Postgraduate study

Education (Flexible) MA

This flexible, online-based course reflects the needs of individuals and organisations, and will deepen and refine your capacity to reflect critically on the way you work.
 
  
Duration
2 years part-time plus dissertation
Entry requirements
2:2 (or international equivalent)
Other requirements
Applicants should have one year of full-time work or volunteer experience in an educational setting; a teaching qualification that includes a substantial placement-based component (for example, PGCE) will be considered acceptable experience
IELTS
6.5 (no less than 6.0 in any element)

If these grades are not met, English preparatory courses may be available
Start date
September or February
UK/EU fees
£11,475 - Terms apply
International fees
£11,475 - Terms apply
Campus
Jubilee Campus
School/department
 

 

Overview

Teaching on this course is underpinned by systematic practitioner inquiry and you will be encouraged to identify issues that are significant to your professional practice.

While each module has its own particular focus, all are concerned with investigating contemporary educational issues in the light of historical, political and social contexts, appropriate literature and the shared experience of course members.

Study is flexible in order to meet the needs of individuals and organisations and includes:

  • a range of optional modules so you can tailor your degree to your personal and professional interests
  • different modes of delivery which take account of individual needs and professional contexts
  • exit points en route to a full masters programme

Find out more about online learning with the School of Education.

Tutors

The staff listed above teach modules within the education stream. They are joined by a larger team of tutors teaching on optional modules and supervising dissertations.

Key facts

 

Full course details

The taught element of this course is made up of 120 credits, plus a 60-credit dissertation. It can be completed part-time over approximately two years, with a further eight months for the dissertation. You can choose to start in either September or February, and there are PGDip and PGCert exit points.

You will need to commit 10-15 hours per week, all year round. You will work collaboratively, for example, by contributing to online discussions within a specified time frame.

Assessment

Each 30-credit module is assessed by a 6,000-word written assignment. To complete the masters, you must achieve a pass of 50 on each assignment.

The 15,000-word dissertation is an original piece of work and should be related to one of the selected modules on an approved topic.

Online course materials and support

Our online materials provide an interactive learning experience and allow you to study at your own pace. You will be encouraged to interact with other course participants, and each module will involve group activities such as using blogs, wikis and discussion boards.

To ensure you have the appropriate computer requirements to enable you to study online, please view our computer specification guidance notes. Please note, if you are based in China, you may encounter restrictions on software used in some of our online modules. Please contact us to discuss this further.

Applying

To ensure your application is considered in time, please note the following dates:

Important dates
Start dateApplication deadline
11 February 2019 21 January 2019
2 September 2019 5 August 2019
10 February 2020 21 January 2020

University of Nottingham PGCE  and PGCEi graduates

You are required to apply for the course, but will find a streamlined application process and you will be automatically accepted.

Recognition of Other Learning (ROL)

If you have prior learning or experience at an appropriate level, you may apply for exemption from some of the credit requirements of the course.

 
 

Modules

Core

Practice-Based Inquiry

The content will involve you in active critical consideration of participating in and leadership of practitioner inquiry in relation to professional context mapping and workplace learning.

These processes will be achieved through:

  • conceptualising different kinds of practitioner inquiry relevant to work-based understanding and development (purposes, processes, contexts, dilemmas, outcomes)
  • examining a range of approaches to educational inquiry, with an emphasis on action research
  • developing an inquiry into your professional context
 

This module is normally studied just before the dissertation, however, you need to take this module at a time when you have access to an appropriate professional context.

Dissertation

This involves the researching and writing of a substantive piece of scholarship within the field of the course.

You will choose a topic in consultation with your course leader and an appropriate supervisor. The topic will normally be based on interests and skills you have developed in the course of the modules already studied.

 

Optional

Up to three from:

Leading Learning

The module will address the essential features of effective learning, as relevant to your sector by examining:

  • the process of learning
  • supporting learning (for example, through adults, peers and technology) both within and beyond the educational organisation
  • an overview of approaches to improvement and raising achievement in educational organisations
  • monitoring and evaluation of learning: the use of data, target-setting, monitoring
 
Researching Special and Inclusive Education

This module considers:

  • research purposes and paradigms
  • epistemological influences on research design and practice
  • the reflective research practitioner
  • participatory approaches to research
  • criticality in reading, writing and reviewing the literature
  • advantages and disadvantages of different methodological approaches to researching special and inclusive education
  • planning and designing research projects
  • ethical codes of practice and their importance in researching special and inclusive education
  • applying research skills
 
Responding Mindfully to Challenging Behaviour

This module considers:

  • experiential learning and its relationship to reflective practice and reflexivity: exploration via a learning journal genre
  • world views and models of human behaviour
  • theoretical perspectives on behaviour: behaviourist, humanistic and postmodern approaches
  • social and emotional aspects of behaviour: mental well-being, shame, self-esteem
  • punitive and restorative justice: responding to bullying and challenging behaviour, conflict resolution and peer mediation
  • the intensity/functionality of behaviour: escalation/de-escalation, communication and crisis intervention
  • controversial issues: for example, restraint, exclusion from school, sex and relationship education
  • supporting students with ADHD
  • workforce issues: self-care, partnership working
 
Communication and Literacy

This module considers:

  • typical and atypical development of communication
  • typical and atypical development of literacy/learning including specific learning difficulties/dyslexia
  • communication and literacy/learning assessments and interventions
  • understanding autism and Autistic Spectrum Disorder
  • communication and literacy/learning for children with learning disabilities including autism, Down's syndrome and dyslexia
  • effective teaching and learning environments
 
Learning Through an Additional Language (EAL/CLIL)

This module considers the theories underpinning effective practice in teaching content subjects and themes through an additional language (English or another language) and how these impact on practice.

Different teaching practices and instructional materials are considered, from early years, primary, secondary and tertiary, with a focus on language, content and culture. Case studies of different teaching contexts are examined. Research fields which feature in the module include input/output theories from second language acquisition, theories of scaffolding, cognitive learning theory and communicative theory.

The intention throughout is to identify effective practice and rationalise it from these theories.

 
Developmentally Appropriate Practice in Early Years Education

This module considers:

  • policy, curriculum and pedagogies issues in Early Years education
  • international models of early years education
  • the EY curriculum and the role of child initiated learning and play
  • EY assessment
  • school 'readiness'
 
Introduction to the Learning Sciences

The module covers:

  • associative models of learning
  • cognitive models of learning
  • constructivist models of learning
  • cultural, situated and connectionist models of learning
  • multimedia: the encoding and production of representations
  • intelligent tutoring: theories and implementations of artificial intelligence
  • variation in learners and learning
  • assessment and its electronic mediation
 
Changing Classrooms: Policy, Research and Practice

The module covers:

  • traditions and media of academic communication
  • practitioner and action-based research
  • relationships between research and policy
  • methods: natural history, observation, ethnography, accounting
  • methods: surveys and psychometrics
  • experimental methods
  • quantitative techniques of description
  • quantitative methods of inference
  • qualitative methods
  • attainment and intervention research examples
 
Debating Special and Inclusive Education

This module will explore key issues concerning the field of special and inclusive education:

  • Definitions of special needs and inclusion
  • Global perspectives on diversity and access to equality of educational opportunities
  • Understanding theoretical approaches to special needs/inclusion and models of disability
  • Understanding prevalence of need and issues concerning classification and assessment
  • Exploring the impact of policy on practice and equality of opportunity
  • Examining the evidence on effectiveness of different types of educational settings eg mainstream, resource base and special provision
  • Pedagogy and creativity
  • Balancing equity and choice through collaborative and ethical problem solving
 
The Social Contexts of Education Technology

This module provides an introduction to the interpersonal and societal contexts within which educational innovation with learning technology occurs.

In particular it positions you to understand the institutional dimension of creating and sustaining learning technology innovation. It addresses theories of effective interpersonal learning interactions and the relevance of learning technology to their mediation.

 
Effective Leadership and Change in Education

This module will address the nature and practice of leadership in education. It will look at six themes:

  • Concepts of leadership
  • Change
  • Leadership qualities, behaviours and competencies
  • Power and authority
  • Organisational cultures and distributed leadership
  • Professional development
 
Issues in Educational Leadership

This module is designed to meet your varying needs. Such needs may have been identified prior to joining the course, through the process of self and organisational analysis, or through ongoing reflection on individual and organisational need throughout the course.

 
Educating Students on the Autism Spectrum

This module will explore key issues related to the education of students on the autism spectrum. These include: 

  • What you need to know to teach and support individuals on the autism spectrum and their families
  • Insider perspectives; the spectrum; neurodiversity; and gender
  • Diagnosis and core difficulties of autism
  • Whole school approaches to planning for students on the autism spectrum
  • Environmental issues; working with families and community; outside agencies
  • Education theories associated with autism: theory of mind; central coherence; and executive function
  • Communication
  • Sensory sensitivities and accommodations
  • Links between sensory and motor functions and difficulties associated with autism
  • Social and emotional challenges and supports
  • Educational interventions for children on the autism spectrum
  • Value of interventions to learning of all children in a mainstream class
  • Transitions; small and large scale
  • Focusing on strengths and interests
 

Other ways to study

You may be able to take one face-to-face module via summer school. Teaching takes place over two weeks, starting in the last week of July; offering you the opportunity to study in an intensive teaching block with academic support available during the subsequent period of self-guided study.

Timetable

You can view an example timetable, however this is subject to change year on year and your live timetable will be available via the various online timetable systems.

The modules we offer are inspired by the research interests of our staff and as a result may change for reasons of, for example, research developments or legislation changes. This list is an example of typical modules we offer, not a definitive list.

 
 

Funding

See information on how to fund your masters, including our step-by-step guide. Further information is available on the school website.

Government loans for masters courses

The Government offers postgraduate student loans for students studying a taught or research masters course. Applicants must ordinarily live in England or the EU. Student loans are also available for students from Wales, Northern Ireland and Scotland.

International and EU students

Masters scholarships are available for international students from a wide variety of countries and areas of study. You must already have an offer to study at Nottingham to apply. Please note closing dates to ensure your course application is submitted in good time.

Information and advice on funding your degree, living costs and working while you study is available on our website, as well as country-specific resources.

 
 

Careers and professional development

Career destinations for our graduates include counsellors, education advisers, language tutors, primary/secondary teachers and vocational/industrial trainers and instructors. A number of our graduates are already in employment while undertaking part-time study for professional development in their chosen career.

Employability and average starting salary

99.5% of postgraduates from the School of Education who were available for employment secured work or further study within six months of graduation. £22,500 was the average starting salary, with the highest being £38,000.*

* Known destinations of full-time home postgraduates 2016/17. Salaries are calculated based on the median of those in full-time paid employment within the UK.

Career and professional development

Whether you are looking to enhance your career prospects or develop your knowledge, a postgraduate degree from the University of Nottingham can help take you where you want to be.

Our award-winning Careers and Employability Service offers specialist support and guidance while you study and for life after you graduate. They will help you explore and plan your next career move, through regular events, employer-led skills sessions, placement opportunities and one-to-one discussions.

 
 
 

Disclaimer
This online prospectus has been drafted in advance of the academic year to which it applies. Every effort has been made to ensure that the information is accurate at the time of publishing, but changes (for example to course content) are likely to occur given the interval between publishing and commencement of the course. It is therefore very important to check this website for any updates before you apply for the course where there has been an interval between you reading this website and applying.

Explore it - Virtual Nottingham
ed-ma-education-online
Get in touch
+44 (0)115 951 5559
Make an enquiry

Contact

School of Education
The University of Nottingham
Jubilee Campus
Wollaton Road
Nottingham
NG8 1BB
Social Science videos

Social Science videos

 
 

Student Recruitment Enquiries Centre

The University of Nottingham
King's Meadow Campus
Lenton Lane
Nottingham, NG7 2NR

t: +44 (0) 115 951 5559
f: +44 (0) 115 951 5812
w: Frequently asked questions
Make an enquiry