
Sandra Ryan, B.Ed.(NUI), M.A., Ph.D.(Western
Michigan)
[email protected]
(061)
204984
Patricia Kieran, B.Rel.Sc.(Mater Dei), M.Th.,
Ph.D.(London)
[email protected]
(061)204965
Daniel O’Connell, Dip.Phil., B.D.(NUIM), Grad.Dip. in
Holistic Dev.(All Hallows), M.Ed., Ph.D.(Boston College)
[email protected]
(061)204966
Maurice Harmon, Dip. Phil, B.D., H.Dip. in Pastoral
Studies, (Maynooth), M.A.(Fordham University)
[email protected]
(061)204720
[email protected]
(061)204984
Ann Higgins, B.Ed., Dip. Remedial Ed., Ph.D.(UL)
[email protected]
(061)204979
Ruth Bourke, B.A.(UL), M.Ed.(Adult Ed)(UL)
[email protected]
(061)774715
[email protected]
(061)204983
[email protected]
(061)204975
[email protected]
(061)204726
[email protected]
(061)
204346
[email protected]
061 774754
Religious Education
Educational Disadvantage
Sandra Ryan, B.Ed.(NUI), M.A., Ph.D.(Western
Michigan)
Transforming Education Through Dialogue
Social, Environmental and Scientific Education
Anne Dolan, B.Ed., M.A., Dip.Adult Comm.Ed.(NUI),
Ed.D.(Sheffield Hallam)
(Pedagogy of Geography)
Eileen O’Sullivan, B.Ed., M.Ed.(UCC), Ph.D.(UCC)
(Pedagogy of History)
Maeve Liston, B.Sc., Ph.D.(UL)
(Science Education)
Anne O’Dwyer B.Sc (UL), Phd, UL
(Science Education)
Miriam Hamilton, B.A., Post-Grad Dip in Co-operative
Learning, (TCD), M.Ed (MIC), PhD (MIC)
(Science Education)
17 | P a g e
Development and Intercultural Education
Brighid Golden B.Ed., M.Ed (Birmingham)
[email protected]
(061)204991
[email protected]
(061)204928
[email protected]
(061)204536
[email protected]
(061)774701
[email protected]
(061)204366
Social, Personal and Health Education
Carol O’Sullivan, B.Ed., M.Ed.(UL) M.A.(NUI),
Ed.D.(DCU)
MA in Educational Psychology
Siobhán O’Sullivan, B.Sc in Ed. (UL), H.Dip.Psych.(NUI),
M.Sc.(Univ.Coll.London)
Programme Leader
Claire Griffin, B.Ed. (Ed & Psych), Grad. Dip. SEN(UL),
MAEP (UCD
Department Administrator
Josephine Frahill
Department of Language, Literacy and Mathematics Education
Head of Department
Seán de Brún, N.T., B.A., HDE, M.Ed., Dip.Cat.(NUI)
[email protected]
(061)204329
Seán de Brún, N.T., B.A., HDE, M.Ed., Dip.Cat.(NUI)
[email protected]
(061)204329
Roibeárd Ó Cathasaigh, B.A., M.A., HDE(NUI)
[email protected]
(061)204342
Eilís Ní Dheá, B.A., M.A., HDE, Ph.D.(NUI)
[email protected]
(061)204359
Martina Ní Fhatharta, B.Oid., M.Oid.(UL)
[email protected]
(061)204555
Áine Cregan, B.Ed., M.Ed.(NUI), Ed.D.(Harvard)
[email protected]
(061)204902
Martin Gleeson, N.T., B.A.(NUI), M.Ed.(TCD), Ph.D.(UL)
[email protected]
(061)204971
Fiodhna Gardiner-Hyland B.Ed. (MIC); MA in Ed., (MIC);
PhD, (Univ. of Leicester)
[email protected]
061204766
[email protected]
(061)204978
Gaeilge
English
Mathematics Education
Aisling Leavy, B.Sc.(NUI), Grad.Dip.Ed.(DCU), M.A.in
Ed.(Calif. State), Ph.D.(Ariz. State)
18 | P a g e
Mairéad Hourigan, B.Sc., M.Sc., Ph.D.(UL)
[email protected]
(061)204504
John O’Shea, B.Ed., M.Ed.(UL), Ph.D.(UL)
[email protected]
(061)774713
Noreen O’Loughlin, B.Ed., M.Ed., Grad. Dip. Comp, Dip.
Bus. St., Grad. Dip. Mant St., Ph.D. (University of Bristol)
[email protected]
(061)204357
[email protected]
(061)204371
TJ Ó Ceallaigh, B.Oid.(UL), M.Oid. (UCC) Dioplóma
Iarchéime san Oideachas Gairmiúil(NUIG), Ph.D.(UCC)
[email protected]
(061)204325
Siobhán Ní Mhurchú, B.Ed.(NUI), M.A.(Ed)(UWE, Bristol)
[email protected]
(061)204973
Modhanna Múinte na Gaeilge
Seán Ó Cathalláin, B.Ed.(NUI), M.Ed.(OU), Ph.D.(Stirling)
Department of Special Education
Head of Department
Patricia Daly, B.A., HDE (NUI), M.A., Ph.D.(Ohio
State)
[email protected]
(061)204309
Margaret Egan, B.Ed.(TCD), M.Ed.(UL), Ph.D.(UCC)
[email protected]
(061)204337
Stella Long, B.Ed., M.Ed.(UL), Dip.Soc.Studies(NUI)
[email protected]
(061)204580
Eucharia McCarthy, B.Ed.(NUI), M.Ed.(UL)
[email protected]
(061)204508
Johanna Fitzgerald, M.A.(IOE, London)
[email protected]
(061)204517
Trevor O’Brien, B.Ed.(DCU), M.Ed., Advanced
Diploma in Applied Educational Studies(Hull), Dip
Social Studies(UCC)
[email protected]
(061)774780
Professional Services Staff
Education Office Manager
Fintan Breen
[email protected]
(061)204906
Marie Quaid
[email protected]
(061)204310
Caroline Ní Chadhain*
[email protected]
(061)204358
Zeta Penny
[email protected]
(061)204924
Helen Heffernan
[email protected]
(061)204923
Education Office
19 | P a g e
Nora O’Donoghue
[email protected]
(061)204923
Paula Treacy
[email protected]
(061)204925
Perry Meskell
[email protected]
(061)204551
Rose Higgins
[email protected]
(061)204551
Deirdre Cussen*
[email protected]
(061)204545
Hellen Gallagher
[email protected]
(061) 774725
Sheila O'Callaghan
[email protected]
(061)204549
Mairead Horan
[email protected]
(061)204563
Josephine Frahill
[email protected]
(061)204366
* Indicates that the Faculty Member is currently on leave
20 | P a g e
Professional Master of Education - Semester 1: Overview
Module Code
Module Title
Credits
PME 600
PME 601
LANGUAGE AND LITERACY 1 (English Language)
MATHS EDUCATION 1 (Mathematics Education)
CHILD DEVELOPMENT AND PEDAGOGY (Educational Methodology
and Educational Psychology)
ICT AND DIGITAL LEARNING
CHRISTIAN & RELIGIOUS EDUCATION
ARTS EDUCATION 1 (Drama, Music and Visual Arts))
SCHOOLS AND SOCIETY 1 (History & Policy Of Education, Philosophy
of Education, Sociology of Education)
RESEARCH METHODS 1
SCHOOL PLACEMENT 1
3.00
3.00
PME 602
PME 603
PME 604
PME 605
PME 606
PME 607
PME 608
21 | P a g e
3.00
3.00
3.00
3.00
3.00
3.00
6.00
Professional Master of Education
Semester 1 Year 1
Autumn 2015/2016
Modules
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Module PME600: Language and Literacy 1
Autumn Semester, 2015-2016
Postgraduate Masters in Education, Year One
INTRODUCTION
This module will introduce students to prerequisite foundational competences for the teaching of English
Language and the instructional implications arising from this theoretical knowledge for effective early
language and literacy instruction. The professional English component of this module will focus on the
development of the student teacher as a critical reader of high quality children’s fiction and non-fiction text.
LEARNING OUTCOMES
On successful completion of this module, students will be able to:

Describe the theoretical assumptions underpinning the process of language acquisition and
development

Recognise the developmental trajectory of children’s oral language, reading and writing
development

Identify a variety of developmentally appropriate pedagogical practices for effective language and
literacy instruction in the early primary years

Display an appreciation of the central importance of language development in the promotion of
children’s learning

Embrace an understanding of the integrated nature of language development

Demonstrate an understanding that the role of teachers in early language and literacy instruction is
both to teach basic skills and to provide rich, meaningful and engaging literacy experiences cognizant
of each child's needs and the importance of balanced programs with explicit instruction and
meaningful literacy tasks
MODULE CONTENT
The following areas may be addressed over the duration of the course. Due to bank holidays and other
events impacting on scheduling, all topics may not be covered and are subject to change.
WEEK
1
2
23 | P a g e
Oral Language
Reading and Writing
Introduction to Language Development
The Reading Process
Characteristics and Components of Promoting
Effective
Language
Identification Skills
Word
3
4
5
6
7
8
9
10
Oral Language: A Rationale
Understanding Children’s Emergent
Writing Development
Oral Language: Stages of Acquisition and The Reading Comprehension Process
Development (1)
Oral Language: Stages of Acquisition and Effective Comprehension Instruction
Development (2)
Oral Language: Theories of Language Promoting
Children’s
reading
Acquisition
Vocabulary Development
Oral Language: Key Pedagogies
Promoting Children’s Oral Reading
Fluency Development
Developing an Oral Language Lesson
The Writing Process
Literature and Language Development
Teaching
Writing
Effectively:
Research-Based best practice
Preparation for School Placement 1
Preparation for School Placement 1
ASSESSMENT
Assessment in this module will take the form of Coursework.
Word Count: 1,200-1,500 words.
Submission Date: Week 10.
Repeat assessment will be an examination based on the content of the course (100%). Four questions. All
questions are worth equal marks. All questions must be answered.
Student work will be examined using the following assessment criteria:



Knowledge and understanding of key concepts (50%)
Evidence of engagement with assigned readings (35%)
Clarity and quality of presentation (15%)
Marking Scheme
A1 96-100;
A2 90-95;
B1 80-89;
B2 70-79;
B3 60-69
C1 55-59
C2 50-54;
C3 40-49;
D1 35-39;
D2 30-34;
F <30
All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the
Student Handbook, particularly the section concerning cheating.
24 | P a g e
Feedback: Any student who wishes to consult a lecturer in relation to work submitted is encouraged to
make an appointment with the lecturer.
Office Hours:
Lecturers are available by appointment to meet with students.
Literacy Team:
NAME
OFFICE
CONTACT DETAILS
Dr Martin Gleeson
G47, Foundation Building
204971 / [email protected]
Dr Áine Cregan
C109, Foundation Building 204902 / [email protected]
Dr Fiodhna GardinerHyland
R206, Foundation Building 204766/[email protected]
Prime Texts:
Byrnes, J.P.& Wasik, B.A. (2009) Language and Literacy Development: What Educators Need to Know.
New York: The Guilford Press.
Dickinson, D.K. and Neuman, S.B, (2011) Handbook of Early Literacy Research Volume 3. New York: The
Guildford Press.
Graham, S., MacArthur, C.A., and Fitzgerald, J. (Eds.) (2013). Best Practices in Writing Instruction. New
York: The Guildford Press.
Tracey, D.H. & Mandel Morrow, L. (2012) Lenses on Reading: An Introduction To Theories and Models
(2nd edition). New York: The Guilford Press.
Troia, G.A., Shankland, R.K., and Heintz, A. (Eds.) (2010). Putting Writing Research into Practice. New
Owens, R.E. (2012). Language Development: An Introduction. (8th Edition). New York: Pearson.
Supplementary Texts:
(Please Note: Mandatory readings will be assigned on a weekly basis. All readings will be available on
Moodle and LAN). Indicative readings include:
Bavin, E. (2009) The Cambridge Handbook of Child Language, Cambridge: Cambridge University Press.
Bruce, T and Spratt, J. (2008) Essentials of Literacy from 0-7, London: Sage Publications, Ltd.
Cremin, T. (2011) Why Teachers Who Read Make Good Teachers of Reading, UKLA.
Gambrell, L., Mandel-Morrow,L. and Pressley, M. eds. (2011) Best Practices in Literacy Instruction. (4th.
ed.), New York: Guilford Press.
25 | P a g e
Graham, S., MacArthur, C.A., and Fitzgerald, J. (Eds.) (2013). Best Practices in Writing Instruction. New
Hampton, S. and Resnick, L.B. (2009). Reading and Writing with Understanding. Washington, USA:
International Reading Association.
Harris, K.R., Graham S., Mason, L.H. and Friedlander, B. (2008). Powerful Writing Strategies for All
Students. New York: Brookes Publishing
Honig, A.S. (2007) ‘Oral Language Development’, Early Child Development and Care, 117(6-7), 581-613.
Huck, C.S., Kiefer, B., Hepler, S. and Hickman, J. (2003) Children’s Literature in the Elementary School,
8th ed., New York: McGraw Hill.
MacRory, G. (2001) ‘Language Development: What do Early Years Practitioners need to know?’ Early
Years, 21(1), 33-40.
Soderman, A.K. and Farrell, P. (2008) Creating Literacy-Rich Preschools and Kindergartens, United
States: Pearson Education, Inc.
White, H. (2005) Developing literacy skills in the early years: a practical guide, London: PCP/Sage
Publications.
26 | P a g e
PME 601
Mathematics Education 1: Introduction to Mathematics and its Teaching
Professional Master of Education, Semester 1 Year 1
INTRODUCTION:
This module will provide a foundation for subsequent mathematics pedagogy courses as it facilitates
reflection on personal experiences of mathematics (as learners). Importantly it challenges beliefs and
attitudes in relation to mathematics teaching and learning. Opportunities will also be given to students to
examine the development of number and algebra concepts across the primary school curriculum. A
developmental approach to the teaching of the Number and Algebra strands across the primary school
curriculum will be presented focusing on issues such as developmentally-appropriate teaching strategies,
children’s levels of readiness, appropriate use of manipulatives and technology as well as addressing pupil
responses to these concepts. The module will also place emphasis on the students’ own mathematical
content knowledge in relation to number and algebra.
LEARNING OUTCOMES:
 Reflect on previous mathematics experiences, to address misconceptions or ‘thin’ understanding.
 Develop personal understanding and confidence levels in relation to number and algebra concepts
 Apply knowledge and understanding of number in real-world situations
 Demonstrate an understanding of connections within number and between number and other
strands.
 Develop personal experiences as learners of engaging in constructivist approaches to mathematics
 Recognise and develop an appreciation of the benefits of engaging in problem posing and problem
solving and creating alternative solutions for a problem/procedure
 Explore and develop the teaching progressions for primary level number concepts/procedures and
demonstrate suitable model and manipulative usage to support children’s understanding.
 Participate in sessions to experience best practice in mathematics teaching i.e. constructivist
approach, use of materials etc.
MODULE CONTENT:
WEEK
1
2
3
4
5
6
27 | P a g e
CONTENT
Introduction
Early mathematics activities
Early number concepts
Supporting mathematics teaching using technology
Place value concepts
Teaching operations : Addition and subtraction
Teaching operations : Multiplication and division
Rational numbers: Fractions
7
8
9
10
Rational numbers: Decimals and percentages
Algebra: Patterns and equality
Algebra: Functions
Algebra: Variables and conjectures
Overview of the course
School placement preparation
FEEDBACK:
Students are invited to ask questions in relation to the course from lecturers before/after sessions or during
posted office hours.
MODULE ASSESSMENT:
The examination which is worth 100% of the course mark will take place during examination week by means
of an objective test (OT). This examination is not negatively marked. Students must answer all questions in
the exam. Questions will be set from lecture material/notes, available handouts, lecture-based activities, and
required readings from the Van De Walle textbook in addition to other readings identified during the lecture
sessions.
In the event that a student fails the module, the repeat assessment procedure for the module is examination
(worth 100%). In the repeat examination, students must answer four essay-type questions from a choice of
four (4Q/4).
Attendance and participation in lectures is a requirement of the course. Attendance is required due to the
emphasis on hands-on laboratory experiences when working with measurement instruments and
manipulatives. Attendance will be recorded weekly. Email notification of absences is not accepted. 10% of
marks in the module will be deducted for poor attendance.
Absence due to illness: If you receive a cert from a doctor outside the college medical centre, a copy of
the doctor certificate must be handed to the relevant lecturer prior to the lecture the week following
the absence. If you receive a cert from the college medical centre, you must still inform the lecturer
prior to the lecture following the absence. The cert will be sent directly to the lecturers at the end of
semester. Otherwise you will be marked absent. Please do not send emails in relation to doctor
certificates.
Absences due to sports: Absences due to sports are only accepted in the case where the student is
representing the college in a competition. Documentary evidence of this will be required. Absences for
training are not permitted. You must still inform the lecturer prior to the lecture session following the
absence. Please do not send emails in relation to matches.
All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the
The following are grade descriptors:
Grade
A
Descriptor
Excellent
A comprehensive, focused and concise response to the assessment items, consistently
demonstrating
• an extensive and detailed knowledge of the mathematics content
28 | P a g e
B
• an extensive and detailed knowledge of the mathematics pedagogy
• an extensive and detailed knowledge of childrens’ potential misconceptions and errors
• extensive evidence of application of knowledge from required course readings
Very Good A thorough and well organised response to the assessment items,
demonstrating
• a broad knowledge of the mathematics content
• a broad knowledge of the mathematics pedagogy
• a broad knowledge of childrens’ potential misconceptions and errors
• substantial evidence of application of knowledge from required course readings
C
Good An adequate and competent response to the assessment items, demonstrating
• adequate but not complete knowledge of the mathematics content
• adequate but not complete knowledge of the mathematics pedagogy
• gaps and misconceptions relating to some important mathematics content and/or
pedagogical knowledge
• adequate knowledge of childrens’ potential misconceptions and errors
• some evidence of application of knowledge from required course readings
D
Satisfactory An acceptable response to the assessment items with
• basic grasp of the mathematics content knowledge, somewhat lacking in breadth and
depth
• basic grasp of the mathematics pedagogy, somewhat lacking in breadth and depth
• gaps and misconceptions relating to some important mathematics content and/or
pedagogical knowledge
• basic knowledge of childrens’ potential misconceptions and errors
• minimal evidence of application of knowledge from required course readings
F
Unacceptable A response to the assessment items which is unacceptable, with
• a failure to demonstrate adequate knowledge of the mathematics content
• a failure to demonstrate adequate knowledge of the mathematics pedagogy
• a failure to demonstrate basic knowledge of childrens’ potential misconceptions and
errors
• no evidence of application of knowledge from required course readings
STAFF:
Name
Title
Office Hour/s
Office
Telephone
Email
Dr Aisling
Leavy
Lecturer in
Mathematics
Education
11:30-12:30
Monday
R124
Foundation
Building
061 204978
[email protected]
Dr
Mairéad
Hourigan
Lecturer in
Mathematics
Education
11:30-12:30
Monday
R123
Foundation
Building
061 204504
[email protected]
READING LIST:
29 | P a g e
Readings are aligned with course topics and are sourced from the course textbook. It is important to note
that the readings supplement the course content and provide background on the mathematical topics.
However, the readings are not a substitute for attendance at lectures.
A number of articles from practitioner journals will be identified over the course of the semester. These will
be mandatory reading. Full details will be provided on the weekly relevant outline notes.
For this and subsequent mathematics education courses, there is one required core text which will support
and extend your learning of the various mathematics concepts addressed in lectures. Required readings
from the Van De Walle textbook will be assigned by the lecturer at the relevant lecture and/or listed in the
relevant lecture notes. This text is available in the 4 hour loan and general lending sections of the library and
may be purchased from O’Mahoney’s, the student’s union bookshop or a variety of online sources
(www.bookdepository.co.uk and www.amazon.co.uk). Please ensure you are sourcing the correct edition. If
you are using an older edition or a US 9rather than International) edition it is your responsibility to ensure
that you read the necessary chapters.

Required text: Van De Walle J. (2013). Elementary and Middle School Mathematics: Teaching
Developmentally. Pearson International Edition. 8th edition. Boston: Pearson /Allyn and Bacon.

Government of Ireland (1999). Mathematics: Primary School Curriculum. The Stationery Office. Personal
copy of curriculum handbook (also available from library).

Government of Ireland (1999). Mathematics: Teacher Guidelines. The Stationery Office. Personal copy of
curriculum handbook (also available from library) p. 30- 65.
Readings are aligned with course topics and are sourced from the course textbook. It is important to note
that the readings supplement the course content and provide background on the mathematical topics.
However, the readings are not a substitute for attendance at lectures.
30 | P a g e
Developing Early Number Concepts and
Number Sense
Van De Walle , J. (2013). Chapter 8.
[Pages 128-147]
Developing Meanings for the Operations
[Pages 154-163]
Helping Children Master the Basic Facts
[Pages 177-184]
Developing Whole-Number Place- Value
Concepts
[Pages 192-215]
Developing Strategies for Whole Number
Computation
Van De Walle , J. (2013). Chapter 12 &
13. [Pages 226-235]
Developing Fraction Concepts
Developing Strategies for Fraction
Computation
Developing Concepts of Decimals &
Percents
[Pages 338-356]
Algebraic Thinking
Other readings and reference may be suggested by individual lecturers for the purpose of informing your
teaching practice preparation and for general reading around topics. Readings in relation to Algebra are:
McMahon, A., Leavy, A. & M. Hourigan (2011). Varying Your Approaches to Teaching Variables.
Intouch, 124, 56-57.
Leavy, A.M., Hourigan, M. & McMahon, A. (2011). Getting the Balance Right: The Equals sign.
Intouch, 123, 46-47.
Hourigan, M., Leavy, A. & McMahon, A. (2011). Having Fun with Functions, Intouch, 122, 46-47.
Hourigan, M., McMahon, A. & Leavy, A. (2011). Let infants’ knowledge of pattern grow. Intouch, 121,
46-47.
Effective teachers use high quality resources to stay current with research on children’s mathematical
thinking and research on teaching techniques. They also use high quality resources to aid them in the
instructional decisions they make. Many of the resources below can be found in the library and online and
professional-education websites.
Journals
 Teaching Children Mathematics (Official K-4 journal of the NCTM)
 Mathematics Teaching in the Middle School (Official 5-8 journal of the NCTM)
 Journal for Research in Mathematics Education
Lecturers may make notes available relating to weekly lectures in both components of the course. These
notes are intended as a brief overview of the content covered during the session; they are not intended as a
summary of the lecture nor are they intended as a substitute for attendance at lectures (attendance is a
requirement). Hence, you are advised to take detailed notes during all lectures. These notes are available to
all students via moodle.
URL:
Access Key:
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Moodle.mic.ul.ie
polya
PME 602: Child Development and Pedagogy
(Developmental Psychology & Educational Methodology)
INTRODUCTORY STATEMENT:
‘Child Development and Pedagogy' is an integrated module between Developmental Psychology
and Educational Methodology, aiming to challenge graduates’ previous experiences of learning and
conceptions of teaching. This module aims to examine and develop student teachers’
understanding of children and their development, with an emphasis on the child as learner. This
course aims to explore the cognitive, social and emotional development of children from early
childhood to early adolescence. It will critically examine theories of learning and development and
reflect on the role of the teacher in understanding and promoting positive child development and
learning. In preparation for the analysis of classroom practice and engagement in teaching practice,
a range of core Educational Methodology issues of effective teaching will be explored and
evaluated including, classroom and behaviour management approaches, questioning, learning
styles, collaborative learning, assessment and short-term planning in middle classes. This module
aims to provide students with a foundation for observing, examining and analysing future
classroom practice and for creating appropriate learning experiences for pupils, based on their
knowledge of learning, development and effective teaching methodologies. Throughout this
module, there will be an emphasis on developing students’ reflective practices, evaluative and
critical thinking skills and in connecting theory and practice.
Title: Child Development and Pedagogy: Developmental Psychology & Educational Methodology
Year: 1, Semester 1.
Programme(s): Professional Master of Education (Primary Teaching)
LEARNING OUTCOMES:
Cognitive: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation
 Understand children’s development from early childhood to early adolescence across the
domains of cognitive, emotional and social development
 Examine the link between theoretical principles of child development and learning and their
practical application in the classroom
 Compare and contrast theories of learning and development and their application to key
educational methodology issues
 Critically analyse and reflect upon aspects of effective teaching and learning
 Reflect upon previous experiences as learners and discuss its potential impact on developing
conceptions of teaching
32 | P a g e
Affective: Attitude and Values
 Explore and evaluate key education methodology issues of effective teaching including
classroom and behaviour management approaches, questioning, learning styles,
collaborative learning, assessment and short-term planning in middle classes.
 Relate understanding of child development to previous experiences
 Reflect on how theories of child development and learning will impact on future classroom
practice and on the development of positive relationships with children and families
 Appreciate the central role of the teacher in supporting children’s cognitive, social and
emotional development
MODULE CONTENT/SYLLABUS:
‘Child Development and Pedagogy' is an integrated module between Developmental Psychology
and Educational Methodology, aiming to challenge graduates’ previous experiences of learning and
conceptions of teaching. Developmental Psychology will explore the cognitive, social and emotional
development of children from early childhood to early adolescence; examine, reflect on and
critically evaluate theories of learning and development; development of brain and cognition;
attachment theory, the impact of the environment on development; an understanding of how child
development is researched and understood and the role of the teacher in promoting positive
development. Educational Methodology will review previous learning experiences and explore core
concepts of effective teaching including classroom and behaviour management approaches,
questioning, learning styles, collaborative learning, assessment and short-term planning in middle
classes. Analysis of effective teaching and learning strategies will be conducted using videos,
academic readings, problem-based learning techniques and modelling of active teaching
methodologies. There will be an emphasis on the development of students’ reflective practices,
evaluative and critical thinking skills, in connecting theory and practice and in using academic
sources to inform thinking and practice.
DEVELOPMENTAL PSYCHOLOGY
WEEK
TITLE/CONTENT/AREAS
1
Introductory Lecture: History, Theory, Research & Strategies in Child
Development & Developmental Psychology.
2
Developmental Theories: Behavioural Learning Theories
3
Developmental Theories: Piaget’s Theory of Cognitive Development
4
Developmental Theories: Vygotsky’s Socio-Cultural Theory
5
Review, Critique & Application of Theories to Practice: Birth, Infancy and
Toddlerhood
6
Review, Critique & Application of Theories to Practice: Early Childhood
7
Review, Critique & Application of Theories to Practice: Middle Childhood
8
Emotional & Social Development in Early Childhood & Middle Childhood
9
Review of Key Theoretical & Developmental Principles
33 | P a g e
10
Presentations & Peer Review
MODULE ASSESSMENT:
20 Minute Group Presentation, with group and individual grade components:
 Compare and contrast two theories of learning and development.
 Critically evaluate the application of these theories to key Education Methodology issues
(e.g. classroom and behaviour management approaches, questioning, learning styles,
collaborative learning, assessment).
 Reflect on the application of your own learning in planning for the upcoming Teaching
Practice Placement.
 Submit two copies of accompanying resources on the day of the Presentation, including
PowerPoint presentation, related hand-outs and a reference list, including a minimum of 8
up-to-date references.
 Note: A maximum number of four students per group.
 A Group Grade (80%) will be assigned based on the first five assessment guidelines, as
outlined overleaf. An individual grade (20%) will be awarded for linguistic conventions and
presentation skills, outlined in criteria number 6 overleaf.
 Presentations will take place during week 10 and students will have the opportunity to
engage in peer-observation.
Assessment Criteria
1. Understanding of the task and key concepts/issues involved:
An ability to clearly outline and rationalize the philosophy behind two chosen theories of
learning and development. Discusses application to key educational methodology issues, as
introduced throughout the semester and highlights application and relevance to their
upcoming School Placement.
2. Depth of analysis and/or critique in response to the task:
A critical perspective and analysis is evident. The group provides an oral reflective rationale
for choice of theories and related education methodology issues. The oral rationale reflects
an analytical evaluation of learning theories, related teaching strategies and classroom
environment and an ability to compare and contrast theories in light of relevant literature
and practice. There is evidence of a developing philosophical approach, in analyzing
conceptions of teaching and learning.
3. Appropriate use of professional and/or research literature to support presentation:
Quality up-to-date academic sources are used to support and inform the presentation
(Minimum of 8) including academic books, journal articles and appropriate online
resources.
34 | P a g e
4. Structure and Organization of the Presentation:
The presentation is structured and organised coherently. The presentation is interactive,
motivating and engages the peer audience. It clearly demonstrates two theories of learning
and development and their application to education methodology issues. Two copies of the
PowerPoint presentations, resources and the reference list are submitted to examiners on
the day of the presentation. PowerPoint slides are structured clearly, using visuals,
keywords and including an adequate amount of text information to support the
Presentation.
5. Presentation according to appropriate academic conventions:
The presentation demonstrates clarity, consistency and appropriateness of conventions for
quoting and paraphrasing, attributing sources of information and accompanying resources
and citing relevant texts according to the Harvard referencing system.
6. Presentation according to appropriate linguistic conventions and presentation skills
(individual grade):
The individual student’s oral language skills are of a high standard. He/she presents
information confidently, fluently and without hesitations, using appropriate intonation,
specialized educational and research-related vocabulary and questioning. There is not an
over-reliance on cue cards.
Repeat Assessment
 The repeat assessment for the module is 100% essay (1500-1800 words, excluding
references).
 Essay Title: ‘Compare and contrast two theories of learning and development. Critically
evaluate their application to key education methodology issues, as introduced during the
semester (e.g. classroom and behaviour management approaches, questioning, learning
styles, collaborative learning and assessment). Reflect on the application of your own
learning in informing your School Placement.
Lecture Attendance and Participation
 Attendance and participation in lectures and workshops is a requirement of the course.
Lecture attendance is required due to the emphasis on problem-based learning and handson practical experiences in working through the module.
 Students displaying poor attendance can be deducted up to 10% of marks.
FEEDBACK:
Feedback will be given to each group of students following their presentations, based on the
assessment criteria. Individual feedback may be available upon request.
STAFF:
Name
Title
Office
Office Hour/s
35 | P a g e
Telephone
Email
Dr.
Suzanne
Parkinson
Lecturer,
Psychology of
Education,
Department
of Learning,
Society and
Religious
Education
Room: SG12
061Please email 204958
to
arrange
appointment
Ciaran
Sheehan
Lecturer,
Please email
Educational
to
arrange
Methodology, appointment
Department
of Reflective
Pedagogy and
Early
Childhood
Studies
[email protected]
[email protected]
READING LIST:
You are advised to take detailed notes during all lectures. Some lecture notes will be available to
students via Moodle:
URL:
Moodle.mic.ul.ie
Course Name: Child Development and Pedagogy PME 602
Access Key:
Readings are aligned with course topics, supplement the course content and provide background
on topics covered.
Readings are aligned with course topics, supplement the course content and provide background
on topics covered.
REQUIRED READING – DEVELOPMENTAL PSYCHOLOGY
Chapter 2: Theory and Research in Child Development in:
Woolfolk, A. and Perry, N.E. (2012). Child and Adolescent Development. New Jersey: Pearson
Education.
Blake, B. & Pope, T. (2008). Developmental Psychology: Incorporating Piaget’s and Vygotsky’s
Theories in Classrooms. Journal of Cross-Disciplinary Perspectives in Education, 1(1), 59 – 67.
(This journal article will be posted on your Moodle page).
36 | P a g e
Students will be assigned additional readings and preparatory work throughout the semester. It is
essential that this material is studied prior to class.
REQUIRED READING –EDUCATIONAL METHODOLOGY
Cowley, S. (2010). Getting the buggers to behave (4th Ed.). London: Continuum, parts 1-4.
Cremin, T. and Arthur, J. (2014). Learning to Teach in the Primary School (3rd Ed.), London and New
York: Routledge, sections 2,3,5.
Kyriacou, C. (2007) Essential Teaching Skills (3rd ed). Cheltenham: Stanley Thornes, chapters 1,2,
4,6,7.
Again, students will be assigned additional readings and preparatory work throughout the
semester. It is essential that this material is studied prior to class.
ADDITIONAL
RECOMMENDED PROFESSIONAL RESOURCES
Effective teachers use high quality resources to stay current with research into Educational
Methodology and Developmental Psychology. Effective teachers also use quality resources to aid
them in the instructional decisions they make. These resources will support your understanding
over the module, and inform your work for the assessment.
Additional Books








Arends, R. (2007). Learning to Teach (7th Ed), NY: McGraw Hill.
Berk, L. (2013). Child development (9th Ed), London: Pearson Education.
Boyd, D. & Bee, H. (2012). The Developing Child (13th Ed), New Jersey: Pearson.
Kyriacou, C. (2009). Effective Teaching in Schools Theory and Practice (3rd ed). Nelson Thomas.
Moyles, J., Georgeson, J. and Payler, J. (2011). Beginning Teaching, Beginning Learning: In Early
Years and Primary Education (4th ed). Open University Press and New York: Mcgraw Hill, part 2.
Polard, A. (2014). Reflective teaching in Schools (4th ed). Bloomsbury: London.
Santrock, J. W. (2011). Child development: An introduction (13th Ed). New York: McGraw-Hill.
Scrivener, J. (2005). Learning Teaching. Oxford: Macmillan Education.
Additional Journal Articles



Brown, M. C., McNeil, N. M. and Glenberg, A. M. (2009). Using Concreteness in Education: Real
Problems, Potential Solutions. Child Development Perspectives, 3(3), 160–164.
Hyslop-Margison, E. J. and Strobel, J. (2007): Constructivism and Education: Misunderstandings
and Pedagogical Implications. The Teacher Educator, 43(1), 72-86.
Van de Pol, J., Volman, M., and Beishuizen, J. (2010). Scaffolding in Teacher–Student
Interaction: A Decade of Research. Educational Psychology Review, 22(3), 271–297.
37 | P a g e
Module PME 603
ICT/Digital Learning
INTRODUCTION:
This module will explore a range of digital tools, resources and pedagogies that can be used to support and
enhance teaching and learning across the curriculum. Specific areas of exploration include foundational ICT
skills for teacher organisation; multimedia authoring skills; multimedia integration into teaching and
learning; software evaluation; online tools for research, communication, productivity and e-learning;
computer programming to support analytical thinking; digital storytelling; technological advances in
educational tools; and developing an educational presence online.
LEARNING OUTCOMES:
 Examine a range of pedagogical issues, methodologies and approaches prevalent to effective ICT
integration through facilitated discussion; experiential learning, problem solving, simulation and case
study analysis.

Display an ability to use digital tools, resources and teaching approaches in an integrated and
seamless way to support effective teaching and learning.

Evaluate the educational impact of a variety of tools, resources and approaches for ICT integration.

Develop a critical awareness of the expanding role of technology in education.

Synthesise key issues related to digital learning and its impact on classroom pedagogy – classroom
organisation/management, learning styles, communication, collaborative learning and assessment.

Value the potential of educationally appropriate digital resources and support materials to enhance
teaching and learning.
MODULE CONTENT:
The following areas will be addressed over the duration of the course.
WEEK
1
2
3
4
5
6
7
8
9
10
38 | P a g e
TITLE/CONTENT/AREAS
ICT Rationale – ICT in Education
Tablets in the Classroom
Educational Software
Interactive Whiteboards
Online Resources and Activities
Building a Digital Presence
Cloud Computing in Primary Education
Introduction to Constructionism
Online Creativity Tools for Children and Teachers
Digital Storytelling in the Classroom
NB: For logistical reasons you are requested to attend lectures only at the time and in the group indicated.
FEEDBACK:
Group clarification/feedback is available to all students on an on-going basis throughout the semester where
relevant. Individual clarification/feedback is available by appointment.
ASSESSMENT:
Assessment Components
ICT/Digital Learning Coursework
Percentage Allocated
100%
This module will be assessed through end of semester coursework (multimedia document). Students will
choose a topic from a strand unit in any area of the Primary School Curriculum and present a multimedia
document (using PowerPoint or other similar multimedia presentation program) showcasing two ICT
resources or applications that they would use to support teaching and learning in the chosen topic. Students
can choose any two of the following five ICT resources or applications:
(i) An ICT resource or application that would be suitable for use with the whole class using the Interactive
Whiteboard.
(ii) An interactive game or activity, or an iPad app. that would help children practice and consolidate their
understanding of the subject matter.
(iii) An online Internet-based tool or iPad app. which children could use to write a story or a report, or to
undertake a project using multimedia, or to create a website or blog which would be related to the subject
matter.
(iv) A website that would help children gain a deeper understanding of the subject matter.
(v) A context where Claymation or Lego could be utilised by the children to explore and extend their
understanding of the subject matter.
Students are required to provide the following information in their multimedia document:

Curricular Area, Class Level, Strand and Strand Unit from which Topic was chosen.
Documentation on each of the chosen applications should include:

Name of application or resource used and a brief description (10%).

The URL of any application or resource used (if it is Internet-based).

Critical evaluation for each of their two selections (20% - approx. 120 - 150 words for each).

In-depth description of how each selected resource or application would be used (20% - approx. 120
- 150 words for each).
39 | P a g e

Description of non-ICT activity that would work well in harmony with each selected ICT resource or
application. (10% - approx. 80 - 100 words for each).

Use of Multimedia - screenshots, shapes, clipart or other multimedia to illustrate aspects of selected
resources/applications (5%).

Use of Presentation Tool/Features (5%).

Creativity and imagination (10%).

Overall coherence of presentation (10%).

In addition, the final slide of the submitted presentation should include a self-made classroom
resource appropriate to teaching and learning of the chosen topic (10%). Students will be required
to identify the tool that they used, and briefly explain how the use of the resource would be
integrated into teaching and learning of their chosen topic.

The assignments must make reference to key readings/support materials throughout.
Attendance and participation in lectures is a requirement of the course. (10% may be deducted for poor
attendance at lectures)
REPEAT ASSESSMENT:
Coursework (similar to above)
STAFF:
Name
Title
Contact
Office
Telephone
Email
Brendan
Barry
Lecturer in
By
appointment
L104
061 – 204941
brendan.barry
@mic.ul.ie
Rory
McGann
Lecturer in
By
appointment
R213
061 – 204520
rory.mcgann@
mic.ul.ie
Dr.
Edward
Corry
Lecturer in
By
appointment
R220
061 - 204986
edward.corry@
mic.ul.ie
READING LIST:
1. Beauchamp, G. (2012). ICT in the Primary School: From Pedagogy to Practice. New York: Routledge.
2. DES (2008). ICT in Schools – Inspectorate Evaluation Studies. Dublin: DES.
3. National Council for Curriculum and Assessment (2003). ICT in the Primary School Curriculum:
Guidelines for Teachers. Dublin: NCCA.
4. Roblyer, M.D. & Doering A.H. (2013). Integrating Educational Technology into Teaching Sixth Edition.
Boston: Allyn and Bacon.
5. Wheeler, S. (Ed.) (2005) Transforming Primary ICT. Exeter. Learning Matters.
40 | P a g e
Module PME 604: Christian Religious Education
Professional Master of Education, Semester 1 Year 1
This module in Christian Religious Education is designed to prepare students to teach in Christian primary
schools. An overview of the nature and purpose of Religious Education at both a national and international
context is provided. Students will evaluate the principles of religious teaching and learning. Students are
facilitated to understand and critique various theories and teaching methodologies in relation to Christian
Religious Education where the learner is formed in, learns from and about, the life, death and resurrection of
Jesus Christ and the Christian community. Students will evaluate catechetical programmes used in Christian
Schools as ways of fostering the spiritual, moral, religious and social dimension of the child as well as
comprehensive knowledge of the processes involved in Religious Education planning and evaluation. The
faith development of the child at the heart of Religious Education will be explored. Students will be
introduced to sacred rites, rituals and texts within the Christian tradition and will explore appropriate
methodologies for the preparation of children for the Sacraments within Catholic Schools. Strategies for
revising, improving and updating a Mission Statement and Religious Education policy based on school ethos
will be explored.
LEARNING OUTCOMES:
On completion of this module, students will be able to:
 Demonstrate an understanding of the nature and purpose of Religious Education in contemporary
Ireland
 Identify and critique a variety of approaches and methodologies which foster an approach to
teaching and learning in, from and about religion
 Extrapolate from official Church documents key foundational principles on catechesis
 Synthesise an in-depth study of contemporary methodologies and programmes in Christian Religious
Education
 Demonstrate a comprehensive knowledge of the processes involved in Religious Education planning
and evaluation
 Display communication and facilitation skills for a variety of Christian rituals in the classroom and the
school and parish community to develop children’s ability to partake in community worship in the
Christian tradition
 Critically evaluate a range of teaching and learning strategies appropriate to the primary classroom
which acknowledge and promote respect for a range of religious and non-religious beliefs and values
 Value and develop a reflective and critical appreciation of Religious Education at local, national and
international levels
 Devise strategies for revising, improving and updating a Mission Statement and Religious Education
policy for a school based on its ethos
 Balance a critical approach to confessional and non-confessional styles of Religious Education
 Appreciate the place of the faith development of the child at the heart of Christian Religious
Education
 Respect, value and support children in developing their Christian spirituality in a secure environment
while raising awareness of human rights, justice, ethics and equality in the Christian tradition and
society
 Recognise the importance of prayer in the spiritual formation of children within the Christian faith
tradition
 Develop and convey clear and logical arguments for Religious Education in Irish Society
41 | P a g e
MODULE CONTENT*:
Weeks
Week 1
Lecture 1
Introduction to Christian Religious
Education
Religious Education in the Irish ContextHistory and Development
Lecture 2
Introduction to Christian Religious
Education
The Contemporary Context for
Religious Education in Ireland
Week 3
Approaches to Religious Education
Understanding Religious Education
Week 4
Introduction to the Catholic Preschool and
Primary Religious Education Curriculum for
Ireland
The Catholic Preschool and Primary
Religious Education Curriculum for
Ireland
Week 5
The Pedagogical Approach of the Grow in
Love series
Lesson Planning in Religious Education
The Alive- O Programme - Middle
classes
ICT and Religious Education
Research in Religious Education
Follow Me – Church of Ireland
programme
(Review of module to date)
Week 2
Week 6
Week7
‘Share the Good News’ critique of key
documents in Irish Catholic Education
Week8
Bank Holiday
Inclusion in Catholic Schools
Week 9
Liturgy, Prayer and Sacraments
Week 10
Contemporary Issues and Debates in
Religious Education
Principles for Effective Teaching and
Learning in Religious Education in
Catholic schools
Assessment in Religious Education
*This outline may be subject to change.
MODULE ASSESSMENT:
Coursework (to be submitted to the Education Office and uploaded on Moodle, date will be given in
week 1).
(10% may be deducted for poor attendance at lectures)
This module will be assessed through one piece of course work that will be research driven,
critically reflective, and classroom based.
Students will be asked to:
(a) Critically evaluate the implications of the recommendations from the recent Report on
Patronage and Pluralism in the Primary Sector for Religious Education in a Catholic Primary
School.
(b) Reflect on the principles of Religious Education in a Catholic school. Providing an exemplar,
explore how these principles are applied in the praxis of religious education.
42 | P a g e
Students will be encouraged to engage with their processes of thinking and engagement with the
educational ideas/dilemmas/texts presented in the assignment. An evolution and progression of
ideas should be evident in the assignment. Students are expected to provide a clear understanding
of Religious Education within the Christian tradition both nationally and internationally. The main
requirements for the assignment are:
1. Relevant and precise treatment of the subject matter, showing a comprehensive and indepth understanding of key issues and debates.
2. Evidence of considerable reading, and good critical reasoning.
3. Critical reflection on education ideas which relate to students’ life experience, particularly
their educational experience.
4. Essay be well structured and will display a critical awareness of contemporary research in
Religious Education and education in a catholic perspective.
Grade
Marking Criteria
A1 – A2
Excellence shown in: interpreting the question; grasping and analysing the material
critically; developing the argument and points made; organising and structuring the
material; clarity and appropriate use of readings. Evidence of a critical mind at work
capable of original/independent thought.
B1 – B2
Comprehensiveness shown with regard to the above points. Clearly superior work.
B3
Very good regarding many of the above points but some important aspect(s) missing e.g.
content affected by structure, needing more clarity.
C1 – C2
Good with regard to the above points. Research/reading was adequate but not extensive
and there was room for more analysis as well as greater evidence of critical skills. Only
minor grammatical/format and presentation errors.
C3
Acceptable. Minimal research. Argument not as clear or well-developed as it could have
been. Insufficient evidence of reflection and/or understanding of key issues. Possibly poor
presentation of the work. Limited application/integration, clarity or cohesion.
D1 - D2
Fails to demonstrate a satisfactory grasp of relevant basic material; inadequate argument.
Does not express ideas clearly. Excessive dependency on undigested material from other
sources. Serious grammatical and style errors.
F
Very weak; completely inadequate sentence construction/fluency; hardly any
understanding of the subject; no argument; no evidence of serious attempt to engage with
basic material.
REPEAT ASSESSMENT:
Coursework (similar to above)
43 | P a g e
All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of
the Student Handbook, particularly the section concerning cheating.
FEEDBACK:
General feedback will be given in lecture groups. Assignments will not be returned to students.
STAFF:
Name
Title
Office
Telephone
Email
Office Hour/s
Dr Fiona
Dineen
Assistant
Lecturer,
Religious
Education
Email for an
appointment
[email protected]
READING LIST:
Primary Texts:
1. Groome, T.H. (2011) Will There be Faith? 1st Edition, New York: Harper One.
2. Hession, A., (2015) Catholic Primary Religious Education in a Pluralist Environment, Dublin: Veritas.
3. Hyland, M., Series Editor.(1996—2005) The Alive-O Programme, Dublin: Veritas.
4. Irish Episcopal Conference (2015) Catholic Preschool and Primary Religious Education Curriculum for
Ireland, Dublin: Veritas.
5. Lane, D. (2013) Religion and Education: Re-Imagining the Relationship, Dublin: Veritas
6. Mahon, E., & O’Connell, D., (2015) Grow in Love Teacher’s Book Junior & Senior Infants, Dublin:
Veritas.
7. Tuohy, D. (2013) Denominational Education and Policy: Ireland in a European Context, Dublin:
Veritas.
Supplementary Texts
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Duffy, E., (ed.)(2012) Catholic Primary School: Facing New Challenges, Dublin: The Columba Press
Franchi, L. (2007) An Anthology of Catholic Teaching on Education, London: Specter.
Franchi, L. and Mc Kinney, S. (2011) A Companion to Catholic Education, Herefordshire: Gracewing.
Grenham, T. and Kieran, P. (eds), (2012) New Educational Horizons in Contemporary Ireland: Trends
and Challenges, Frankfurt: Peter Lang.
Irish Bishops’ Conerence. (2010) Share the Good News: National Directory for Catechesis, Dublin:
Veritas.
Norman, J. (2003) Ethos and Education in Ireland, New York: Lang.
Nye, R. (2009) Children’s Spirituality: what it is and why it matters, London: Church House Publishing.
John Paul II. (1994) Catechism of the Catholic Church, Dublin: Veritas.
Kieran, P. & Hession, A.(2005) Children, Catholicism & Religious Education, Dublin: Veritas.
Topley, R. and Byrne, G. (2004) Nurturing Children’s Religious Imagination: The Challenge of Primary
Religious Education Today, Dublin: Veritas.
Speroni, C. (2005) Teaching other Faiths in the Catholic Primary School, Farmington: Farmington
Fellowship.
Wilkinson, J. Series Editor. (2010) Follow me, Dublin.
44 | P a g e
MOODLE SITE: PME605
Enrolment Key: PME12015
Module EDU605: Arts Education 1
Professional Master of Education (Primary Teaching), Semester 1, Year 1
This module will advance students’ understanding of artistic forms, genres, and processes in drama, visual
art and music. This is the introductory core arts education module, which provides a series of practical and
theoretical engagements across the disciplines in arts education. Students will have the opportunity to
explore the processes of making, performing and responding across the arts. Students will become familiar
with the appropriate artistic language, literacies, elements and terminology of arts education. Opportunities
to critically evaluate arts education theory, processes and practice and to explore research methodologies
and techniques unique to the pedagogy of drama, music and visual art will be available to students.
MODULE CONTENT:
WEEK
1
2-9
10
TITLE/CONTENT/AREAS
Introduction to music, drama and visual art education
Visual Art (Focusing on the stands Drawing, Fabric and Fibre and Construction)
Music (Performing, Listening, Music Literacy, Song-singing)
Drama (bodies and space, role and character, creating, performing and responding
to small group and ensemble dramatic work derived from poems and play excerpts,
hot seating/teacher in role)
Conclusion of module and submission of assessment
NB: For logistical reasons you are requested to attend lectures only at the time and in the group indicated.
LEARNING OUTCOMES:
 Evaluate the broad principles and practices that underpin arts education, particularly in terms of
their importance for teacher identity.
 Formulate a personal philosophy around the teaching of the arts as part of the reflective process of
becoming a teacher.
 Critique the location of the arts within the Irish Primary School curriculum and within the culture of
Irish school and society
 Value the processes of making, performing and responding to the arts.
 Construct a personal rational for the arts, which acknowledges their social and collaborative form
and their artist and educational functions.
 Participate in and engage a range of skills and techniques central to arts education.
 Demonstrate satisfactory competence in engaging with arts education practices and techniques.
MODULE ASSESSMENT: ESSAY (100%) Word Count: 1,800 – 2,200 words. Essay Title:
Articulate a personal rationale for arts education. Refer to the social and collaborative nature of the arts as
well as to their artistic and educational functions. Refer also to your workshop experiences and to relevant
readings. Consider how your personal rationale for arts education relates to the arts education curriculum
45 | P a g e
and to recent policy and other initiatives in arts education. Students must provide a rationale for the
inclusion of visual/musical documentation in their essay.
Regarding the assignment please adhere to the following:





The assignment must be typed and submitted with the appropriate AEPE cover sheet.
The assignment must be submitted through Turnitin prior to submission.
The assignment must be submitted in hard copy format to the Education Office on the designated
date.
All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of
Penalty for Late Submission of Coursework: Except in exceptional circumstances, 10% will be
deducted for late submission of coursework.
Because of the practical and experiential nature of the classes provided as part of module EDU605
attendance at all classes is compulsory. Under academic regulations, 10% of your grade may be deducted
for inadequate attendance and participation.
ASSESSMENT CRITERIA
1.
2.
3.
Articulation of a personal
philosophy for arts education with
references to relevant readings to
support claims in the writing

Critical engagement and
understanding of policy documents,
the curriculum and other initiatives
relating to arts education

Presentation, Structure and Clarity







Articulation of a personal
philosophy for arts education
References to relevant readings to
Reference to arts education
workshop experiences
Understanding of the literature,
initiatives and policy documents
References to relevant readings to
Applicable connections between
texts
Control of the writing conventions*
Use of language
Rationale for inclusion of election
of appropriate arts material
(hyperlinks of visual and musical
documentation).
Repeat assessment
The repeat assessment procedure for the module will require the completion of coursework to be submitted
in August 2016.
Feedback
Feedback will be provided at designated times subject to requirement.
46 | P a g e
STAFF:
Name
Title
Office
Office
Telephone
Email
Office
Hour/s
Dr Gwen
Moore
Module
Coordinator
& Lecturer in
Music
Education
By
appointment
C105
061 204945
[email protected]
Dr Dorothy
Morrissey
Lecturer in
Drama
Education
By
appointment
SG13
061 204521
Dorothy.morrissey@mic.
ul.ie
AnneMarie
Morrin
Lecturer in
Visual Art
Education
By
appointmen
t
L106
061 204522
Annemarie.morrin@mic.
ul.ie
Tanya
Power
Lecturer in
Visual Art
Education
By
appointmen
t
G50
061 20388
[email protected]
By
appointmen
t
G25
061 204350
[email protected]
Niall Quinn Technician in
Visual Art
47 | P a g e
READING LIST:
The prime and supplementary texts for this module and suggested readings to guide students in
developing their understanding of arts education are available in the four-hour loan section of the library.
Core Readings:
Government of Ireland (1999) Primary School Curriculum & Teacher Guidelines: Drama, Music, Visual Art,
Stationary Office, Dublin.
Mills, J. (2005) Music in the School, 2nd Edition. Oxford: O.U.P
Baldwin, P. (2004) With Drama in Mind: Real learning in the Imagined Worlds. UK: Network Educational
Press Lt
Hickman, R. (2005) Why we Make Art and Why it is Taught, Bristol: Intellect Books.
Supplementary Readings:
Winston, J. and Tandy, M. (2008) Beginning Drama 4-11 3rd Ed. London: David Fulton Publishers.
Young, S and Glover, J. (1998) Music in the Early Years. London; Falmer Press.
Edwards, B. (2004) Colour: A course in Mastering the Art of Mixing Colours. New York: Tarcher/Penguin
Books.
Policy Documents:
Points of Alignment (2006) The Report of the Special Committee on the Arts and Education (2006)
http://www.artscouncil.ie/uploadedFiles/wwwartscouncilie/Content/Arts_in_Ireland/Young_people,_childre
n_and_education/Arts_education_en_08.pdf
Creativity and the Arts in the Primary School (2009) Discussion Document and Proceedings of the
Consultative Conference on Education 2009
http://www.into.ie/ROI/Publications/CreativityArtsinthePS.pdf
Arts in Education Charter (2012) Department of Arts, Heritage and the Gaeltacht and Department of
Education and Skills. www.education.ie/en/Publications/Policy-Reports/Arts-In-EducationCharter.pdf
Additional readings may be recommended and suggested by individual lecturers over the course of the
semester. Lecturers may also recommend gallery, museum, theatre and musical recitals and performances as
they occur during the semster, as well as other cultural and artistic events.
48 | P a g e
PME 606: Schools and Society 1
Autumn Semester. 2015-2016
______________________________________________________________
This module addresses topics and debates within three foundation disciplines: History and Policy of
Education, Philosophy of Education and Sociology of Education. This module will provide graduate student
teachers with opportunities for critical engagement with a range of issues upon which they can build
throughout their professional career, ensuring that they are competent and informed to meet the challenges
of teaching in an increasingly diverse primary classroom. The key concepts underlying the thematic approach
within this module range from the question of identity, including teacher identity, historical societal change
and relationships within education. Topics include identity, care, equity, equality, well-being, freedom and
authority. These will be explored through a variety of methodologies such as lectures, on-line learning, film
and video, images, and independent learning. The foundation disciplines will play a central role in the
development of the core values and professional commitments which are in accordance with the Teaching
Council’s Code of Professional Conduct for Teachers, especially in relation to ethics, democracy and social
justice. Importantly, this module will provide students with an appreciation of the contribution of the
foundation disciplines to our understanding of education generally, and primary teaching specifically, as well
as to questions of value and purpose in education.
History and Policy of Education: History can be described as the story of our ever-changing past. It is a story
which affected, and was affected by, the dynamics and outcomes of relationships. So it is with the History
and Policy of Education. The relationships between agencies and/or individuals involved with education, the
relationships between people and education systems or between people and educational institutions form
part of the story of our educational past, both distant and more recent. By considering change and the
results and outcomes of relationships, we can arrive at a critical understanding of the story of our
educational past and of education today. In this module, History and Policy of Education lectures explore
educational change. Some relationships in Ireland’s educational past, from a number of perspectives, from
the nineteenth century to more recent times are also considered. The national school system in Ireland was
founded initially to serve the needs of less advantaged members of society. It continues to do so. Since the
end of the nineteenth century, female primary teachers have outnumbered their male counterparts. They
still do. These, and other issues of social class and gender from a historical perspective, underpin much of
this module’s work.
Philosophy of Education: How we understand ourselves and how we understand what it is to be human
shapes both our education system and our relationship with children in the classroom. Particular emphasis
will be placed on developing the skills of criticality, reading, questioning, and interpreting philosophical texts,
and students will develop their capacity to engage in critical evaluation of ideas and to engage in the practice
of doing philosophy. This sense of criticality is inherent to our identity as persons, and as teachers, and to
how we relate to others in the milieu of the classroom. Approaches to questioning and exploration of ideas
in philosophy for/with children, will be explored. Critical thinking in philosophy is about asking good
questions, identifying faulty arguments and unwarranted claims to evidence, developing attentiveness to the
way that language is used, offering reasons, and examining presuppositions and prejudices. The relationship
between critical thinking , inquiry, and imagination will also be examined.
Sociology of Education: The Sociology of Education lectures will examine how societal change has impacted
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upon primary school education. Firstly, the lectures will address broad societal change in relation to social
and cultural diversity. Secondly, lectures will examine contemporary social class and gender issues in
education. Family diversity, race and intercultural education will be explored. Lectures will also focus on the
impact of gender on the various relationships within education and the extent to which social class is still an
issue within education? In addressing these broad questions, students will critically assess a range of
contemporary debates from equality, justice and gender perspectives. There will be an emphasis on
underpinning the discussion within a theoretical framework. There is a particular focus on feminism, Marxist
and Neo-Marxist theoretical approaches. Students will develop an understanding of how relationships in
education are influenced and in many cases constrained by race, gender and social class. These will be
examined from the perspective of the child. In particular we will examine the taken for granted assumptions
that teachers often make about race, gender and also about children from middle and working class family
backgrounds. We will reflect how the teacher can empower children to develop positive relationships with
each other. The sociology lectures will facilitate students’ understanding of the broad role of education
within society. Most importantly, it will examine their role as future teachers in facilitating, enabling and
nurturing equitable and respectful relationships within education.
LEARNING OUTCOMES
Upon completion of this module students are expected to develop the following skills:
- Understand critically the ideas the values that shape approaches to education, pedagogy, with a focus on
the pedagogical relationships
- Appraise critically the justifications for different approaches to education and for different understandings
of the pedagogical relationships and questions of identity
- Activate critical thinking in practice and understand the importance of critical thinking and the imagination
in the classroom.
- Comprehend change and some of the many-faceted historical relationships in Irish primary education
- Reflect critically on the dynamics and outcomes of these historical relationships
- Reflect critically and evaluate the imbedded nature of gender inequality in the various relationships within
education from a sociological perspective
- Reflect, assess and evaluate the way a child’s social class impacts upon their ability to form and sustain
positive relationships within education.
- Cultivate the student’s ability to reflect upon beliefs, values, attitudes in light of those of others
- Develop the students’ capacity for genuine engagement and reflection with philosophical ideas and
questions and to engage in philosophical dialogue
- Appreciate the relevance of a critical historical sensibility
- Appreciate the challenges engendered by changes in education
- Appreciate, value and promote equality and empathise with those experiencing inequality
- Appreciate and value the role of the teacher in establishing, nurturing and maintaining positive
relationships within education
MODULE CONTENT:
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History and Policy of Education
Topic
Lecturer
Lecture 1:
Introduction: education,
relationships and change –
historical and contemporary
dimension
Education in Ireland today
Education in Ireland today
The emergent national school
system: change and relationships
1
The emergent national school
system: change and relationships
2
Early teacher education
The national school system post
1922: change and relationships 1
The national school system post
1922: change and relationships 2
Change and the Curriculum 1
Change and the Curriculum 2
Review
Topic
Dr Eilís O’Sullivan
Education and Critical Thinking:
Critical Thinking and Philosophy.
Critical Thinking, Storytelling and
the Classroom: Reflections from
bell hooks.
Philosophy with Children:
Thinking with children.
Why critical thinking matters in
the classroom.
Dr Tony Bonfield/ Dr
Aislinn O’Donnell
Aislinn O’Donnell
Language, Analysis and
Criticality: Language, persuasion,
opinion, the nature of opinion,
statements and language,
distinguishing types of statement,
constructing and deconstructing
arguments.
Imaginative Engagement and
Inquiry in Education. The
relationship between critical
thinking, inquiry and the
imagination. Examples from art
and philosophy with children.
Aislinn O’Donnell
Critical Thinking, Freedom and
Lecture 2:
Lecture 3:
Lecture 4:
Lecture 5:
Lecture 6:
Lecture 7:
Lecture 8:
Lecture 9:
Lecture 10:
Philosophy of Education
Lecture 1:
Lecture 2:
Lecture 3:
Lecture 4:
Lecture 5:
Lecture 6:
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Lecturer
Aislinn O’Donnell
Aislinn O’Donnell
Aislinn O’Donnell
Lecture 10:
Identity: Existentialist
Perspectives: Meaning, Purpose,
and Education
Philosophy, Education and
Enlightenment. Education as
liberation? The Story of Plato’s
Cave.
The Legacy of Socrates: “The
unexamined life is not worth
living”. Purpose and value in a
human life and education.
Which curriculum and why_ The
aims of education.
REVISION
Sociology of Education
Topic
Lecturer
Lecture 1:
Irish Society today – Family
Diversity
Irish Society today – Cultural
change and Irish Identity
Irish Society today – Racism in
Education
Irish Society today – Intercultural
Education
Gender in Education: the key
debates
Gender in Education: Institutional
gender practices
Gender in education: Children’s
negotiation of gender
Social Class: Equality of
Opportunity and Marxist
Perspective
Social Class: Neo-Marxist
Perspective
Social Class and Relationships:
Cultural Capital and Home
Advantage
Dr Angela Canny
Lecture 7:
Lecture 8:
Lecture 9:
Lecture 2:
Lecture 3:
Lecture 4:
Lecture 5:
Lecture 6:
Lecture 7:
Lecture 8:
Lecture 9:
Lecture 10:
Aislinn O’Donnell
Aislinn O’Donnell
Aislinn O’Donnell
Dr Angela Canny
Dr Angela Canny
Dr Angela Canny
Dr Angela Canny
Dr Angela Canny
Dr Angela Canny
Dr Angela Canny
Dr Angela Canny
Dr Angela Canny
MODULE ASSESSMENT:
This module will be assessed through one reflective assignment based on three sections (maximum 800
words per section). Each section (Philosophy, Sociology, History) should have INDIVIDUAL coversheets.
Please do NOT staple the three sections together. Students will be encouraged to engage with their
processes of thinking and engagement with the educational ideas/questions/texts that they have
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encountered. An evolution and progression of ideas should be evident in the assignment. Students are
expected to provide an historical, philosophical and sociological lens, as appropriate, to the different
sections of the assignment. The main requirements for the assignments are:
1. Critical reflection on ideas and ability to relate them to experience and knowledge.
2. Serious, rigorous and thoughtful consideration of educational ideas/questions/texts from historical,
philosophical and sociological perspectives.
3. Provide reasons for their position and explain the reasons for counter-arguments, difficulties, questions or
criticisms.
Description
Section 1: History and
Policy of Education:
Section 2: Philosophy of
Education:
Section 3: Sociology of
Education:
% of total marks
33.3%
Submission Date: WEEK 10
Thursday 12th November
33.3%
33.3%
Regarding the assignment please adhere to the following:
 The assignment must be typed and submitted with the appropriate cover sheet for each subject area
(Philosophy, Sociology, History).
 All students must adhere to the assignment guidelines outlined in the assignment document.
 The assignment must be submitted through Turnitin prior to submission.
 The assignment must be submitted to the Education Office on the designated date.
 All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of
 Penalty for Late Submission of Coursework: Except in exceptional circumstances, 10% should be
deducted for late submission of coursework.
Grade
A1
A2
Criteria
Outstanding/Excellent: A thorough, well-structured, focused and comprehensive
response to the assessment task, consistently demonstrating
- Evidence of detailed and deep understanding and mastery of of subject matter,
and critical interpretation and evaluation of reading material and other subject
matter.
- Ability to respond to questions in novel and relevant manner
- An exceptional ability to organise, analyse and present arguments supported by
evidence, citation or quotation.
- Excellent capacity to structure essay with clarity and with clear line of enquiry
and coherent argument.
- Consistent demonstration of critical, creative, analytical and logical thinking
- Evidence of critical insight.
- Excellent presentation (grammar, spelling) with minimal to no errors
- Appropriate referencing for all sources.
B1
B2
Very Good/Good: A thorough, well-organised response to the assessment task,
demonstrating
- A comprehensive knowledge of subject matter
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Evidence of substantial reading and research for the assessment task and the
ability to apply that reading to the task
- Very good ability to structure essay and provide a clear line of enquiry and
coherent argument
- Effective grasp of ideas
- Consistent demonstration of critical, creative, analytical and logical thinking.
- Some evidence of critical insight
- Very good presentation (grammar, spelling) with minimal to no errors.
- Appropriate referencing for all sources
Competent/Satisfactory: An adequate and competent response to the assessment task
demonstrating
- Good understanding of the subject matter
- Evidence of reading and familiarity with key ideas and literature
- Ability to apply knowledge in response to the question, albeit with some errors
or omissions
- Ability to present arguments, albeit with tendency to make statements and
limited capacity to critically appraise material, and insufficiently supported by
evidence, quotation or citation
- Some capacity to express ideas and to engage in critical thought
- Clear and focused structure
- Good presentation with limited errors
- Appropriate referencing with minimal errors
Acceptable/Minimally Acceptable: An acceptable response to the assessment task
demonstrating
- A basic understanding of subject matter and some familiarity with the relevant
literature.
- Some ability to respond to the question but showing limited or basic capacity in
this regard
- Limited critical awareness or interpretation of material.
- Limited ability to present argument with tendency to make statements.
- Limited use of quotation, citation or evidence.
- Some capacity to structure the essay but with problems with presentation of
clear line of enquiry or focus.
- Minor errors and some major errors in presentation though broadly
satisfactory
Weak/Poor: A response that fails to meet minimal acceptable standards although it
demonstrates
- Limited engagement with subject matter and very minimal familiarity with
literature
- Some effort to respond to the question
- Ability to address only certain elements of the task and lacking coherent and
focused response
- Considerable difficulties with structuring essay, keeping focus and a clear line of
enquiry, and showing comprehension of the assessment task.
- Tendency to make statements rather than provide arguments
- Problematic and poor presentation with minor and major errors (spelling,
grammar) in presentation, use of paragraphs, and difficulty in referencing
correctly.
Fail: A response that fails to meet the most minimal standards required in the
assessment, showing
- Little to no understanding of subject matter or evidence of reading
-
B3
C1
C2
C3
D1
D2
F
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-
Little evidence of thought, evaluation or critique.
Disorganised and muddled presentation of ideas that is incoherent and
contains multiple errors.
Little to no capacity to use citation, evidence or quotation
REPEAT ASSESSMENT:

The repeat assessment will be based on one assignment comprising of three sections: Section 1:
History and Policy of Education, Section 2: Philosophy of Education and Section 3: Sociology of
Education. Please contact the relevant lecturer for specific details.
Regarding the assignments please adhere to the following:
 All students must adhere to the assignment guidelines outlined in the assignment document.
 The assignment must be submitted through Turnitin prior to submission.
 The assignment must be submitted to the Education Office on the designated date.
 All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of
FEEDBACK:

Students will be advised on specific times when they can meet with the relevant lecturer individually
regarding assignment feedback.
STAFF:
Individual appointments can be made by email to meet with your lecturer.
Name
Telephone
Email
Assistant Dean 311
and Lecturer
of
in Sociology of
Education
061-(20)4598
[email protected]
Dr Tony Bonfield
Lecturer
in N33
Philosophy of
Education
061-(20)4970
[email protected]
Dr Aislinn O’
Donnell
Lecturer
in R202
Philosophy of
Education
061-(20)4354
[email protected]
Lecturer
in R119
History
and
Policy
of
Education
061-(20)4384
[email protected]
Dr Angela Canny
Co-ordinator
Module
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Title
Office
READING LIST:
(Please Note: Mandatory readings will be assigned on a weekly basis by the lecturers. While most readings
will be available on Moodle, it is expected that students will independently source material from both the
library and electronic journal resources). Indicative readings include:
Primary Reading:
1.
2.
3.
Buber, M. (1947) Between man and man. London: Kegan Paul
Coolahan, J. (1981) Irish Education: History and Structure. Dublin: Institute of Public Administration
Deegan, J et al (Ed) Primary Voices: Equality, Diversity and Childhood in Irish Primary Schools, Dublin:
Institute of Public Administration.
4. Drudy, S. (2009) Education in Ireland: Challenge and Change. Dublin: Gill and Macmillan.
5. Hyland, A. & Milne, K. (1987) Irish Educational Documents Volume I. Dublin: CICE.
6. Hyland, A. & Milne, K. (1992) Irish Educational Documents Volume II. Dublin: CICE.
7. Lynch, K and A. Lodge (2002) Equality and Power in Schools. London: RoutlegeFalmer
8. Noddings, N. (1984) Caring: A feminine approach to ethics and moral education. Berkeley: University
of California Press
9. Paechter, C. (2007) Being Boys, Being Girls: Learning Masculinities and Femininities. Berkshire: Open
University Press
10. Palmer, P. (1998) The courage to teach. San Francisco: Jossey-Bass.
11. Skelton, C. and B. Francis (2003) Boys and Girls in the Primary Classroom. Maidenhead: Open
University Press.
12. Smyth, E. et al (2009) Adapting to Diversity: Newcomers in Irish Schools. Dublin: Economic and Social
Research Institute.
13. Walsh, T. (2012) Primary Education in Ireland, 1897 – 1991 Curriculum and Context. Oxford: New
York: Peter Lang.
Supplementary Reading:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Akenson, D.H. (1970) The Irish Education Experiment: The National System of Education in the
Nineteenth Century. London, Toronto: Routledge and Kegan Paul.
Baker, J. et al. (2004) Equality: From Theory to Action. Basingstoke: Palgrave and Macmillan
Flanagan, Frank (2006) The Greatest Educators. London: Continuum
Halsey, A. H. et al. (1997) Education: Culture, Economy and Society. Oxford: Oxford University Press.
Hill, M. and Pollock, V. (1992) Image and Experience: Photographs of Irishwomen c. 1880 – 1920.
Belfast: The Blackstaff Press.
Kaye, S.M. 2009. Critical Thinking. Oxford: One World
Plato, 1993. “The Apology” in The Last Days of Socrates. London: Penguin(extract)
-- 2007. The
Republic. London: Penguin (extract)
Walsh, B. (2011) Education Studies in Ireland: Key Disciplines. Dublin: Gill & MacMillan.
Weis, L. (2008) The Way Class Works: Readings on School, Family and the Economy. London:
Routledge
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PME 607: Research Methods 1
Autumn Semester 2015
This module introduces students to educational research methods and develops awareness of the role of
research in informing educational theory, policy and practice particularly in the area of primary education.
The purpose of the module is to enable students understand the nature of educational research.
LEARNING OUTCOMES:
On successful completion of this module students will be able to









Explain the key features of major educational research paradigms and compare their relevance for
research in primary education;
Identify a research problem and locate it within contemporary educational discourse;
Develop a comprehensive research design relative to the identified research problem;
Select best ethical principles and practices for human participants relative to the research design;
Demonstrate competence in the skills of searching, selecting and reviewing relevant literature;
Write an initial research proposal.
Discuss research traditions and epistemologies in educational research;
Consider and assess competing theoretical positions and methods;
Appreciate the ethical implications of undertaking educational research;
MODULE CONTENT
WEEK CONTENT
1
Why research and research design?
Faculty Insights: Developing your research question from looking in classrooms
2
Education Policy Analysis and locating a Research Question-Embedded Questions
Faculty Insights: Research and Arts based Self Study
3
Probing the Research Question: Literature Mapping
Faculty Insights: Motivating questions from your stories
4
Finalising your research & embedded questions
Faculty Insights: Research in ECCE + Historical Research
5
Selecting a Method
Faculty Insights: Research in ECCE + Historical Research
6
Thinking and Acting Ethically
Faculty insights: Moving from questions to developing an argument
7
Devising Data Collection instruments
8
Thinking about Data Analysis I
Faculty Insights: Researching Science in Schools and Society
9
Vetting the Design
Thinking about Data Analysis I
10
Finalising your proposal
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MODULE ASSESSMENT:
Assessment: Research Essay
Weighting: 100%
Word count: 2000 words (excluding appendices)
Submission Date: November 13th 2015
Where: Hard Copy to Education Office during Regular Opening Hours. Soft copies to Moodle and Turnitin
Directions regarding submission of soft copies to Moodle and Turnitin will be provided during week 1
lectures and located on Moodle thereafter. All students are required to familiarise themselves with
Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning
cheating.
Grade Descriptors
A1
Exceptional - consistently and notably meets criteria.
A2
Excellent, but not exceptional – usually and extensively meets criteria.
B1
Wide reading; excellent analysis – regularly and competently meets criteria.
B2
Wide reading; good analysis – regularly and competently meets criteria.
B3
Evidence of good reading, but limited analysis – frequently and adequately meets
criteria.
C1
Knowledgeable, but generally un-analytical – frequently and adequately meets criteria.
C2
Reasonably knowledgeable – occasionally meets criteria.
C3
Limited knowledge; no analysis – minimally meets criteria.
D1
Without most of the above.
D2
Without any of the above.
F
Severely incomplete or plagiarised.
Assessment Criteria
Demonstration of the use of literature and policy in rationalising the importance of the
20%
research question and embedded questions
Knowledge, understanding and application of the following in the essay
30%
 Paradigm
 Sampling
 Ethics
 Data Collection Instruments
 Data Analysis
 Triangulation
 Validity and Reliability
 Reflexivity
Demonstration of the use of the methodological literature in developing the argument
30%
relative to the following:
 Paradigm
 Sampling
 Ethics
 Data Collection Instruments
 Data Analysis
 Triangulation
 Validity and Reliability
 Reflexivity
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Inclusion and quality of the supporting documentation (appendices)
 Ethical Documentation – letter of introduction, information sheets, consent/assent
forms etc.
 Data Collection Instruments (Interview questions, questionnaire, reflective diary
template, lesson plan template as is relevant to the research design.
20%
REPEAT ASSESSMENT:
Coursework (similar to above).
FEEDBACK:
Group clarification/feedback is available to all students on an on-going basis throughout the semester where
relevant. Individual clarification/feedback is available by appointment.
STAFF:
Name
Des Carswell
Dr. Nora P
Donnelly
Dr. Aisling
Leavy
Dr. Maeve
Liston
Eamonn
Mitchell
Dr. Mary
Moloney
Dr. Dorothy
Morrissey
Dr. Eilís
O’Sullivan
Title
Early Childhood
Care and
Education
Guest Lecturer
Office
M101
Meet by appointment
[email protected]
Mathematics
Education
R124
[email protected]
Science
Education
School
Placement
Early Childhood
Care and
Education
Arts Education
and Physical
Education
History of
Education
G46
Telephone
061 – 204961
061 – 204978
E-mail
[email protected]
061-774726
[email protected]
061-204518
[email protected]
M108
061 – 204316
[email protected]
SG13
061-20 4521
[email protected]
R119
061 – 204384
[email protected]
READING LIST:
Individual lecturers will direct students to research in their research areas.
Primary Texts:



Creswell, J., and Plano Clark, V. (2007) Designing and Conducting Mixed Methods Research,
Thousand Oaks, CA; Sage.
Creswell, J. (2005) Research design qualitative, quantitative and mixed methods approaches (Second
Edition), California: Sage Publications.
Jesson, J., Matheson, L. & Lacey, F.M. (2011) Doing Your Literature Review: Traditional and
Systematic Techniques, London: Sage.
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Supplementary Resources Available:

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




















Alasuutari, P., Bickman, L., & Brannen, J. (2008) The Sage Handbook of Social Research Methods,
London: Sage.
Blatchford, P. (2005) A multi-method approach to the study of school class size differences,
International Journal of Social Research Methodology, 8 (3), 195-205.
Bryman, A. (2001) Combining quantitative and qualitative research in Social Research Methods,
Oxford University Press, Oxford, 451-465.
Campbell, A., McNamara, O. and Gilroy, P. (2004) Practitioner Research and Professional
Development in Education, London: Paul Chapman.
Cohen, L., Mannion, L. and Morrison, K. eds. (2000) Research Methods in Education, London:
Routledge.
Creswell, J. (1998) Qualitative inquiry and research design: choosing among five traditions, London:
Sage.
Elliott, John (1991) Action research for educational change, Milton Keynes: Open University Press.
Flick, U (2006) An Introduction to Qualitative Research, 3rd ed., London: Sage.
Green, J. L., Camilli, G. and Elmore, P. B., eds. (2006) Handbook of Complementary Methods in
Education Research: Routledge.
Heron, J. & Reason, P. (1997) A participatory inquiry paradigm, Qualitative Inquiry 3 (3), 274-294.
Hitchcock, G., & Hughes, D. (1995) Research and the Teacher; A Qualitative Introduction to Schoolbased Research. London: Routledge.
Johnson, R. B., Onwuegbuzie, A. J. and Turner, L. A. (2007) Toward a definition of mixed methods
research, Journal of Mixed Methods Research, 1 (2), 112-133.
Kosnik, C., Beck, C., Freese A. R. and Samaras A. P., eds. (2005) Making a Difference in Teacher
Education Through Self-Study: Studies of personal, professional and program renewal, Dordrecht :
Springer.
Kvale, S. & Brinkmann, S. (2009) Interviews: Learning the Craft of Qualitative Research Interviewing,
London: Sage Publications.
McNiff, J. & Whitehead, J (2009) Doing and writing action research, London: Sage.
McNiff, J.(1992) Action research : principles and practice London: Routledge.
Merriam, S.B. 1998. Qualitative Research and Case Studies Applications in Education. San Francisco:
Jossey Boss Publications
Norusis, M. (2011) IBM SPSS Statistics 19 Guide to Data Analysis, London: Pearson.
Reason, P. & Bradbury, H. (2006) Handbook of action research, London: Sage.
Robson, C. (2002) Real World Research, 2nd ed., Oxford, UK: Blackwell
Somekh, B. (2006) Action research : a methodology for change and development, Maidenhead:
Open University Press.
Stake, R. 1994. Case Studies. In: N. Denzin and Y. Lincoln (eds.) Handbook of Qualitative Research.
London: Sage.
Taber, K. S. (2007) Action research, in Classroom-based research and evidence-base practice: a guide
for teachers, London: Sage, 83-87.
Tashakkori, A., & Teddlie, C. (1998) Mixed methodology: combining qualitative and quantitative
approaches, California: Sage Publications.
Tomas, G. (2009) How to do Your Research Project: A Guide for Students in Education and the Social
Sciences, Los Angeles, CA: Sage.
Yin, R. 2009. Case Study Research (4th Edition). Thousand Oaks, CA: Sage.
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Module PME 608
School Placement 1
PME (Yr 1)
Note:
This school placement course outline is provisional for academic year 2015/2016
INTRODUCTION:
This integrated module inducts student teachers into the practice of teaching and reflection through
Microteaching and School Placement experiences. It affords opportunities to teach in simulated and real
teaching and learning environments which require students cyclically to plan, teach, review, analyse, reflect
and re-plan. Students are paired during the School Placement component of this module. When in their
assigned class, students engage in a series of observation tasks designed to develop their understanding of
pupils as learners. Students also have an opportunity to teach lessons from the curriculum areas which were
explored in Semester 1. The placement facilitates the linking of developmental psychology, classroom
management and contemporary educational issues with classroom practice. Students will plan for the
implementation of the primary curriculum (1st – 4th class), reflect upon strategies for teaching and learning
employed, and assess pupil learning. Throughout the module, students will engage with college tutors and
class teachers in critical reflection and in respect of how their teaching influences pupil learning.
LEARNING OUTCOMES:
On successful completion of this module students will be able to:
 Present and maintain a well-organised and complete (i) Planning Folder and (ii) Resource Folder.
 Identify appropriate teaching and learning strategies for engaging children in middle classes with
the Primary School Curriculum
 Consider (i) the degree to which the specific learning objectives are appropriate for pupils in
middle classes and (ii) the extent to which these learning objectives are achieved
 Demonstrate appropriate classroom management strategies that will promote pupil participation
in middle classes with the Primary School Curriculum
 Indicate awareness of differentiated learner needs
 Relate appropriately to pupils, school personnel and school placement personnel
 Reflect critically on and document their development as student teachers and demonstrate their
ability to engage in critical reflection with their tutor, class teacher and peers
 Relate and evaluate their learning in curricular and foundation studies to classroom practice
 Appreciate the significance of engaging with the School Placement in a professional manner
 Plan and organise collaborative work with placement peers
MODULE CONTENT/SYLLABUS:
The Placement is undertaken on-campus in the Microteaching laboratories, and off-campus in a primary
school setting with middle class (1st – 4th) from November 23rd - December 4th 2015 (including a school visit
on November 16th and Prep. and Tutor Meeting on Nov. 17th).
61 | P a g e
MODULE ASSESSMENT:
This module is assessed on a Pass/Fail basis. Students are required to pass both the Microteaching and the
School Placement elements of the module. See Moodle course for assessment criteria and grade descriptors.
In Microteaching students are assessed on their peer teaching and their reflective writing.
Assessment of the teaching element of Microteaching embraces the following areas:










Planning
Aims and objectives for learning
Introducing topics
Integrating relevant prior knowledge
Pace and structure of learning
Teaching and learning methods
Checks on learning
Questioning skills
Class management
Concluding topics and consolidation of learning
Microteaching: Grading Rubric Teaching Assignments
Microteaching
Grade
Descriptors
Grade
Lesson Plan
Introduction,
aims and
objectives
62 | P a g e
Ranging
from
Pass
Highly
detailed timing,
structure
and method.
Excellent
range of
suitable
activities.
Very
Stimulating
introduction
- aims &
objectives
explained,
Learners
possess
understandi
ng about
learning
To
Pass
Good, clear structure
– identifies
appropriate
resources, and
activities.
Pass
Acceptable
outline of
teaching method,
student activity
and achievement.
.
Fail
Sketchy with minimum detail.
Insufficient teaching and
learning activities.
Stimulating
introduction, clear
aims & objectives,
learners clear about
learning purpose
Brief, general
introduction.
Learning
aims/objectives
basic but realistic
in lesson context.
Learners generally
know what they
will be doing.
Little if any introduction. No
clear aims and objectives stated
or shared with learner. Learners
unsure, confused or do not know
what they will be doing.
_____________
_____
Conclusion and
consolidation
Pace and
structure of
learning
Learning
methods
Checks on
learning/
questioning
skills
63 | P a g e
purpose and
are
motivated to
learn.
__________
______
Very
effective
conclusion
and
consolidatio
n of lesson ,
identifying
and
clarifying
areas of
misundersta
nding,
providing
opportunitie
s for
application
of
learning.
Pace clearly
matches
topic and
learner
level.
Activities
very wellstructured
and timed to
maintain
interest and
stimulate
learning for
all learners.
Excellent
range/creati
ve
approaches
used to
maximise
learning and
involve
learners.
Highly
effective
clearly
focused
questioning
skills used
to check all
learners
knowledge/
________________
_________
______________
________
__________________________
_____________
Effective conclusion
and consolidation of
new learning,
opportunities for
application of new
skills/knowledge/
understandings are
provided
Brief general
conclusion with
limited
opportunity for
application and
integration.
Little if any conclusion. No
attempt to consolidate or draw
together the key areas of
learning of the lesson.
Pace is appropriate
to topic and most
learners’ needs and
level. Most activities
well-timed and
structured
Overall pace
promotes some
learning and
interest. Some
activities
insufficiently
matched to
learner/subject
level
Activities lack pace/rigour and
do not promote learning.
Learners lose interest and
concentration at some points.
Many learners not stretched or
over-challenged or confused or
struggling to understand
Good range of
learning methods
used to engage
learners and promote
learning
Limited range but
teacher makes
some effort to
vary approach and
involve learners
Good questioning
used to enhance and
check learning
throughout,
embracing lower and
some higher order
questions.
Questions used to
consolidate and
confirm learning
but some
opportunities lost
throughout lesson
Too much emphasis on ‘teacher
talk’
Insufficient variety and
involvement of learners
Learners are passive and
disengaged. Teacher makes little
(or no) attempt to match
teaching methods to topic or
learner needs
Ineffective, insufficient or no
questioning of learners
knowledge or progress
Integration of
relevant prior
knowledge
Class
Management
progress
throughout,
embracing
higher and
lower order
questions
Previous
knowledge
and
experience
referred to
throughout.
Very clear
links drawn
out to
reinforce/pr
omote
learning.
Highly
effective
and intuitive
class
managemen
t strategies
and
approaches
(e.g.,
anticipates
difficulties,
scans class,
uses
control,
appropriate,
gives timely
response to
Previous experience/
knowledge referred
to & used to
introduce new
material in the
lesson.
Some attempt
made to link new
material with
previous
knowledge or
experience.
Little or no attempt made to link
new material with previous
knowledge and/or experience
Previous learning not checked,
tested or referred to.
Effective class
management
strategies and
approaches but is not
yet intuitive in
application.
Some attempt to
manage class but
attempts not
always successful.
Student is unable to select and
apply appropriate class
management techniques and
strategies.
inappropriate
behaviour)
Assessment of the reflective journals in Microteaching requires students to draw on educational theory to
interrogate their experiences of peer-teaching and peer-learning.
64 | P a g e
Microteaching: Grading Rubric for Reflective Assignments
PASS
Level of Ctiticality
Reflections integrating theory and
practice
Ranging from
Ranging from


Reflections are critical, analytical
and integrative of different factors
and perspectives. There is an
understanding of the complexity
involved in attempting to explain
and analyse a teaching and
learning encounter.
Clear application of relevant
theoretical insights to inform
student teacher’s understanding
of Microteaching experiences.
Reflective writings demonstrate
how analysis of theoretical
literature had deepened insights
into practice.
Writing Style and
completeness
Largely accurate
spelling, grammar,
syntax, punctuation
and presentation.
To
To

FAIL
Reflections are not just reportive
or descriptive. Experiences are
interrogated with reference to the
student’s personal philosophy of
teaching and learning.
This is merely a descriptive essay. There
is no attempt to provide reasons or
justification for events or actions.

Tentative connections are made
between theory and personal
experiences of practice in
Microteaching.
There is no attempt to link reflections on
practice with the theoretical knowledge
base.
Many spelling and
grammar errors, use
of incomplete
sentences,
inadequate proof
reading.
The journal is
incomplete.
No uncertified absences are permitted in Microteaching.
1.




On School Placement, students are assessed in each of the competence indicators areas, namely:
Planning and preparation
Classroom management
Strategies for teaching and learning
Assessment and evaluation
65 | P a g e

Personal qualities professionalism
(Students are referred to the School Placement Handbook for an elaboration of these competence indicators
as they apply to School Placement 1).
Throughout School Placement 1, students receive a minimum of two Tutor visits. The student is required to
be present in school for the entire school day for the duration of the placement.
No uncertified absences are permitted on School Placement and all absences have to be noted in the Cuntas
Tinrimh. In cases of absence from school, a student is required to contact the Education Office (061 204924)
and his/her school. On completion of the module the student is required to submit a School
Placement Attendance Form to the Education Office. Refer to Completion of School Placement 1 in
the School Placement Handbook (Section 4.4) for details of completion of missed days – i.e. arrangements
for students who miss one, two or more days during the School Placement.
Students to whom an I Grade or F grade is awarded for the module repeat the entire module. The
Microteaching component of the repeat/I Grade is assessed through coursework, and the school-based
component of the repeat/I Grade is assessed in school from May 30th – June 10th, 2016.
I grade and F grade students are responsible for sourcing a class themselves for the module. Normally
students are allowed to repeat a School Placement module once.
All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the UL
FEEDBACK:
In Microteaching time is allocated for self-reflection, peer-reflection and tutor feedback at the end of each
Microteaching session.
Feedback will be given to each individual student, following their teaching placement visits during the
‘léirmheas’. Each student will be visited for a minimum of two visits through the two week placement.
Individual and peer feedback will also be given to each student following microteaching tutorials.
STAFF:
Name
Title
Office
Telephone
Email
061204518
[email protected]
061204959
[email protected]
Office Hour/s
Eamonn
Mitchell
PME School
Placement 1 CoOrdinator
G46
Dr. Kathleen
Horgan
Microteaching
Co-Ordinator
Please email to
arrange appointment
66 | P a g e
Please email to
arrange appointment
Neil Ó Conaill
Director of
School
Placement
306
061 204519 [email protected]
Zeta Penny
Education Office
Education Office
061204924
[email protected]
READING LIST:
Microteaching/School Placement notes and resources will be available to students via Moodle prior to
Microteaching sessions & PME School Placement 1:
URL:
Moodle.mic.ul.ie
REQUIRED READING
1. Government of Ireland (1999) Primary School Curriculum, Dublin: Stationary Office
2. Ghaye, T. (2011) Teaching and Learning through Reflective Practice: Routledge
3. Mary Immaculate College (2015) School Placement Handbook, Limerick: Mary Immaculate College
RECOMMENDED PROFESSIONAL RESOURCES
See below resources relating to preparation for Teaching Placement 1, which can be found in the library,
online or on professional education websites.
1. Arends, R. (2007) Learning to Teach Seventh Edition, NY: McGraw Hill.
2. Byrnes, J.P. & Wasik, B.A. (2009) Language and Literacy Development: What Educators Need to
Know. New York: The Guilford Press.
3. Cohen, L. Manion, L., Morrison, K. & Wyse, D. (2010) A Guide to Teaching Practice 5th Edition,
London: Routledge
4. Muijis, D. and D. Reynolds (2001) Effective Teaching - Evidence and Practice: Paul Chapman
Publishing
5. Scrivener, J. (2005) Learning Teaching, Oxford: Macmillan Education.
6. Woolfolk, A. and N.E. Perry (2012) Child and Adolescent Development, New Jersey: Pearson
Education.
7. Zeichner, K.M. and P. Liston (1996) Reflective Teaching: An Introduction, NJ: Lawrence Erlbaum.
67 | P a g e
Certificate in Religious Education: God; Faith, Creed and Trinity
PME: Year 1
Lecturer:
Contact Details:
Mr. Thomas Carroll B.Ed., M.A.
[email protected]
RATIONALE:
In this module students will explore the nature and purpose of Revelation in the Judeo-Christian tradition.
They will examine how people have experienced God in their own lives, through the use of such metaphors
as: liberator, companion, creator, father/mother and love. Particular attention will be given to the identity
of God as Trinity – Father, Son and Holy Spirit. Students will investigate the meanings behind the idea of
God as a life giving relationship of mutual self-gift. Such an understanding will be explored through
reflection on the Creed, and examining the different beliefs which are contained in it. Finally, students will
explore the meaning and function of faith in the Christian tradition.
LEARNING OUTCOMES:
1
Identify different ways God is experienced by people in the Christian religious tradition;
Differentiate between concepts such as atheism, faith, belief, religion and revelation;
Explore understandings of God as revealed in the Creed;
Understand Revelation as God’s self-communication in Judaism and Christianity;
Recognize different images of God at work in the lives of Christians, especially in relation to children
communicating the personal and public significance of Christian faith;
Engage in critical and analytical thinking, reflection and self-evaluation in regards to these beliefs and their
own personal worldview.
2
Question their own assumptions, orientations and subjective understandings of the place and relevance of
religious belief in the world today;
Acknowledge the important role that belief in God plays in the lives of many people today;
Demonstrate the value of reflecting on images of God for Christians;
Appreciate the tradition that Catholic schools are located in and the implications of that for the characteristic
spirit of the school.
68 | P a g e
MODULE CONTENT*
WEEK
TITLE/CONTENT/AREAS
1
The Restless Heart
2
Where the hell is God?
3
What does God want?
4
Is God a She?
5
God as Trinity (Agape)
6
God as Trinity (Creed)
7
Christian Faith
8
Sacramental Imagination
9
Christian Revelation
10
Summary Review
*The content of this module is subject to change at the lecturer’s discretion.
Attendance at class is mandatory. Up to 10% of your overall mark will be lost due to poor attendance.
ASSESSMENT:
End of Semester Examination:
The students will be given a choice of 5 questions and must answer 2. (2 x 50% = 100%)
REPEAT ASSESSMENT:
The students will be given a choice of 2 questions and must answer 1. (1 x 100% = 100%)
READING LIST:
Primary Readings
Himes, M. (1996) Doing the Truth in Love, Chapter 3 The Journey of Restlessness: The Search for
God, 38-48.
Johnson, E. (2008) Quest for the Living God, Chapter 3 The Crucified God of Compassion – 49-69.
Johnson, E. (2008) Quest for the Living God, Chapter 4 Liberating God of Life, 70-89
Johnson, E (2008) Quest for the Living God, Chapter 5 God Acting Womanish, 90-112.
Himes, M.& Himes K. (1993) Fullness of Faith, the Public Significance of Theology, Chapter 3 The
Trinity and Human Rights, 55-73.
Gaillardetz, R. (2000) Transforming our Days, Spirituality, Community and Liturgy in a Technological
Age, Chapter 2 The Life of Grace, 46-78.
69 | P a g e
Johnson, L.T. (2003) The Creed: What Christians Believe and Why it Matters? Chapter 2 What the
Creed is and What it Does, 40-64.
Lane, D. (2005) The Experience of God Chapter 2 The Nature of Revelation, 46-72.
Himes, M (2004) The Mystery of Faith, Chapter 2, Grace 11-18
Lane, D. (2005) The Experience of God Chapter 3, The Activity of Faith, 73-99.
McGrath, A.E. (2012) Mere Apologetics, How to Help Seekers & Skeptics Find Faith, Chapter 6,
Pointers to Faith 93-125
Recommended Readings
1 Himes, M. J. & McNeill, D. P. (1995) Doing the Truth in Love: Conversations about God, Relationships,
and Service, New York: Paulist Press.
2 Himes, M. J. (2004) The Mystery of Faith: an Introduction to Catholicism, Cincinnati, Ohio: St.
Anthony Messenger Press.
3 Lane, D. A. (2005) The Experience of God: an Invitation to do Theology, New York: Paulist Press.
1. Catholic Church. (1997) Catechism of the Catholic Church: revised in accordance with the official Latin
text promulgated by Pope John Paul II, Vatican City, Washington, DC, Libreria Editrice Vaticana;
United States Catholic Conference.
2. Craig, William Lane. 2010. On Guard: Defending Your Faith with Reason and Precision. Colorado
Springs: David C. Cook.
3. Downey, M. (2000) Altogether Gift: a Trinitarian Spirituality, Maryknoll, N.Y., Orbis Books.
4. Dulles, A. 1983. Models of Revelation, Garden City, N.Y.: Doubleday.
5. Fiorenza, F. S. & Galvin, J. P. (2011) Systematic Theology: Roman Catholic Perspectives, Minneapolis:
Fortress Press.
6. Hession, A. & P Kieran (2007) Exploring Theology: Making Sense of the Catholic Tradition. Dublin:
Veritas.
7. Johnson, E. A. (2007) Quest for the Living God: Mapping Frontiers in the Theology of God, New York:
Continuum.
8. LaCugna, C. M. (1991) God for Us: The Trinity and Christian Life, San Francisco: Harper.
9. Lash, N. (1993) Believing Three Ways in One God: a Reading of the Apostles' Creed, Notre Dame:
University of Notre Dame Press.
10. Leonard, R. (2011) Where the Hell is God?, New York: Paulist Press.
11. Lennox, J.C. (2011) Gunning for God: Why the New Atheists Are Missing the Target, Oxford: Lion.
12. Marmion, D. & Van Nieuwehove, R. (2011) An Introduction to the Trinity, Cambridge, New York:
Cambridge University Press.
13. McGrath, A. (2011) Mere Apologetics: How to Help Seekers and Skeptics Find Faith, Grand Rapids,
MI: Baker Books.
14. McGrath, A. (2008) The Christian Vision of God, London: SPCK
15. Power, D. & Downey M. (2012) Living the Justice of the Triune God. Collegeville, Minn.: Liturgical Press.
16. Tilley, T. W. (2010) Faith: What it is and What it isn't, Maryknoll, N.Y.: Orbis Books.
Code for Moodle: certre1
70 | P a g e
Assessment Grades and Criteria:
Grade
Marking Criteria
A1 – A2
Excellence shown in: interpreting the question; grasping and analysing the material critically;
developing the argument and points made; organising and structuring the material; clarity
and appropriate use of readings. Evidence of a critical mind at work capable of
original/independent thought.
B1 – B2
Comprehensiveness shown with regard to the above points. Clearly superior work.
B3
C1 – C2
Very good regarding many of the above points but some important aspect(s) missing e.g
content affected by structure, needing more clarity.
Good with regard to the above points. Research/reading was adequate but not extensive and
there was room for more analysis as well as greater evidence of critical skills. Only minor
grammatical/format and presentation errors.
C3
Acceptable. Minimal research. Argument not as clear or well-developed as it could have
been. Insufficient evidence of reflection and/or understanding of key issues. Possibly poor
presentation of the work. Limited application/integration, clarity or cohesion.
D1 - D2
Fails to demonstrate a satisfactory grasp of relevant basic material; inadequate argument.
Does not express ideas clearly. Excessive dependency on undigested material from other
sources. Serious grammatical and style errors.
F
Very weak; completely inadequate sentence construction/fluency; hardly any understanding
of the subject; no argument; no evidence of serious attempt to engage with basic material.
71 | P a g e

PME 1 Autumn Semester 2015

Transcription

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