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134 POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013 THE FACULTY OF HUMANITIES & EDUCATION YEAR: SEMESTER: COURSE CODE: EDSC 6005 COURSE TITLE: LEADERSHIP IN SCIENCE EDUCATION NUMBER OF CREDITS: 4 COURSE DESCRIPTION: Rationale Modern approaches to the development of school science curricula put students at the centre of the teaching/learning process, and they emphasize the learning of science though methods such as inquiry-based and problem-based learning. These new trends require a new thinking and the development of new skills on the part of many science teachers. There is a clear need, then, for science teachers to be equipped to function as change agents and instructional leaders and to coordinate the curricular activities of science departments in schools. This course seeks to empower science teachers to take leadership roles in designing and/or modifying curricula in line with current perspectives in science education. Science teachers will also learn to develop plans for supporting and mentoring beginning science teachers in an environment that is collaborative and collegial. OBJECTIVES At the end of this course, participants will: • have the disposition to access, critically review, and disseminate information pertaining to current developments in the field of science and science education • be able to function as leaders in the design, development, and implementation of inquiry-based and problem-based science curricula, units, and lessons • function as reflective practitioners • appreciate the need for continuous professional development • be able to organise mentoring plans for the science department • be able to create environments that are conducive to collaboration in the teaching and learning of science CONTENT • Basic principles and procedures for curriculum design and implementation • Science standards (aims, goals of science teaching in relation to goals of science education) • Innovative approaches in teaching and learning science (e.g., inquiry-based and problem-based approaches) • Managing change • Perspectives on leadership and related theories • Designing mentoring plans • Teacher as reflective practitioner • Classroom observation (including pre and post conferences, etc.) • Collaborative approaches in the teaching/learning of science (peer coaching, team teaching, etc.) MAJOR COMPETENCIES TO BE DEVELOPED • Curriculum planning skills • Leadership skills • Mentoring skills • Independent and collaborative problem solving. ASSESSMENT • Examination (3 hours) 60% • Course work 40% RECOMMENDED READING Caillods, F., Gottelmann-Duret, G., & Lewin, K. (1997). Science education and development: Planning and policy issues at the secondary level. Paris: UNESCO. Davies, B., & Ellison, L. (1999). School leadership for the 21 st century: A competency and knowledge approach. London: Routledge. Dillon, J. (2000). Managing student teachers’ development. In R. Millar, J. Leach, & J. Osborne (Eds.), Improving science education: The contribution of research (pp. 94-109). Buckingham: Open University Press. Gilbert, L. (2005). What helps beginning teachers? Educational Leadership, 62(8), 36-39. Howe, A. C., & Stubbs, H. S. (2003). From science teacher to teacher leader: Leadership development as meaning making in a community of practice. Science Education, 87(2), 281-297. Scherer, M. (Ed.). (1999). A better beginning: Supporting and mentoring new teachers. Alexandria, VA: Association for Supervision and Curriculum Development. Shank, M. J. (2005). Common space, common time, common work. Educational Leadership, 62(8), 16-1 YEAR: SEMESTER: COURSE CODE: EDRS 6203 COURSE TITLE: GRADUATE RESEARCH SEMINARS NUMBER OF CREDITS: PASS/FAIL Each Master student is required to present the proposal for his/her research project to fellow students and academic staff members at a Graduate Research Seminar. The student is provided with feedback by way of questions and comments. The intention is to provide a forum in which the student could articulate his/her plans for research and also receive suggestions and comments about such plans. Students are expected to attend at least 75% of the seminars over the two-year period during which the Master Programme is offered.
POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013 THE FACULTY OF HUMANITIES & EDUCATION YEAR: SEMESTER: COURSE CODE: EDRS 6900 COURSE TITLE: SCIENCE EDUCATION RESEARCH PROJECT NUMBER OF CREDITS: 10 PRE-REQUISITES: COURSE DESCRIPTION: This is an action research project, in which the participant explores an area related to one (or more) of the courses taken, for example: • Design,trial and evaluation of a series of lessons integrating ICTs into the science curriculum • Design,trial and evaluation of a series of lessons integrating specific interventions that focus on the cultural background of the learner (beliefs and practices, language, community resources, etc.) • Design, trial and evaluation of a set of specially designed assessment strategies in science teaching and learning for a section of the science curriculum etc. The research project report should be about 75 pages in length (approximately 18,000 words). Master of Arts (M.A.) Degree in Leadership in Technical and Vocational Education and Training (TVET) And Workforce Development (WFD) TARGET POPULATION The programme is designed for a wide range of interested professionals including educational leaders in institutions with full or partial TVET curricula, training managers and coordinators in public and private organizations, school principals and administrators (at all levels of the school system), field operations and programme officers of Ministries of Education, managers and technical staff of National Training Agencies, and managers/ coordinators of skills training programme in NGOs. Graduates of this advanced level programme will be prepared to meet the needs of public and private sector industrial organizations, training institutions, and Ministries of Education for individuals who are capable and prepared to facilitate/provide capacity building, quality training, and leadership to monitor and guide developments in TVET and WFD. PROGRAMME STRUCTURE This programme will be offered on a part-time basis and will be of two years duration, including the “summer” periods. Students will be required to complete 42 credits in pursuing the following course components: · Five TVET and WFD courses · Two Applied Science courses · Two Electives · Field Experience · Seminars · Research Project PROGRAMME DELIVERY The programme will be delivered in the blended mode – a mix of face-to-face and online sessions. MPhil/PhD in Education See General Regulations for all programmes in the Faculty 135
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