40
We have a reputation for being quick to identify and capitalise on
TAUGHT COURSES
emerging areas of interest and our current core strengths are:
MA in Education
Post-compulsory education and training
Higher education; education and work; workplace learning; policy
Director of Studies: Dr Paul Ashwin.
analysis; informal learning and literacy
Duration: 12 months full-time, 24 months part-time.
Entry Requirements: An upper second class honours degree, or its
Psychology in education
equivalent, in a relevant discipline.
Motivational processes; self-concept; gender; developmental
Assessment: Combination of coursework and dissertation.
representations of knowledge and reasoning; early childhood and IELTS: 6.5
adolescent development in family and school contexts Funding: See page 196.
Further Information: www.lancs.ac.uk/fass/edres
Psychological and social aspects of computer-
based learning and communication technologies This course is designed to enable you to construct programmes of
Design, development and evaluation methodology; computer- study relevant to your own professional and academic concerns
supported collaborative learning; learning with simulations; and, where appropriate, to the development concerns of your own
implementation and organisational issues institution. It provides structured input but allows for flexibility and
encourages the development of research-based skills. This not a
RESEARCH CENTRES
practical teaching course, nor does it lead to QTS.
Two research centres are based in the Department and these form
part of the wider research and development activities of the
Modules currently include
Department which has excellent links with interdisciplinary research
Introduction to Educational Research and Evaluation
groups including the Centre for Gender and Women’s Studies, the
Understanding Educational Change Management
Institute for Advanced Studies, the Lancaster Literacy Research
Policy Analysis in Education
Centre and the Network which specialises in workplace basic skills.
Contemporary Issues in Learning, Teaching and Assessment
Engendered Education
The Centre for Studies in Advanced Learning Technology
Self-Directed Study
(CSALT) specialises in research on advanced learning technologies
Dissertation
such as multimedia, the Web and computer conferencing.
Each course module has associated coursework and we encourage
The Centre for the Study of Education and Training (CSET)
the negotiation of topics or titles which are of particular relevance
specialises in research and evaluation in four main areas: upper
to an individual’s professional situation. Students frequently join
secondary and 16-18 education and training; training and learning
the course in order to develop research and evaluation skills which
in the workplace; adult learning and higher education.
they will continue to use in their work, and a number use the
opportunity of supervised independent study provided by the self-
The Department undertakes many major research projects in all
directed study and dissertation units to develop and evaluate
sectors of education, including primary, secondary, further, higher
research and intervention projects.
and adult education as well as training. We have special expertise
in qualitative methodologies in research and evaluation. Funding is
currently provided from many sources, including ESRC, Leverhulme,
LEAs, the EC and private industry. Several academic and
professional journals are edited from the Department.
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