The field of educational research sets as objectives to explore notions, theories and trends within the filed, to define and transfer types, characteristics and shared terminology, to describe and utilise methods and techniques of quantitative and qualitative research in a critical manner towards the concrete educational phenomenon. The educational research student, passionate about conducting research, has to immerse him/herself in research projects and research teams and throughout the studies gains reflexive, critical and analytical competencies and the ability to innovate the existing educational practices.
Making use of other disciplines like psychology, anthropology, sociology and philosophy, educational research sets out to conduct its activity in a rigorous and systematic way. Due to the broad base for the methodology of educational research, the results are not always generalizable and have to be interpreted in the context of the used methodology.
The Behavioral Support Specialist (BSS) certificate program teaches participants to effectively and independently conduct Functional Behavioral Assessments (FBAs), design function-based interventions, and support school-wide Postive Behavioral Intervention and Support (PBIS) efforts.
This module allows international students to undertake a mentored independent research project while studying abroad. You undertake four weeks of studying an ISS session 1 module, followed by four weeks of mentored research supervised by the module tutor. Your research topic will grow out of your engagement with the module and the tutor, who will approve and supervise the independent research that follows.
Worldviews are the filters through which people view themselves, others, and the world around them. These filters most often function out with of our awareness; are influenced by factors, such as family, politics, religion and community, among others; are held both individually and collectively; and influence goals, desires, motivations, values, relationships, actions and reactions in daily life.
This course offers an introduction to the theory and practice of alternative education. Develop your ideas about what kind of teacher you want to be and how to create a classroom atmosphere based on having confidence in children, with room to develop their own potential. Ideas as independence and responsibility for oneself as well as for others play an important part. In alternative schools children’s needs and the relationship with the teacher are dealt with in an innovative way.
By preparing school leaders and educational facility professionals, we improve teaching and learning and promote safe and healthy educational environments. This high quality program positively impacts students, teachers, and communities worldwide as educators and educational facilities professionals prepare themselves to design and construct school facilities that are learner-centered, healthy, sustainable, and high-performing.
This masters-level module, which can also be taken as a stand-alone short course at our London centre, enables a critical examination of aspects of learning. Starting from the premise that learning is not a tidy, linear, rational process, it draws on psychoanalytic theories and psychosocial research to explore learning, learning relationships, curricula and policies.
The aim of this two-and-a-half day residential module is to introduce participants to the principles and practice of institutional governance and to consider them critically from a higher education perspective.
This masters-level module, which can also be taken as a stand-alone short course at our London centre, focuses on London as a global city and context for a variety of multilingual and multicultural practices.
This masters-level module, which can also be taken as a stand-alone short course at our London centre, looks at the social origins and development of the British school system
A reading specialist license is required for any person who directs early childhood through adolescence reading programs or works with reading teachers, classroom teachers, administrators, and others as a resource teacher in reading or literacy coach.
The masters-level module, which can also be taken as a stand-alone short course at our London centre, provides opportunities for teachers to engage in mathematics, by developing their knowledge of geometry, their geometrical thinking and their understanding of the nature of geometry.
The masters-level module, which can also be taken as a stand-alone short course at our London centre, aims to encourage a critical examination of key debates concerning theory, research and practice in the field of gender and education, and to provide course members with an awareness of the complex social contexts in which gender relations are formed and changing.