Graduate School

 COURSE RATIONALE

A thorough and critical analysis of

  • ·general and educational philosophies,
  • ·globalisation and
  • ·an awareness of alternative models of practice

together represent a useful starting point for developing a graduate disposition to learning about leadership in mathematics and education in general. A guided and thorough interrogation of each of these three broad areas is facilitated by the use of the concept of Critical Theory. The interrogation is expected to help the graduate consider an appropriate educational response to globalization in peripheral states. The graduate learner is challenged to explore an activist disposition relevant to social analysis and change in the context of globalization. The challenge begins and is largely supported by a thorough interrogation of deeply held personal values and beliefs in relation to education.  Opportunities to reflexively evaluate and review current practice with a view to the promotion of education for social justice and equity is provided throughout .

COURSE DESCRIPTION

The course is comprised of 15 lessons. Five are designed to be addressed face to face and 10 online. The methodology throughout these fifteen lessons promotes the use of higher order critical thinking in the exploration and learning of concepts. In this regard both corporate and individual studies are promoted throughout the 15 lessons and largely involves participants and facilitator as colearners and cocreators of knowledge. The actual content is divided into three discrete areas: Philosophies (lesson 1-5), globalisation (lessons 6-10) and social change (lessons 11-15). Theses sections are designed to be explored sequentially but may be approached as discrete sections.  For the most part each lesson involves three phases. These are personal interrogation, exploration of selected resources and the formulation of a response by participants. Where necessary, expert guidance is provided through the use of explicit advice and thinking tools such as cooperative learning mechanisms and reflective rubrics. Presentations, ccritiques and written arguments are a few of the typical assessment and learning formats required.  The course is organised in 15 lessons indicated below.


This course is designed as an introduction to the field of Educational research methodology. Throughout this course, students are expected to learn and understand both qualitative and quantitative methods, main research design techniques and research ethics. The course will focus on an in-depth examination and comparison of qualitative, quantitative and mixed methods designs. Specific aspects to be emphasized include: developing research questions and hypothesis, implementing the chosen design, data analysis and the process of knowledge translation. At the end of the course, students are expected to be able to design his/her own research project/proposal.