UNIVERSITY OF JYVÄSKYLÄ FACULTY OF EDUCATION, DEPARTMENT OF EDUCATION MASTER S DEGREE PROGRAMME IN EDUCATIONAL LEADERSHIP STUDY PROGRAMME - PDF

Description
UNIVERSITY OF JYVÄSKYLÄ FACULTY OF EDUCATION, DEPARTMENT OF EDUCATION MASTER S DEGREE PROGRAMME IN EDUCATIONAL LEADERSHIP STUDY PROGRAMME PROGRAMME STRUCTURE Academic Skills and Language Studies

Please download to get full document.

View again

of 24
All materials on our website are shared by users. If you have any questions about copyright issues, please report us to resolve them. We are always happy to assist you.
Information
Category:

Creative Writing

Publish on:

Views: 27 | Pages: 24

Extension: PDF | Download: 0

Share
Transcript
UNIVERSITY OF JYVÄSKYLÄ FACULTY OF EDUCATION, DEPARTMENT OF EDUCATION MASTER S DEGREE PROGRAMME IN EDUCATIONAL LEADERSHIP STUDY PROGRAMME 2 PROGRAMME STRUCTURE Academic Skills and Language Studies Orientation to Studies Advanced Studies in Educational Leadership Advanced Studies in Research Methods, Seminars and Thesis Specialization Courses Optionals ACADEMIC SKILLS AND LANGUAGE STUDIES XENK006 Academic Reading and Writing Skills1 /Educational Leadership Programme XENK007 Academic Reading and Writing Skills 2/Educational Leadership Programme XSU0005 Finnish Language Studies (Suomi 1) ORIENTATION TO STUDIES EDLS110 Orientation to Studies and Personal Study Plan (PSP) EDLS120 Orientation to Educational Leadership ADVANCED STUDIES EDLS260 Leadership and Leadership Training for Educational Organisations EDLS325 Ethical and Responsible Leadership EDLS350 Pedagogical Leadership and Leadership as Resource EDLS550 Managing Educational Reform EDLS770 Building Multicultural Competence and Leading Diversity EDLS850 Building Capacity Through Strategic Transformation EDLS345 Practicum ADVANCED RESEARCH METHODS, SEMINARS, THESIS EDUS361 Qualitative Research Methods EDUS362 Quantitative Research Methods EDLS991 Research Seminar I EDLS992 Research Seminar II EDLS920 Master s Thesis EDLS930 Maturity Examination Special Method Courses (choose one of the three courses below) EDUS310 Educational Research KTKS047 Qualitative Content Analysis KTKS025 Grounded Theory 120 ECTS cr. 9 ECTS cr. 4 ECTS cr ECTS cr. 20 ECTS cr. 9 ECTS cr. 2 ECTS cr. 2 ECTS cr. 4 ECTS cr. 2 ECTS cr. 2 ECTS cr. 82 ECTS cr. 4 ECTS cr. 4 ECTS cr. 49 ECTS cr. 30 ECTS cr. 3 Optionals EDLS025 Internship EDLS033 Literature EDLS032 International Conference Participation EDLS034 Partner University Courses EDUS430 Project Management MCE0240 International Education Policies and Practices 2-10 ECTS cr ECTS cr. For Optional Studies you can also choose courses of your interest from the wide range offered in different faculties within our university. In addition, students have the right to participate in the following courses of the Master s Degree Programme in Applied Language Studies for the Changing Society EKIS311 Multilingual Learning Environments KLSS104 Language Assessment KLSS140 Language Education Policy KLSS344 Research Skills: Critical Discourse Studies and the Changing Society Prerequisite: Introduction to Discourse Studies (self-study course) 4 SPECIALIZATION STUDIES STRUCTURE 20 ECTS cr. Specialization Studies are offered in six different study modules: educational leadership, early childhood education, guidance and counselling, pedagogical issues, special needs education, education/ adult education. Students are encouraged to choose their 20 ECTS from one study module, although it is also possible to accumulate the 20 ECTS by taking courses from different modules. * not available in Educational leadership EDLS450 In Search for Educational Excellence, Global Trends EDLS415 Comparative and International Education 4 ECTS cr. EDLS460 Organisational Culture* EDLS536 Educational Leadership and Management Regional and Structural Perspective* 4 ECTS cr. EDLS555 Managing Finances and Administrative Practices* EDLS740 Dimensions of Leadership Behavior 2 ECTS cr. EDLS810 Reframing Leadership 4 ECTS cr. EDLS012 Leading Creativity and Innovation* EDLS032 International Conference Participation 1- EDLS033 Literature 2- EDUS430 Project Management MCE0240 International Education Policies and Practices EDLS034 Partner University Courses 2-4 ECTS cr. Early Childhood Education VARS034 Children s Action and Agency VARS035 Risk and Protective Factors of Development and Early Support * VARS005 Play as Children s Culture and Context for Learning EDUS330 Inclusive Education and Participation in the Early Years VARS036 Pedagogical Environments * Guidance and Counselling EDUS390 Introduction to Guidance and Counselling EDUS391 Guidance and Counselling Interaction * EDUS392 Career Guidance and Counselling EDUS393 Ethics and Philosophical Foundations for Guidance and Counselling Pedagogical Issues OKLS513 Teaching Practice for International Students OKLS479 Dialogic Pedagogy EDUS380 Teaching in Multilingual and Multicultural Settings OKLS474 Issues in Inclusive Education OKLS466 Cultural Identity and Internationality ERIS310 Co-teaching in School Community OJUP103 Varieties of English OJUP104 The Language of Education and Pedagogy OJUP106 Foreign Language Pedagogy 2 4 ECTS cr. 2 4 ECTS cr. 5 OJUP201 Content and Language Integrated Learning OJUP202 Issues in International and Intercultural Education OJUP203 Language, Literature and Culture OJUP204 Pronunciation and Pedagogy OJUP213 Issues in Foreign Language Education in Finland 2 6 ECTS cr. 4 ECTS cr. 4 ECTS cr. 2 ECTS cr. Special Needs Education ERIS318 International Perspectives on Special Education Included in this module only for MPEL students ERIA263 Acquaintance with Functional Environment of Special Education ERIS310 Co-teaching in School Community EDUS330 Inclusive Education and Participation in the Early Years OKLS474 Issues in Inclusive Education ERIA257 Autism Spectrum Disorders (ASD): Assessment and Interventions ERIS301 Neuro-cognitive Interventions of Learning Disabilities ERIS303 Disability Studies in Education CIPA120 Current Issues in Biological Psychology, Cognitive Neuroscience and Learning: Developmental Language Related Disorders Education / Adult Education KAIS021 Philosophy of Education and the Philosophical Foundations of Research in Education AIKS033 Late-modern Life and Active Citizenship KASS048 Learning and 21 st Century Competencies KASS061 Family and Upbringing Key Concepts and Approaches 6 COURSE DESCRIPTIONS OF EDUCATIONAL LEADERSHIP ACADEMIC SKILLS AND LANGUAGE STUDIES These studies are provided by the University Language Centre. The contents of the academic reading and writing skills are integrated with the advanced studies of the programme (readings from simultaneous courses under study, EDUS361, EDUS362, EDLS991, EDLS992.) XENK006 ACADEMIC READING AND WRITING SKILLS 1/Educational Leadership programme Credits: 2 ECTS cr. Lecturer in charge: Miia Konttinen Time of delivery: 1 st academic year, autumn XENK007 ACADEMIC READING AND WRITING SKILLS 2/Educational Leadership programme Credits: 2 ECTS cr. Learning outcomes On completion of the course the students demonstrate academic reading and writing skills and master the facilities needed to put them to use: know how to scan, skim, summarize and paraphrase texts know the resources and rules of versatile academic language are capable of improving their language skills, assess and edit their own writing write both descriptively, reflectively, critically and analytically know the stages of the thesis writing process and the skills and facilities at their disposal for each are familiar with the conventions and language of academic writing in education know how to manage information and knowledge for research writing know how to report quantitative and qualitative research and how to use references and citation understand intercultural differences in research writing and presentation have practised synthesizing and evaluating research information in various formats of written and oral academic communication and presentation know how to assess academic texts and provide constructive feedback Course materials: The course materials are tailored for each cohort. They include both Internet-based materials and those provided by the lecturers. A learning platform is used for course management and learning. Course delivery and requirements: The courses consist of ca 36 hours of contact study in class (18 hours per each course and semester through periods 1 and 2), as well as of assignments, individual and group feedback sessions based on relevance to the learners, of 72 hours, the total of 108 hours of work, the equivalent of 4 ECTS. The assignments comprise a variety of summarising, paraphrasing, fluency, versatility and language accuracy exercises of academic writing practice, an annotated bibliography, a literature review, a seminar abstract and presentation and the research plan for the master s thesis. Active participation and successful completion of all assignments is required. Assessment: Continuous assessment, self-assessment, and peer assessment. The assignments are evaluated focusing on the following criteria: fluency, versatility and accuracy of 7 language; content, organising and citation, cohesion and coherence of text; presentation. The grading scale is 0 5. Lecturer in charge: Miia Konttinen Time of delivery: 1 st academic year, spring XSU0005 FINNISH LANGUAGE STUDIES (Suomi 1) Credits: TO BE NOTICED: Instead of this course Finnish students complete the 5 credit requirement with advanced level language and communication studies offered by the Language Centre or other studies specified in their personal study plan. By the end of the course, the students will cope in simple everyday situations in Finnish, by using basic phrases and vocabulary. It may still be difficult to understand spoken language, but in normal speech, familiar words can be recognized, with general knowledge of the world aiding comprehension of some of the main points. The students will be able to ask questions, talk about themselves both in the present and past, describe people and different objects, express time, make appointments, and generally use Finnish in different places such as cafeterias, shops, as well as in everyday communication with Finns. Additionally, the students will be aware of the basic features of Finnish communication culture and know about the basic differences between the spoken and the written language. After the course, students will be able to continue their studies in the Finnish 2 course and/or shorter courses in grammar and conversation during the spring term. Course materials: The course material is provided by the Language Centre and tailored for foreign university students to meet the needs of each course group. Teaching and Learning Finnish Courses Suomi 1. Course delivery and requirements: Details TBA by the Language Centre. Regular attendance and completion of home assignments is required. 5 ECTS equal 135 hours of work. The recommendation is to study the course in the 1 st semester. Assessment: Speaking skills are assessed during the learning process and through a short conversation task at the end of the course. Reading, writing, grammar, vocabulary, and listening skills are assessed through continuous assignments and a final exam. The grading scale is 0-5. Lecturer in charge: TBA by the Language Centre 8 ORIENTATION TO STUDIES 4 ECTS cr. EDLS 110 ORIENTATION TO STUDIES AND PERSONAL STUDY PLAN (PSP) Credits: 2 ECTS cr. Upon completion of the course the learners are able to understand the programme and the degree requirements as a whole have the skills to use the information systems and learning platforms of the university necessary for the studies use the university library data retrieval systems analyse their own study and life skills and take appropriate action to develop them understand the meaning of the PSP and the portfolio for learning, plan their studies, develop their own PSP, CV and e-portfolio Contents: Curriculum, university information systems, library systems, university degree regulation, programme instructions, study and life skills, PSP, creating the CV and the e- portfolio Modes of study: Lectures, demos, group discussions, individual PSP discussions. The 2 ECTS equal 54 hours of work. Completion modes: Active participation in contact sessions, PSP delivery and discussion with advisor once in each of the first three semesters. Printed and e-materials of contents Assessment: Pass-fail Time of delivery: 1 st -2 nd Academic year Lecturer in charge: Leena Halttunen EDLS 120 ORIENTATION TO EDUCATIONAL LEADERSHIP Credits: 2 ECTS cr. Upon completing this course, the learners are expected to be able to have a holistic orientation to the concept of educational leadership identify the points of their learning challenges and particular interests Contents: Selected topics from course contents as identified in the overview. The 2 ECTS equal 54 hours of work. Modes of study: Lectures, group discussions, workshops or learning circles. Completion modes: 8 hours of contact classes in period 1(1st semester), active participation, a presentation or a learning log Course curriculum Assessment: Pass-fail Time of delivery: 1 st Academic year, autumn Lecturer in charge: Mika Risku 9 ADVANCED STUDIES 82 ECTS cr. Advanced studies in educational leadership 3 The order of presenting the courses follows the logic how we construct the development of the core understanding of educational leadership. EDLS260 LEADERSHIP AND LEADERSHIP TRAINING IN EDUCATIONAL ORGANISATIONS Credits: 4 ECTS cr. Upon completion of the course the student is able to recognize and understand diverse conceptualizations and dimensions of organizational leadership in general and educational leadership in particular understand elements of successful organizational and educational leadership understand the basics of the main leadership theories modify his or her own activities for better interaction and team work within leadership activities and practices Contents: Dimensions, conceptualizations, and theories of leadership and management, Leadership in educational organisations, Current focuses in educational leadership training Modes of study: Lectures, group discussions, readings, team work. The workload of the 4 ECTS equals 108 hours of work. Completion modes: Active participation and a reflective summary of selective learning materials depending on the emphasis of the pair/group (written and oral pair/group presentations). Bass, B. M., & Bass, R. (2008). The Bass handbook of leadership. Theory, research & managerial application (4 th ed.). New York, NY: W. H. Freeman. Grint, K. (2005). Leadership: Limits and possibilities. New York, NY: Palgrave Macmillan. Hargreaves, A., & Fink, D. (2006). Sustainable leadership. San Francisco, CA: Jossey-Bass. Jäppinen, A.-K. (forthcoming 2015). Successful together! Ten keys for collaborative leadership. Bryssel: VSKO. Lakomski, G. (2005). Managing without leadership. Towards a theory of organizational functioning. Amsterdam: Elsevier. Snook, S., Nohria, N., & Khurana, R. (2012). (eds.). The handbook of teaching leadership. Thousand Oaks, CA: Sage. Selected articles Assessment: 0-5 Time of delivery: 1 st Academic year, autumn Lecturer in charge: Aini-Kristiina Jäppinen EDLS325 ETHICAL AND RESPONSIBLE LEADERSHIP Credits: Upon completing this course, learners are expected to be able to classify and interpret the main theoretical concepts / terminology of the topic discover, analyse and explain the phenomena contributing to identity analyse the connection between different leadership styles and ethical dimensions assess their own value base and formulate their professional identity assess various leadership styles and their connection with one s values 10 transform their organisation into an entity with intellectual, social, financial and spiritual capital understand what responsible leadership and an ethic of care and caring entail and what the lack of them results in compare the relationship between coaching and caring leadership develop their own models of responsible, caring leadership for learning in their own contexts Contents: Definitions of the concepts (ethics, morals, values, responsibility, the four capitals) Understanding human behaviors and cognitive styles Construction of one s own leadership philosophy Relationship of responsible leadership with the diverse ethics Identifying ethical dilemmas of the modern times Solving cases with ethical dilemmas Modes of study: Lectures, reflective discussions, position papers, debates. The workload of the 5 ECTS equals 135 hours of work. Completion modes: 12 hours of contact classes in the 1st semester active participation, written personal leadership philosophy statement and book exam. Collinson, V. & Cook, T.F. (2007). Organizational Learning: improving learning, teaching in school systems: Thousand Oaks, CA: Sage. Chapter 8. Driver, J. (2007). Ethics: The Fundamentals. Singapore: Blackwell Publishing. Hitt, W. D. (1990). Ethics and Leadership. Putting Theory into Practice. Columbus, Ohio: Battelle Press. Chapters 1,2,4,5. Noddings, N. (2005). The Challenge to Care in Schools: An Alternative Approach to Education. (2nd ed.) New York: Teachers College Press. Starratt, R. J. (1994). Building an Ethical School a practical response to the moral crisis in schools. London: RoutledgeFalmer. Chapters 3+4. Selected articles. Assessment: 0-5 Time of delivery: 1 st Academic year, autumn Lecturers in charge: Jukka Alava, Kaija Teikari EDLS350 PEDAGOGICAL LEADERSHIP AND LEADERSHIP AS RESOURCE Credits: Upon successful completion of this course, the learners are expected to be able to understand how the world is changing recognise education as a societal tool to create the future understand the necessity of education and leadership to change to meet the needs of the changing world identify and analyse various approaches to use learning as a tool for leadership now how to change education and leadership to meet the needs of the changing world Contents: Examining how the world is changing Looking at the mission of education Familiarizing oneself with various learning theories Analyzing theories focusing on the relationship between leadership and learning Trying to find and learn efficient ways of using learning as a tool for leadership 11 Conducting practical exercises how to use learning as a tool for leadership Modes of study: Readings and videos, lectures, practical exercises, reflective discussions. The workload of the 5 ECTS equals 135 hours of work. Completion modes: 12 hours of contact classes in the 3rd or 4th periods (2nd semester) carrying out the required readings, active participation, course assignment. TBA Assessment: 0-5. Time of delivery: 2 nd Academic year, autumn Lecturer in charge: Mika Risku EDLS 550 MANAGEMENT FOR EDUCATIONAL REFORM Credits: Upon completing this course, the learners are expected to be able to identify and understand the structures of educational administration in the public, private and NGO sectors, and in liberal adult education analyse the dynamics of educational policy in its social, cultural and economic context, the consequent educational change processes or the lack of them identify and analyse the impact of both context and globalisation on implementing and managing centralised, decentralised and networked organisation structures analyse tensions between managerial, political, economic and pedagogical factors in educational reforms compare the learning material to their experiences in their respective countries and synthesise their findings create innovative solutions to cases of change, based on research-based approaches apply concepts drawn from the literature to analyse the role of educational leadership in different settings of change and networks Contents: Aspects of educational administration. Administrative structures in various sectors of provision, societal contexts and historical backgrounds Centralised, decentralised and networked structures Impact of context and globalisation on administrative choices Relation between educational policy and administrative decisions Factors affecting educational reform Case studies from Finland and the students s countries to illustrate the above Modes of study: Lectures and group discussions, workshops on readings, presentations of case solutions. The workload of 5 ECTS equals 135 hours of work. Completion modes: 12 hours of contact classes in the 3rd period (2nd semester) active participation, case analysis reports, book exam Parts of the following: Fullan, M. (Ed.) (2005). Fundamental Change: International Handbook of Educat
Related Search
Similar documents
View more...
We Need Your Support
Thank you for visiting our website and your interest in our free products and services. We are nonprofit website to share and download documents. To the running of this website, we need your help to support us.

Thanks to everyone for your continued support.

No, Thanks