Registry
Module Specifications
Archived Version 2019 - 2020
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Description This module provides students with the opportunity to engage with a set of issues that are connected to the quality of teaching and learning in our schools. The major focus is on the concepts of ‘good’/’effective’ schools. The criteria used to describe such schools and how such criteria are deployed in contexts where there is increasing emphasis on external accountability is examined. Students will explore the notion of schools as communities of learning and examine the link between these communities and the wider social context with particular focus on the legislative and policy framework. Key areas include: school governance and leadership; school organisation and teacher cultures, the role and involvement of parents; external and internal accountability (whole school evaluation, whole school evaluation management, leadership and learning and school self-evaluation); school development planning and policy and legislative frames. | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Articulate clearly the mutual dependency influence that exists within the school community and the community beyond. 2. Define clearly their understanding of effectiveness as it relates to the school community. 3. Identify the factors which contribute to school effectiveness and articulate how each impact on the school. 4. Critically reflect on how the school community has evolved during the last ten years, and how it has been influenced and shaped by wider educational context with particular reference to the policy and legislative context e.g. Education Act 1998. 5. Make explicit both the strengths and limitations of each of the sub-fields being examined while connecting these with the dominant discourses in school effectiveness and improvement and communities of practice/learning. | |||||||||||||||||||||||||||||||||||||
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 School effectiveness and improvement• School governance; • School leadership; • School organisation and teacher cultures; • Role and involvement of parents within school communities; • External accountability – e.g. Whole School Evaluation (to include WSEMLL), role of the inspectorate; • Internal accountability – school self-evaluation; • School development planning and school improvement plan • Key policy and legislation – Education Act 1998, Teaching Council Act, Welfare Act, Equal Status Act. | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List | |||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||
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