University Of Warwick Centre for Education Studies

Introduction

The Centre for Education Studies at the University of Warwick was created in 2013, following the reorganisation of the Institute of Education. The Centre continues the strong record in research and teaching while developing new approaches and research areas, as it seeks to develop an international reputation for high-quality research and teaching.

Our main research themes are childhood, cultural and creative learning, school leadership and improvement, new ICT in teaching and learning and religions and education research.

These themes will be supplemented in the future as we become a hub for cross-disciplinary research and teaching, working with other departments in the Faculty of Social Sciences and elsewhere at the University.

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Programs

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MA

MA Childhood in Society

Campus Full time Part time 1 - 5 years August 2017 United Kingdom Coventry + 1 more

This course is designed to appeal to a wide range of professionals working in child-related fields in health, education and social care, and to graduates seeking to working the research field of children. [+]

MA Childhood in Society "This course is designed to appeal to a wide range of professionals working in child-related fields in health, education and social care, and to graduates seeking to working the research field of children and childhood" Dr Michael Wyness, Course Leader Suitable for We welcome international and home students from a wide range of backgrounds and cultures. The course is attractive to new graduates, practitioners and professionals in education, children's services, child-related international organisations and voluntary sector organisations, and educational and childhood researchers. Course aims and benefits The MA Childhood in Society is interdisciplinary, addressing the UN definition of childhood in the age range 0-18 years. You will develop an awareness of key theoretical, empirical and policy-oriented studies of children (0-18 years) and childhood. You will gain a familiarity with interdisciplinary perspectives and frameworks in the study of children and childhood, and you will be able to demonstrate a critical engagement with debates on key childhood related themes, including children’s rights, multi-agency support for children, development and care, and the global child. You will also develop an understanding of key issues in academic and public debates in relation to children and become familiar with the diversity of children’s experiences over time and space, both locally and internationally. Course structure You will study two core modules (30 CATS each) intended to ground your knowledge of children and childhood, and address your understanding of research methodology. You will also take two optional 30 CATS modules, with at least one coming from our child-related module options, plus a 60 CATS dissertation. This will be your individual research project, and you will receive one-to-one support from your academic supervisor. Core modules Rethinking Children and Childhood This core module aims to deepen and extend knowledge of key theoretical frameworks and international debates in childhood studies. It will aim to establish an understanding of central issues shaping children’s subjective experiences and the complexity of their lives in social, cultural, and educational contexts. The module also explores the nature of childhood and children’s lives from a multi-disciplinary approach, among other things drawing on the work of sociologists, psychologists, educationalists and historians. Foundation Research Methods The aim of this module is to stimulate your interest, understanding and participation in doing research. Most importantly, we want to support you in developing research expertise that will guide your further studies and dissertation work. You will be introduced to a range of key research principles and procedures, so that you can develop your own independent research skills that will enable you to create your own distinctive approach to educational research. The module include both general and specific aspects of research training including key dimensions of qualitative and quantitative research, their applications, understanding of relational aspects between them, and appreciation of the politics and ethics of doing educational research. FRM has been designed to contextualise educational research, in terms of its theoretical, epistemological and methodological underpinnings, for a broad cross section of students, enabling them to understand different facets of educational research in an integrated and coherent fashion. Foundation Research Methods can be taken online. Optional modules One of your optional modules will need to come from our specific childhood-related options. The other module can come from either childhood or one of our other specialist areas, such as drama and literacy, foreign language teaching pedagogy, religions and education, and leading educational change. We plan to run the following modules in 2014-15 (subject to availability). Childhood and Bio-politics This module concerns the relationships between children, adults, governments and industry that are unfolding as human biological functioning and human impact on the natural environment are becoming clearer and raising pressing issues. It aims to equip students with the ability to recognize and trace these relationships, to understand them in terms of existing literature and to develop appropriate research questions. Children, Participation and Social Inclusion Children’s participation and diversity have emerged as prominent themes at academic and policy levels within the field of Children and Childhood. These themes have also become focal points for child-related policy makers at national and international levels. This optional module will explore in some depth a range of theoretical and policy oriented material at both national and international levels in this field. The module examines the debates on children as participants in a number of contexts and their contributions as social actors and agents within a diverse range of communities In particular, it explores issues relating to children’s rights, citizenship and participation, as well as critically examining debates around social inclusion, diversity and wellbeing. The module also examines processes of globalisation and the implications this has for understanding and supporting children's participation. Course delivery and learning styles Most of the modules are taught over one term, either during the day or in the evenings. The sessions are taught through a mixture of seminar, reading group and workshop. Foundation Research Methods module is also available via online delivery. Career development The Warwick MA Childhood in Society is designed to develop the needs of both new and experienced scholars and practitioners who are either already working, or who intend to work, with children in educational, social, health or psychological settings, and/or are interested in the debates and issues of childhood as an academic discipline. It will also enhance teachers’ continuing professional development at Master’s level, enabling them to connect with a multi-agency context within which schools are now located. It is also an excellent starting point for those thinking of doing a doctorate in the field of Childhood Studies. Key Facts Course Duration: 1 year Normally 2-5 years part-time. Study Programme: 2 core modules 2 options Dissertation Assessment: 4 assignments of 5000 words each Dissertation of 20,000 words Entry Requirements: At least second class honours degree or equivalent Normally, two references Degree transcripts English language test certificates (if appropriate) [-]

MA Drama and Theatre Education

Campus Full time Part time 1 - 5 years August 2017 United Kingdom Coventry + 1 more

Our course reflects current developments in education and a broad range of theatre and drama work. There is a balance between the study and practice of drama as an academic and practical subject. [+]

MA Drama and Theatre Education “Our course reflects current developments in education and a broad range of theatre and drama work. There is a balance between the study and practice of drama as an academic and practical subject in schools and colleges and the use of drama for a wide range of personal and community purposes." Professor Joe Winston Suitable for We welcome drama educators in schools, colleges and in community and educational theatre settings. The expertise of the course tutors and their links with theatre and education companies enable students to observe and engage in practical projects. Course aims and benefits The MA in Drama and Theatre Education is designed to help both full-time and part-time students develop their practical skills and theoretical knowledge as drama educators in schools and colleges and in community and educational theatre settings. The course is designed to meet the needs of both UK and international students. The course is taught by Professor Joe Winston, an internationally renowned expert in drama and theatre education. The course reflects current developments in education and a broad range of theatre and drama work. There is a balance between the study and practice of drama as an academic and practical subject in schools and colleges and the use of drama for a wide range of personal and community purposes. The course of study provides a planned and structured programme, which is sufficiently flexible to respond to the needs of students from a wide range of pedagogic and cultural contexts. Course structure You will study four modules (30 CATS each) intended to develop your subject knowledge, pedagogical skills and understanding of drama’s cultural importance as well as its educational significance. One of these is a core module, while the other three are optional. Many drama and theatre education students choose to take all the specialist modules. However, MA students may take one option from other degrees within the Centre for Education Studies if desired. The final element of your study will be a dissertation (60 CATS) with integrated research methods learning. This will be your individual research project, and you will receive one-to-one support from your academic supervisor. Core modules Drama and Creative Learning This module explores the role that drama and theatre has as a means of encouraging creative learning in a range of educational contexts. We will examine styles of teaching and learning and the ways we can encourage young people to work collaboratively and creatively to produce in-depth knowledge about a range of subjects. We consider the creative potential of a range of drama-based pedagogies that aim to foster curiosity, empathy and criticality. Optional modules You are encouraged to complete your Master’s with three modules from within the drama and theatre field. Drama and Theatre in Theory and Practice This introductory module focuses on drama and theatre as means of artistic communication. How does drama/theatre communicate its meanings? How do we read a wide range of performance genres? What are the alternative historical and avant-garde connections between communicating in theatre and in drama education? The module explores, through study and practice, the use of signs and symbols in theatre and drama and semiotic and anthropological approaches to drama as a cultural system. The module also provides a knowledge base of periods, styles and genres for teachers who do not have an undergraduate degree in Drama or Theatre, or who wish to update their knowledge of theatre histories and codes. For the more experienced there is the chance to extend this knowledge base into the new areas of understanding informed by post-structuralist and critical theory perspectives. The module introduces sociological theories of artistic and social performance as a basis for suggesting that drama in schools should offer a complimentary mix of the oral/communal aesthetic tradition and the private/literary. The module, therefore, offers opportunities for considering participatory process drama, devised forms of theatre and text in performance. The Role of Story in Drama and Theatre Education This practical module explores the relationship between storytelling and theatre. It examines traditional tales from a range of cultures as sources for drama and the complex critical lenses through which we can analyse and respond to their meanings. These theoretical perspectives are interwoven with specific approaches to incorporating storytelling with drama as an integrated performing art. Students are then asked to work in groups and devise a performance from a traditional tale for an audience of an age range of their choice. Drama and Literacy This module is designed to reflect the significant pedagogic relationship between drama education and approaches to the teaching of literacy. This relationship is internationally acknowledged in curricula which recognize the contribution of drama to the teaching of speaking and listening, reading and writing and also to additional language learning. It thus proves to be a useful course in understanding pedagogic approaches in language acquisition for both first and second language learners. Alternatively you can choose options from our other specialist areas, such as childhood studies, foreign language teaching pedagogy, leading educational change, or teaching learning, and assessment. Course delivery and learning styles All of the modules provide a balance between practical experience of a wide range of drama and theatre practices and a planned reading programme. The weekly sessions are built around practical workshops led by the programme tutors, invited guests, and students themselves. These workshop opportunities are designed to give students a hands-on experience of drama as well as methods and ideas for using drama and theatre in their own workplace. The course is taught mainly in afternoon sessions of three hours in length. Career development All students are encouraged to develop a career plan based on successful completion of the course. Students on the MA Drama and Theatre Education can expect to develop sufficient skills and theoretical understanding to gain successful employment as drama specialists in schools, theatre education workers, advisers and lecturers in drama, education officers or community drama workers. Recent graduates from the MA have gained posts in drama and theatre education, become HE lecturers, gone on to train as teachers, or used the programme as a stepping stone to further study or promotion in their current workplace. A number of students have progressed onto doctoral study here at Warwick, sometimes with scholarships. Many students have also had work successfully published. Key Facts Course duration 1 year full time Normally 2-5 years part-time Study programme 1 core module 3 optional modules (1 from drama and 1 from a wider range) Dissertation Assessment 4 assignments of 5000 words each Dissertation of 20,000 words Entry requirements At least 2nd class honours degree or equivalent Normally 2 references Degree transcripts English language test certificates (if appropriate) [-]

MA Drama Education and English Language Teaching (ELT)

Campus Full time Part time 1 - 5 years August 2017 United Kingdom Coventry + 1 more

This course is suitable for experienced teachers interested in combining both disciplines (Drama and English Language Teaching) at Master’s level. [+]

MA Drama Education and English Language Teaching (ELT) “Our course combines recent developments in drama education, second language acquisition and ELT methodology. It provides an innovative approach to teaching drama as a key way of promoting learning and language acquisition in more creative and personalised ways. There is a balance between the study and practice of drama and ELT as academic and practical subjects and you can access the facilities and staff in two excellent departments.” Dr Steve Mann, Joint Course Leader Suitable for This course is suitable for experienced teachers interested in combining both disciplines (Drama and English Language Teaching) at Master’s level. The course is particularly suitable for teachers of English as a Foreign Language who have interest in drama as a key way of promoting learning and language acquisition in a more creative and personalised way. Course aims and benefits This new Master's degree is underpinned by research into the role of drama in ELT. This research shows that Drama motivates students, creates confidence in speaking, uses language in cultural contexts with purpose and can improve teacher-student relationships. It provides a solid grounding in drama techniques and approaches and links these to current issues and research in English Language Teaching, and shows participants how to set up supportive and non-threatening Drama classes where students are active and creative. The course will enable you to develop confidence and motivation in using English in a wide variety of ways, with a range of tasks and activities that can be embedded into language teaching contexts. Course structure Students will split the taught aspects of the course between Centre for Education Studies and Centre for Applied Linguistics (CAL). Core modules Second Language Acquisition and Classroom Language Learning This module aims to develop and extend students' understanding of key theoretical approaches to Second Language Acquisition (SLA) with a particular focus on instructional contexts; learner characteristics and psychological processes affecting language learning; theories of learning underpinning instructional practices; the classroom as a social environment. ELT Methodology for pre-experience students This module aims to give students a basic theoretical and practical introduction to ELT (English language teaching) methodology. Emphasis will be placed on the value of reflection on students' own learning (and possibly, teaching) experience, as well as on the need to adapt recent developments and research findings for contextually appropriate lesson planning and course design. or Issues and Research in ELT for post-experience students This module will enable participants to understand the range of approaches to ELT and to explore their contexts of learning and teaching in order to bring about change in their pedagogic practice. Sessions will start by discussing how learners are positioned in relation to their pedagogic contexts; and how teachers construct their own theories of professional practice in relation to ELT research, the discourse of applied linguistics, and the context of the language classroom. The Role of Story in Drama & Theatre Education This module is intended to introduce students to the principles and strategies for adapting traditional tales for theatrical performances. Throughout the module, theoretical approaches will be examined and evaluated through a mixture of seminar and practical workshop activities. The module will explore a range of theoretical issues and examine how they impinge on theatre practice. As well as developing a range of performance skills, the module will introduce students to a variety of techniques that can be adapted as a teacher when telling stories in the classroom or as a theatre worker leading workshops with children. Drama and Literacy This module is designed to reflect the significant pedagogic relationship between drama education and approaches to the teaching of literacy: speaking and listening, reading and writing. It also proves to be a useful course in understanding pedagogic approaches in language acquisition for both first and second language learners. Literature and Drama in ELT Research Methodology for ELT Dissertation This will be your individual research project and you will receive individual support from your academic supervisor who will be from the Centre for Education Studies or the Centre for Applied Linguistics. Optional modules Students taking ELT Methodology will also take one of the following optional modules: Language Testing; ICT in ELT; English for Young Learners or Teacher Training and Development. Course delivery and learning styles The course is delivered through a range of teaching and learning methods: lectures, seminars, practical workshops which involve group work and self-study. Career development Graduate students would be expected to develop their careers as either full-time Drama in Education Practitioners or ELT teachers who can specialise in Drama teaching. There may also be teacher-training possibilities in working with practising teachers developing their awareness of the benefits of drama for language learning. Key Facts Course Duration: 1 year full-time Normally 2-5 years part-time Study Programme: 2 core modules 2 optional modules Dissertation/project Assessment: 4 assignments of 5000 words each - Dissertation of 18,000 words Entry Requirements: At least second class honours degree or equivalent Normally, two references Degree transcripts English language test certificates (if appropriate) [-]

MA in Educational Leadership and Management

Campus Full time Part time 1 - 5 years August 2017 United Kingdom Coventry + 1 more

Our MA in Educational Leadership and Management is uniquely designed to equip participants with essential knowledge and skills to lead educational organisational change and development. [+]

MA in Educational Leadership and Management "Led by a team of experts, our MA in Educational Leadership and Management is uniquely designed to equip participants with essential knowledge and skills to lead educational organisational change and development." Dr Robert Smith, Course Leader Suitable for The MA in Educational Leadership and Management offers a unique programme that is customised to the varying needs of students wishing to pursue leadership roles at different levels within educational organisations. Its special feature is the client-oriented focus that allows for specialised delivery based on contextual needs both across England and internationally. Its multi-pronged route enables the development of a scholarly career route as well as research informed professional practice. There is exemption from specific modules available for those holding an National Professional Qualification for Headship (NPQH) qualification, and similar opportunities for recognising other national leadership programmes such as Leadership Programme for Serving Headteachers (LPSH) and Leading from the Middle. Applicants with other M-level qualifications such as a PGCE will also earn exemptions from certain modules. Course aims and benefits At the end of the course, we anticipate that the students will have developed reflective and critical capabilities, providing them with a sound basis for their next career move, alongside the necessary knowledge and skills to respond to a variety of educational leadership challenges within their organisations. Course structure You will take three core modules and one optional one (30 CATS each) and a dissertation (60 CATS) in an area of leadership in which you are particularly interested. This will be your individual research project, and you will receive one-to-one support from your academic supervisor. Core modules Leading Educational Change and Improvement This module explores the relationship between leadership and the improvement of teaching and learning outcomes. The module includes an international review of educational leadership and school improvement research. Investigation draws strongly on the most recent developments in research, policy theory and practice. Researching Educational Leadership and Management This module explores the main approaches to researching in educational institutions, with a specific focus on methods appropriate for those leading and managing schools and colleges, or aspiring to do so. The module aims to equip educational professionals with the knowledge and skills required to undertake a dissertation on educational leadership practice. Optional modules Your optional module may come from anywhere within the Centre for Education Studies, however we encourage students to take the following module: Policy, Strategy and Resources in Education This module addresses themes in educational leadership and management and aims to develop students' confidence and effectiveness and managing resources and understanding policy. The module gives particular focus to the development and implementation of policy and has links with other modules on the course. Other modules include mentoring and coaching, drama, childhood, foreign language teaching pedagogy, religions and education, special educational needs, and assessment (subject to availability). Course delivery and learning styles For full-time students, two modules are delivered in each of the first two terms. For part-time students the modules are delivered on three Saturdays in each term of years 1 and 2. The course employs a variety of teaching approaches customised to students’ learning needs. Career development This course is intended to enable participants to develop and improve their abilities as educational leaders. It will also enhance the reflective and critical capabilities of students, providing a sound basis for their next career move. Recent graduates of the course include classroom leadership innovators, middle level leaders, senior managers, local authority advisors and independent consultants, and international educators who now hold a range of senior positions. Each year a number of graduates from the course go on to undertake doctoral studies. Key Facts Course Duration: 1 year full-time Normally 2-5 years part-time Study Programme: 3 core modules 1 optional modules Dissertation Assessment: 4 assignments of 5000 words each Dissertation of 20,000 words Entry Requirements: At least second class honours degree or equivalent Normally, two references Degree transcripts English language test certificates (if appropriate) at IELTS 6.5 or higher [-]