Module Specifications..
Current Academic Year 2023 - 2024
Please note that this information is subject to change.
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Coursework Only Resubmission of coursework for each area. |
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Description This course focuses on a number of areas related to child development, wellbeing, schooling and society. The Psychology component of the module focuses on key psychological issues for teachers' work in the classroom and school system with regard to conflict resolution skills, early school leaving prevention, bullying and substance abuse prevention. It highlights the range of schools of thought in psychology regarding approaches for intervention on these issues, including a critical approach to the strengths and weaknesses of the range of approaches. The History of Education lectures discuss State provision of education in Ireland from 1780 to 1922. A major theme of the lectures is the struggle between the State and the various Christian churches for control of Irish education. That struggle ended at the start of the twentieth century when a “compromise partnership” was established. The Sociology component of the module seeks to introduce students to a range of contemporary topics and debates within the sociology of education. Using a sociological lens, it explores some of the major issues confronting education today and addresses issues that are relevant to the day-to-day lives of teachers, parents, and children. It considers relationships among actors within schools (teachers, pupils, parents) and the impact of social contexts, national policies and pedagogical practices on children and learning. The Curriculum Studies component of the module considers the purpose of education and the meaning of curriculum. Students reflect on curriculum ideologies in Irish education today. The history of the Irish primary curriculum is explored through the prism of changing conceptualisations of childhood. Factors influencing curriculum developments, such as sustainability, technology, and wellbeing are discussed. as well as the remit of key stakeholders, such as the NCCA. Curriculum alignment/transition is covered via inputs on Aistear and the Junior Cycle Framework, and in the context of the draft Primary Curriculum framework proposals. Students are supported to consider their role as curriculum makers with inputs on planning using learning outcomes. | |||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Understand the importance of research-based evidence for challenging common perceptions about child development, the nature of society, and the experiences of individuals and groups within education systems. 2. Discuss the relationship between the structures and evolution of education in nineteenth century Ireland, on the one hand, and political, economic, and religious factors, on the other. 3. Develop a deeper understanding of the ways in which education can be both a force for individual and social transformation as well as a force for the production of social inequalities. 4. Promote the rights of the child, as enshrined in the United Nations Convention on the Rights of the Child, and in particular the right to voice, agency, equity and diversity. 5. Plan and resource age-appropriate lessons that display an understanding of key underpinning concepts in the module, and that demonstrate a commitment to children’s well-being and agency. 6. To equip teachers' with conflict resolution and bullying prevention skills and develop selfawareness for inclusive school systems for pupils from diverse social backgrounds. | |||||||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and Learning Activities
PsychologyThis component of the module focuses on key psychological issues for teachers' work in the classroom and school system with regard to conflict resolution skills, early school leaving prevention, bullying and substance abuse prevention. It highlights the range of schools of thought in psychology regarding approaches for intervention on these issues, including a critical approach to the strengths and weaknesses of the range of approaches.Sociology of EducationThe following areas are covered in the Sociology of Education: The sociological imagination and education; Social class, social inequality and education; Schooling and school choice in an era of neo-liberalism; Gender, sexuality and schooling; Bullying and violence in schools; Family diversity, schools and society; Parental involvement in schooling; Intelligence and equality in schooling; Education and equality - policy and legislative contexts; Children, privacy and schooling.HistoryEducation Policy, 1750-1831; Reforms and Initiatives, 1782-1830; Administration of Irish Education, 1831-1900; Educational Reforms, 1900-1922; Educational Provision for Disadvantaged Children.Curriculum StudiesIn this module, students consider the purpose of education and the meaning of curriculum. They engage with the hidden curriculum through a research case study on diversity of teacher and pupil population. Students reflect on the evidence of curriculum ideologies in the Irish education system today. The history of Irish primary curriculum developments is explored through the prism of changing conceptualisations of childhood. Students reflect on the 1999 primary curriculum and explore developments such as PPLIs primary language taster module, NCCA’s coding initiative, Education and Religious Beliefs and Ethics proposals, and the RSE/SPHE review. Factors influencing curriculum developments, such as sustainability, technology, wellbeing etc are discussed, as well as the remit of key stakeholders, such as the NCCA. Curriculum alignment/transition is covered via inputs on Aistear and the Junior Cycle Framework, and in the context of the draft Primary Curriculum framework proposals. Students are supported to consider their role as curriculum makers with inputs on planning using learning outcomes. | |||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources 0, Report, Devine, D.; Symonds, J., Sloan, S., Cahoon, A., Crean, M., Farrell, E., Davies, A., Blue, T. & Hogan, J., 2020, (2020). Children’s School Lives: An Introduction, Report No.1, University College Dublin, | |||||||||||||||||||||||||||||||||||||||||
Programme or List of Programmes
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