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School of Education
At the centre
of Educational
Research andTeaching
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ProfessorWilfred Carr
Professor Wilfred Carr
University of Sheffield, England
Married with three daughtersHead of the School of Education
Dean of the Faculty of Social Sciences(2003-2005)
Honorary Vice-President of the Philosophyof Education Society of Great Britain
Editor of the Journal Pedagogy, Cultureand Society
Author ofFor Education: towards criticaleducational inquiry (published in Chinese)
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The University ofSheffieldFounded in 1905
75 Academic Departments and
research centres
13,200 full-time students
registered forunder-graduate
degrees
4,500 full and part-time students
registered forpost-graduate
degrees
1,110 full time staff
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The School of Education: Background
Founded in 1926
One of the largest departments in the
University of SheffieldOver 60 full-time lecturing andresearch staff
Has over 1,000 students (part-time andfull-time)
Based in the Faculty of SocialSciences
Ranked second best UniversityEducation Department by the by theGood University Guide 2004
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The School of Education: Vision
The School of Education wishes to
be an internationally renowned centre ofresearch excellence, widelyrecognised for its expertise in selected areas of research which contributesto the development of educational theory and the improvement ofeducational policy and practice
offer a programme of undergraduate and research-led post-graduatecourses based on an unequivocal commitment to the highest standards ofteaching quality
make its teaching programme accessible to a diverse range of students,locally, regionally, nationally and internationally by encouraging flexiblelearning strategies and IT based modes of course provision
expand partnership arrangements and strategic alliances (in both teachingand research).
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The School of Education: Structure
The School consists of three separate units:
The Department of Educational Studies which offers postgraduatedegree courses (MA, MEd, EdD, PhD) to a wide range of educationalprofessionals on a full-time and part-time basis. It currently has 489students.
The Initial Teacher Education Programme offers a one year full-timepost-graduate secondary school teacher training programme for 162students in the following subjects: English, History, Geography, ModernLanguages, Mathematics, Science.
The Institute for Lifelong Learning offers part-time undergraduatecourses for adult learners in a range of academic subjects. It currently hasover 500 students.
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Department of Educational Studies:Research
One of the top research departments with an international reputation for the quality of its
research.
In the last Research Assessment Exercise (2001) identified as one of only five (out of104) UK departments to gain one of the top two ratings (5* or 5A). Sheffield rated asthird best education department in UK, ahead of Oxford, Cambridge, Institute ofEducation etc.
Internationally renowned as a centre for research in
Language and Literacy (from early childhood to adult)
Educational policy
Teacher education and professionalism
Inclusion (including disability studies
Philosophy of education
Higher education and lifelong learning
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Department of Educational Studies:Teaching
Research-based teaching
Flexible pedagogies (e.g. e-learning)
In the most recent inspection (Sept 2001) theQuality Assurance Agency awarded the Schoolof Education 24 out of 24 for Teaching Qualityon CPD courses (e.g. MEd, Diploma,Certificate).
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School of Education InternationalProgramme
An innovative high quality Masters (MEd)programme in Educational Studies
Over 250 students currently registered world-wide.
Taught by academic staff from across theDepartment of Educational Studies
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International Education Programme:Main Features
Offered in overseas locations in partnership with a local institution.
Work collaboratively with local institutions to ensure that the programme isdesigned to meet students personal and professional needs.
Takes account of national educational systems and sensitive to indigenousculture.
Flexible programme that meets the needs of a wide range of educationalprofessionals (teachers, teacher educators, university lecturers, educationaladministrators) drawn from all sectors of education (from early childhood to
adult education).High level of local student support.
Structure of programme allows students to register for either a Post-graduate Certificate (2 modules) or a Post-graduate Diploma (4 modules) ora Post-graduate Masters degree (6 modules).
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Benefits of the Programme
Equipping teachers with pedagogies to solve problems in anuncertain global world
Developing teachers creativity, innovation and problem solving inresponse to changes in national economic, social and educationalpolicies
Responsive to the Singaporean government policy as exemplified inthe phrases:
Thinking Schools, Learning Nation(MoE, 1997)
Teach Less, Learn More (MoE, 2005)
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The General Structure of theInternational Programme
2 SpecialisedModules
Dissertation
Post-GraduateCertificate
MEd
Assessment6,000 word assignment
per module and a20,000 word
dissertation
4 Specialised
Modules
Post-GraduateDiploma
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Prog
ramme Suppo
rt - TeachingMaterialsCourse and
Module Guides
ModuleResources
Supplementaryresources
Which explain the structureof the course and outline the
available modules
Module DVD, further
readings, video, and otherelectronic resources, &
assignments
Electronic access to
University Library for e-journals, e-books, up-to-date references, articles,
video material, plus supportfrom Distance Learning Unit
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personal tutors to all students
Intensive studyschools
Provide an
induction to thewhole course
Conduct tutorials
into researchmethods to helpwith assignments
Provide expert
input related tomodules studied
Mark all
assignments
Detailed feedback
given onassignments
Supervise andmark
dissertations
Continual feedbackfrom Sheffield tutors
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eLearning in the School of Education
eLearning embedded in all programmes.
Use of Virtual Learning Environment
(WebCT).
eLearning consistent with UK quality
guidelines.
Online learner support and e-tutoring
expertise.
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eLearning in the School of Education
Partner in international e-learning researchseminar programme through WorldwideUniversities Network.
Partner in eChina-UK eLearning programmewith other UK and Chinese universities.
Working on e-learning research (eChina-UKproject) with Beijing Normal University, SouthChina Normal University, Zheijiang NormalUniversity and Beijing Jiaotong University.
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Local tutors
Sheffield Faculty
Group and individualtutorials are organised for
all taught modules providingadditional help and guidance
for assignments
Programme Support
Conduct Study Schools and
tutor and mark all courseworkand theses
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Programme Structure
Study School 1
Module 1 Foundation Module Globalisation, etc.
Study School 2Module 2 Developing Pedagogies: E-Pedagogies and ManagingChange
Study School 3
Module 3 - Evolving Understandings in Teaching and Learning
Study School 4Module 4 - Educational Research and International Contexts
Study School 5
Dissertation Proposal and Tutorials
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Module 1 - Globalization and Cross-Cultural Issues in Education
Autobiographical Perspectives and Education
Understanding Education
Curriculum Issues
Learning in a Global World
Globalization and Education
Teachers: Lives, Careers and Change
ICT, E-Learning and Globalization
Culture, Language and Globalization
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Module2
Evolving Under
standing inTeaching and Learning
Topics covered include:Theories of learning
Learner focused approaches to teaching
Designing a learning environment
Learner-centred curriculum
Assessment
Approaches to teaching
Teacher development
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Module 3 Developing Pedagogies:E-Pedagogies and Managing Change
Topics covered include:
Organisation change and Leadership
Global influences on educational change
eLearning and educational change
Theories of Educational change
eLearning: the impact of the internet, multi-media and other new technologies.
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Module 4 Educational Research andInternational Contexts
Introduction to Educational ResearchEducational Research and Science
Research Methodologies
Quantitative Research Methods
Qualitative Research MethodsThe Collection and Analysis of Research Data
Writing and Presenting Educational Research
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Roles and Responsibilities:The University of Sheffield
The University of Sheffield Department of Educational Studies will
organise, administer and cover the cost of:The provision of university teaching staff
The provision of all teaching materials
Two Study Schools (4 days) per year (June and November)including staff travel and accommodation
Secretarial support for all University of Sheffield programmeadministration
Process student applications and student registration
Provide electronic access to the learning resources of theUniversity of Sheffield
Training for local tutors.
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Roles and Responsibilities: PartnerInstitution
The local partner institution would be expected to
administer and cover the cost of the following:-Local administration of the programme
Advertising the programme
Collecting and forwarding applications and course
work assignmentsProvide teaching accommodation for Study Schoolsand local tutorial sessions
Provide student access to local library resourcesand IT facilities
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Student Comments - 1
All the tutors were really approachable and
helpful and were receptive to my questions.The timetable was particularly appropriateand the individual meeting with my tutor onthe Friday-the last day was also particularlyuseful. I found all the sessions useful but in
particular the session on using the DVD andalso the introduction to academic writing.
James Evans
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Student Comments - 2
It was indeed an eye-opener for me.. The lessonswere conducted in a very professional, enthusiastic,
fun, creative way and most important of all sharingreal life experiences to me. The lecturers did reallygive their one hundred and more percent in thiscourse. What can I say - both STU and Sheffield havea long history, a great reputation, a strong supportand caring team and a well-organised management
to ensure the students get the best with all their zestto help the students.
RaymondRalph Shong Chong Han
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Student Comments - 3
Three areas that were done well:
1. The lecturers were clearly knowledgeable good!
2. The lecturers were also approachable and did notassume a position of superiority, but instead,shared their knowledge and experience with thestudents great!
3. Finally, the lecturers were very ready to listen tothe students ideas, were genuinely interested tolearn what their students opinions were on the
issues under discussion even if these opinionswere different from their own and, mostimportantly, did not impose their own ideas andbeliefs on the students excellent!
Choe Kee Cheng
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100YearsOfExcellence.
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Student Video 1
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Student Video 2