EDU8047 : Inclusion and Diversity
- Offered for Year: 2024/25
- Module Leader(s): Dr Wilma Barrow
- Lecturer: Dr Richard Parker, Mr Billy Peters, Professor Simon Gibbs, Dr Tim Cox
- Other Staff: Dr Rachel Hayton, Dr Fiona Boyd, Dr Emma Miller
- Owning School: Education, Communication & Language Sci
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 20 |
| Semester 2 Credit Value: | 10 |
| ECTS Credits: | 15.0 |
| European Credit Transfer System | |
Aims
To provide students with opportunities to consider how educational and social diversity affect learning and professional practice;
To provide opportunities to consider how research methods impact on knowledge creation and understanding and the implications of these for diverse populations;
To explore the role of educational psychology in developing social and educational inclusion;
To further develop student skills in individual and systemic intervention and to reflect upon the positioning of diverse individuals and groups within these interventions;
To develop students’ analytic skills;
To develop students’ written presentation.
In this module we address equality of opportunity and outcome. Thus multicultural, social capital and class, disability, gender and sexual identity issues are considered. The role of educational psychologists with regard to children seen to be more vulnerable is explored, for example children in public care. Included in this module is an understanding of the complex nature of social exclusion and of initiatives to address this phenomenon, and the place of the role of the EP in working in organisations to be part of complex solutions.
Outline Of Syllabus
The syllabus addresses the following themes:
Consultation Theory and practice
Assessment Frameworks
How EPs effect change
Research methodology and methods
Ethics and professional responsibility
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 30 | 3:00 | 90:00 | N/A |
| Scheduled Learning And Teaching Activities | Practical | 1 | 5:00 | 5:00 | N/A |
| Guided Independent Study | Directed research and reading | 1 | 100:00 | 100:00 | N/A |
| Guided Independent Study | Project work | 8 | 3:00 | 24:00 | N/A |
| Scheduled Learning And Teaching Activities | Workshops | 21 | 3:00 | 63:00 | N/A |
| Guided Independent Study | Student-led group activity | 4 | 3:00 | 12:00 | N/A |
| Guided Independent Study | Independent study | 3 | 2:00 | 6:00 | N/A |
| Total | 300:00 |
Teaching Rationale And Relationship
Rationale and relationship to learning outcomes: Presentation and discussion in seminars outlines the field and areas for enquiry. Enquiry Based Learning (EBL) requires group work, research and synthesis. Professional Fieldwork Practice provides context and active engagement. The assignment requires consolidation, reflection, distillation and communication.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Essay | 1 | M | 100 | 4,000 - 5,000 words |
Assessment Rationale And Relationship
Written formative and summative feedback is given to each student. Students are then required to indicate how they have addressed points for development that were identified in comments on the previous assignment.
Presentation and discussion in seminars outlines the field and areas for enquiry. Enquiry Based Learning (EBL) requires group work, research and synthesis. Professional Fieldwork Practice provides context and active engagement. The assignment requires consolidation, reflection, distillation and communication.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- EDU8047's Timetable