Course Structure

Students may enrol on a full-time (1 year) or part-time (3 years) basis. Individual modules may be studied as a short course. Part-time students typically complete one or two modules per semester. Full-time students typically complete three modules per semester.

The MEd is awarded to students who successfully complete six taught modules (120 CATS points) and a 15,000 word research dissertation (60 CATS points).

Exit qualifications are available: students may exit with a Postgraduate Diploma by successfully completing 120 CATS points from taught modules or a Postgraduate Certificate by successfully completing 60 CATS points from taught modules.

We've made it easy to study for a master's module as a short course. If you would like to apply for a short course, please contact the Education Secretary (ssesw@qub.ac.uk) for advice.

Course Details

Core Modules (compulsory, all 20 CATS points): An Introduction to Research Methods: Children, Young People and Education (online) This introductory research methods module is compulsory for all Masters students in the School of Social Sciences, Education and Social Work and assumes no previous experience or knowledge of research methods. The aim of the module is to provide a general research overview and to contextualise the broad range of approaches and debates that are evident within contemporary educational research. The module aims to provide students with an understanding of the theory and an appreciation of the differing perspectives that underpin quantitative and qualitative methodologies. Students will be introduced to the ethical issues relating to educational research as well as a range of methodological approaches, within which the key theoretical and practical issues will be addressed. Deconstructing Special Needs Education and Inclusion We will focus on deconstructing Special Needs Education and Inclusion by exploring how some popular approaches and behavioural theoretical models have influenced our understanding of SEN. Much of the ‘knowledge’ of special education is, arguably, misconceived and promotes inequality, rather than addresses it. In examining the consequences of, for example, labelling or social and emotional behavioural difficulties (SEBD), we will consider a powerful rationale for inclusion based on deconstructing the very notion of ‘need’ and ‘special’ to ask: why special needs education? And whom does it really serve? Epistemic Injustice: The Ethics of Knowing in SEN/Inclusion What is a stereotype and how does a stereotype conduce to prejudice? How do forms of ignorance abet injustice against the marginalised? To explore these issues, we will examine how stereotyping and prejudice contribute to forms of ‘epistemic injustice’ whereby what certain groups of people know is given less credibility and weight simply because of their disability, sex, class or ethnicity. The testimony (what they know or experience) of members of stigmatized groups is likely to be discounted because of (often unconscious) prejudicial beliefs and attitudes, which can magnify the effects of injustice as well as create others, such as failing to recognize certain questions as relevant for inquiry, such as the sexual abuse of vulnerable girls and boys, or sexuality of disabled or impaired people. Our judgments, as we will learn, are likely to be affected by implicit biases even when we think we’re making judgments of scientific or argumentative merit. Social Justice in Special Needs Education and Inclusion: A Capabilities Approach In this core module we will explore some of the complexities of understanding social justice in education and what it means to flourish, a much vaunted aim in education at present. While education systems across the UK and many parts of the world espouse equal entitlement to education, and the importance of allowing the child and young person to flourish and attain wellbeing, the precise content of this goal is difficult to determine and agree upon. One approach which has emerged with considerable power and application is the Capability Approach (CA). The CA asserts two core normative claims: first, that the freedom to achieve well-being is of primary moral importance; and, second, that freedom to achieve well-being is to be understood in terms of people's capabilities, that is, their real opportunities to do and be what they have reason to value. Examples might include getting a degree, travelling, or being a teacher; or being valued, respected, and included. The Capability Approach is an ethically evaluative framework that, in order to assess well-being, development and justice, simply asks two questions: what is a person able to do and to be? The answer to those two questions will depend on how society, including our educational institutions, are arranged. So, to what extent do our schools include minorities or children with special needs labels? For example, how is a child on the autistic spectrum enabled to be the person she wants to be and to do the things she values? Two optional modules may be chosen from the Educational Studies (MEd) degree.

Teaching Times

Evenings from 5.30pm - 7.3-pm. The evening classes run for six weeks with one Saturday workshop for each module. The Saturday workshop is timetabled for each module from 10am – 4pm.

Career Prospects

Introduction
Graduates from this degree have found it beneficial in their professional institutions in advising colleagues, influencing policy and supporting pupils and students.

The degree helps students reshape their thinking on special needs education and matters of inclusion, to question values and beliefs that were previously taken for granted. Importantly, a Master's degree in SEN/Inclusion will be of great advantage to professionals seeking promotion as we move towards a Masters-led teaching profession.

Queen's postgraduates reap exceptional benefits. Unique initiatives, such as Degree Plus and Researcher Plus bolster our commitment to employability, while innovative leadership and executive programmes help our students gain key leadership positions both nationally and internationally.

Employment after the Course
Most of the students on this course are practising teachers in the nursery, primary, secondary sector. Students from further education and disability sectors also attend. Students take up employment, or continue to work in teaching, apply for promotion, or go on to undertake further degrees.

Employment Links
Education
Disability organisations
Further and Higher Education

Learning and Teaching

Learning opportunities available with this course are outlined below:

Assessment

Assessments associated with this course are outlined below:

Facilities

The School is situated across a suite of three buildings in Belfast's Queen's Quarter. We provide student and staff common rooms, computer suites and designated study spaces.
Explore the teaching and social spaces in our School through our 360 Virtual Tour:
https://youtu.be/PJeiF24bjxE

The Graduate School
https://www.youtube.com/watch?v=aJ_BwOtjXAE

Prizes and Awards

• Teachers working on classroom-based dissertation projects may apply for the Northern Ireland Centre for Educational Research (NICER) award.

Modules

• Year 1

  Core Modules

  Social Justice in Special Needs Education and Inclusion: A Capability Approach (20 credits)

  ×

  Social Justice in Special Needs Education and Inclusion: A Capability Approach

  Overview

  This core module we will explore some of the complexities of understanding social justice in education and what it means to flourish, a much vaunted aim in education at present. While education systems across the UK and many parts of the world espouse equal entitlement to education, and the importance of allowing the child and young person to flourish and attain wellbeing, the precise content of this goal is difficult to determine and agree upon. One approach which has emerged with considerable power and application is the Capability Approach (CA). The CA asserts two core normative claims: first, that the freedom to achieve well-being is of primary moral importance; and, second, that freedom to achieve well-being is to be understood in terms of people's capabilities, that is, their real opportunities to do and be what they have reason to value. Examples might include getting a degree, travelling, or being a teacher; or being valued, respected, and included.
  The Capability Approach is an ethically evaluative framework that, in order to assess well-being, development and justice, simply asks two questions: what is a person able to do and to be? The answer to those two questions will depend on how society, including our educational institutions, are arranged. So, to what extent do our schools include minorities or children with special needs labels? How is a child on the autistic spectrum enabled to be the person she wants to be and to do the things she values?
  We will explore the CA by reading a key text together: Martha Nussbaum’s Creating Capabilities (2011). Tasks associated with this reading will be completed online and will be commented on by the tutor.
  This module will dovetail with EDU7256 and EDU7083.

  Learning Outcomes

  On successful completion of this module, participants are expected to have achieved the following learning outcomes:
  
  1. a critical appreciation of the way in which Special Needs Education itself proceeds from a theoretical position, ie., from a particular way of seeing the world, the place of schooling within that world, and of those who are seen to have special educational needs and/or disabilities;
  
  2. a critical understanding of the dominant or “essentialist” perspective of special needs education, which remains firmly focused on viewing difference as an individual deviance, problem or pathology;
  
  3. an appreciation of the continuing, intimate and problematic relationship between dominant ideas about SEND and the discipline of developmental psychology, in particular;
  
  4. a critical understanding of the limitations imposed on the development of special needs by the continuing assumption that student performance/ assessment is based on a normal curve of distribution (bell-curve thinking);
  
  5. have a critical understanding of the social model of SEND;
  
  6. using three contested disabilities as examples or specific cases, ie., Dyslexia, Dyscalculia and Attention Deficit Hyperactive Disorder (ADHD), have critically explored alternative theoretical perspectives on their history and nature;
  
  7. have undertaken critical readings of SEND research underpinned by social constructionist, materialist, post-modernist and disability movement perspectives.

  Skills

  1. Enhanced research literacy;
  2. Enhanced IT skills and confidence in this area through increased use of the Internet and Web-Based Information Services;
  3. Increased critical analysis and reflective practice through the module curriculum and assessment arrangements.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  EDU7254

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  Dissertation (60 credits)

  ×

  Dissertation

  Overview

  The module is concerned with the production of a 15-20k word dissertation. Supervision takes place on a one-to-one basis. The dissertation may be composed of a literature review, systematic review, meta-analysis, secondary data analysis or an empirical study in an area of educational research.

  Learning Outcomes

  By the end of the module students will be able to:
  1. Identify and discuss the ethical issues involved in educational research
  2. Discuss the strengths and weaknesses of quantitative and qualitative approaches to
  research methods
  3. Choose an appropriate research design and analysis to address a specific research question

  Skills

  Skills
  Appropriate selection and use of a range of research methods and analysis techniques; Quantitative and / or qualitative data analysis Data presentation and report writing.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  60

  Module Code

  EDU7999

  Teaching Period

  Full Year

  Duration

  24 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  Epistemic Injustice: The Ethics of Knowing in Special Educational Needs/ Inclusion (20 credits)

  ×

  Epistemic Injustice: The Ethics of Knowing in Special Educational Needs/ Inclusion

  Overview

  What is a stereotype and how does a stereotype conduce to prejudice? How do forms of ignorance abet injustice against the marginalised? To explore these issues, we will examine how stereotyping and prejudice contribute to forms of ‘epistemic injustice’ whereby what certain groups of people know is given less credibility and weight simply because of their disability, sex, class or ethnicity. The testimony (what they know or experience) of members of stigmatized groups is likely to be discounted because of (often unconscious) prejudicial beliefs and attitudes, which can magnify the effects of injustice as well as create others, such as failing to recognize certain questions as relevant for inquiry, such as the sexual abuse of vulnerable girls and boys, or sexuality of disabled or impaired people. Our judgments, as we will learn, are likely to be affected by implicit biases even when we think we’re making judgments of scientific or argumentative merit.

  Learning Outcomes

  Participants will:
  
  1. have an understanding of the OECD classification of special educational needs and disability;
  
  2. know of the sociological critiques of Special Education and understand how special needs education is located in wider socio-economic structures;
  
  3. critically explored the world-wide research literature on the concept of “disproportionality” in participation rates of certain social groups within the SEN system. They will critically reflect on the fact that, it is children and young people from socially disadvantaged backgrounds that have always been, and remain, disproportionately identified as having special educational needs - poorer children being disproportionally identified as having “moderate learning difficulties” and “social, emotional and behavioural difficulties”, whilst those from more affluent families in provision for specific learning difficulties;
  
  4. have a critical understanding of the concept of “Educational Disadvantage” – the gap in schooling outcomes between most affluent children and poorer children - and have critically considered the role of Special Education in overcoming educational disadvantage;
  
  5. have a deeper understanding of the issues, constraints and perspectives in teaching contexts across low socio-economic communities;
  
  6. demonstrate critical awareness and understanding of the concept of “Intersectionality”, that is, an understanding that people have multiple identities and that these interact - so, not just SEN/disabled, but also, socio-economically /SES, ethnically; racially, linguististically located;
  
  7. critically explore the challenges for educational professionals arising out of the interaction of children & young people learning EAL and the identification of learning difficulties and disabilities.

  Skills

  1. Enhanced research literacy
  2. Enhanced IT skills and confidence in this area through increased use of the Internet and Web-Based Information Services;
  3. Increased critical analysis and reflective practice through the module curriculum and assessment arrangements.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  EDU7083

  Teaching Period

  Spring

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  An Introduction to Research Methods: Children, Young People and Education (20 credits)

  ×

  An Introduction to Research Methods: Children, Young People and Education

  Overview

  This introductory research methods module is compulsory for all Masters students in the School of Education and assumes no previous experience or knowledge of research methods. The aim of the module is to provide a general research overview and to contextualize the broad range of approaches and debates that are evident within contemporary educational research. The module aims to provide students with an understanding of the theory and an appreciation of the differing perspectives that underpin quantitative and qualitative methodologies. Students will be introduced to the ethical issues related to educational research as well as a range of methodological approaches, within which the key theoretical and practical issues will be addressed.

  Learning Outcomes

  By the end of the module students will be able to:
  
  1. Critically discuss the historical development and philosophical underpinnings of educational research
  2. Identify the key ethical issues involved in educational research
  3. Demonstrate critical awareness and understanding by discussing the strengths and weaknesses of quantitative and qualitative approaches to research methods
  4. Demonstrate conceptual understanding to formulate a research question and identify an appropriate methodological approach

  Skills

  On successful completion of this module students will have gained the following:
  i) Key skills
  - Develop critical, analytical and creative thinking and problem solving skills
  - Enhance communication and ICT skills
  ii) Subject specific skills
  - Understand a range of research approaches in education
  - Ability to select an appropriate research design to an education-related research problem
  iii) Employability skills
  - Awareness of the relevance and applicability of research in the educational setting
  - Insight into the transferability of research skills to other areas of teaching and learning

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  EDU7250

  Teaching Period

  Both

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  Research in Practice: Project (60 credits)

  ×

  Research in Practice: Project

  Overview

  The module will be structured around two key components:
  - Taught classes (30hrs of contact time and equivalent to 20 CATS) that will cover topics:
  a) Research methods for Social Sciences
  b) Applying academic theory/research into practice
  c) Applying academic ethics for small research projects
  - Research Project of 10,000-12,000 words that will investigate an issue related to the pathway of the student. The issue may relate to educational practice in a workplace or an evaluation of policy approaches to the topic under investigation.

  Learning Outcomes

  On successfully completing this module students will:
  
  1) Have gained a critical appreciation of the different methodological approaches within social and educational research and the theoretical and practical assumptions that underpin them.
  
  2) Demonstrated an applied understanding of research design and methods.
  
  3) Have a detailed understanding of the ethical considerations that govern the conduct of a small research project.
  
  4) Defined and formulated particular research questions and chose appropriate methods to investigate them.
  
  5) Carried out a small-scale data collection process in line with University regulations.
  
  6) Demonstrated an ability to write up research findings in a succinct and clear manner.
  
  7) Applied their findings to existing literature/policy and explained wider contribution of the research to the area under investigation.

  Skills

  On successfully completing this module students will have further developed their skills in:
  1) Literature searching
  2) Synthesis of literature
  3) Designing a small-scale research project
  4) Critical analysis of data and literature
  5) Written and verbal communication

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  60

  Module Code

  EDU7901

  Teaching Period

  Full Year

  Duration

  24 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  Deconstructing Special Needs Education and Inclusion (20 credits)

  ×

  Deconstructing Special Needs Education and Inclusion

  Overview

  This module we will focus on deconstructing Special Needs Education and Inclusion by exploring how some popular approaches and theoretical models have influenced our understanding of SEN and Inclusion. Much of the ‘knowledge’ of special education is, arguably, misconceived and promotes inequality, stereotyping and exclusion, rather than understanding and inclusion. In examining the consequences of, for example, labelling or social and emotional behavioural difficulties (SEBD), we will consider a powerful rationale for inclusion based on deconstructing the very notion of ‘need’ and ‘special’ to ask: why special needs education? And whom does it really serve?
  For this module, we will use, in particular, the work of Gary Thomas and Thomas Loxley, Deconstructing special education and constructing inclusion (2007).
  This module will dovetail EDU7254 and EDU7083.

  Learning Outcomes

  On successful completion of this module, participants can be expected to have achieved the following learning outcomes:
  
  1. consolidated their understanding of the need for a re-constructed special needs education for the twenty-first century;
  
  2. critically reflected upon the extensive evidence-base related to the issue of whether pupils with learning difficulties require teaching strategies that are different from those of other pupils?
  
  3. critically reflected upon the evidence-base related to the practices of educators who resist deterministic views of ability, and, considered the implications for teaching -learning of the key pedagogic principles upon which they draw;
  
  4. critically reflected the process of accommodating individual differences within the structures and processes that are available to all learners, and re- conceptualised “additional support” as extending what is normally available to all learners;
  
  5. reflected upon the “productive pedagogies” framework (Lingard et al,2006) for describing classroom practice;
  
  6. explored the Queen’s model of inclusive pedagogy (Smith, 2014);
  
  7. understood and be able to apply the “Response to Instruction” model for identifying and meeting disabilities and difficulties in education;
  
  8. understood, and be able to apply ,a Universal Design for Learning (UDL) approach to teaching-learning;
  
  9. have critically engaged with one of the three following issues: addressing difficulties in numeracy across the curriculum, OR addressing literacy difficulties across the curriculum ,OR how to help our students approach their learning with a growth mindset;
  
  10. be better able to create a “dyslexic-friendly” classroom.

  Skills

  1. Developed the skills to analyse theoretical literature and research evidence;
  
  2. Have critically reflected on their own experience and practice for developing inclusive pedagogy;
  
  3. Have reflected upon their own educational context and evaluated how to effect improvement;
  
  4. Have developed new teaching-learning approaches for reaching out to all learners.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  EDU7256

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  Optional Modules

  Digital Literacy and Communication (20 credits)

  ×

  Digital Literacy and Communication

  Overview

  The aim of this module is to examine theories of understanding and researching digital literacy. It equips course participants with the theoretical and analytical tools to explore the impact of new digital literacies upon language learning and TESOL. The module begins from a social practice view of literacy, which is then used as a lens to critically examine digital literacy in contemporary society, and its role in language education. Course participants will also examine methodologies that have been applied to researching language and literacy in digital environments. The module equips course participants with the skills needed to practically examine and analyse digital literacy in the lives of people,
  in institutions, and in wider society.

  Learning Outcomes

  On successful completion of this module learners will be able to:
  • Understand literacy as social practice as a theoretical approach;
  • Evaluate the role and character of digital literacy in contemporary societies;
  • Identify and examine the role of digital literacies in a range of educational contexts, including language learning and TESOL;
  • Apply different research methodologies and approaches to exploring digital literacy.

  Skills

  On successful completion of the module, students will have gained the following:
  i) Key Skills
  a. Critical, analytical and problem solving skills
  b. Enhanced communication and ICT skills
  
  ii) Subject Specific Skills:
  a. An understanding of issues and key theoretical concepts in Literacy research
  b. A critical awareness of how Literacy is discussed and understood in policy, education, and social practice
  d. Ability to undertake an investigation of digital literacy
  
  ii) Employability/Transferable Skills
  a. Ability to learn independently and to sustain personal professional development
  b. Academic writing and presentation skills
  c. Ability to communicate effectively and work in groups on tasks
  d. Ability to undertake library searches for specific purposes
  e. Ability to critically evaluate research findings

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  EDU7273

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Bilingualism, Literacy and Disciplinary Literacy Development (20 credits)

  ×

  Bilingualism, Literacy and Disciplinary Literacy Development

  Overview

  This module is designed to provide participants with a foundational understanding of bilingualism/multilingualism and models of bilingual/multilingual education. The module will advance teachers’ understanding of the pedagogical and programmatic practices for addressing linguistic and academic needs of multilingual learners by drawing on their linguistic and cultural resources. The course will cover historical and theoretical foundations of bilingual education as related to various bilingual programs, including instruction, curriculum, and assessment.

  Learning Outcomes

  On successful completion of the module, it will be expected that students will be able to:
  1. Understand the process of language and literacy development of children (0-18) exposed to more than one language.
  2. Integrate this knowledge into particular practices:
  (a) to become familiar with the developmental milestones of first language acquisition
  (b) to evaluate theory related to bilingual and second language and literacy as well as disciplinary literacy development
  (c) to learn how to conduct observation research with bilingual populations
  (d) to infer implications for classroom and home language and literacy policies.

  Skills

  On successful completion of the module, it will be expected that students will be able to:
  • Observe a bilingual student and document their observations in relation to the characteristics of the student’s second language developmental trajectory.
  • Describe the characteristics of the target language teaching or research context where the students aim to teach, including the characteristics of the bilinguals’ family backgrounds.
  • Report on their experiences tutoring the bilingual student, specifically describing what tutoring practices and moves tangibly helped the student in literacy and content literacy skills.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  EDU7277

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  E-learning: Concepts and Pract (20 credits)

  ×

  E-learning: Concepts and Pract

  Overview

  This module will enable you to explore the policies, issues, facts and the hype surrounding eLearning. It will introduce you to ideas such as Third Space and 4th Industrial Revolution. You will reflect on the affordances offered by technology-enhanced learning, virtual learning environments, managed learning environments and data analytics. There will be opportunities to compare and contrast the face-to-face environment of the classroom with online learning and to hear from experts in the field. The various developments in e-learning will be examined at several levels including technical (e.g. how does it work?), practical (e.g. experience of creating online courses) and theoretical (e.g. what types of learning models are involved?). Finally, your own professional working context will provide the focus for your assignment work.

  Learning Outcomes

  1. Critically evaluating the core educational research in e-Learning;
  2. Reflecting upon the issues that impact on the development and take-up of online and blended learning in a school/organisation;
  3. Comparing and contrasting a variety of virtual learning environments and the pedagogical approaches they utilise;
  4. Evaluating the effectiveness of learning via virtual learning environments.

  Skills

  1. Researching and evaluating models of e-learning;
  2. Developing materials for technology-enhanced learning;
  3. Facilitating, moderating and developing collaborative learning online;
  4. Designing and creating courses in VLEs.
  5. Reflecting on and critically evaluating experiences of working in an online environment.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  EDU7275

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Understanding Adults with ASD (20 credits)

  ×

  Understanding Adults with ASD

  Overview

  This module is designed to assist participants to develop and extend their skills in understanding the needs of adults with Autistic Spectrum Disorder and their families. Participants will examine issues of identification, adult diagnosis, mental health, and transitions, as well as challenging behaviours, communication, and sensory issues, relationships, sexuality, self-advocacy, and neuro-diversity. The module will consider the implications of an ASD diagnosis for the nuclear and extended family, including siblings, grandparents, wives/husbands and sons/daughters of adults with ASD, etc.. Implications for schools, homes and employment will also be addressed.

  Learning Outcomes

  An understanding of the diagnostic criteria and associated features of Autistic Spectrum Disorder. An understanding of the range of individual differences in adults on the autistic spectrum. An understanding of recent issues and debates in regard to adults with ASD.

  Skills

  On successful completion of this module students will have subject specific skills
  Identifying and assessing adults with ASD
  Understanding issues related adulthood and ASD, ie transitions, employment, relationships, advocacy
  Translating theory into practice
  They will also have generic, transferable skills such as
  Critically analyse and apply creative thinking to problems,
  Communicate effectively, both in writing and ‘virtually’,

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  EDU7241

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Behaviour Change in Education and Supervising Others (20 credits)

  ×

  Behaviour Change in Education and Supervising Others

  Overview

  Behavioural issues and problem behaviours in the classroom often hinder academic achievement. A well-managed classroom and school enhances pupil and staff experience. Managing the classroom effectively is an important skill for teachers and related staff. Specific teaching techniques complement this knowledge for boosting students’ learning.
  This module introduces teachers and other education professionals to behaviour analysis and its application to effective teaching and class-room management. The module focuses on the most common behaviour issues and problems that a teacher faces in and outside the classroom, including children with mild behaviour problems. Humane, positive-only procedures are developed that reduce or eliminate discipline problems as well as enhancing skills, problem-solving, and creativity in students.
  We will explore basic principles of behaviour that help understanding behaviour in its context and developing whole class-based behaviour management strategies and methods as well as working with individual children. The focus is on practical steps that teachers can take in any classroom setting to improve performance and reduce disruptions. It includes topics that teachers frequently encounter such as functional analysis, functional assessment, and behaviour support plans. It addresses from a behaviour analysis framework recent advances in Tag teaching, Precision Teaching, and verbal behaviour. Exercises provide quick checks on basic concepts and problem-solving exercises.
  The module content is delivered online. In addition it entails a one-day on-campus block seminar at the end of term. This seminar allows students to have direct access to discussion and elaboration with tutors and student colleagues.

  Learning Outcomes

  On successfully completing this module, students will:
  Identify and understand the context and contingencies governing pupil behaviour;
  Develop effective positive classroom management procedures;
  Carry out functional behavioural assessment and develop individual behaviour change procedures for ‘mild’ behavioural problems;
  Design and use effective performance monitoring and reinforcement systems;
  Design and use systems for monitoring procedural integrity and evaluating the effectiveness of the program;
  Establishing support for behavioural services from persons directly and indirectly involved with teaching.

  Skills

  On successfully completing this module, students will:
  Plan for and identify evidence-based intervention procedures;
  Implement and monitor their effectiveness,
  Supervise others and keep data-based monitoring strategies for behaviour change strategies.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  EDU7228

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Curriculum: Theory, Policy and Practice (20 credits)

  ×

  Curriculum: Theory, Policy and Practice

  Overview

  This module will provide students with an opportunity to explore the nature and design of the curriculum including the formal and informal curriculum and the hidden curriculum. They will investigate influences on curriculum development drawing attention to the most common theoretical perspective on curriculum design (‘scientific’ curriculum making) in addition to exploring other theoretical influences such as critical pedagogy. The course will also provide opportunities for students to discuss how knowledge is selected for ‘transmission’ to the next generation through the curriculum and how knowledge is organized in the curriculum as ‘curriculum frameworks’. Students will also explore the role of the curriculum in conflict affected and societies.

  Learning Outcomes

  On successful completion of the module, participants will have acquired knowledge of:
  
  • definitions of curriculum
  • theories relating to the nature of knowledge and the orientation of curriculum
  • approaches to the organisation of knowledge into curriculum frameworks
  • the significance of the hidden curriculum
  • curriculum policy and associated legislation in Northern Ireland
  • the processes of curriculum planning, implementation and evaluation

  Skills

  On successful completion of the module, participants will have developed the following:
  
  
  SUBJECT SPECIFIC SKILLS
  
  • the ability to critically reflect on the nature and design of the curriculum
  • competency in analysing curriculum policy and associated legislation in the light of curriculum theory
  • capacity to evaluate curriculum practice in their own contexts
  • competency in assessing the significance of the hidden curriculum in relation to their own contexts
  
  PROFESSIONAL/PERSONAL SKILLS
  
  
  • capacity to reflect on their own personal and professional experience of delivering the curriculum and to apply this to their own practice
  • ability to formulate a perspective on the nature and design of the curriculum based on their professional reflections in the light of curriculum theory
  • ability to contribute to the development of the curriculum in their own contexts
  
  
  TRANSFERABLE SKILLS
  
  • critical analysis of policy documentation and educational resources
  • competency in applying concepts and theory to practice
  • ability to present a theoretically informed perspective to others and to critically reflect on their own views and those of others
  • ability to reflect on participatory and active learning strategies

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  EDU7103

  Teaching Period

  Spring

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Reflective Practice and Action Research (10 credits)

  ×

  Reflective Practice and Action Research

  Overview

  There is a growing body of literature highlighting the importance of practitioner-led enquiry and reflection, its centrality in the learning process and the key role it plays in continuing professional development. Despite this there tends to be little opportunity within teaching and learning programmes for teachers to explore the nature of reflection, the various perspectives and theories surrounding the topic or to examine the concept in any depth. This module begins to address this shortcoming by inviting participants to consider and experiment with various approaches to reflective practice as used in small-scale action research project design within the field of education in general and their own professional development in particular.

  Learning Outcomes

  LEARNING OUTCOMES
  
  On successful completion of the module participants will have had the opportunity to acquire:
  
  Knowledge of:
  
  • different perspectives and types of reflection
  • the processes of reflection in action research
  • various strategies that might lead to reflection and different methods used in small-scale action research projects
  • factors which may facilitate and hinder reflection and change
  • the relationship between reflection, learning and change
  
  Professional/Personal Development through:
  
  • using reflection to further develop professional and personal skills
  • identifying factors which may block professional development and considering ways of addressing these
  • sharing learning through reflection and action research design with other in-service teachers and participants
  • exploring how challenges to reflection and development through action research might be addressed within their own professional context

  Skills

  Transferable Skills:
  
  • reflecting on learning in various contexts and situations
  • sharing of that learning with other members of the teaching profession
  • use of various strategies as a means of reflection, study and improvement of their own professional practices

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  10

  Module Code

  EDU7089

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Leadership Theory and Practice: An Overview (20 credits)

  ×

  Leadership Theory and Practice: An Overview

  Overview

  This module is foundational and designed to provide students with an overview of key leadership theories that will be applied and developed across the programme. The module takes the perspective that leadership is a process of influence that involves individuals and or groups seeking to achieve common goals. Leaders can be formally assigned but can also occupy less-formal positions where expertise, knowledge and interaction with others can also constitute leadership. The module will examine the development of leadership theory over time, exploring both traditional and more contemporary models. Theoretical models explored include: trait theory, situational leadership, transformational and pseudo-transformational leadership, servant leadership and adaptive leadership. The module is aimed at all types of educational professionals, whether they hold an official leadership position or not. In terms of applying theory, module assignments have been designed to examine leadership in workplace settings and there are clear links between this module and each of the modules on the MSc Leadership Programme.

  Learning Outcomes

  Programme Aims:
  
  The MSc Educational Leadership recognises that a high quality educational system depends on leaders from all walks of life and all types of positions, regardless of title. It is intended, therefore, to provide leadership development for people who work in all manner of roles in education systems: classroom teachers, formal school leaders, local authority personnel, policymakers, and any individual with a direct interest in the primary and post primary school sectors.
  
  
  
  The programme aspires to offer students a transformative experience which will equip them with the necessary knowledge, skills, and creative capacity to respond to a variety of leadership challenges faced in contemporary educational institutions. It challenges traditional notions of ‘leaders’ and ‘leadership’ pointing to new, more collaborative and more organic, models of leading and takes the view that leadership is a process. It is expected that graduates will be able to inform their professional practice with the latest research evidence in the field to nurture meaningful relationships in educational communities, address issues of equity and diversity, support teaching and learning, and ultimately, ensure quality outcomes which are tailored to contextual needs.
  
  
  
  On completion of the module students should be able to:
  
  
  
  Demonstrate knowledge and understanding of a range of leadership and organisational theories that pertain to education.
  
  Understand and apply theoretical perspectives around leadership, educational leadership, educational change and school improvement.
  
  Critically evaluate these theories and debates, and use them to analyse their own educational context and make conscious and meaningful leadership decisions.
  
  Develop skills of critical thinking and reading, critical evaluation, synthesis of information, conduct independent academic research and present research findings.
  
  Reflect on their own professional experiences and practices in the light of current theory, research, and debate.

  Skills

  Identify a range of leadership theories/models in practice and specifically in educational contexts.
  
  Apply insights from leadership theories studied during the module in their everyday work situations.
  
  Independently review and synthesis academic literature in the fields of leadership and educational leadership.
  
  Reflect on their experiences, and challenge their practice, in the light of theory and research.
  
  Critically analyse and link theory, research, policy, and practice.
  
  Write at a sufficiently high academic standard.
  
  Think creatively in a constantly changing, poorly-defined environment.
  
  Constructively collaborate with peers.
  
  Research planning, data collection and analysis.
  
  Research reporting.
  
  Choose fit for purpose methods for a research project.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  EDU7185

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Leadership for Change (20 credits)

  ×

  Leadership for Change

  Overview

  This module is designed to explore the role that leaders play in managing change processes in educational contexts and beyond. There is a constant pressure on schools and other educational settings to demonstrate improvement and effectiveness and as such schools are frequently involved in various and often overlapping change or improvement initiatives. This module examines the role that leaders play in this process. The module begins by examining the purposes of education and argues that these are not agreed upon and as such has implications for the way that school performance and effectiveness is measured and researched. The module also examines the school effectiveness and school improvement research traditions that have developed over time and what might constitute effective practice in schools based on the available evidence – which positions leadership and teachers as key drivers of improvement. The module is also underpinned by two broad theories of change whereby change is a process that occurs in stages or increments or that change is a complex, emergent process. When applied to the work place, these provide lenses to consider how leaders manage change processes, how followers experience and contribute to change; how leaders respond to resistance to change and how leaders can promote collaborative, adaptive and innovative cultures to help followers cope with change.

  Learning Outcomes

  The MSc Educational Leadership recognises that a high quality educational system depends on leaders from all walks of life and all types of positions, regardless of title. It is intended, therefore, to provide leadership development for people who work in all manner of roles in education systems: classroom teachers, formal school leaders, local authority personnel, policymakers, and any individual with a direct interest in the primary and post primary school sectors.
  
  
  
  The programme aspires to offer students a transformative experience which will equip them with the necessary knowledge, skills, and creative capacity to respond to a variety of leadership challenges faced in contemporary educational institutions. It challenges traditional notions of ‘leaders’ and ‘leadership’ pointing to new, more collaborative and more organic, models of leading and takes the view that leadership is a process. It is expected that graduates will be able to inform their professional practice with the latest research evidence in the field to nurture meaningful relationships in educational communities, address issues of equity and diversity, support teaching and learning, and ultimately, ensure quality outcomes which are tailored to contextual needs.
  On completion of the module students should be able to:
  
  
  
  Demonstrate knowledge and understanding of a range of leadership and organisational theories that pertain to education.
  
  Demonstrate knowledge and understanding of theories of change
  
  Understand the relationship between leadership educational change and school improvement.
  
  Demonstrate knowledge and understanding of the literature associated with effective leadership and effective pedagogy
  
  Develop skills of critical thinking and reading, critical evaluation, synthesis of information, conduct independent academic research and present research findings.
  
  Reflect on their own professional experiences and practices in the light of current theory, research, and debate.

  Skills

  Identify a range of leadership theories/models in practice and specifically in educational contexts.
  
  Apply insights from leadership theories studied during the module in their everyday work situations.
  
  Independently review and synthesis academic literature in the fields of leadership and educational leadership.
  
  Reflect on their experiences, and challenge their practice, in the light of theory and research.
  
  Critically analyse and link theory, research, policy, and practice.
  
  Write at a sufficiently high academic standard.
  
  Think creatively in a constantly changing, poorly-defined environment.
  
  Constructively collaborate with peers.
  
  Research planning, data collection and analysis.
  
  Research reporting.
  
  Choose fit for purpose methods for a research project.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  EDU7186

  Teaching Period

  Spring

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Fundamental elements of behaviour change (20 credits)

  ×

  Fundamental elements of behaviour change

  Overview

  This module focuses on the “Fundamental Elements of Behaviour Change” and “Specific Behaviour Change Procedures” as described in the scientific discipline of behaviour analysis. The content of this module is based on the BACB Fourth Edition Task List (www.bacb.com).
  “Fundamental Elements of Behaviour Change” include positive and negative reinforcement, schedules of reinforcement, prompts, modelling and imitation, shaping, chaining, task analysis, discrete trials and free operant arrangements, verbal operants, positive and negative punishment, schedules of punishment, extinction, combinations of reinforcement, punishment and extinction, response-independent (time-based) schedules of reinforcement and differential reinforcement.
  “Specific Behaviour Change Procedures” include interventions based on antecedents, operations, and discriminative stimuli, discrimination training procedures, instructions and rules, contingency contracting (e.g., behavioural contracts), independent, interdependent and dependent group contingencies, stimulus equivalence procedures, behavioural contrast effects, the matching law and factors influencing choice and high and low probability request sequences.
  The module is delivered on a distance format. Students have access to online teaching through the Queen’s Online Virtual Environment and their personal QOL websites (https://home.qol.qub.ac.uk/) where they log on using their QOL username and password. For students who are registered for this module, it appears under My Modules. This module entails on-campus block seminars. These seminars allow students to have direct access to discussion and elaboration with tutors and student colleagues.

  Learning Outcomes

  In line with the course content, students who successfully complete this module will gain foundational knowledge of the fundamental elements of behaviour change. They will develop and describe basic principles and concepts using scientific terms (e.g., reinforcement, punishment, extinction, prompting, shaping, etc.). Second, students will identify and describe in scientific terms specific behaviour change procedures, such as discrimination training procedures and contingency contracting. Finally, they will apply these procedures in a theoretical setting to achieve behaviour change.

  Skills

  On successful completion of this module students will have the following subject specific skills (1) Describe in scientific terms the fundamental elements of behaviour change procedures (2) Design a specific behaviour analytic procedure and to achieve behaviour change.
  They will also have generic, transferable skills such as (1) Critically analyse and apply creative thinking to problems, (2) Communicate effectively, both in writing and ‘virtually’, (3) Work as a member of an interdisciplinary team.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  EDU7226

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  School Effectiveness and School Improvement (20 credits)

  ×

  School Effectiveness and School Improvement

  Overview

  This module will examine leadership in practice with a particular focus on educational contexts. The module is designed to explore relevant and practical issues that leaders are likely to face in the workplace. There is connectivity and continuity between the foundational module EDU7185 (Leadership Theory) where students will have the opportunity to apply leadership theory to workplace settings. As such the module focuses on practical themes such the distinctions and overlaps between leadership and management, middle leadership, coaching and mentoring, leadership and ethical practice; the role that leaders play in developing organisational culture and ethos, how leaders deal with conflict, leadership and emotional literacy and the promotion of social justice and equity.

  Learning Outcomes

  Programme Aims:
  
  The MSc Educational Leadership recognises that a high quality educational system depends on leaders from all walks of life and all types of positions, regardless of title. It is intended, therefore, to provide leadership development for people who work in all manner of roles in education systems: classroom teachers, formal school leaders, local authority personnel, policymakers, and any individual with a direct interest in the primary and post primary school sectors.
  
  
  
  The programme aspires to offer students a transformative experience which will equip them with the necessary knowledge, skills, and creative capacity to respond to a variety of leadership challenges faced in contemporary educational institutions. It challenges traditional notions of ‘leaders’ and ‘leadership’ pointing to new, more collaborative and more organic, models of leading and takes the view that leadership is a process. It is expected that graduates will be able to inform their professional practice with the latest research evidence in the field to nurture meaningful relationships in educational communities, address issues of equity and diversity, support teaching and learning, and ultimately, ensure quality outcomes which are tailored to contextual needs.
  
  
  
  On completion of the module students should be able to:
  
  
  
  Demonstrate knowledge and understanding of a range of practical issues, debates and policies associated with leadership and management in educational contexts.
  
  Understand and apply theoretical perspectives around leadership, educational leadership
  
  Critically evaluate these theories and debates, and use them to analyse their own educational context and make conscious and meaningful leadership decisions.
  
  Develop skills of critical thinking and reading, critical evaluation, synthesis of information, conduct independent academic research and present research findings.
  
  Reflect on their own professional experiences and practices in the light of current theory, research, and debate.

  Skills

  Identify a range of leadership theories/models in practice and specifically in educational contexts.
  
  Apply insights from leadership theories studied during the module in their everyday work situations.
  
  Independently review and synthesis academic literature in the fields of leadership and educational leadership.
  
  Reflect on their experiences, and challenge their practice, in the light of theory and research.
  
  Critically analyse and link theory, research, policy, and practice.
  
  Write at a sufficiently high academic standard.
  
  Think creatively in a constantly changing, poorly-defined environment.
  
  Constructively collaborate with peers.
  
  Research planning, data collection and analysis.
  
  Research reporting.
  
  Choose fit for purpose methods for a research project.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  EDU7209

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Understanding Children with ASD (20 credits)

  ×

  Understanding Children with ASD

  Overview

  This module is designed to assist participants to develop and extend their skills in understanding the needs of children (aged 0-18) with ASD and their families. Participants will examine issues of definition, identification, diagnosis and assessment, and early intervention, as well as communication and sensory issues across childhood and adolescence. The module will consider the implications of the ASD diagnosis for the nuclear and extended family, including siblings, grandparents, parents. Implications for teaching and learning in school and home-based programmes as well as transitions between school and home will also be addressed.

  Learning Outcomes

  An understanding of the diagnostic criteria for Autistic Spectrum Disorder. An understanding of the range of individual differences in children on the autistic spectrum.
  An understanding of the implications of ASD on family and for education.

  Skills

  Identifying and assessing children with ASD.
  Translating assessment results into appropriate Individual Education Plans-Care Plans.
  Translating theory into practice.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  EDU7240

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

Entrance requirements

Graduate
A 2.1 Honours degree or above or equivalent qualification acceptable to the University in any subject discipline.

Applicants with a 2.2 Honours degree or equivalent qualification acceptable to the University may also be considered if they have at least two years of professional experience in an education, training or relevant context.

Closing date for applications: Friday 30th June 2023 at 4pm.

Late applications may be considered.

Applicants are advised to apply as early as possible. In the event that any programme receives a high number of applications, the University reserves the right to close the application portal prior to the deadline stated on course finder. Notifications to this effect will appear on the Direct Application Portal against the programme application page.

International Students

Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.

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English Language Requirements

Evidence of an IELTS* score of 6.5, with not less than 5.5 in any component, or an equivalent qualification acceptable to the University is required. *Taken within the last 2 years.

International students wishing to apply to Queen's University Belfast (and for whom English is not their first language), must be able to demonstrate their proficiency in English in order to benefit fully from their course of study or research. Non-EEA nationals must also satisfy UK Visas and Immigration (UKVI) immigration requirements for English language for visa purposes.

For more information on English Language requirements for EEA and non-EEA nationals see: www.qub.ac.uk/EnglishLanguageReqs.

Career Prospects

Introduction
Graduates from this degree have found it beneficial in their professional institutions in advising colleagues, influencing policy and supporting pupils and students.

The degree helps students reshape their thinking on special needs education and matters of inclusion, to question values and beliefs that were previously taken for granted. Importantly, a Master's degree in SEN/Inclusion will be of great advantage to professionals seeking promotion as we move towards a Masters-led teaching profession.

Queen's postgraduates reap exceptional benefits. Unique initiatives, such as Degree Plus and Researcher Plus bolster our commitment to employability, while innovative leadership and executive programmes help our students gain key leadership positions both nationally and internationally.

Employment after the Course
Most of the students on this course are practising teachers in the nursery, primary, secondary sector. Students from further education and disability sectors also attend. Students take up employment, or continue to work in teaching, apply for promotion, or go on to undertake further degrees.

Employment Links
Education
Disability organisations
Further and Higher Education

Additional Awards Gained

There are no specific additional course costs associated with this programme.

Prizes and Awards

Teachers working on classroom-based dissertation projects may apply for the Northern Ireland Centre for Educational Research (NICER) award.

Graduate Plus/Future Ready Award for extra-curricular skills

In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Graduate Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.

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Entry requirements

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Fees and Funding

Tuition Fees

Northern Ireland (NI) 1	£6,980
Republic of Ireland (ROI) 2	£6,980
England, Scotland or Wales (GB) 1	£8,360
EU Other 3	£19,100
International	£19,100

¹ EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.

² EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.

³ EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.

All tuition fees quoted are for the academic year 2023-24, and relate to a single year of study unless stated otherwise. Tuition fees will be subject to an annual inflationary increase, unless explicitly stated otherwise.

More information on postgraduate tuition fees.

Additional course costs

All Students

Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.

Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.

Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.

If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.

Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.

There are also additional charges for graduation ceremonies, examination resits and library fines.

Inclusion and Special Educational Needs costs

There are no specific additional course costs associated with this programme.

How to Apply

Apply using our online Postgraduate Applications Portal and follow the step-by-step instructions on how to apply.

Apply now

Terms and Conditions

The terms and conditions that apply when you accept an offer of a place at the University on a taught programme of study.
Queen's University Belfast Terms and Conditions.

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