AUL Study Abroad Programme for TESOL students
Semester 2 options available to study abroad year students from AUL
Developing Professional Practice (EDUC5823) (MSc TESOL core Course)
(Assumes students
component at AUL).
have
already completed
a
TEFL/TESOL
methodology
1. Introduction
This is one of the compulsory core courses in the MSc TESOL. Students relate
theoretical principles of task and materials design to observations of language
classroom practice. They will critically evaluate learning processes and related
approaches at an advanced level, going beyond lesson planning to course design
and materials development. This reflection is linked with the development of skills
to undertake ‘exploratory practice’ or ‘practioner enquiry’.
2. Credit rating/SCQF rating
20 SM points/ SCQF level 11
3. Aims
o to provide a foundation in the principles of practitioner enquiry and a range of
methods of enquiry available
o to provide a framework for critically reflecting on a of range of teaching skills
and practices, and materials and learning tasks
o to introduce relevant principles of course and syllabus design in planning
schemes of work (planning a series of lessons and short courses )
o to develop an awareness of differences in contexts and how this can affect
planning and delivery
4. Intended Learning outcomes
By the end of this course students will be able to:
o reflect critically on classroom practices in a range of contexts, relating practice
to relevant theories
o demonstrate an ability to carry out small scale classroom based research
projects
o analyse the processes required to develop learners’ language and skills and
select relevant learning tasks and materials for these
o demonstrate an ability to plan a series of language skills and language
systems lessons and to outline a short course
5. Learning and Teaching
Workshops, seminars, micro-teaching and observation, online tasks
6. Assessment
Assessment consists of a written assignment investigating a specific aspect of
language learning of 2,500-3000 words (75%) and an individual presentation on a
classroom research project (25%). Submission date: 19th March 2013
And a written assignment of an investigation into a specific aspect of language
learning, including three lesson plans ( 2,500-3000 words:75%) Submission date:
7th May 2013
The course specification document can be found at:
http://www.gla.ac.uk/coursecatalogue/course/?code=EDUC5823
7. Introductory Reading list
Dubin, F & Olshtain, E. (1986) Course Design: developing programmes and
materials for language teaching Cambridge University Press
Tomlinson, B. (1998) Materials Development in Language Teaching Longman
Wallace, M.J. (1998) Action Research for Language Teachers Cambridge University
Press
West, R. (1994) 'Needs Analysis in Language Teaching' Language Teaching 27(1)
1-19
MSc TESOL Semester Two Option Courses
ELT Course: Teaching English for Academic Purposes (LANGCTR5018)
1. Introduction
This course aims to provide participants with a foundation in the principles
and practices of teaching and learning in the field of English for Academic
Purposes (EAP) and English for Specific Academic Purposes (ESAP).
Students will develop an understanding of the EAP context and its impact on
teacher and learner roles and expectations.
2. Credit rating/SCQF rating
20 SM points/ SCQF level 11
3. Aims
Students will:
o gain an understanding of academic contexts, academic discourse
communities and practices and their relevance to EAP lesson and course
design
o investigate the role which learner needs, autonomy and criticality play in
an academic context
o investigate disciplinary differences (relating to language and genre)
o study key features of academic discourse (specific genres and linguistic
features)
o apply knowledge of academic discourse in the analysis of language and
skills related tasks and materials
o enhance their skills in evaluating materials and planning lessons for
students in an EAP context
o study assessment and feedback practices.
o develop teacher research skills in academic practice (to better enable and
support learners).
4. Intended Learning outcomes
By the end of this course students will be able to:
o critically evaluate academic contexts and practices and relate these to
teacher and learner roles in the EAP classroom
o identify learner needs and select appropriate pedagogic frameworks
o analyse and differentiate key linguistic and rhetorical features of academic
discourse
o apply theory to practice in selecting appropriate materials and frameworks
for planning EAP lessons
o identify appropriate criteria for EAP assessment
o apply theory to practice in assessing students and providing formative and
summative feedback
o investigate disciplinary discourse practices an area and present findings
o demonstrate an ability to plan a series of language skills and language
systems lessons and to outline a short course
5. Learning and Teaching
Workshops, seminars and presentations, online tasks
6. Assessment
Assessment consists of a portfolio of 2 assignments, submitted at the end of the
course:
 An analysis of the linguistic and rhetorical features of an academic text
(written or spoken). 1500 (30%)
 An investigation of a specific aspect of EAP or ESAP teaching; to include a
background essay and be accompanied by a lesson plan and explanatory
rationale. 3500 (70%)
The course specification document can be found at:
http://www.gla.ac.uk/coursecatalogue/course/?code=LANGCTR5018
7. Introductory Reading list
Alexander, O., Argent, S. & Spencer, J. (2008). EAP essentials: A teacher's guide to
principles and practice. Reading: Garnet.
Jordan, R. R. (1997). English for academic purposes. Cambridge: Cambridge
University Press.
Hyland, K. (2000). Disciplinary discourses. Harlow: Longman.
Hyland, K. (2006). English for academic purposes: An advanced resource book.
London: Routledge.
Nesi, H., and Gardner, S. (2012) Genres across the Disciplines: Student writing in
higher education. Cambridge: Cambridge University Press
ELT Course: Language proficiency, Assessment and Feedback (EDUC5848)
1. Introduction
This is a Semester Two option in the M Ed cluster. It provides students with an
overview of theories and practices of assessing language proficiency. The
relationship between teaching programme and assessment is considered, together
with a range of testing techniques. The characteristics of formative and summative
testing and feedback are identified and their pedagogic implications considered.
2. Credit rating/SCQF rating
20 M points/ SCQF level 11
3. Aims
 to understand how proficiency is described for a range of contexts of use
 to learn theories of testing and critically evaluate applications
 to introduce statistical methods of comparing assessments
 to understand the impact of feedback and testing on learning
4. Intended Learning Outcomes
By the end of the module the course members will show:
 ability to evaluate proficiency of language skill for a range of contexts of use
 ability to critically evaluate the relative merits of a range of testing techniques
 demonstrate understanding of the statistical methods of checking the validity
of tests
 ability to develop a valid test for a particular context
 demonstrate an understanding of types of feedback and the effect it has on
the recipient
5. Indicative Content
 Overview of testing techniques and benchmark criteria
 Overview of key international exams: IELTS, TOEFL, Common European
framework
 Theories of reliability and validity
 Creating and validating tests (grading the task not the text, determining
proficiency required for a particular context of use, etc)
 Feedback: forms, functions and effects on learning
6. Learning and teaching
Workshops, seminars and online tasks
7. Assessment
Test design Project consisting of a) written assignment (4,000 words: 80%) and b)
Oral presentation on the process (20 minutes plus 10 minutes for questions: 20%)
20 Reading list
Alderson, J.C., (2000) Assessing Reading CUP
Alderson, J. C., C. Clapham & D., (1995) Wall Language Test Construction and
Evaluation CUP
Bachman, L., (1990) Fundamental Considerations in Language Testing OUP
Bachman, L. & A. Palmer., (1996) Language Testing in Practice OUP
Buck, G., (2001) Assessing Listening CUP
Blue, G.M., J. Milton & J. Saville., (eds) (2000) Assessing English for Academic
Purposes Peter Lang
Council of Europe, (2001) Common European Framework of Reference for
Languages: Learning, Teaching, Assessment CUP
Cushing-Weigle, S., (2002) Assessing Writing CUP
Davies, A., (1990) Principles of Language Testing Basil Blackwell
Douglas, D., (1999) Assessing Languages for Specific Purposes CUP
Hughes, A., (2002) Testing for Language Teachers 2nd Edition CUP
Luoma, S., (2004) Assessing Speaking CUP
McNamara, T., (2000) Language Testing OUP
Read, J., (2000) Assessing Vocabulary CUP
Weir, C. J., (2004) Language Testing and Validation: An Evidence-based Approach
Palgrave MacMillan
ELT Course: Which English? Sociolinguistics and Language Teaching
(EDUC5846)
1. Introduction
This is one of the Semester Two options in the M Ed cluster. It provides students
with an overview of English in the world, its varieties and domains of use. As an
introduction to sociolinguistics, it covers issues of language status, norms,
standards, models, attitudes, and intelligibility (intercultural communication) and how
they relate to language planning and language policy in different contexts.
2. Credit rating/SCQF rating
20 SM points/ SCQF level 11
3. Aims
 to present an overview of sociolinguistics: terms and issues
 to cover features of multilingualism
 to raise awareness of inter-cultural communication
 to relate the use of English language in the world to language planning and
language policy decisions
 to relate those policy decisions to implementation in the classroom
4. Intended Learning Outcomes
By the end of the module the course members will
 demonstrate an understanding of the key concepts of sociolinguistics.
 demonstrate an understanding of the issues of global spread of English and
other major languages
 critically evaluate theories of inter-cultural communication
 demonstrate understanding of multilingualism and the implications for
classroom practice
 demonstrate familiarity with the key features of language planning and
language policy and implications for classroom practice
5. Indicative Content
 English in the world: language spread, language change and linguistic
imperialism
 Varieties of English: domains of use
 Multilingualism: practices and cognitive effects
 Socio-psychological view: models, status and intelligibility
 Intercultural communication
 Language planning and language policy
 Implications for classroom teaching
6. Learning and teaching
Workshops, seminars and online tasks
7. Assessment
Assignment of 5,000 words
EITHER
A case study of the language policy in a chosen country, relating theories of
language spread to practice in teaching and everyday life
OR
A discussion of the issues and process of selecting particular language models for a
chosen teaching context.
8. Reading list
Baker, C. (1996 2nd ed.) Foundations of Bilingual Education and Bilingualism.
Clevedon: Multilingual Matters.
Baker, C. (1992) Attitudes and Language. Clevedon: Multilingual Matters.
Block, D. and D. Cameron (2002) (eds) Globalization and Language Teaching.
London: Routledge.
Brutt-Griffler, J. (2002) World English: A Study of Its Development Clevedon:
Multilingual Matters.
Garrett, P. (2003) Investigating Language Attitudes: Social Meanings of Dialect,
Ethnicity and Performance. Cardiff: University of Wales Press.
Gnutzmann, C. Tubingen, C (eds) (1999) Teaching and Learning English as a Global
Language, Stauffenburg Verlag,
Holliday A, Kullman, J, Hyde, M, (2004) Intercultural Communication: a an advanced
resource book. London: Routledge
Joseph, J.E. (2004) Language and Identity: National, Ethnic, Religious. New York:
Macmillan Palgrave.
McKay, S.L. (2002) Teaching English as an International Language. Oxford: O.U.P.
McKay, S.L. and N. Hornberger (1996) Sociolinguistics and Language Teaching.
Cambridge.
Quirk, R. (2003) Language varieties and standard language. In The Language
Ethnicity and Race Reader, Edited by Harris, R. and B. Rampton, pp. 97-106.
Tan, P. (2005) The medium-of-instruction debate in Malaysia. Language Problems
and Language Planning, 29(1), 47-66.
Trudgill, P. and J. Hannah (1994, 3rd edition) International English: A Guide to
Varieties of Standard English. London; Edward Arnold.
Inclusive Education Programme Semester Two Option
Course: Inclusive Classrooms, Inclusive Pedagogies (EDUC5359)
Course Leader: Margaret Sutherland, Margaret.Sutherland@glasgow.ac.uk
1. Introduction
This course is designed to help participants consider their role in relation to pupils
with special educational needs within an inclusive framework. Practice will be
examined in the light of current theoretical perspectives. Current legislation is
explored and the impact of this legislation on practice is considered.
Rationale
To reflect the ever-changing school population, a broad range of topical issues are
introduced in this course including:






Supporting pupils with low incidence disabilities
Reading and writing
Supporting highly able pupils
Supporting pupils with social, emotional and behavioural difficulties
Supporting pupils on the Autistic Spectrum
Citizenship
2. Credit rating/SCQF rating
For Masters courses 20 SM points/ SCQF level 11
3. Aims
The aims of the course are:
 to introduce students to important theoretical debates and discourses in
supporting learning in the context of inclusive education
 to examine current research, policy documentation and legislation and their
impact on learning and teaching and;
 to investigate current tensions within learning support and explore ways in which
they might be addressed to promote effective learning for all
4. Intended learning outcomes
On completion of the course students will be able to demonstrate the following
outcomes.
Knowledge and Understanding
Show critical understanding of the theories and principles related to supporting
learning, drawing on a range of literature and using reflection on practical experience
to evaluate them.
Skills and Other Attributes
Intellectual skills
Analyse critically legislation and policy relating to supporting learning in light of the
theories and research.
Use the theories and research to analyse critically the experiences of learners and
the quality of learning support in a familiar context and to identify and justify
improvement action.
Transferable/key skills
Present clear opinions and positions on the issues raised, based on personal
reflection in ways that demonstrate empathy with people.
Demonstrate a professional quality of written communication in the assignment,
keeping within the word limit and including referencing and bibliography in
accordance with programme guidelines.
5. Learning and teaching
This course is a face-face five day taught course. A range of teaching and learning
approaches that interactively engage course members are used during the course.
6. Assessment
Course members are asked to write a 4,000 word assignment relating to an aspect
of the course.
7. Reading list
Bruner, J. (1996) The Culture of Education, Harvard University Press: Boston
Clark, C, Dyson, A and Milward, A. (1998) Theorising Special Education, London:
Routledge
Corbett, J. (2001) Supporting Inclusive Education. Routledge Falmer: London
Dessent, T. (1987) Making the Ordinary School Special. London: Falmer
Dyson, A., Howes, A. and Roberts, B. (2002) A systematic review of the
effectiveness of school-level actions for promoting participation by all
students. In: Research Evidence in Education Library. London: EPPI-Centre,
Social Science Research Unit, Institute of Education
Dyson, A. and Milward, A. (2000) Schools and Special Needs: Issues of Innovation
and Inclusion London: Paul Chapman Publishing
Forlin, C. (2001) Inclusion: identifying potential stressors for regular class teachers in
Educational Research Vol 43 No 3 pp235-245
O’Hanlon, C. (2003) Educational Inclusion as Action Research: an interpretive
discourse Buckingham: Open University Press
Shayer, M. and Adey, P. (2002) Learning Intelligence: Cognitive Acceleration Across
the Curriculum from 5 – 15 Years Buckingham: Open University Press
Thomas, G. and Loxley A. (2001) Deconstructing Special Education and
Constructing Inclusion, Buckingham: Open University Press
Thomas, G. and Vaughn, M. (2004) Inclusive Education: readings and reflections.
Buckingham: Open University Press
Journals
Autism: the international journal of research and practice
Autism research
The European Journal of Special Needs Education
British Journal of Special Education
Support for Learning
International Journal of Special Education
Inclusive Education Programme Semester Two Option
Course: Developing Literacy (EDUC5349)
Course Tutor: Margaret McCulloch, Margaret.McCulloch@glasgow.ac.uk
1. Introduction
Literacy is an area of particular interest and, often, concern to a wide range of
people involved in and with education and is a determinant of success in our society.
Exploring ways of developing well motivated and effective readers at all stages of
education is therefore a key focus of this course.
Rationale
The course provides opportunities to learn and to think critically about various
theoretical positions on development of early reading, including " emergent literacy",
"top-down" , "bottom-up" and integrated models and different approaches to teaching
letter-sound relationships, including "analytic phonics", "onset and rime" and
"synthetic phonics". It also considers broader factors in achieving literacy
successfully, ways of creating a culture of success and approaches to developing
matacognition in reading - that is, ability to think about one's own understanding and
reading processes. Some issues about the problems of typical assessment of
reading are raised, with suggestions for more advantageous classroom-based
approaches.
2. Credit rating/SCQF rating
For Masters courses 20 SM points/ SCQF level 11
3. Aims
The aims of the course are:
 to promote a reflective and critical appraisal of a variety of approaches to the
teaching and learning of reading.
 to address the early stages of learning to read
 to address the development of reading skills in the later primary years and in
secondary school.
4. Intended learning outcomes
On completion of the course students will be able to demonstrate the following
outcomes.
Knowledge and Understanding
Show critical understanding of current theories within the field of reading from a
range of relevant research literature.
Skills and Other Attributes
Intellectual skills
 Use theory and research to analyse policy and practice critically.
 Propose well founded improvements, justified by theory and research findings.
Transferable/key skills
Demonstrate a professional quality of written communication in the assignment,
keeping within the word limit and including referencing and bibliography in
accordance with programme guidelines.
5. Learning and teaching
This course is a face-to-face five day taught course. A range of teaching and
learning approaches that interactively engage course members are used during the
course.
6. Assessment
Course members are asked to write a 4,000 word assignment relating to an aspect
of the course.
7. Reading list
Adams, M. J., (1990) Beginning to Read: Thinking and Learning about Print
Massachusetts Institute of Technology Press
Beard, R., (1987) Reading 3-13, Hodder & Stoughton
Bruner, J., (1996) The Culture of Education, Harvard University Press: Boston
Clark, C, Dyson, A and Milward, A., (1998) Theorising Special Education, London:
Routledge
Dyson, A., Howes, A. and Roberts, B., (2002) A systematic review of the
effectiveness of school-level actions for promoting participation by all
students. In: Research Evidence in Education Library. London: EPPI-Centre,
Social Science Research Unit, Institute of Education
Goswami, U., (1994) The role of analogies in reading development Support for
Learning 9, 22-26
Harrison, C., When scientists can't agree: the case for balanced phonics Reading,
July 1999, pp 59-63, Blackwell/United Kingdom Reading Association.
Harrison, C., (2004) Understanding Reading Development Sage
Thomas, G. and Loxley A., (2001) Deconstructing Special Education and
Constructing Inclusion, Buckingham: Open University Press
Thomas, G. and Vaughn, M., (2004) Inclusive Education: readings and reflections.
Buckingham: Open University Press
Watson, J., & Johnston, R., (2005) The Effects of Synthetic Phonics Teaching on
Reading and Spelling Attainment: A Seven Year Longitudinal Study Insight
17, Scottish Executive Education Department
Inclusive Education Programme Semester Two Option
Course: Social, Emotional & Behavioural Difficulties (i) (EDUC5290)
Course Tutor: George Head, George.Head@glasgow.ac.uk
1. Introduction
This course will help students to develop an understanding of the problematic nature
of social, emotional and behavioural difficulties and their implications for learning and
teaching. It encourages a critical appraisal of the diverse provision to meet these
difficulties and considers methods of evaluating and reviewing the range of policy,
practice, strategies and behaviour management systems, and professional skills in
working effectively to meet the needs of the learner in a variety of settings.
Rationale
The exploration of three themes, Policy, Provision and Practice, as they relate to the
learning of young people who may be experiencing Social, Emotional or Behavioural
Difficulties (SEBD) are explored on this course. The following areas of content are
addressed:




the concept of emotional and behavioural difficulty; philosophical, psychological,
sociological and curricular perspectives;
explanatory models: their relevance to provision and intervention strategies;
an examination and evaluation of relevant literature;
a critical examination of a range of provision.
2. Credit rating/SCQF rating
For Masters courses 20 SM points/ SCQF level 11
3. Aims
The aims of the course are:
 to examine the nature and causes of SEBD
 to explore critically the range and appropriateness of provision for learners with
SEBD
 to reflect upon strategies used to support learners with SEBD
 to encourage thoughtful evaluation of practice in the students’ own context.
4. Intended learning outcomes
On completion of the course students will be able to demonstrate the following
outcomes.
Knowledge and Understanding
From a range of research writings, show critical understanding of theories relating to
the nature and causes of SEBD and principles for good practice in the education of
young people with SEBD.
Skills and Other Attributes
Intellectual skills
 Use understanding of theories and principles to analyse critically policy, provision
and practice in relation to SEBD in a familiar context.
 Propose and justify with theory and research findings, as well as personal
reflection, an SEBD issue worthy of investigation or development in a familiar
context.
Transferable/key skills
 Use reflection on and insights from personal experience effectively in achieving
Outcomes 2 and 3.
 Demonstrate a professional quality of written communication in the assignment,
keeping within the word limit and including referencing and bibliography in
accordance with programme guidelines.
5. Learning and teaching
This course is a face-to-face five day taught course. A range of teaching and
learning approaches that interactively engage course members are used during the
course.
6. Assessment
Course members are asked to write a 4,000 word assignment relating to an aspect
of the course.
7.Reading list
Bruner, J., (1996) The Culture of Education, Harvard University Press: Boston
Clark, C, Dyson, A and Milward, A., (1998) Theorising Special Education, London:
Routledge
Dyson, A., Howes, A. and Roberts, B., (2002) A systematic review of the
effectiveness of school-level actions for promoting participation by all
students. In: Research Evidence in Education Library. London: EPPI-Centre,
Social Science Research Unit, Institute of Education
Gray, P., (Ed) (2002) Working with emotions. London:Routledge Falmer
Head, G., (2007) Better learning, better behaviour. Edinburgh: Dunedin Academic
Press
Kohn, A., (1996) Beyond Discipline. Alexandria VA: ASCD
Porter, L. (2000) Behaviour in schools: theory and practice for teachers.
Buckingham: Open University Press
Thomas, G. and Loxley A., (2001) Deconstructing Special Education and
Constructing Inclusion, Buckingham: Open University Press
Thomas, G. and Vaughn, M., (2004) Inclusive Education: readings and reflections.
Buckingham: Open University Press
Watkins, C. and Wagner, P., (2000) improving school behaviour. London: Paul
Chapman Publishing
Semester Two Option
Course: Highly Able Pupils, Raising Attainment & Achievement (EDUC5356)
Course Tutor: Margaret Sutherland (Margaret.Sutherland@glasgow.ac.uk)
1. Introduction
While most of the world refers to these pupils as gifted and talented, Scotland has
opted for the term “highly able”. While differing terminology is used to describe this
group of learners, essentially we are talking about how we cater for individuals who
are performing well in advance in one or more fields than might be expected for their
age. This course will aid reflection on and consideration of personal and
professional contexts in relation to the education of those pupils who might be
described as being ‘highly able’ or gifted and talented.
Rationale
Students will be asked to consider the wider perceptions of intelligence in the media,
their own immediate social circles and international perspectives as well as those
perceptions and beliefs held in their professional context. The course also includes
exploration of models for provision and identification of more able pupils,
consideration of the work of Joseph Renzulli, Robert Sternberg and other significant
writers in this area and an examination of effective models of school and classroom
learning for gifted and talented pupils.
2. Credit rating/SCQF rating
For Masters courses 20 SM points/ SCQF level 11
3. Aims
The aims of the course are:
 to assist students to reflect on personal and professional beliefs related to the
nature of intelligence;
 to investigate the nature of intelligence through the examination of theory,
research and relevant literature;
 to consider critically current practice and provision related to the education of
able/gifted and talented pupils.
4.Intended learning outcomes
On completion of the course students will be able to demonstrate the following
outcomes.
Knowledge and Understanding
Show critical understanding of the theoretical debate related to intelligence and the
education of more able/gifted children and young people
Skills and Other Attributes
Intellectual skills
Reflect critically on personal and professional attitudes to the education of more
able/gifted and talented pupils, using understanding of the theoretical debate.
Reflect critically on practice and provision for more able/gifted and talented pupils,
using understanding of the theoretical debate.
Transferable/key skills
Write sensitively and positively about the issues, presenting a clear personal
position.
.
Demonstrate a professional quality of written communication in the assignment,
keeping within the word limit and including referencing and bibliography in
accordance with programme guidelines.
5. Learning and teaching
This course is a face-face five day taught course. A range of teaching and learning
approaches that interactively engage course members are used during the course.
6. Assessment
Course members are asked to write a 4000 word assignment relating to an aspect of
the course.
7.Reading list
Bruner, J., (1996) The Culture of Education, Harvard University Press: Boston
Clark, C, Dyson, A and Milward, A., (1998) Theorising Special Education, London:
Routledge
Dyson, A., Howes, A. and Roberts, B., (2002) A systematic review of the
effectiveness of school-level actions for promoting participation by all
students. In: Research Evidence in Education Library. London: EPPI-Centre,
Social Science Research Unit, Institute of Education
Eysenck, H., (1973) The Measurement of Intelligence. Baltimore: Williams & Wilkins.
Gardner, H., (1999) Intelligence Reframed: Multiple Intelligences for the 21st
Century. New York: Basic Books
Friedman, R.C. and Shore, B.M., (eds) Talents Unfolding: Cognition and
Development. Washington DC: American Psychological Association.
Renzulli, J.S., (1977) The Enrichment Triad Model: A Guide for Developing
Defensible Programs for the Gifted and Talented. Mansfield Center, Conn,:
Careative Learning Press.
Smith, C., (2006) (Ed) Including the Gifted and Talented: Making Inclusion work for
more gifted and able learners London: Routledge
Thomas, G. and Loxley A., (2001) Deconstructing Special Education and
Constructing Inclusion, Buckingham: Open University Press
Thomas, G. and Vaughn, M., (2004) Inclusive Education: readings and reflections.
Buckingham: Open University Press
Van Tassel-Baska, J., (1992) Planning Effective Curriculum for Gifted Learners.
Denver. Love
Journals
High Ability Studies
Gifted Education International
Gifted Child Quarterly
Gifted Child Today
Semester Two Option
Course: Advanced Educational Research (( EDUC5405)
Course Co-ordinator Dr Muir Houston Muir.Houston@glasgow.ac.uk
Note: This course is suitable for Masters level students planning to go on to read for
a higher degree: PhD
1. Introduction
This course is required for students who are studying for a research orientated
Master’s degree. It will look in more depth at the issues of method, methodology and
epistemology to which students were exposed in “Introduction to Educational and
Social Research” and includes an element of pragmatic research practice.
2. Assessment
1. 3,000 word essay, research proposal or equivalent (75%)
2. Completion of a project involving significant use of qualitative or quantitative
analysis software (25%)
Both are due on Monday 8th April 2013.
3. Aims
The overall aim of the course is to provide students with the depth of understanding
and comprehensive skill set needed to conduct educational enquiry. This includes
the aims to:

build on the knowledge base acquired from Introduction to Educational and
Social Research

develop the understanding required to select and apply diverse methods of
enquiry

deepen knowledge of the way different methods relate to wider philosophical,
ethical and social concerns

equip students with the skills needed to apply the appropriate methods of
educational enquiry

provide experience in using analytical software packages for educational
enquiry

support the development of strategies for project management in educational
enquiry

increase knowledge of dissemination procedures
4. Intended Learning Outcomes
Knowledge and Understanding
On completion of the course, students will be able to:

recognise the assumptions and premises lying behind different approaches to
enquiry and diverse conceptions of evidence

analyse the way approaches to enquiry relate to wider societal and
philosophical questions


discuss the underpinning key strategic assumptions, including conceptual,
qualitative, quantitative, critical, historical and mixed-method approaches to
educational enquiry
demonstrate familiarity with, and competence in computer based approaches
to data analysis (primarily SPSS and nVivo)
Skills and Other Attributes
Subject-specific/practical skills
On completion of the course, students will be able to:

design and carry out an educational enquiry project using an appropriate
approach

collect and analyse the data gathered in a responsible and reflective way (if
planning an empirical study; if planning a conceptual student students will be
able to assess if empirical research data has been collected and analysed in a
responsible and reflective way)

articulate a cogent argument (conceptual and empirical)

critically evaluate the research of others across a range of empirical and
conceptual approaches

draw appropriate, authorised and well-justified conclusions

develop a plan for dissemination of outcomes to appropriate stakeholders

understand the presentation of educational enquiry in a clear and concise
manner
Intellectual skills
On completion of the course, students will be able to:

understand the wider significance of enquiry procedures

make decisions regarding the appropriate enquiry strategy for a given project
and context

describe the process of ensuring that the chosen strategy of enquiry fits the
question/topic under investigation

understand and solve problems that arise in the course of data collection and
analysis and during conceptual enquiry

critically reflect on the enquiry process
Transferable/key skills
On completion of the course, students will be able to:
 employ standard conventions for citation and referencing consistently whilst
avoiding plagiarism
 prepare a well justified plan for an educational enquiry project
 analyse the form and application of research based evidence for educational
practice and policy
5. Background Reading
Essential:
Research Methods and Methodologies in Education, James Arthur et al (2012)
http://www.uk.sagepub.com/books/Book235020
Highly Recommended:
Qualitative Research in Education: A User's Guide Third Edition Marilyn Lichtman
(2012) http://www.sagepub.com/books/Book235144
Discovering Statistics Using SPSS Andy Field Third edition (but earlier
editions would do) http://www.sagepub.com/field3e/default.htm
Web resources:
Social Research Update
REQUALLO: Reusable Qualitative Learning Objects: Resources to support the
learning of methods of qualitative data analysis in the social sciences
Quantitative Methods in Education Research
Research Methods Knowledge Base
Statsoft electronic text book
Probability and statistics EBook
Semester Two Option
Course: Modern Educational Thought (EDUC5156)
Course Tutors: Penny Enslin, Nicki Hedge, Cathy Fagan, Alison Mackenzie.
1. Introduction: General Aims and Content
The Modern Educational Thought course explores significant concepts, debates and
discourses on theoretical issues that are important for students engaged in the study
and practice of education. This is a Faculty Core course focussed on central
questions around the aims and purposes of education and ways in which modern
educational thought plays out in professional practice and/or policy contexts. In
addressing these questions, we will take as a starting point the claim that the
development of rational autonomy, that is the Enlightenment project, is the central
aim of education. Thus the course will begin with key readings in the history of
‘liberal’ thinking on education. It will encourage a critical reading of texts in the
history of modern educational ideas, taking into account critiques of the liberal
tradition from positions that include Marxism, postmodernism, communitarianism and
feminism. Based on seminars around readings students have prepared, the course
requires participation in discussions, in seminars, and students will be encouraged to
relate collective study to specific readings and activities in their own professional
contexts.
2. Assessment
A preliminary short assignment of 1,000 to 1,500 words (25% of the final grade) with
diagnostic feedback to support final summative assessment: February 2013 (TBC)
A more extensive critical essay of 3000-3500 words (75% of the final grade)
requiring independent thinking and argument: April 2013 (TBC).
3. Preparatory Background Reading
Edwards, R. and Usher, R. (1994) Postmodernism and Education, especially
Chapter 1, available as an e-book from the University Library at:
http://encore.lib.gla.ac.uk/iii/encore/record/C__Rb2318383__SPostmodernism%20
and%20Education__P0%2C1__Orightresult__X5?lang=eng&suite=cobalt
Giroux, H. (2002) 'Educated hope in an age of privatized visions', Cultural
Studies/Critical Methodologies, 2, 1, pp. 93-112, available from:
http://fd6ec6jz5e.search.serialssolutions.com/?V=1.0&N=100&L=FD6EC6JZ5E&S
=AC_T_B&C=cultural+studies with your GUID.
Hayes, E. R. (2001) 'A New Look at Women's Learning', New Directions for Adult
and Continuing Education, 89 (Special Issue on the New Update on adult Learning
Theory), pp. 35-42, available from:
http://fd6ec6jz5e.search.serialssolutions.com/?V=1.0&N=100&L=FD6EC6JZ5E&S
=AC_T_B&C=New+Directions+for+Adult+and+Continuing+Education
Nussbaum, M.C. (2006) 'Education and Democratic Citizenship: Capabilities and
Quality Education', Journal of Human Development and Capabilities, 7, 3, pp. 385395, available from:
http://fd6ec6jz5e.search.serialssolutions.com/?V=1.0&N=100&L=FD6EC6JZ5E&S
=AC_T_B&C=journal+of+human+development with your GUID
UNESCO (2008) ‘The enduring relevance of Education for All’, Chapter One from
the 2008 Education for All Global Monitoring Report, available from:
http://www.unesco.org/education/gmr2008/chapter1.pdf.