Tsakona, V. Athens: Grigoris Publications. Wodak, R. Methods of Critical Discourse Analysis. London: Sage. During the first part the presentation of a problem is presented and the suitable statistical methodology for its solution is chosen and developed. The statistical contents of this part: frequency distributions and their graphical representations, measures of central tendency, measures of dispersion, normal distribution, sampling, sampling distribution, estimation by confidence intervals, introduction to testing hypothesis, t-test, Analysis of variance, testing hypothesis by X2 distribution, simple regression and introduction to multiple regression analysis, non-parametric tests and introduction to Factor Analysis.
The use of statistical software for the implementation of suitable analyses is demonstrated. The second part is used for inquiries with data that originate from real studies.
Estonian Teachers’ Expectations for Curriculum Development Policy and Ideal Curricula | EERA
The implementation is based on the use of computer. Participants decide and apply the suitable statistical treatment. Finally, they prepare a short report with their conclusions.
Participants are asked to work in small groups and submit a paper based on any data set they wish. The lecturer gives a selected list of bibliography related to the topic he is to going to present. Ferguson G. New York: McGraw-Hill. Gravetter, J. Statistics for the Behavioral Sciences. Fourth Edition.
West Publishing Company. Grimm L. Statistical Applications for the Behavioral Sciences. Howell C. Statistical Methods in Psychology. Duxbury Press, by Wadsworth Publishing Co. International Thomson Publishing Inc. Minium, W. Statistical Reasoning in Psychology and Education. Third Edition.
Norusis J. Marija Prentice Hall: New Jersey. Duxbury, Pacific Grove.
Tabachnick, B. Using multivariate statistics 3rd Ed. Module Summary. This module will examine some of the major traditions of education in Europe with an emphasis on secondary schooling and post-compulsory education and training in the EU states. Through holistic historical and contemporary case studies of education systems in England, Germany, Sweden, Greece, France and other Mediterranean countries, the course will analyse the significant differences in the dominant regional systems in terms of their institutional structures, curricula and modes of regulation and governance and relate these to the varying political, cultural and economic contexts which shape them.
The course will employ comparative methods to identify convergent and divergent trends within European education, to analyse their causes and to assess the role of EU institutions in addressing the important policy dilemmas that face education in Europe. To understand and apply the existing concepts and theories of the comparative study of education in Europe;. To understand the characteristic and distinguishing features of educational traditions in different regions in Europe principally: Scandinavia; German-speaking northern Europe; the Mediterranean states and the UK.
To develop an holistic understanding of the articulation of educational systems in a range of contrasting countries in the EU;.
To develop the skills for making systematic comparative analysis of the features of systems in different states and the contextual factors that determine such differences;. To use comparative skills and concepts to identify and analyse the major trends in educational policy and practise in different sectors in Europe;.
To explore the role and effects of EU institutions and wider global forces in relation to education in Europe;. To develop critical awareness of how international comparisons are used and misused in policy-making in Europe. To critically analyse and articulate the major comparative theories and models in relation to the different major educational traditions in Europe;. To use systematic comparative analysis to understand and articulate the causes and effects of different salient educational contexts and characteristics in particular countries;.
To understand and articulate major patterns of variation in educational systems in Europe and their causes;. To identify and utilise relevant policy and practise from different countries in analysing and articulating their own professional practise. The module will include interactive lectures supported, where appropriate, by written texts and PowerPoint presentations; student discussions of pre-issued questions and key readings; student presentations on topics related to their intended assignments; group work on approaches to comparative topics for assignments; student-led seminars on issues related to the programme and guided workshops on use of data.
The object of these sessions will be to develop interaction and sustained debate so the group may learn from the wide range of professional and international experience represented by staff and students on the course.
Assessment will be through a written assignment of , words on themes connected with the module and a list of recommended titles will be provided. Students are encouraged to submit a draft of their assignment to their tutor for comments before formal submission of the formative draft which must be by the 15 April Students should not expect their tutors to predict grades from these draft assignments final grading depends on dual marking and external examining. WOLF, A. Relevant Journals. The aim of this module is to explore critically a range of sociological and political perspectives on social justice, citizenship, social inequalities, social exclusion and inclusion.
The discussions are located within wider current theoretical debates concerning globalisation, modernity and late or post-modernity. Drawing on educational examples, issues covered include: theories of citizenship, the state, social policy and social justice; globalisation; social inequalities: social class, gender, race; poverty, social capital and social exclusion. To begin to consider links between education policies and practices and concepts, theories and perspectives on social justice and citizenship. Developed and consolidated your knowledge and critical awareness of a range of sociological and political perspectives on social justice, citizenship and the state.
Developed familiarity with key terms, categories and theoretical perspectives in social analysis in relation to social justice. Had the opportunity to consider and discuss how social justice issues are constituted and contested. Begun to consider links between education policies and practices and concepts, theories and perspectives on social justice and citizenship. The module consists of ten weekly sessions. The second part will be organised around group work or open discussion based on the preparatory readings, student input and any personal experiences that you wish to introduce.
Assessment is by coursework, in the form of a single essay of around 5, words. You will usually choose from among a range of possible essay questions that will cover all the main areas discussed in the module. If you wish, additional questions can be negotiated with the tutor. Bradley, Harriet Fractured identities: changing patterns of inequality , Cambridge: Polity Press. Education also provides one of the most important contexts where such distinctions are challenged, resisted and reshaped.
Beyond the National Curriculum
This module provides a critical introduction to major research in this field. Where racism is concerned, can individual schools make a difference? We will examine a range of research in the field, focusing especially on work that addresses the school-based realities of teaching and learning in a multi-ethnic society.
The use of observational and interview material will be central to our attempts to understand the processes that modify and reproduce the racial structuring of opportunity in education and society. To enable you critically to evaluate policy, practice, research and analysis from a perspective that builds on your understanding of past work in the field. Have a greater understanding of Critical Race Theory and its possible contribution to the theory and practice of education in multicultural contexts. The module consists of ten weekly seminars.
Each session will begin with an input from the tutor of minutes.
This will provide a basis for our discussions, which will also draw on your preparatory reading and any personal experiences that you wish to introduce. The module draws on a very wide range of work. You are encouraged to consult a variety of materials, including contemporary media, practitioner publications and policy statements.
The following titles provide an introduction to some of the issues and debates that we will discuss. Connolly, P. Buckingham, Open University Press. Gillborn, D. London, HMSO. Mac an Ghaill, M. Macpherson, W.