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    Introduction to the programme:

    The MA in Education is ideal if you work in teaching, education management or policy, andwant to increase your understanding of current education issues and enhance your career.

    This stimulating programme takes a broad view ofeducation, covering themes such as: curriculum,pedagogy, assessment, the relationship betweeneducation and society, and the importance ofeducation research.

    It is designed to suit students across the world, andexplores the global forces that influence education,encouraging you to relate your learning to yourcontext. You can select optional modules fromspecialist fields, to customise your studies to yourinterests.

    The excellent levels of personal support include apersonal tutor for the duration of your studies. Youhave access to an online learning environment whichhas discussion areas and links to online resourcesand library support.

    A highlight of the programme is the core moduleWhat is Education? which features keynotes fromworld-class academics in education (see page 3).

    A flexible curriculum

    The MA in Education comprises one core module, a research module and two option modules.You can select option modules from a variety of specialist fields, to customise your course ofstudy to reflect your professional interests and needs. Modules are available as distancelearning, face-to-face and mixed-mode. The programme is flexible, so you can take one or twomodules a year (or maybe more) and spread your studies out as you see fit. Details of the

    programme structure can be found on pages 3-7.

    The MA is ideal if you are looking to boost your understanding of education and to develop

    MA in EducationInformation for Applicants and New Students

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    Programme Information

    What is the course structure and how do I find out more information about the modules?The structure is similar to many of the Institutes other Masters programmes. To complete theprogramme you must successfully obtain 180 credits at Masters level. Each module is worth30 credits, and the dissertation is worth 60 credits. The programme structure includes:

    Core Module: What is Education? (featuring the option of a two-week lecture programmeat the Institute of Education in July with world-famous specialists in education)

    Core Module: Introduction to Social Research (online) Two option modules select your option modules from a list of over 50 modules,

    representing a wide range of specialisms, interests and modes of delivery A dissertation: fully supported by your personal tutor who stays with you throughout the

    programme.

    What is Education ?

    There are two compulsory modules (30 credits each). The first of these: What is Education?runs from July September each year. Students have the option of either studying it fullyonline or in mixed mode. Mixed mode means a combination of both face-to-face and onlinestudy. For this module, the face-to-face element is a two-week intensive programme at theInstitute of Education in London from 21 July 1 August 2014 inclusive. This features aseries of daily seminars and keynote lectures from eminent academics in education. If you areunable to travel to London, the module is also taught fully online.

    Comments from students:

    The module was a carousel of excellent lecturers who speak about and share their experiences. So it was abalance of practical and theoretical knowledge, and a variety of voices to start you thinking about educationbeyond practice.

    For someone without full-time teaching experience, I found the module very useful I could rewatch thesessions after the lectures, which helped me to understand them better.

    I found the module very interactive I can participate from home and with other students online. Plus themodule offered a great insight into a variety of aspects of education

    I've really enjoyed the challenges these two weeks have entailed. At first I was a little envious of all thelucky people who are able to attend the sessions in London and have the space in their lives to concentratefully on the programme. With the technology, the lecturers and tutors really valued all the attendees - virtualor otherwise. I really feel like I'm there. In fact, getting up early to participate in the morning session beforeschool, then going to the afternoon sessions whilst Im in school - in 'context' has really added value to myexperience- kept me grounded. I have a different luxury of being able to observe and participate in theexperiences that we are discussing in the sessions.

    I have really enjoyed the lectures this week, and liked being able to attend some in London. However, I alsofelt that having the option to watch the videos of those lectures that I missed was brilliant. I felt that havingpeople participating online 'live' actually benefitted me when watching the lectures back as it allowed forsome clarification/questioning of the points that might otherwise have been missed. I also liked hearingcomments from different people both within the physical room and joining from elsewhere, and thinksometimes this allowed us to be more critical than perhaps we might have been.

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    Online teaching at the IOE uses a virtual learning environment (Moodle). In Moodle, you willbe provided with all the content and resources you need. There will be tasks to complete andopportunities to discuss your work with each other and with your tutors. The lectures aretaught using Blackboard Collaborate this software enables online learners to take part in thelive lectures as well as recording them so you can play them back whenever you wish.

    What is Education?homepage on Moodle

    Professor StephenBall lecturing withCollaborate

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    Option ModulesStudents choose a further two optional modules (30 credits each). A range of optionalmodules, selected from the Institutes existing portfolio, are offered under each of followingthree headings:

    Curriculum Specialisms and Phases Designing and Assessing Learning

    Education and SocietyOptional modules are taught in a variety of modes including face-to-face, distance learningand mixed mode (a combination of the two). Students may select modules that suit theirpreferred mode of study and circumstances. A list of modules that are on offer for 13/14, withindividual module descriptions can be found on the University of Londons website, MA inEducation

    http://www.londoninternational.ac.uk/courses/postgraduate/institute-education/education-mahttp://www.londoninternational.ac.uk/courses/postgraduate/institute-education/education-mahttp://www.londoninternational.ac.uk/courses/postgraduate/institute-education/education-mahttp://www.londoninternational.ac.uk/courses/postgraduate/institute-education/education-mahttp://www.londoninternational.ac.uk/courses/postgraduate/institute-education/education-mahttp://www.londoninternational.ac.uk/courses/postgraduate/institute-education/education-ma
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    DissertationThe final element of the MA is the dissertation module. This is worth 60 credits and you shouldallow two terms to complete this module. It is assessed 50% by exam and 50% by writtencoursework (see How Am I Assessed? below).

    What is a typical programme of study?Most students need to study and work at the same time. A typical pattern of study would be:

    Summer 2014 (July September) What is Education? (first compulsory module)

    Autumn 2014 (October December) Option module 1 (to be agreed with ProgrammeDirector)

    Spring 2015 (January March) Introduction to Social Research (second compulsoryModule needs to be completed before theDissertation)

    Summer 2015 (April June) Option module 2

    Autumn 2015 and Spring 2016 Dissertation module (takes at least two terms)

    The regulations allow you up to five years to complete the MA.

    It is unlikely that we would consider an application for full-time study if you are eitheremployed full-time or in a substantial part-time role. However, full-time students are usuallyexpected to take four modules (two core and two option) as well as completing thedissertation in one year.

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    Reading Lists

    All Masters degrees require you to do a large amount of reading. You may find thatthroughout your studies you wish to purchase key texts that are relevant to your particularinterests. Where a module requires you to purchase a text, this is made clear in the moduledescriptions . The Introduction to Social Research Module requires you to purchase a coretext ( Colin Robson, (2011 3 rd edition) Real World Research ) which is available as a hard

    copy or electronic book from the publishers Wiley (also available on Amazon and other bookretailers).

    Unlike many other distance-learning courses, you will not be issued study packs for thisprogramme. Option modules may supply you with preparatory readings for individualsessions. In most cases you will also be given a Module Reading list.Most of the resourcesare available digitally, and you will be able to view or download them from the VLE (Moodle).Some hard copies of resources will be made available for campus-based modules.

    The IOE library is the largest education libraries in Europe, and has an extensive collection ofe-resources. Students on the MA in Education have full access to the library, and all the

    distance-learning modules will have digitized resources for you to download. During thisprogramme, you will be supported to become an advanced library user: sourcing andaccessing your own resources using the IOE library and its cataloguing and searchingfunctions.

    Pre-reading listWhat follows below are some suggestions for pre-course readings. These will be particularlyhelpful if you are new to the study of education. As the modules on this programme are taughtin the English education system, you may find some modules make extensive use of English

    education jargon or acronyms if you are new to this terminology, some of these readings willhelp.

    These are not core texts for the MA, but are useful preparatory texts to get you warmed up.

    This is a helpful introductory text which is useful if you are new to studying education.Kay Wood. (2011) Education: the basics. London: Routledge..

    The texts below are useful introductions to the debates and issues in the English educationsystem one of the above would be useful if you are new to this education system and wantto find out about key terms/jargon etc.

    James Arthur and Andrew Peterson (eds). 2012 The Routledge Companion to Education.London: RoutledgeStephen Ward (ed). 2008 (2 nd ed) A Students Guide to Education Studies . London:RoutledgeDennis Hayes (ed). 2004 The Routledge Guide to Key Debates in Education. London:Routledge Jane Bates and Susan Lewis. 2009 The Study of Education: An Introduction.London: Continuum.

    The following book is a selection of classic chapters and texts in education. Recommendedfor more advanced readers who are already confident in aspects of education.

    http://www.londoninternational.ac.uk/sites/default/files/prospectus/ma-education-prospectus.pdfhttp://www.londoninternational.ac.uk/sites/default/files/prospectus/ma-education-prospectus.pdfhttp://www.londoninternational.ac.uk/sites/default/files/prospectus/ma-education-prospectus.pdfhttp://www.londoninternational.ac.uk/sites/default/files/prospectus/ma-education-prospectus.pdfhttp://www.londoninternational.ac.uk/sites/default/files/prospectus/ma-education-prospectus.pdfhttp://www.londoninternational.ac.uk/sites/default/files/prospectus/ma-education-prospectus.pdf
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    James Arthur and Ian Davies. (eds) 2010. The Routledge Education Studies Reader.Routledge London.

    This book makes the case for why a refocus on the disciplines of education is timely:John Furlong and Martin Lawn. (Eds). 2011. Disciplines of Education: Their Role in theFuture of Education Research. London: Routledge

    A more advanced text that is a useful overview of some of the philosophical and theoreticalissues:

    David Carr. 2003. Making Sense of Education London: RoutledgeFarmer..

    What is Education?

    These texts are recommended a pre-readers for the introductory module: What is Education?

    Gary Thomas (2013) Education: A Very Short Introduction. Oxford University Press.Richard Pring (2013) The life and death of Secondary Education for All: Dream or Reality?London: RoutledgeMichael Fielding and Peter Moss (2010) Radical Education and the Common School: ADemocratic Alternative (Foundations and Futures of Education). London Routledge.

    The following books are useful study support if you are new to studying at post-graduatelevel.

    A useful text if you are not used to writing at post-graduate level, which explains aboutcoursework and examination preparation.

    Gail Craswell. 2005. Writing for Academic Success: A post-graduate guide. Sage. London.

    Both references below are useful guides (the Wyse book has a specific focus on education):more useful for coursework than examinations.

    Dominic Wyse. 2012. Third Edition The Good Writing Guide for Education Students. SAGELondon.Gavin Fairbairn and Christopher Winch. 2011 (3rd ed) Reading, Writing and Reasoning: Aguide for students. Open University Press.

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    Are there any scholarships available? At present there are no scholarships available exclusively for this programme. However, as astarting point, you might wish to look at the Institutes webpage Scholarships - Institute ofEducation

    Can I request Accreditation of Prior Learning (APL) for some Masters level credits I havealready obtained, so they can count towards my Masters degree?

    APL may be considered for up to a maximum of 60 credits. APL cannot substitute for any ofthe compulsory elements (the two compulsory 30-credit modules and the 60 creditdissertation module). It can only be considered in relation to the two 30-credit optionmodules. This will be at the discretion of the University and the Programme Director. Youwill need to ask for this to be considered when you submit your application and you will needto provide supporting documentation.

    Which Institution will award the degree?The awarding institute will be the University of London.

    How am I assessed?It is a requirement of the University of London International Academy that a proportion of theprogramme is assessed by sitting written examinations, which you may find is different toother MA programmes. The written examinations can be taken either at one of theUniversitys exam centres in London or at an examination centre near you. For a list ofUniversity approved centres, please go to:http://www.londoninternational.ac.uk/community-support-resources/current-students/examinations/examination-centres

    The two compulsory modules are assessed by written exam. The exam for What is

    Educati on? will take place in October; the exam for Introduction to Social Research will takeplace in May/June (dates to be confirmed). Optional modules have different forms ofassessment but are most commonly assessed by a written coursework assignment of 5000words (or a combination of smaller assignments). The dissertation module is assessed 50%by written examination and 50 % by submission of a 12,000-word dissertation report. Youwill be allocated a personal tutor who will guide you through your studies and supervise yourdissertation.

    How much time do I need to spend in London at the Institute of Education?It is possible to take the full MA by distance learning and not come to London at all.However, if you prefer some face-to-face study and are able to take the first compulsorymodule (see above) in mixed mode, it requires you to attendthe Institute from 21 July 1 August 2014. Depending onwhich optional modules you choose, some are run online,some face-to-face and some a combination of the two. Ifyou need help with how to obtain the right type of visa seethe information below. Our staff at the Institute can alsohelp.

    http://www.ioe.ac.uk/studentInformation/14510.htmlhttp://www.ioe.ac.uk/studentInformation/14510.htmlhttp://www.ioe.ac.uk/studentInformation/14510.htmlhttp://www.ioe.ac.uk/studentInformation/14510.htmlhttp://www.londoninternational.ac.uk/community-support-resources/current-students/examinations/examination-centreshttp://www.londoninternational.ac.uk/community-support-resources/current-students/examinations/examination-centreshttp://www.londoninternational.ac.uk/community-support-resources/current-students/examinations/examination-centreshttp://www.londoninternational.ac.uk/community-support-resources/current-students/examinations/examination-centreshttp://www.londoninternational.ac.uk/community-support-resources/current-students/examinations/examination-centreshttp://www.ioe.ac.uk/studentInformation/14510.htmlhttp://www.ioe.ac.uk/studentInformation/14510.html
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    Profile on: Ellen Bretherton

    Looking to further her professional development while remaining in full-time work, EllenBretherton finds the MA Education a perfect fit

    Current student Ellen Bretherton describes the MA Education as "challenging but fantastic"

    The MA Education suited me perfectly because I could still work full time and have the luxury ofweekly face-to-face lectures, as well as mixed mode online.

    I moved to London from Australia four years ago. Im a full -time teacher at a Prep School inSout h East London. Its an all -boys school and I currently teach Year One. Quite a differentexperience to teaching at an all-girls school in Australia!

    I was missing the academic side of things. Its been a while since Ive been at university about seven or eight years and I thought it was time to do something to further my education.The MA Education suited me perfectly because I could still work full time and have the luxury ofweekly face-to-face lectures, as well as mixed mode online. I also wanted to further my ownprofessional development, looking further down the track towards getting into a managerial or

    pastoral role. So I think having a well-rounded view of education will suit me better.

    "Im now taking my second module and am already applying some of the things Im learningback in the classroom."

    I commenced the course in September 2012 and Im really enjoying it so far. Im nowtaking my second module and am already applying some of the things Im learning back in theclassroom. At the moment were studying a unit on assessment: looking at best practice, howbeneficial assessment is, and critiquing assessment techniques.

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    The core module What is education? was very philosophical and made me questiondifferent values and beliefs I had about education. It made me have to keep redefining whateducation is: and I still dont have an exact answer. Education is so much more than justschooling, or something that just happens inside a building or institution.

    "The online element of the programme ha s been challenging but fantastic. Its taught me somuch about research and Ive made connections with people from all over the world."

    The online element of the programme has been challenging but fantastic. Its taught me somuch about research and Ive made connections with people from all over the world. Theres areally broad range of people and thats opened my mind to different perspectives as well.Lectures for the What is education module were filmed and we can view them again onlinewhich is a fantastic additional study tool, especially to prepare for examinations.

    I can come to the Institute of Education and see my personal tutor, Clare (ProgrammeDirector, Clare Brooks). If I ask to see her shes readily available. Shes in touch with us every

    week online so we have a lot of contact. We also get regular emails to keep us updated withwhats happening.

    I would highly recommend the Masters of Education course to anyone interested inacademic learning, and although I am still new, I have already learnt so much more aboutmyself, and my profession.

    (Interview with Ellen conducted by University of London and originally published in UoLConnections Magazine)

    http://www.ioe.ac.uk/http://www.ioe.ac.uk/