успешных поступлений
университетов и бизнес-школ мира
странах работают после учебы наши выпускники
It is compulsory for all students to undertake the 20 credit Research Methods module in preparation for the Dissertation. However, students undertaking the SEBDA-Brookes Year 2 course (SB51) have this module built into their studies and will not have to complete Research Methods*
The module aims to prepare students to develop the critical and reflective skills to participate confidently in their academic community as a researcher-practitioner. It will support you in developing the academic writing and critical reading skills to engage successfully in MA level study.
This module will analyse the factors that are predictive of educational success and failure for children and young people and exploring the implications of this analysis for school policy and practice. These factors will be considered at the level of the individual child, the family, the school and the neighbourhood using data from case study material drawing in part on students’ individual working contexts. Issues of class, gender, disability and ethnicity will be considered. This analysis at the level of an individual in a particular locality will be compared to educational outcomes from national and international data sources.
Explores previous and present developments within the field of educational neuroscience. The module will begin by exploring developmental changes that occur throughout the lifespan. Current insights from the field of cognitive neuroscience will be explored in relation to a number of specific educational issues which have implications for educational practice. The module will engage with philosophical exploration and deliberation over the relationship between mind, brain, self and body.
The Module aims to introduce non-specialists and international students to key concepts around Special Educational Needs and Disability (SEND). This will include a critical analysis of theories around inclusive practice, equality and equity as well as practical guidance on the broad areas of SEND (autism, emotional difficulties, learning difficulties, ADHD and complex SEND).
This module explores challenging behaviour from a variety of perspectives and provides an overview of individual and contextual factors which may influence children and young people’s behaviour. Theoretical perspectives will be discussed during seminar workshops in relation to problematizing children and young people’s social, emotional and mental health. Particular attention will be paid to ‘causes’ of challenging behaviour, individual and whole school approaches to managing behaviour and to the importance of recognising pupil voice and increasing pupil participation. Students will be encouraged to reflect on and critique alternative educational provisions.
This module is designed for practitioners in primary and secondary schools working with children with literacy difficulties. Course participants will explore and evaluate a range of theoretical perspectives and research evidence exploring the reasons for failure to develop literacy skills and review the implications of these ideas for the nature of school provision and their own current practice.
This is a module designed for practitioners in primary and secondary schools working with children with literacy difficulties. Participants will be given opportunities to investigate and develop skills in a range of assessment and teaching strategies for working with children / young people who have significant difficulties with developing literacy.
This module, relevant for primary, secondary, and further and higher education practitioners and students, explores key aspects of curriculum design and delivery in relation to access, equality of learning opportunity and inclusion. There will be a particular focus on the ways in which cultural values influence curriculum content and organization and students will have an opportunity to critically engage with theories of internationalising and decolonising the curriculum.
This module focuses on the role of those working in services for children and their families. It builds upon the discussion of the quality of children's lives considered in Children in Families and Communities. Course participants will be examining the rationale for the development of policy and practice aimed at the improvement of the quality of children's lives and exploring the ways in which such practices position children and families. The evidence for a range of interventions is examined and features of effective practice identified. A fundamental concern in this area of work is the difficulties of ensuring effective communication between those working with children and their families and the nature and complexity of this communication. Both the organisational issues and the skills for practitioners will be a focus for study.
