Faculty of Humanities and Education (Postgraduate) - The University ...

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POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013
THE FACULTY OF HUMANITIES & EDUCATION
2. Social and Affective Factors Influencing Learning
• Motivation and learning: Intrinsic and extrinsic
rewards, the teacher’s motivation tasks, cooperation
and competition, increasing achievement motivation
• Classroom social climate: Teacher behaviours,
classroom group processes
• Self-concept: Academic self-concept, anxiety
3. Managing the Learning Environment
• Role of the teacher: Classroom manager, authority
figure, socializing agent
• Establishing and maintaining the learning
environment: The physical environment, group
leadership, group management techniques
• Behaviourmanagement:Problembehaviour,discipline
and punishment, conflict resolution, behaviour
modification, mechanisms of escape and defence.
REFERENCES
Eggen, P., & Kauchak, D. (2004). Educational psychology: Windows
on classrooms (6th ed.) Upper Saddle Rivers, NJ: Prentice
Hall.
Gage, N. L., & Berlinger, D. C. (1992). Psychology for teachers (5th
ed.). Boston, MA: Houghton Mifflin Co.
C. Sociology of Education
Rationale
This unit is intended to provide the student with the concepts
and tools of analysis to understand the relationship between the
school and society, and how this relationship affects individuals
and groups within the educational system.
OBJECTIVES
Teachers will develop an understanding of:
1. the relationship between the school and the society in
which it operates;
2. the influence of the family on educational achievement;
3. the effects of peer groups on the development of the
individual;
4. The ways in which the school as a social organization can
influence academic performance and learning of norms.
CONTENT
1. Education and Society
This module will examine the relationship between
education and society. Students will be introduced to the
theoretical perspectives used by sociologists to examine
social phenomena; the purposes of schooling will be
discussed, e.g., socialization, certification, preparation
for the labour market; social transmission and social
transformation models of schooling and the relationship
between school and work.
2. Into the Classroom
In this module, students will move from the macro
perspectives into the micro, focusing on the internal
processes of schools such as classroom interaction, teacher/
student relationships, teachers’ perceptions of teaching,
their role, professional development, and the issue of
curriculum/school knowledge and what counts or is valued
as worthwhile knowledge in schools.
3. Equality of Educational Opportunity
This module will examine the concept of equality of
educational opportunity and examine the various factors
that influence educational opportunity, e.g.
• socialclassanditsrelationshiptoeducationalprovision
and achievement
• gender
• ethnicity
• education in the Third World and its relationship to
development theories.
REFERENCES
Freire, P. (1994). Pedagogy of hope. New York: Continuum Pub.
Co.
Mulkey, L. M. (1993). Sociology of education: Theoretical and
empirical investigations. NewYork: Holt, Rinehart &
Winston.
Robinson, P. (1981). Perspectives on the sociology of education:
An introduction. London: Routledge & Kegan Paul.
D. Language in Education
Rationale
Language is the most unique of all human attributes. It is a
means of human communication and, at the same time, a mode
of thought and learning through which reality is constructed
and presented. Firstly, through its communicative potential,
language makes available to others thoughts, ideas, and
feelings. This aspect makes it a vital part of human learning,
central to the interaction between teacher and pupil. Secondly,
language offers the means of bringing knowledge into being,
making it personal, through the active shaping and interpretive
processes of speaking, writing, listening, and reading. It enters
the curriculum, therefore, both as a communication system and
as a means of learning.
OBJECTIVES
Teachers will:
1. understand the role of language in schools and classrooms
for both teaching and learning;
2. be conscious of the linguistic processes by which students
meet the urgent demands for practical mastery of language
in the various curriculum areas;
3. be introduced to appropriate strategies and resources
to help students meet the urgent demands for practical
mastery of language in the various curriculum areas;
4. develop the skills to evaluate students’ language abilities
and devise ways of extending them;