EDU8047 : Inclusion and Diversity
- Offered for Year: 2019/20
- Module Leader(s): Dr Wilma Barrow
- Lecturer: Dr Richard Parker, Mr Billy Peters, Dr Fiona Boyd, Dr Simon Gibbs, Mr David Lumsdon
- Owning School: Education, Communication & Language Sci
- Teaching Location: Newcastle City Campus
|Semester 1 Credit Value:||20|
|Semester 2 Credit Value:||10|
To provide students with opportunities to consider how educational and social diversity affect learning and professional practice;
To provide opportunities to consider how research methods impact on knowledge creation and understanding;
To explore the role of educational psychology in developing social and educational inclusion;
To develop students’ analytic skills;
To develop students’ written presentation.
In this module we address equality of opportunity and outcome. Thus multicultural, social capital and class, disability, gender and sexual identity issues are considered. The role of educational psychologists with regard to children seen to be more vulnerable, for example children in public care. Included in this module is an understanding of the complex nature of social exclusion and of initiatives to address this phenomenon, and the place of the role of the EP in working in organisations to be part of complex solutions.
Outline Of Syllabus
The syllabus address the following themes
How EPs effect change
|Guided Independent Study||Assessment preparation and completion||1||100:00||100:00||N/A|
|Guided Independent Study||Directed research and reading||1||60:00||60:00||N/A|
|Guided Independent Study||Project work||1||7:00||7:00||N/A|
|Scheduled Learning And Teaching Activities||Workshops||4||28:00||112:00||N/A|
|Guided Independent Study||Reflective learning activity||1||7:00||7:00||N/A|
|Guided Independent Study||Student-led group activity||1||7:00||7:00||N/A|
|Guided Independent Study||Independent study||1||7:00||7:00||N/A|
Teaching Rationale And Relationship
Rationale and relationship to learning outcomes: Presentation and discussion in seminars outlines the field and areas for enquiry. Enquiry Based Learning (EBL) requires group work, research and synthesis. Professional Fieldwork Practice provides context and active engagement. The assignment requires consolidation, reflection, distillation and communication.
The format of resits will be determined by the Board of Examiners
|Essay||1||M||100||4,000 - 5,000 words|
Assessment Rationale And Relationship
Written formative and summative feedback is given to each student. Students are then required to indicate how they have addressed points for development that were identified in comments on the previous assignment.
Presentation and discussion in seminars outlines the field and areas for enquiry. Enquiry Based Learning (EBL) requires group work, research and synthesis. Professional Fieldwork Practice provides context and active engagement. The assignment requires consolidation, reflection, distillation and communication