Department: Doctor of Education
Module Description: The principles, concepts and theories of human learning psychology are presented in detail with emphasis on cognitive approaches, their interpretation of how learning occurs and what is required to orient teaching to respond to the nature of learning. The personality of the human being, the issues of personal learning characteristics, the situation of human motivation for learning are examined from a research perspective and from the viewpoint of classroom applications. Specific aspects of learning language, mathematics, science, leadership and special education are explored. The main concepts, principles, methods and controversies concerning the measurement of student leaning are also examined including how the statistical tools and procedures are applied in testing and assessment in different subject disciplines.
ME
MLP
TESOL
SE
SIE
ICT
ME
Crystal, D. (2012). English as a global language. 2nd edn. Cambridge: Cambridge University.
Ernest, P. (1991). The philosophy of mathematics education. London: Falmer Press.
Ernest P. (ed.). (1994). Mathematics, education and philosophy. London: Falmer Press.
MLP
Gottweis, H. (2007). ‘Rhetoric in policy making between logos, ethos, and pathos’, in F. Fischer, G. Miller & M. Sidney (eds). Handbook of public policy analysis: theory, politics, and methods. London: CRC Press. pp. 237-250. Request PDF
Miller, H. & Demir, T. (2007). ‘Policy communities’, in F. Fischer, G. Miller & M. Sidney (eds). Handbook of public policy analysis: theory, politics, and methods. London: CRC Press. pp. 137-147. Request PDF
Sullivan, E. & Segers, M. (2007). ‘Ethical issues and public policy’, in F. Fischer, G. Miller & M. Sidney (eds). Handbook of public policy analysis: theory, politics, and methods. London: CRC Press. pp. 309-327. Request PDF
Van Eeten, M. (2007). ‘Narrative policy analysis’, in F. Fischer, G. Miller & M. Sidney (eds). Handbook of public policy analysis: theory, politics, and methods. London: CRC Press. pp. 251-269. Request PDF
TESOL
Banks, G. (2009). Evidence-based policy making: What is it? How do we get it? Melbourne, Australia: Productivity Commission. Open resource
Cooper, R. L. (1989). Language planning and social change. Cambridge: Cambridge University Press.
Hornberger, N. H., & Ricento, T. (1996). Unpeeling the onion: Language planning and policy and the ELT professional. TESOL Quarterly, 30, 401–427. Request item
Mahboob, A. & Szenes, E. (2010). Linguicism and racism in assessment practices in higher education. Linguistics and Human Sciences, vol. 3, pp. 325–354. Request item
SE
Banks, G. (2009). Evidence-based policy making: what is it? How do we get it? Melbourne, Australia: Productivity Commission. Open resource
Committee on Science Learning (2007). Taking science to school: learning and teaching science in grades K-8. Washington, D.C.: National Academy Press. Request PDF
Levine, A. (2006). Educating school teachers. The Education Schools Project. Request PDF
National Research Council (2000). Educating teachers of science, mathematics, and technology: new practices for the new millennium. Committee on Science and Mathematics Teacher Preparation. Washington, D.C.: National Academy Press. Request PDF
National Research Council (2006). Rising above the gathering storm: energizing and employing American for a brighter economic future. Committee on Science, Engineering and Public Policy. Washington, D.C.: National Academy Press. Request PDF
Percival, R. V., Schroeder, C. H., Miller, A.S. & Leape, J. P. (2009). Environmental regulation: law, science, and policy. 6th edn. University of Maryland Francis King Carey School of Law: Aspen Publishers. Request PDF
Ravezts, J. (1987). Usable knowledge, usable ignorance incomplete science with policy implications. Science Communication, vol. 9(1), pp. 87-116. Request item
State Indicators of Science and Mathematics Education: 2005. Washington, D.C.: The Council of Chief State School Officers. Open resource
Stokes, D. (1997). Pasteur’s quadrant: basic science and technological innovation. Washington, D.C.: Brookings Institution Press. Request PDF
SIE
Lacey, P. & Lomas, J. (1993). Support services and the curriculum. London: David Fulton.
Lewis, A. (1995). Primary special needs and the national curriculum. 2nd edn. London: Routledge.
Jelly, M., Fuller, A. & Byers, R. (2000). Involving pupils in practice. London: David Fulton.
Mittler, P. (2000). Working towards inclusive education. London: David Fulton.
Sousa, D. (2006). How the special needs brain learns. 2nd edn. Corwin Press.
ICT
Bulger, M. (2016). Personalized learning: the conversations we’re not having. Data and society working paper. Recuperado a partir de https://www.datasociety.net/pubs/ecl/PersonalizedLearning_primer_2016.pdf.
Facer, K. (2011). Learning futures : education, technology, and social change. London: Routledge.
Hansen, J. & Reich, J. (2015). Democratizing education? Examining access and usage patterns in massive open online courses. Science, vol. 350(6265), pp. 1245–1248. Request item
Hayes, S. (2015). "Counting on use of technology to enhance learning", in Jandric, P. & Boras, D. (eds). Critical learning in digital networks. Berlin: Springer, pp.15–36. Request item
U.S. Department of Education. (2017). Reimagining the role of technology in education: 2017 National Education Technology Plan update. U.S. Department of Education. Retrieved from https://tech.ed.gov/files/2017/01/Higher-Ed-NETP.pdf
Williamson, B. (2013). The future of the curriculum: school knowledge in the digital age. London: MA: The MIT Press. Open resource