Bachelor of Education
Year Three, Semester Six
Course Handbook
Spring 2015
Welcome from the Dean of Education/ Fáilte ó Dhéan an Oideachais
Dear Student,
On behalf of my colleagues I extend a warm welcome back to B.Ed 3, Faculty of Education at Mary Immaculate College. Tá súil agam gur bhain tú taitneamh as laethanta gealla an tsamhraidh. During Year 3 of the B.Ed programme you will follow a core programme which focuses on the Student as Researcher. Emphasis is placed upon recognising and developing the potential contribution primary school teachers can play in educational change by actively engaging with educational research. To begin this journey you will be introduced to educational research methods and ethics in Semester 5. This module will also play an integral part in helping you formulate the research design for your Undergraduate Dissertation (if selected). While you will continue to build upon concepts and knowledge developed in first and second year, early childhood is a particular curricular focus during B.Ed 3 and you will undertake a designated Infant school placement towards the end of Semester 6. This autumn you will begin your first Education Elective and your second Liberal Arts Elective module. Through the selection of electives you will begin your path towards either a specialism or a multidisciplinary B.Ed. By the end of this academic year, you will have completed all the mandatory curricular elements of your programme. As you are aware, Part Two of the Programme, attainment on which final QCA is based, includes Years 2, 3, and 4. The weighting of the Programme increases from 1 to 2 for Semesters 6, 7 and 8. To date your constructive feedback to us has contributed to the rescheduling and revision of the approaches taken in some modules. If you have any feedback in relation to this academic year, please engage with your academic co-ordinator and Assistant Dean, Dr Angela Canny.
The Faculty is also continually involved in the development of other new programmes. This academic year sees 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. We have also a new M.Ed in Educational Leadership and Management and an innovative Graduate Diploma/Masters of Arts in Education and Well-being of the Older Person. 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. 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, a cuireadh ar an bhfód don chéad uair anuraidh. 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. These programmes contribute to the extensive range of postgraduate programmes already being provided by the Faculty in SEN, ICT, Mentoring and Teacher Development, Early Childhood Studies, Adult and Continuing Education, Masters in Education (by Research and Thesis) and Structured Ph.D in Education.
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,
INDEX PAGE NUMBER
Introduction from the Dean 1
Index 2
Faculty of Education – A Brief Overview 3
Mission Statement of the Faculty of Education 4
Overview of B.Ed 3 Programme 5
Study Abroad/International Placement 7
Elective Specialisms and Multidisciplinary Route 7
Undergraduate Dissertation Option 7
Progression within the Programme 7
Programme Specific Regulations 8
Academic Honesty 9
Lecture and Tutorial Attendance 9
Module Assessment Guidelines 9
Key Faculty of Education Contacts 10
Staff of the Faculty of Education 12
Bachelor of Education 3 Spring Semester Modules 19
Course Outline: Core Education Modules 21
Course Outline: Education Electives 1 50
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 2014/15 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 Transforming Education through Dialogue (TED) Project 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.
MISSION STATEMENT OF THE FACULTY OF EDUCATION
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.
OVERVIEW OF THE B.ED 3 PROGRAMME
The conceptual framework of the overall B.Ed programme (of which a brief overview was provided in the B.Ed 1 Handbook) demonstrates a dynamic programme that challenges what it means to be a learner, a teacher, a researcher, and a leader and how, collectively, these understandings become embedded in the everyday realities of all those working together in a 21st century teacher education programme. In B.Ed 3, the focus is upon the Student as
Researcher, which emphasises not only the importance of research for educational change but also recognises the active engagement of primary school teachers in educational research. In Semester 5 you will be introduced to research methods in education, which provides an opportunity for you to develop an understanding of the interrelated connections between theory, practice and research across classrooms, schools, communities and broader society. It encourages you to look for opportunities, embedded within an ethical framework, for systematic, relevant and robust inquiry. In Semester 5 you will also begin your first Elective modules in Education and continue with your Liberal Arts Electives. Early childhood is a particular curricular focus during B.Ed 3 and you will undertake a designated Infant school placement towards the end of Semester 6 (SP5). School Placement 5 is combination of observation and teaching in an infant classroom and will provide an opportunity for you to become familiar with learning support systems in the school, with particular reference to the infant classroom. Since you will have completed all the mandatory curricular elements of your programme, two SEN modules and five electives at this point, the level of curricular and theoretical
Semester 5 Student as Researcher
ECTS Semester 6
Student as Researcher
ECTS
Language and Literacy 5
STeM 6: Teaching Mathematics and Science
Research Methods - Ethical Foundations for Teaching and Research
Creative Arts 3
Assessment for and of Learning Liberal Arts Elective 2
Education Elective 1 Religious Education Option
3 3 3 3 6 6 6 3*
Schools and Society 3: Historical, Philosophical and Sociological Perspectives
Early Childhood Education – curriculum, research, and pedagogy
Early Primary Education and Advanced Educational Methods
Inclusive Education for Children with Special Educational Needs 2
Liberal Arts Elective 3 Education Elective 2
Tréimshe Foghlama sa Ghaeltacht 2 School Placement 5
Religious Education Option Certificate in Religious Education Option 3 3 3 3 6 6 0 6 3*
*As this is an optional educational module, students choose one of the three assessment options: audit, pass/fail or graded. If the graded assessment option is chosen, credits awarded will contribute to the student’s QCA.
Study Abroad/International Placement
The B.Ed programme offers students the opportunity to study abroad in Semester 5. The College has established partnerships with a number of premier Colleges and Universities worldwide and encourages student mobility. Exchanges are open to all students. Students may apply to study abroad during Semester 5 and will be graded on a pass/fail basis for participation in the programme.
Please contact: Richard Bowles, Co-ordinator of international placements and AEE, if you have any queries in relation to the Study Abroad/International Placement.
Additional Educational Experience (AEE)
The Additional Educational Experience (AEE) module is undertaken in Year 4 of the B Ed programme. Students may select a placement of their choice in a variety of settings, including special education, development education and community contexts. The placement lasts for at least 50 hours spread over a minimum of two weeks, and students will choose to do this during the summer of 2015 or in January 2016. Six credits are awarded for this module, graded on a Pass/Fail basis.
Please contact: Richard Bowles, Co-ordinator of international placements and AEE, if you have any queries in relation to the Study Abroad/International Placement.
Elective Specialisms and Multidisciplinary Route
Students begin their first Education Elective and second Liberal Arts Elective in Semester 5. Students have been
allocated and informed of their first Education Elective and must attend and complete this Elective. Should you register incorrectly for an elective that has not been allocated to you or to an oversubscribed elective, your name will be removed from that list and you will be registered for your allocated elective by the College. Failure to register for the correct elective may result in disciplinary action.
Student may choose to exit their chosen Education Elective specialism after Semester 5 and may then follow the Multidisciplinary route.
Undergraduate Dissertation Option
Students undertaking particular Elective Specialisms in either Education or Liberal Arts or who are taking the
Multidisciplinary route may be offered the opportunity to undertake an Undergraduate Dissertation (completed and graded in Semester 8). The Undergraduate Dissertation option is equivalent to two taught modules. It is important to note that students choosing this option must also successfully complete the Research Methods Module. Students who do not achieve C3 or higher in the Research Method Module will be subject to critical review. If you have any queries in relation to the Undergraduate Dissertation, please contact: Des Carswell, Co-ordinator of and tutor on the research methods and undergraduate dissertation modules for the B.Ed programme.
Progression within the Programme
In developing the programme, a focus has been maintained on ensuring progression within the programme in terms of students’ learning and self-development and the understanding, knowledge and skills required to meet the learning and teaching needs of children in today’s schools. Clear links are maintained between theoretical input and student
teachers’ school placements. Students must successfully complete all modules in order to progress to the next academic year of the programme.
Programme Specific Regulations Bachelor of Education and Bachelor of Education in Education and Psychology
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.
Students who are due to start professional placement in the Spring Semester of years 1, 2 and 3 of the programmes are subject to critical review. A student who has failed more than four 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.
Students who fail the oral Irish component of the following modules shall be awarded an F grade both in that component of the module and in the overall module:
• An Ghaeilge agus Múineadh na Gaeilge 2 • An Ghaeilge agus Múineadh na Gaeilge 3 • Language and Literacy 5
Where the student has passed the other elements of the module, s/he repeats the oral Irish component only. The student is capped on the repeat of the module at grade C3.
To progress into the final year of their programme, students are required by the end of Year 3 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; Language and Literacy 3; Language and Literacy 4; Language and Literacy 5
An Ghaeilge agus Muineadh na Gaeilge 1; An Ghaeilge agus Muineadh na Gaeilge 2; An Ghaeilge agus Muineadh na Gaeilge 3; Language and Literacy 4; Language and Literacy 5
STEM 1; STEM 2; STEM 4; STEM 5
A student who does not obtain the minimum average QPV required in Mathematics following annual repeats in Year 2 but who is otherwise eligible to progress may link in to STEM 4 and/or STEM 5 in the following academic year to obtain the average minimum QPV of 2.00 in that module grouping.
A student who has not obtained the minimum average QPV required in one or more of the English, Gaeilge or Mathematics groupings following the annual repeats in Year 3 but who otherwise satisfies the general progression regulations may link in to relevant module/s in the following academic year subject to the current academic regulations whereby a maximum of two modules can be taken on a link-in basis in each semester.
An absolute minimum quality point value (QPV) of 2.60 across school placement modules SP4, SP5, SP6 and SP7 is required for the award of a first or second class honours degree.
Academic Honesty
The definitive guide for all academic rules and regulations is the Student Handbook. It is available here: http://www.mic.ul.ie/adminservices/studentservices/Pages/StudentHandbook.aspx
All students are required to familiarise themselves with Appendices Two & Three (Final Assessment Regulations & Coursework Guidelines) of the Student Handbook, particularly the sections concerning cheating.
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 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/Tutors 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. At the discretion of the lecturer/lecturers/tutors up to 10% of marks in a module may be deducted for unsatisfactory attendance and/or participation at lectures. In the case of tutorials (except in exceptional circumstances), 10% of marks will be deducted for unsatisfactory 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).
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.
Repeat Assessment Procedures: Where Coursework is the repeat assessment (including both F and I - Grades) students will be notified of the repeat assessment and the repeat assessment guidelines by email. It is the responsibility of the individual student to comply with the repeat assessment guidelines which includes submission deadlines.
KEY FACULTY OF EDUCATION CONTACTS Dean of Education
Professor Teresa O Doherty
Contact: teresa.odoherty@mic.ul.ie Office: 304a
(061) 204995
Assistant Dean of Education and BEd 3 Co-Ordinator Dr Angela Canny
Contact: angela.canny@mic.ul.ie Office: 311
(061) 204598
Director of School Placement Neil Ó Conaill
Contact: neil.oconaill@mic.ul.ie Office: 306
(061) 204519
Fintan Breen
Education Office Manager Education Office
Contact: fintan.breen@mic.ul.ie Office: (061) 204906
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 educationoffice@mic.ul.ie . 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 Angela Canny. You can make an appointment to see her by email or via the Education Office.
If your concern specifically refers to School Placement, please contact the SP Office and/or Director of SP (061 204358/061 204924).
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.
STAFF OF THE FACULTY OF EDUCATION
Dean of Education Teresa O'Doherty, B.Ed., M.Ed.(NUI), Dip. Religious Studies(MIC), Ph.D.(UL)
teresa.odoherty@mic.ul.ie (061)204995
Assistant Dean of Education Angela Canny, B.Soc.Sc., M.Soc.Sc.(UCD),
Ph.D.(Warwick)
angela.canny@mic.ul.ie (061)204598
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.
cathal.depaor@mic.ul.ie (061)204950
Director of the Curriculum Development Unit
Eucharia McCarthy, B.Ed.(NUI), M.Ed.(UL)
eucharia.mccarthy@mic.ul.ie (061)204508
Director of School Placement Neil Ó Conaill, B.Ed.(NUI), M.Ed.(Nottingham)
neil.oconaill@mic.ul.ie (061)204519
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 Department of Language, Literacy and Mathematics Education Department of Special Education
Department of Arts Education and Physical Education Acting Head of Department
Deirdre Ní Chróinín, B.A., Ph.D.(UL) M.A. in Academic Practice(UL)
deirdre.nichroinin@mic.ul.ie (061)20553
Drama
Michael Finneran, B.Ed.(DCU), M.A, Ph.D.(Warwick)* michael.finneran@mic.ul.ie (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),
Ed.D.(University of Bristol)
dorothy.morrissey@mic.ul.ie (061)204521
Margaret O'Keeffe, B.Ed.(NUI), M.Ed.(DCU), LLSM margaret.okeeffe@mic.ul.ie (061)204526 Music Education
Gwen Moore, B.Mus.Ed.(TCD), M.A. in Music Ed.(UL), GRIAM, ALCM, Ph.D.(Univ. of London)
gwen.moore@mic.ul.ie (061)204945
Ailbhe Kenny, B.Ed., M.Ed.(DCU), Ph.D.(Cambridge)* ailbhe.kenny@mic.ul.ie (061)774721 Visual Arts Education
Tanya Power, NDD, M.A.(NUI) tanya.power@mic.ul.ie (061)204388
Anne-Marie Morrin, B.A., H.Dip. Art and Design Education (NCEA), M.A.(UL)
annemarie.morrin@mic.ul.ie (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)
sinead.dineen@mic.ul.ie (061)204936
Eamonn Mitchell, B.Ed., M.Ed.(UL) eamonn.mitchell@mic.ul.ie (061)204518 Niall Quinn, Visual Arts Technician, Dip. in Fine Arts(NCEA) niall.quinn@mic.ul.ie (061)204350 Physical Education
Deirdre Ní Chróinín, B.A., Ph.D.(UL), M.A. in Academic Practice(UL)
deirdre.nichroinin@mic.ul.ie (061)204553
Richard Bowles, B.Ed.(NUI), M.Sc.(Leicester) Co-ordinator of international placements and AEE
richard.bowles@mic.ul.ie (061)204912
Department of Reflective Pedagogy and Early Childhood Studies Head of Department
Emer Ring, B.Ed.(Carysfort), PG Dip. in Special Ed.(DCU), BL, (London), M.Ed.(DCU), PG Cert. in Autism
(Children)(DCU), M.Ed.(Autism) (Birmingham), Diploma in Irish(NUIG), Ph.D.(DCU)
emer.ring@mic.ul.ie (061)204571
Early Childhood Care and Education
Deirdre Breathnach, B.Ed.(NUI), M.Ed.(UL) deirdre.breathnach@mic.ul.ie (061)204565 Jennifer Pope, B.A. Early Childhood Studies, Ph.D.(UCC) jennifer.pope@mic.ul.ie (061)204581 Lisha O'Sullivan, B.A. Early Childhood Studies(UCC), M.A.
Non-directive Play Therapy (York)
lisha.osullivan@mic.ul.ie (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
des.carswell@mic.ul.ie (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)
mary.moloney@mic.ul.ie (061) 204316
Educational Methodology
Teresa McElhinney, B.Ed., M.Ed.(NUI)
Fiodhna Gardiner-Hyland, B.Ed.(MIC), M.A. in Ed.(MIC), Ph.D.(Leicester) teresa.mcelhinney@mic.ul.ie fiodhna.gardiner@mic.ul.ie (061) 204542 (061) 204766 ICT in Education
Brendan Barry, B.A.(TCD), Grad.Dip.Ed.(MIC), M.Sc.(DCU) brendan.barry@mic.ul.ie (061)204941 Rory McGann, B.Ed, M.Ed. ICT(UL), Grad. Dip. Ed. Lead.
(NUIM), Grad. Dip. SEN(UL)
rory.mcgann@mic.ul.ie (061)204520
Microteaching
Department of Learning, Society, and Religious Education Head of Department
Carol O’Sullivan, B.Ed., M.Ed.(UL), M.A.(NUI), Ed.D.(DCU)
carol.osullivan@mic.ul.ie (061)204928
Psychology of Education
Suzanne Parkinson, B.Ed., B.Sc., M.SC. in
Developmental and Educational Psychology, Ed.D.(Ed. Psych)
suzanne.parkinson@mic.ul.ie (061)204958
Marie Ryan, B.Ed. (Ed & Psych), Grad. Dip. SEN(UL), MAEP (UCD)
marie.ryan2@mic.ul.ie (061)204372
History of Education and Policy of Education Teresa O'Doherty, B.Ed., M.Ed.(NUI), Dip. Religious Studies(MIC), Ph.D.(UL)
Eilís O’Sullivan, N.T., M.A.(UL), Ph.D.(UL)
teresa.odoherty@mic.ul.ie
eilis.osullivan@mic.ul.ie
(061) 204995
Philosophy of Education
Tony Bonfield, B.Ed., M.Ed.(NUI), TEFL Cert.(MIC), Ed.D. (Sheffield)*
tony.bonfield@mic.ul.ie (061)204970
Aislinn O Donnell, B.A.(TCD), M.A.(UCD), Ph.D.(Warwick)
aislinnodonnell@mic.ul.ie (061)204354
Religious Education
Patricia Kieran, B.Rel.Sc.(Mater Dei), M.Th., Ph.D.(London)
patricia.kieran@mic.ul.ie (061)204965
Daniel O’Connell, Dip.Phil., B.D.(NUIM), Grad.Dip. in Holistic Dev.(All Hallows), M.Ed., Ph.D.(Boston College)
daniel.oconnell@mic.ul.ie (061)204966
Maurice Harmon, Dip. Phil, B.D., H.Dip. in Pastoral Studies, (Maynooth), M.A.(Fordham University)
maurice.harmon@mic.ul.ie (061)204720
Sociology of Education
Angela Canny, B.Soc.Sc., M.Soc.Sc.(UCD), Ph.D.(Warwick)
Sandra Ryan, B.Ed.(NUI), M.A., Ph.D.(Western Michigan) angela.canny@mic.ul.ie sandra.ryan@mic.ul.ie (061) 204598 (061) 204984 Educational Disadvantage
Sandra Ryan, B.Ed.(NUI), M.A., Ph.D.(Western Michigan)
sandra.ryan@mic.ul.ie (061)204984
Transforming Education Through Dialogue Ann Higgins, B.Ed., Dip. Remedial Ed., Ph.D.(UL)* Ruth Bourke, B.A.(UL), M.Ed.(Adult Ed)(UL)
ann.higgins@mic.ul.ie
ruth.bourke@mic.ul.ie
(061)204979
(061)774715 Development and Intercultural Education
Brighid Golden, B.Ed.(UL), M.Ed. (International Studies in Education with International Development)
(Birmingham)
Social, Environmental and Scientific Education
Brighid.golden@mic.ul.ie (061)204991
Anne Dolan, B.Ed., M.A., Dip.Adult Comm.Ed.(NUI), Ed.D.(Sheffield Hallam)
anne.dolan@mic.ul.ie (061)204983
Eileen O’Sullivan, B.Ed., M.Ed.(UCC), Ph.D.(UCC) eileen.osullivan@mic.ul.ie (061)204975 Maeve Liston, B.Sc., Ph.D.(UL) maeve.liston@mic.ul.ie (061)204726 Social, Personal and Health Education
Carol O’Sullivan, B.Ed., M.Ed.(UL) M.A.(NUI), Ed.D.(DCU)
carol.osullivan@mic.ul.ie (061)204928
Inclusive Education (SEN)
Anne O’Byrne, B.Ed.(NUI), Grad Dip.(Special Ed), Grad Dip.(Remedial Ed),Grad Dip (Computer Studies), M.Ed.(UL)
anne.obyrne@mic.ul.ie (061)204389
MA in Educational Psychology
Siobhán O’Sullivan, B.Sc in Ed. (UL), H.Dip.Psych.(NUI), M.Sc.(UCL)
Programme Leader
siobhan.osullivan@mic.ul.ie (061)204536
Claire Griffin, B.Ed. (Ed & Psych), Grad. Dip. SEN(UL), MAEP (UCD)
Certificate in General Learning and Personal Development
Órla Slattery, B.A., (MIC), M.A. in Philosophy(MIC) Course Co-ordinator
claire.griffin@mic.ul.ie
orla.slattery@mic.ul.ie
(061)774701
Department of Language, Literacy and Mathematics Education Head of Department
Seán de Brún, N.T., B.A., HDE, M.Ed., Dip.Cat.(NUI) sean.debrun@mic.ul.ie (061)204329 Gaeilge
Seán de Brún, N.T., B.A., HDE, M.Ed., Dip.Cat.(NUI) sean.debrun@mic.ul.ie (061)204329 Roibeárd Ó Cathasaigh, B.A., M.A., HDE(NUI) roibeard.ocathasaigh@mic.ul.ie (061)204342 Eilís Ní Dheá, B.A., M.A., HDE, Ph.D.(NUI) eilis.nidhea@mic.ul.ie (061)204359 Martina Ní Fhatharta, B.Oid., M.Oid.(UL) martina.nifhatharta@mic.ul.ie (061)204555 English
Áine Cregan, B.Ed., M.Ed.(NUI), Ed.D.(Harvard) aine.cregan@mic.ul.ie (061)204902 Martin Gleeson, N.T., B.A.(NUI), M.Ed.(TCD), Ph.D.(UL) martin.gleeson@mic.ul.ie (061)204971 John Doyle, B.Ed.(NUI), M.Ed.(UL), Dip. Music Ed.(NUI),
ALCM (T.D. Clarinet), Ed.D.(Sheffield)
john.doyle@mic.ul.ie (061)204533
Mathematics Education
Aisling Leavy, B.Sc.(NUI), Grad.Dip.Ed.(DCU), M.A.in Ed.(Calif. State), Ph.D.(Ariz. State)
aisling.leavy@mic.ul.ie (061)204978
Mairéad Hourigan, B.Sc., M.Sc., Ph.D.(UL) mairead.hourigan@mic.ul.ie (061)204504 John O’Shea, B.Ed., M.Ed.(UL), Ph.D.(UL)
Co-ordinator of the Professional Master of Education programme
john.oshea@mic.ul.ie (061)774713
Noreen O’Loughlin, B.Ed., M.Ed., Grad. Dip. Comp, Dip. Bus. St., Grad. Dip. Mant St., Ph.D. (Bristol)
Modhanna Múinte na Gaeilge
noreen.oloughlin@mic.ul.ie (061)204357
Seán Ó Cathalláin, B.Ed.(NUI), M.Ed.(OU), Ph.D.(Stirling) sean.ocathallain@mic.ul.ie (061)204371 TJ Ó Ceallaigh, B.Oid.(UL), M.Oid. (UCC) Dioplóma
Iarchéime san Oideachas Gairmiúil (NUIG), Ph.D.(UCC)
tj.oceallaigh@mic.ul.ie (061)204325
Department of Special Education Head of Department
Patricia Daly, B.A., HDE (NUI), M.A., Ph.D.(Ohio State) patricia.daly@mic.ul.ie (061)204309 Margaret Egan, B.Ed.(TCD), M.Ed.(UL), Ph.D.(UCC) margaret.egan@mic.ul.ie (061)204337 Stella Long, B.Ed., M.Ed.(UL), Dip.Soc.Studies(NUI) stella.long@mic.ul.ie (061)204580 Eucharia McCarthy, B.Ed.(NUI), M.Ed.(UL) eucharia.mccarthy@mic.ul.ie (061)204508 Johanna Fitzgerald, B.A, HDE(UCC), M.A. Inclusive
Education(IOE, London)
johanna.fitzgerald@mic.ul.ie (061)204517
Trevor O’Brien, B.Ed.(DCU), M.Ed., Advanced Diploma in Applied Educational Studies(Hull), Dip Social Studies(UCC)
trevor.obrien@mic.ul.ie (061)774780
Professional Services Staff Education Office Manager
Fintan Breen fintan.breen@mic.ul.ie (061)204906
Education Office Marie Quaid Caroline Ní Chadhain* Zeta Penny Helen Heffernan Nora O’Donoghue Paula Treacy Perry Meskell Rose Higgins Deirdre Cussen marie.quaid@mic.ul.ie caroline.coyne@mic.ul.ie zeta.penny@mic.ul.ie helen.heffernan@mic.ul.ie nora.odonoghue@mic.ul.ie paula.treacy@mic.ul.ie perry.meskell@mic.ul.ie rose.higgins@mic.ul.ie deirdre.cussen@mic.ul.ie (061)204545 (061)204358 (061)204924 (061)204923 (061)204923 (061)204925 (061)204551 (061)204551 (061)204545
Hellen Gallagher Hellen.Gallagher@mic.ul.ie (061)774725
Sheila O'Callaghan sheila.ocallaghan@mic.ul.ie (061)204549
Mairead Horan mairead.horan@mic.ul.ie (061)204563
Josephine Frahill cdu@mic.ul.ie (061)204366
BACHELOR OF EDUCATION 3 – Spring Semester Modules
Module
Code Core Education Modules Credits Semester
SPRING SEMESTER
EDU350 School Placement 5 6 6
EDU351 Schools and Society 3 3 6
EDU352 Early Childhood Education: Curriculum, Research, and Pedagogy 3 6 EDU353 Early Primary Education and Advanced Educational Methods 3 6 EDU354 Inclusive Education for Children with Special Educational Needs 2 3 6 EDU205
or
EDU206 Religious Education Option 3
6
EDU260 Tréimshe sa Gaeltacht 2 0 6
Certificate in Religious Education 6
See
Below Education Elective 2 Modules 6
6
See
Below Liberal Arts Elective 3 Modules 6
Module
Code Education Elective 2 Modules Credits Semester
SPRING SEMESTER
EDE353 Theatre For Young Audiences 6 6
EDE354 Play and Learning in Early Childhood Education 6 6
EDE355 Instrumental Music Leadership 6 6
EDE306 Advanced Teaching and Learning in Physical Education 6 6
EDE357 SEN 2: Behaviour Management 6 6
EDE358 Children and Visual Art 6 6
EDE359 Teagasc I Suíomhanna Lánghaeilge 2 6 6
EDE360 Language and Literacy Development in Education 2 6 6
EDE361 DEIS 2: Working with Families 6 6
EDE313 Movement Skill Development in Primary Physical Education 6 6
EDE363 Innovation in Mathematics Teaching 6 6
EDE364 SPHE in a Combination of Contexts 6 6
Module
Code Liberal Arts 3 Elective Modules Credits Semester
SPRING SEMESTER
EH4728 Romantic Literature 6 6
FR4756 French Literature 6 6
GA4726 An túrscéal agus an Bheathaisnéis Ghaeilge 6 6
GE4726 Children’s Literature in German 6 6
GY4754 Reading the Irish Cultural Landscape 6 6
HI4714 Early Modern Ireland 6 6
LD4714 Early Irish and Welsh Literature 6 6
MC4767 Children and the Media 6 6
MH4736 Statistics 6 6
MU4714 Early Music/Theory and Techniques 6 6
PI4744 Political Philosophy 6 6
RS4721 Jesus of Nazareth 6 6
Module EDU 350 – School Placement 5
Spring Semester, 2014-2015
Bachelor of Education 3: Bachelor of Education in Education & Psychology 3
RATIONALE:
School Placement 5 is a six credit non-partnered module which students undertake from April 27th – May 15th 2015 in an Infant class. Students are required to make-up absences due to school closures in excess of one day or personal absences in the week following the scheduled completion of SP5. Due to school calendars, some students may need to undertake SP5 into Week 16. Students source a class for this placement themselves , paying due regard to the Class selection requirements for Module EDU350 SP5 2014/2015 (see Appendix 16 of School Placement Handbook, 2014/2015). Student Acceptance Forms, available on the EDU350 moodle course and on the College website have to returned to the Education Office by November 6th, 2015. A late fee of €30 applies to forms received after this date. Similar to previous placements, SP5 combines observation and whole class teaching though for this placement students teach for the entire day. All areas of the primary school curriculum are taught and the student is visited by a school placement tutor on a minimum of two occasions throughout the placement. Students teach all curricular areas over a three week period, which incorporates observation and planning time and an opportunity to become familiar with learning support systems in the school; teaching of planned lessons to an infant class through the utilisation of a variety of strategies for teaching and learning; the engagement of pupils in learning using effective classroom management skills; the assessment of pupils learning and students will be required to demonstrate ability to differentiate the curriculum appropriately; reflection on students own strategies employed for teaching and learning; engagement on a regular basis with cooperating teachers in discussion about cooperating teachers observations and engagement with the college tutor.
All relevant documentation is available to the students on the EDU350 course on moodle.
Learning Outcomes:
On successful completion of this module, students will be able to:
Display their ability to plan for the implementation of The Primary School Curriculum in an infant class
Present and maintain a well-organised and complete Planning Folder & Resource Folder
Complete detailed and comprehensive lesson plans and weekly schemes
Consider (i) the degree to which the specific learning objectives were appropriate for pupils in infant classes and (ii) the extent to which these learning objectives were achieved
Demonstrate an ability to plan for and implement and integrated approach to teaching
Utilise appropriate teaching and learning and classroom management strategies for engaging children in infant classes with the Primary School Curriculum, with due regard for the principles of the curriculum and principles of Aistear.
Identify effective strategies in an infant class for (i) Assessment of Learning, (ii) Assessment for Learning
Indicate awareness of and appropriate response to differentiated learner needs
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
Demonstrate the capacity to engage with the School Placement in a professional manner MODULE ASSESSMENT:
This module is assessed on a Graded basis. To pass the module, students are required to :
Attend school for the required time and submit a School Placement Attendance Form
Receive a passing grade from his/her school placement tutor who will visit the student on at least two occasions in the course of the placement
No uncertified absences are permitted 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 by May 22nd, 2015.
Students to whom an I or F grade is awarded repeat School Placement 5 in June (2nd – 12th ). I grade and F grade students are responsible for sourcing a class themselves for the module. Students repeating/clearing an I grade for SP5 may need to defer their Gaeltacht placement.
Normally, students may repeat a School Placement module once.
All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating.
Reading list:
Government of Ireland (1999) Primary School Curriculum, Dublin: Stationery Office
1. Mary Immaculate College (2014) School Placement Handbook 2014/2015: Handbook for Students and Tutors, Limerick: Mary Immaculate College
2. NCCA (2009) Aistear The Early Childhood Curriculum Framework, Dublin: NCCA http://www.ncca.ie/en/Curriculum_and_Assessment/Early_Childhood_and_Primary_Education/Early_Childhoo d_Education/
3. Assessment in the primary school curriculum (2007), Dublin, NCCA http://www.ncca.ie/en/Curriculum_and_Assessment/Early_Childhood_and_Primary_Education/Primary_School _Curriculum/Assessment/Assessment_Guidelines/Assessment_Guidelines_for_Schools.html
4. Cohen, L. Manion, L., Morrison, K. & Wyse, D. (2010) A Guide to Teaching Practice 5th Edition, London: Routledge.
Module EDU 351 – Schools and Society 3
Spring Semester, 2014-2015
Bachelor of Education 3: Bachelor of Education in Education & Psychology 3
RATIONALE:
This module develops students’ understanding of the key concepts of democracy, education, pluralism, equality, inclusion and justice. It builds upon prior learning from Schools and Society 1 and 2, extending critical understanding from the relation to self and interpersonal relationships within the classroom to a broader understanding of the role of education in community and wider society. It also seeks to provide the opportunity for the student to reflect upon values, policy and practices by examining the relationship between methodologies and curricula in schools and the normative commitments of diverse models of education. It allows the student to begin to operate as a researcher and to evaluate teaching practice within a broader spectrum of understanding. The contested nature of education, the diverse modalities of practice, historical approaches to policy, ideas and practice, the normative commitments of education and the relationship to broader society will provide focus. Students will learn how different disciplines approach the same concepts, and will be encouraged to examine what it means to think and write philosophically, sociologically and historically.
History and Policy of Education: The nineteenth century was an age of change in Ireland, from political, social, religious and educational perspectives. The twentieth century was to prove as changeable. At the beginning of the twentieth century, Ireland was still being governed from Westminster. The Irish Free State Act was passed by the British Parliament in 1922. The Republic of Ireland Act came into force on April 18, 1949. The Republic of Ireland became a member of the European Economic Community (now the European Union) in 1973. History and Policy of Education lectures in this module will build on prior learning. They will move the focus to primary education in Ireland from the beginning of the twentieth century. History and Policy of Education lectures will consider educational policy, practices and curriculum. This strand of the module will reflect on the forces which proved influential during this period. It will consider social, cultural, economic and political factors and their relative contributions to educational change. In encouraging students to work as researchers in this area, diverse sources will be used and considered. These sources will comprise hard-copy contemporary academic works and literary works of the period. Online resources, including audio, video and film clips, will also be included.
Philosophy of Education: This strand of the module introduces key philosophical debates about schooling and education, the relationship between education, politics and the nature of the human, a review of the presuppositions of significant normative claims, critical reflection upon the aims of education, the relationship between democracy and education, and the values underpinning educational policy, philosophy and practice. The theme orienting this element of the module is ‘What is a School?’. Different ways in which schools have been envisioned will be examined in order to interrogate key concepts such as: normality, equality, democracy, ethics, performativity, values, curriculum, methodology and pedagogy. Alternative visions for schools of the future will also be explored.
Sociology of Education: Poverty, inequality and social exclusion are the most fundamental problems for humanity in the 21st century. Many efforts to reduce child poverty have used schools as a main target, the primary emphasis being focused on literacy standards and exclusion from school. However, the extent to which the needs and concerns of poor children are being addressed is undetermined. This strand of the module examines various dimensions of child poverty and social exclusion, their causes and consequences, as well as children’s perspectives on their personal experiences. Inequality, exclusion and discrimination are often part of the Traveller child’s experience within school and society and these issues will be examined here. The relationship between home and school and the development of democratic partnership practices has been explored in terms of supporting children to maximise their potential and break the cycle of poverty and these practises will be studied here also.
Upon completion of this module students will be able to:
1 Cognitive: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation
Understand a diversity of perspectives in philosophy in respect of key concepts in education that relate to democracy, justice, inclusion, pluralism and equality.
Critically evaluate key concepts and ideas in education, including democracy in education, pluralism, justice, and equality
Relate the different normative claims in respect of the aims of education to classroom practice, curriculum, schooling, society and policy.
Critically reflect upon the embedded nature of inequality in society and education.
Display a positive analytical, evaluative and historical approach to educational proposals.
Critically reflect upon the politicised nature of education and question the normativity underpinning education (including policy) and the role of values in shaping aims, methodologies, and curricula.
Enable and facilitate students to think critically about schools as organisations and enhance students’ critical understanding and engagement with the practice of teaching.
Critically reflect upon their attitudes, beliefs and values in relation to social, cultural, economic diversity and disadvantage.
Demonstrate an awareness of the impact of children’s social, cultural and economic backgrounds and identities on their education and learning
2 Affective: Attitude and Values
Reflect upon their beliefs, values and attitudes in the light of those of others
Appreciate the normative underpinnings of practices and ideals of education.
Have developed a capacity for genuine engagement with and reflection on philosophical ideas and questions and to engage in philosophical dialogue
3 Psychomotor: Skills and Capabilities Not applicable
MODULE CONTENT:
History and Policy of Education Topic Lecturer
Lecture 1: Introduction Dr Eilís O’Sullivan
Lecture 2: Primary education in Ireland today
Dr Eilís O’Sullivan Lecture 3: Primary education in Ireland
today
Dr Eilís O’Sullivan Lecture 4: Revision and primary education in
Ireland 1900 - 1922
Dr Eilís O’Sullivan Lecture 5: Primary education in Ireland post
1922
Dr Eilís O’Sullivan Lecture 6: Writing about education from a
historical perspective
Dr Eilís O’Sullivan Lecture 7: Primary education in Ireland post
1922
Dr Eilís O’Sullivan Lecture 8: Primary education in Ireland 1960
- 1980
Dr Eilís O’Sullivan Lecture 9: ‘Free second level education’ and
its impact on primary education in Ireland
Dr Eilís O’Sullivan
Lecture 10: 1999: Primary School Curriculum Dr Eilís O’Sullivan
Philosophy of Education Topic Lecturer
Lecture 1: What is a School? Education, Democracy and Modernity:
Foucault
Dr Aislinn O’Donnell/ Mr Pearse O’ Shiel Lecture 2: Normality and Education:
Foucault
Dr Aislinn O’Donnell/ Mr Pearse O’ Shiel Lecture 3: Performativity and Education:
Foucault
Dr Aislinn O’Donnell/ Mr Pearse O’ Shiel
Lecture 4: What is a school?
Illich
Dr Aislinn O’Donnell/ Mr Pearse O’ Shiel Lecture 5: Democracy: Dewey Dr Aislinn O’Donnell/ Mr
Pearse O’ Shiel
Lecture 6: Democracy:
Freire
Dr Aislinn O’Donnell/ Mr Pearse O’ Shiel
Lecture 7: Democracy:
Freinet
Dr Aislinn O’Donnell/ Mr Pearse O’ Shiel
Lecture 8: Community:
Steiner
Dr Aislinn O’Donnell/ Mr Pearse O’ Shiel
Lecture 9: Structure:
Montessori
Dr Aislinn O’Donnell/ Mr Pearse O’ Shiel
Lecture 10: Course Review Dr Aislinn O’Donnell/ Mr
Pearse O’ Shiel
Lecture 1: Educational Disadvantage in Ireland
Dr Sandra Ryan
Lecture 2: What do we know about
childhood Poverty? - Ridge
Dr Sandra Ryan Lecture 3: Home Advantage and Unequal
Childhoods - Lareau
Dr Sandra Ryan Lecture 4: Interculturalism – Issues in
Traveller Education
Dr Sandra Ryan Lecture 5: Traveller Education – “Fight,
Flight and Playing White”
Dr Sandra Ryan Lecture 6: Working in Partnership with
Families and Communities
Dr Sandra Ryan Lecture 7: Involving Parents in their
Children’s Learning
Dr Sandra Ryan Lecture 8: Great Expectations, Significant
Difference
Dr Sandra Ryan Lecture 9: Childhood poverty and social
exclusion –Incorporating children’s perspectives - Ridge
Dr Sandra Ryan
Lecture 10: Course review Dr Sandra Ryan
MODULE ASSESSMENT:
This module will be assessed entirely through course work
.
Description % of total marks Submission Date
History and Policy of Education:
1000 word assignment
33.3% Week 10, Wednesday 1st April
Philosophy of Education: 1000 word assignment
33.3% Week 10, Wednesday 1st April Sociology of Education:
1000 word assignment
33.3% Week 10, Wednesday 1st April
Regarding the assignments please adhere to the following:
All assignments must be typed and submitted with the appropriate cover sheet for each assignment.
Assignments should be placed together into one plastic pocket but not stapled together.
All students must adhere to the assignment guidelines outlined in the assignment document.
All assignments must be submitted through Turnitin (on moodle) prior to submission.
All assignments must be submitted to the Education Office on the designated date.
All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating.
REPEAT ASSESSMENT:
The repeat assessment will be based entirely on coursework. 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.
All assignments must be submitted through Turnitin (on moodle) prior to submission.
All assignments must be submitted to the Education Office on the designated date.
All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating.
FEEDBACK:
Students will be advised on specific times when they can meet with the relevant lecturer individually regarding assignment feedback.
READING LIST:
(Please Note: Mandatory readings will be assigned on a weekly basis by the lecturers. All readings will be available on Moodle). Indicative readings include:
Course Reading:
Philosophy of Education
1. Allan, J. (2005) Inclusion as an Ethical Project; Foucault and the Government of Disability, Ann Arbour: University of Michigan.
2. Biesta, G. (2007) ‘Why ‘What Works’ won’t work: Evidence-Based Practice and the Democratic Deficit in Educational Research. Educational Theory. 57.1. pp.2-22.
(2009) ‘Good Education: What it is and why we need it.’ Inaugural Lecture. Sterling.
(2011) ‘From Learning Cultures to Educational Cultures: Values and Judgements in Educational Research and Educational Improvement’. Published Online. DOI 10.1007/s13158-011-0042-x
3. Dewey, J. (1916) Democracy and Education. Available online at www2.hn.psu.edu/faculty/jmanis/johndewey/dem&ed.pdf
4. Foucault, M. (1975) [1978] Discipline and Punish: The Birth of the Prison. New York: Vintage. 5. Foucault, M. (1994) Abnormal. London: Picador.
6. Foucault, M. (1980) Power/Knowledge: Selected Interviews and Other Writings 1972-77, New York: Pantheon.
7. Foucault, M. (2006) Psychiatric Power, Lectures at the Collège de France, 1973-1974. London: Palgrave and MacMillan.
8. Freire, P. (1972) Pedagogy of the Oppressed. London: Harmondsworth 9. Illich, I. (1971) Deschooling Society, New York, Harper & Row
http://www.preservenet.com/theory/Illich/Deschooling/intro.html http://www.davidtinapple.com/illich/1970_deschooling.html
10. Le Grand, L. (1993) Prospects: the quarterly review of comparative education. Paris, UNESCO: International Bureau of Education, vol. XXIII, no. 1/2, 1993, p. 403–18
http://www.ibe.unesco.org/publications/ThinkersPdf/freinete.pdf
11. Montessori, M. (1992) Education for Human Development: Understanding Montessori. Oxford : Clio 12. Steiner, R. (1996) The Child's Changing Consciousness. Hudson, NY: Anthroposophic Press.
History of Education
2. Flanagan, F. (2006) The Greatest Educators. London: Continuum
3. Hill, M. and Pollock, V. (1992) Image and Experience: Photographs of Irishwomen c. 1880 – 1920 Belfast: The Blackstaff Press.
4. Hyland, A. & Milne, K. (1987) Irish Educational Documents Volume I. Dublin: CICE. 5. Hyland, A. & Milne, K. (1992) Irish Educational Documents Volume II. Dublin: CICE.
6. Raftery, D. and Fischer, K. eds. (2014) Educating Ireland: Schooling and Social Change, 1700-2000, Dublin: Irish Academic Press.
7. Walsh, B. ed. (2011) Education Studies in Ireland, Dublin: Gill and Macmillan.
8. Walsh, T. (2012) Primary Education in Ireland 1897-1990: Curriculum and Context, Bern: Peter Lang. Sociology of Education
1. Christenson, S. L. (2003) 'The family-school partnership: An opportunity to promote the learning of all students.', School Psychology Quarterly, 18(4), 454-482.
2. Cox, T. (2000) Combating Educational Disadvantage: Meeting the Needs of Vulnerable Children, London: Falmer.
3. Deegan, J., Devine, D. and Lodge, A., eds. (2004) Primary Voices: Equality, Diversity and Childhood in Irish Primary Schools, Dublin: Institute of Public Administration.
4. Fan, X. and Chen, M. (2001) 'Parental involvement and students' academic achievement: A meta-analysis', Educational Psychology Review, 13(1), 1-22.
5. Hartas, D. (2011) 'Families’ social backgrounds matter: socio-economic factors, home learning and young children’s language, literacy and social outcomes', British Educational Research Journal, 37(6), 893-914. 6. Hourigan, N., ed. (2011) Understanding Limerick: Social Exclusion and Change, Cork: Cork University Press. 7. Kellaghan, T., Weir, S., Ó hUallacháin, S. and Morgan, M. (1995) Educational Disadvantage in Ireland, Dublin:
Department of Education: Combat Poverty Agency; Educational Research Centre.
8. Lareau, A. (2000) Home Advantage: Social Class and Parental Intervention in Elementary Education, 2nd ed., Lanham, Maryland: Rowman & Littlefield.
9. Lareau, A. (2011) Unequal Childhoods: Class, Race and Family Life, 2nd ed., Berkeley, CA: University of California Press.
10.Leavy, A. (2005) '‘When I meet them I talk to them’: the challenges of diversity for preservice teacher education', Irish Educational Studies, 24(2-3), 159-177.
11.Ridge, T. (2002) Childhood poverty and social exclusion: From a child's perspective, Bristol: Policy Press. 12.Ryan, S. (1995) The Home-School-Community Liaison Scheme: Summary Evaluation Report, Dublin:
Educational Research Centre.
13.Ryan, S. and Galvin, J. (2012) 'Classroom Teaching and Formation: Developing Educational Partnership' in Grenham, T. G. and Kieran, P., eds., New Educational Horizons in Contemporary Ireland: Trends and
Challenges, Bern: Peter Lang, 73-92.
14.Share, P., Corcoran, M. P. and Conway, B. (2012) Sociology of Ireland, 4th ed., Dublin: Gill & Macmillan. 15.Tormey, R. and Gleeson, J. (2012) 'Irish post-primary students' attitudes towards ethnic minorities', Irish
Educational Studies, 31(2), 157-173.
Film and TV Documentaries
1. Moving on: Travellers & third level education (n.d.) Telwell Productions in association with University College Cork and The Irish Traveller Movement,
STAFF:
Individual appointments can be made by email to meet with your lecturer.
Name
Title
Office
Office
Hour/s
Telephone
Module Co-ordinator: Dr Aislinn O’Donnell
Dr Aislinn O’
Donnell Lecturer in Philosophy of Education
R202 061-(20)4354 Aislinn.ODonnell@mic.ul.ie
Mr Pearse O’Shiel Lecturer in Philosophy of Education
N33 061-(20)4970 Pearse.OShiel@mic.ul.ie
Dr Eilís O’Sullivan Lecturer in History and Policy of Education
R119 061-(20)4384 Eilis.OSullivan@mic.ul.ie
Dr Sandra Ryan Lecturer in Sociology of Education
Module EDU 352: Early Childhood Education – Curriculum, Research and Pedagogy
Spring Semester 2014-2015
RATIONALE:
The rationale for this module is to cultivate students’ awareness of the ‘whole child perspective’ in the context of early childhood education as well as the critical importance of early childhood education in the field of education. The purpose of the module is to develop students’ knowledge and understanding of curriculum, pedagogy and research in early childhood education.
LEARNING OUTCOMES:
On completion of this module, students will be able to:
1Cognitive: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation
identify and critique the guiding principles of curricular models for young children;
appraise the ideological, substantial and pedagogical continuity between Aistear, the Early Childhood Curriculum Framework (2009), Síolta, the National Quality Framework for Early Childhood Education (2006) and the Primary School Curriculum (1999);
compare and contrast national and international curricular models;
critically locate the value of early years research as a vehicle for developing creative and innovative approaches to achieving curricular objectives;
Value the role of play in young children’s learning and holistic development
2 Affective: Attitude and Values
develop an in-depth understanding and appreciation of the ‘whole-child’ perspective in evaluating curricula, pedagogy and research in the area of early childhood studies;
appreciate an understanding of the transition from pre-school to primary school and the impact of this transition on the child.
3 Psychomotor: Skills and Capabilities If applicable
demonstrate the critical interrogation of early years research as a mechanism for exploring creative and innovative approaches to early childhood education;
demonstrate skills and capabilities in implementing a creative and innovative emergent early years curriculum;
MODULE CONTENT:
Exploration of the concept of curriculum as it relates to early childhood education; articulation of the guiding principles of curricular models for young children; interrogation of these principles in curricular models nationally and
internationally such as Aistear (Ireland), TeWhariki (New Zealand), the Early Years Foundation Stage (UK), Early Childhood Education and Care (Finland) and Reggio Emilia (Italy); the application of sound pedagogical practice that recognises the role of play and the need for a balanced approach to be adopted between child-initiated and adult-initiated activity; understanding the links between Aistear, Síolta (National Quality Framework) and the Primary School Curriculum; exploration of the issues involved in the transition process from early childhood settings to the primary school classroom; exploration of the components of quality in the context of early childhood education with particular reference to Ireland’s National Quality Framework for Early Childhood Education; critical analysis of a broad range of research in early childhood education and its implications for practice and investigation of the concept of early intervention and the evidence base for its effectiveness.
UNRAVELLING THE CONTENT:
Focus of Study
Methodology
Concept of curriculum in the early years - “the whole child approach” Lectures – 2 hours per week throughout the semester for each group. Tutorials – I hour per week per group where guided reflection will tease out the issues covered in lectures and will be directed towards the final assessment of the module Sound pedagogical practice – historical and philosophical perspectives
to include components of quality
Guiding principles for teaching and learning in the early years to include the concept of play and learning and how quality impacts on the learning outcome
Curricular Models, Quality Standards – their genesis and the issue of continuity throughout the educational continuum
Critical analysis of early childhood research initiatives and findings and the implications for practice
Early intervention and the evidence base for its effectiveness
MODULE ASSESSMENT:
This module will be assessed through the submission of one written assignment (1500 – 1800 words) in week
9. Students are asked to comply with the guidelines outlined below –
Format by using Font 12, Times New Roman and double spacing only.
All sheets to be numbered and stapled together using a prescribed cover sheet with word count clearly
stated.
Bibliography/ Reference section must accompany each assignment and is not included in the word
count.
Plastic pockets or covers will not be accepted.
REPEAT ASSESSMENT:
In the event of a repeat, the student will submit a written assignment of 2,000 words in length on a prescribed
topic that reflects the module content.
At intervals during tutorial sessions, students will have the opportunity to engage in the process of drafting
their responses to particular module topics under discussion. Students will be invited to have a small
percentage of these assessed. The process is designed to give feedback at individual level if so desired and to
contribute to a collective feedback for the purpose of maximising the standard at the end of the semester.
STAFF: Dr. Florence Dinneen (Extern)
Name
Title
Office
Office
Hour/s
Office
Telephone Email
Module Co-ordinator: Dr. Florence Dinneen
Off campus
N/A
florence.dinneen@mic.ul.ieSTUDY RESOURCES:
1. Department of Education and Science (1999): Ready to Learn - A White Paper on Early Childhood Education. Dublin: The Stationery Office.
2. Centre for Early Childhood Development and Education (CEDCE) (2004): Insights on Quality - A National Review of Policy, Practice and research relating to Quality in Early Childhood Care and Education in Ireland 1990 - 2004. Dublin: CEDCE.
3. Centre for Early Childhood Development and Education (CECDE) (2006) Síolta: The National Quality Framework for Early Childhood Education, Dublin: CECDE.
4. Clark A, Moss P and Kjorholt A. T. (2005) Beyond Listening: Children’s Perspectives on Early Childhood, London: The Policy Press.
5. Claxton, G (2008): What’s the Point of School: Rediscovering the Heart of Education? London: One World Publications.
6. Department for Education and Skills (DfES) (2004) The Effective Provision of Pre-School Education (EPPE) Project, Nottingham: DfES
7. Department of Health and Children (2000): National Children’s Strategy: Our Children, their Lives. Dublin, Stationary Office.
8. Edwards, E, Gandini, L and G. Forman. (1998) The Hundred Languages of Children: The Reggio Emilia Approach – Advanced Reflections, New York: Ablex Publishing Corporation
9. Hall, K., Cuneen, M., Murphy, R., Ridgway, A., Cunningham, D. and Horgan, M. (2010) Loris Malaguzzi and the Reggio Emilia Experience, London: Continuum International Publishing Group Ltd.
10. Lee, W. and M. Carr. (2012) Learning Stories: Constructing Learner Identities in Early Education, London: Sage Publications
11. MacNaughton, G. and Williams, G. (2008) Techniques for Teaching Young Children, 3rd ed., Frenchs Forest: Pearson Education Australia.
12. Ministry of Education (MOE) Early Childhood Curriculum - TeWhäriki, Wellington: Learning Media.
13. National Council for Curriculum and Assessment (NCCA) (1999) The Primary School Curriculum, Dublin: NCCA. 14. National Council for Curriculum and Assessment (NCCA) (2004) The National
Framework for Early Learning, Dublin: NCCA.
15. National Council for Curriculum and Assessment (NCCA) (2009) Aistear: The Early Childhood Curriculum Framework, Dublin: NCCA.
16. National Research and Development Centre for Welfare and Health (STAKES) (2004) National Curriculum Guidelines on Early Childhood Education and Care in Finland, Helsinki: STAKES.
SUPPLEMENTARY RESOURCES
1. Centre for Early Childhood Development and Education (CEDCE) (2004) Talking about Quality-Report of a Consultation Process on Quality in Early Childhood Care and Education, Dublin: CECDE.
2. Moloney, M. and McCarthy, E. (2010) A Framework for Action for the Inclusion of Children with Special Educational Needs in Early Childhood Settings, Limerick: Curriculum Development Unit.
3. Nutbrown, C. and Clough P. (2010) Inclusion in the Early Years, 2nd ed., London: Sage.
4. Organisation for Economic Cooperation and Development (OECD) (2012) Starting Strong III: A Quality Toolbox for Early Childhood Education and Care, Paris: OECD.
5. Quigley, U., Moloney, M. and McCarthy, E. (2007) What Difference – Working Effectively with Children who have Special Needs in Early Years Settings, Limerick: Curriculum Development Unit.
6. Thornton, L. and Brunton, P. (2010) Understanding the Reggio Approach, 2nd ed., London: Routledge.
7. Walsh, G., Sproule, L., McGuinness, C., Trew, K., Rafferty, H. and Sheehy, N. (2006) ‘An appropriate curriculum for 4-5-year-old children in Northern Ireland: comparing play-based and formal approaches’, Early Years, 26 (2), 201-221. 8. Yelland, N. (ed.) (2005) Critical Issues in Early Childhood Education, Maidenhead: Open University Press. Lecturer’s Recommended Reading
1.Abbott, L. and Moylett, H. (2003) Early Education Transformed: New Millennium Series, London: RoutledgeFalmer. 2.Alexander, R. (ed.) 2010) Children, their World, their Education: Final report and recommendations of the
Cambridge Primary Review, Abingdon: Routledge.
3.Broadhead, P., Howard, J and Elizabeth Wood (eds.) (2010) Play and Learning in the Early Years, London: Sage. 4.Brooker, L. and Edwards, S. (eds.) (2010) Engaging Play, Berkshire: Open University Press.
5.Carr, M. (2009) Assessment in Early Childhood Settings: Learning Stories, London: Sage.
6.Daly, Mary Catherine (2004) Developing the Whole Child: The Importance of The Emotional, Social, Moral and Spiritual in Early Years Education and Care, Wales: The Edwin Mellen Press.
7.Dowling, M. (2001) Young Children’s Personal, Social and Emotional Development, London: Paul Chapman Publishing Ltd.
8.Drake, J. (2010) Planning for Children’s Play and Learning: Meeting children’s needs in the later stages of the EYFS, Abingdon: Routledge.
9.Hayes, N. and Kernan, M. (2008) Engaging Young Children: A Nurturing Pedagogy, Dublin, Gill & Macmillan. 10. MacNaughton, G. and Williams, G. (2009) Teaching Young Children: Choices in Theory and Practice, 2nd ed.,
Berkshire: Open University Press.
11. Moyles, J. (1995) Just Playing?: The Role and Status of Play in Early Childhood Education, Buckingham: Open University Press.
12. Penn, H. (2005) Understanding Early Childhood: Issues and Controversies, Berkshi
