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General information about Ma Pedagogische wetenschappen
This list contains the programme and the course descriptions of Ma Pedagogische wetenschappen.
Click the course name to get more detailed information.
| » Year 1 (Ma Pedagogische wetenschappen (Communication and Deafblindness)) | |||||||
| Period | Type | Code | Name | Language | ECTS | Hours | |
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| semester I | compulsory | PAMA5191 | Introduction to Deafblindness | English | 5 | ||
| semester II b | compulsory | PAMA5192 | Theories and Models | English | 5 | ||
| whole year | compulsory | PAMA5195D | Masterproject and thesis | English | 50 | ||
| » Year 1 (Ma Pedagogische wetenschappen (Ethics of Education: Philosophy, History and Law)) | |||||||
| Period | Type | Code | Name | Language | ECTS | Hours | |
| semester I | Febr19, Sept19 | PAMAE010 | Traineeship | English | 5 | variable | |
| Febr19, Sept19 | PAMAE021 | Research Thesis | English | 20 | variable | ||
| semester I a | Febr19, Sept19 | PAMAE001 | In the best interest of the child 1 | English | 5 | variable | |
| Febr19, Sept19 | PAMAE008 | Introduction into Ethics | English | 5 | variable | ||
| semester I b | Febr19, Sept19 | PAMAE002 | In the best interest of the child 2 | English | 5 | variable | |
| Febr19, Sept19 | PAMAE007 | Professionalization | English | 5 | variable | ||
| semester II | Febr20 | PAMAE010 | Traineeship | English | 5 | variable | |
| Febr20 | PAMAE021 | Research Thesis | English | 20 | variable | ||
| semester II a | Sept19, Febr20 | PAMAE003 | Citizenship development and education 1 | English | 5 | variable | |
| Febr20 | PAMAE008 | Introduction into Ethics | English | 5 | variable | ||
| semester II b | Sept19, Febr20 | PAMAE004 | Citizenship development and education 2 | English | 5 | variable | |
| whole year | Sept19, Febr20 | PAMAE009 | Domain-specific Professional Skills | English | 5 | variable | |
| » Year 1 (Ma Pedagogische wetenschappen (Orthopedagogiek)) | |||||||
| Period | Type | Code | Name | Language | ECTS | Hours | |
| semester I a | Febr19, Sept19 | PAMA5103 | Ethics: Care and Research | English and Dutch | 5 | variable | |
| Sept19 | PAMA5165 | Master's Internship Special Needs Education and Yo | Dutch | 25 | |||
| Sept19 | PAMA5166 | Master's Thesis Special Needs Education and Youth | Dutch | 20 | variable | ||
| semester I b | Febr19 | PAMA5104 | Refl. on Special Needs Education and Youth care | Dutch | 5 | ||
| semester II a | Sept19, Febr20 | PAMA5102 | Inclusion in Society | Dutch | 5 | variable | |
| Febr20 | PAMA5165 | Master's Internship Special Needs Education and Yo | Dutch | 25 | |||
| Febr20 | PAMA5166 | Master's Thesis Special Needs Education and Youth | Dutch | 20 | variable | ||
| semester II b | Sept19 | PAMA5104 | Refl. on Special Needs Education and Youth care | Dutch | 5 | ||
| Remarks | Elective 5 EC | ||||||
| » Year 1 (Ma Pedagogische wetenschappen (Youth, Society and Policy)) | |||||||
| Period | Type | Code | Name | Language | ECTS | Hours | |
| semester I a | Sept19 | PAMAY104 | Methods in Youth Research | English | 5 | 4 | |
| Sept19 | PAMAY106 | Conceptions, Policies and Youth Participation | English | 5 | variable | ||
| Sept19 | PAMAY205 | Contemporary Youth Issues | English | 5 | variable | ||
| semester I b | Sept19 | PAMAY105 | Writing a Research Proposal | English | 5 | 4 | |
| Sept19 | PAMAY204 | DMCP:using Research to improve Policy and Practice | English | 5 | variable | ||
| semester I b and semester II a | Sept19 | PAMAY501 | Internship | English | 10 | variable | |
| semester II | Sept19 | PAMAY502 | Master's thesis | English | 20 | variable | |
| semester II a | Feb20 | PAMAY106 | Conceptions, Policies and Youth Participation | English | 5 | variable | |
| semester II b | Sept19 | PAMAY303 | Innovations and Transf. in Youth Care and Edu. | English | 5 | variable | |
Show short course descriptions
| 1 | Citizenship development and education 1 | PAMAE003 | |||||||||||||||||||||||||||
| Citizenship means: being included, participating fully in society (in politics, society, the economy, and culture). Traditionally, upbringing, schooling and education are practices that aim at promoting citizenship. Some say to "produce" citizens. In this course, we examine the contributions upbringing, schooling and education make to citizenship. It concerns educational practices in a broad sense: upbringing within the family/at home, preschool education, primary and secondary education, sport education outside of schools, community work, church, politics, social movements and suchlike, vocational training, higher education, work related learning and empowerment. Citizenship education is currently under discussion. Debated issues are for instance: *How are educative practices to help promote social participation, especially that of people belonging to marginal groups (immigrants, those with less qualifications, people who are unemployed etc.)? *Are certain virtues and competences inherent to citizenship? How might education and schooling contribute to promoting these? *There are diverse views on democracy and citizenship. Which consequences do these differences have for the various kinds of education that promote citizenship? *Participation, civil society and social capital are currently highly valued notions in discussions concerning policy and practice. Which ideological, cultural and social developments form the backdrop to this trend? During the course the students are required to write a paper containing a critical analysis/argument/judgment or a critical advice for a specific practice (or a specific policy) that aims at promoting citizenship. They can either choose from a selection of subjects (concrete case studies) compiled by the lecturers or, alternatively, they may propose a subject of their own choice. Input for working on the paper is threefold: (1) materials related to the specific theme (sources, documents, literature etcetera), (2) the general literature prescribed for the course and which is dealt with during the lectures and (3) the progress reviews/discussions during seminars. In this first part of the course, the focus is on citizenship socialization and development outside of school. | |||||||||||||||||||||||||||||
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| 2 | Citizenship development and education 2 | PAMAE004 | |||||||||||||||||||||||||||
| Citizenship means: being included, participating fully in society (in politics, society, the economy, and culture). Traditionally, upbringing, schooling and education are practices that aim at promoting citizenship. Some say to "produce" citizens. In this course, we examine the contributions upbringing, schooling and education make to citizenship. It concerns educational practices in a broad sense: upbringing within the family/at home, preschool education, primary and secondary education, sport education outside of schools, community work, church, politics, social movements and suchlike, vocational training, higher education, work related learning and empowerment. Citizenship education is currently under discussion. Debated issues are for instance: *How are educative practices to help promote social participation, especially that of people belonging to marginal groups (immigrants, those with less qualifications, people who are unemployed etc.)? *Are certain virtues and competences inherent to citizenship? How might education and schooling contribute to promoting these? *There are diverse views on democracy and citizenship. Which consequences do these differences have for the various kinds of education that promote citizenship? *Participation, civil society and social capital are currently highly valued notions in discussions concerning policy and practice. Which ideological, cultural and social developments form the backdrop to this trend? During the course the students are required to write a paper containing a critical analysis/argument/judgment or a critical advice for a specific practice (or a specific policy) that aims at promoting citizenship. They can either choose from a selection of subjects (concrete case studies) compiled by the lecturers or, alternatively, they may propose a subject of their own choice. Input for working on the paper is threefold: (1) materials related to the specific theme (sources, documents, literature etcetera), (2) the general literature prescribed for the course and which is dealt with during the lectures and (3) the progress reviews/discussions during seminars. In this second part of the course, the focus is on citizenship education at school. | |||||||||||||||||||||||||||||
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| 3 | Conceptions, Policies and Youth Participation | PAMAY106 | |||||||||||||||||||||||||||
| The United Nations Convention on the Rights of the Child (UNCRC) states that all children have the right to express their views and to be heard on matters that concern them (Art.12). This article conveys a notion of what it means to be a child, and of the importance of being seen and heard, i.e. to participate. However, the concept of ‘youth participation’ is a contested one. On the local, national and international level, the cultural context of societies influences concepts and definitions of children’s and youth participation, leading to a broad diversity in policies and practices. In some societies youth participation is implemented in various youth policies and practices, engaging children and young people in fundamental ways. In other countries youth participation is little more than a ‘token’. In this course you will study how conceptualisations of children’s and youth participation shape social practices, thus inhibiting or enabling the improvement of these practices. The interrelatedness of youth practices, policy and research – a central theme of the mastertrack ‘Youth 0-21, Society & Policy - is thus an important perspective in this course. Informed by theories and pedagogical views on youth participation, students will analyse and discuss international examples of youth participation as described in youth policy documents. | |||||||||||||||||||||||||||||
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| 4 | Contemporary Youth Issues | PAMAY205 | |||||||||||||||||||||||||||
| This course acquaints students with contemporary topics in youth research and policy making around the world. We focus on key challenges faced by young people, ranging from health to sexuality, migration and minority status, to employment and social exclusion. In a series of lectures, we tackle a range of questions including “Why do we need to talk about this issue?”, “How many young people are affected by it and how does it impact their health and well-being?”, and “What are current policies and practice approaches to tackling this issue?”. Students are expected to be active co-producers of knowledge by conducting own research, presenting results to the group, discussing implications for current practice, and making well-founded suggestions for improvements to a non-academic audience. | |||||||||||||||||||||||||||||
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| 5 | DMCP:using Research to improve Policy and Practice | PAMAY204 | |||||||||||||||||||||||||||
| Professional judgments and decisions in alleged cases of child abuse and neglect can be difficult and complex, often based on ambiguous, partial, and contradictory information. A relevant question in this context is if and what research on decision-making is available and/or should be developed that can inform and support practitioners and policy-makers in the child protection field. This course offers an overview of research approaches, in connection with the three main areas: (1) the testing of theoretical models of decision-making, (2) the role of all acting parties (workers, supervisors, caregivers, families and children), and (3) the impact of context (cultural, organizational, geographical). | |||||||||||||||||||||||||||||
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| 6 | Domain-specific Professional Skills | PAMAE009 | |||||||||||||||||||||||||||
| Students practice professional skills in the domains: a. Teaching & Training b. Policy & Consultancy Practicing these skills prepares students for work as an academic professional within a broad range of educational and youth care institutions at global, European, national and local levels. Within the domain of Teaching & Training, students practice didactical skills needed as a lecturer in the field of higher professional education or as a trainer within a training institution or a training department. Within the domain of Policy & Consultancy, students will get acquainted with skills needed to analyse policies and practices, to formulate professional advice on pedagogical/educational issues and to communicate with professionals about analysis and advice. The skills are trained in workshops and assignments, partly under the supervision of professionals with a track record in the domains mentioned. | |||||||||||||||||||||||||||||
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| 7 | Ethics: Care and Research | PAMA5103 | |||||||||||||||||||||||||||
| The course unit discusses professional ethical regulations which are important for orthopedagogical practice and research. Various codes of conduct, legal regulations and the Convention on the Rights of the Child as a basic reflection of legal ethical norms form the theoretical framework of the course. Attention is given to professional ethical issues related to orthopedagogical practice and ethics and integrity in scientific research. Ethical in professional conduct in various fields of orthopedagogy are explained with an emphasis on decision-making. Specific attention is given to disciplinary law. | |||||||||||||||||||||||||||||
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| 8 | In the best interest of the child 1 | PAMAE001 | |||||||||||||||||||||||||||
| The notion of ‘the best interest of the child’ is a leading yet ambiguous and questionable principle in educational and youth care practices, decisions, discussions, policies and theories. Promoting children's well being and protecting children from developmental risks are recurring themes. At the same time, however, different interpretations of well being and risks occur, resulting in different views and approaches. In this course, ethical, legal and historical discussions about children's rights, parents' rights, professional autonomy and state responsibility will be used in studying moral issues related to practices of child/youth care, socialization, upbringing and education. | |||||||||||||||||||||||||||||
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| 9 | In the best interest of the child 2 | PAMAE002 | |||||||||||||||||||||||||||
| The notion of ‘the best interest of the child’ is an ambiguous, yet leading principle in educational and youth care practices, theories and policies. Protecting children from abuse or from developmental risks is a recurring theme in legislation and jurisdiction. At the same time, however, different interpretations of developmental risks occur, resulting in different views on the best interest of the child regarding (e.g.) ethnic background, gender, and legal status. Furthermore, questions relating to ‘the best interest of the child’ show themselves to be profoundly ethical, referring to the relation between child and adult, views on human nature in general, and the relation between rights and duties of parents and the state. In this course, ethical, legal and historical perspectives on ‘the best interest of the child’ will be used in studying moral issues in both historical and contemporary practices of upbringing and education. | |||||||||||||||||||||||||||||
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| 10 | Inclusion in Society | PAMA5102 | |||||||||||||||||||||||||||
| This course unit looks at the mechanisms that play a part in the segregation of people with disabilities. It discusses the underlying ethical principles and explores the question of how people with disabilities can participate in education, child and youth care, and the care of people with serious disabilities. | |||||||||||||||||||||||||||||
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| 11 | Innovations and Transf. in Youth Care and Edu. | PAMAY303 | |||||||||||||||||||||||||||
| For a successful upbringing of children and in order to address their problems as well as society's problems, child & youth care and education need continuous improvement. However, many programs aiming for quality improvement do not lead to (long term) success. This course offers the conceptual and empirical basics of quality improvement in the primary process, in organisations, and politics in this field. Main topics are: - why quality improvement is necessary and difficult; - understanding and bridging the gap between what we know and what we do; - traditional concepts of implementation; - new perspectives on innovation, professionalism, and learning from work; - innovations in (inclusive) education: from ideas to interventions; - drop-out in education: in search for determinants and solutions; - leading transformations in youth policy,child and youth care and inclusive education. Throughout the course, the topic of developing and using evidence-based and practice-based knowledge to prevent school drop-out is used as a case example. | |||||||||||||||||||||||||||||
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| 12 | Internship | PAMAY501 | |||||||||||||||||||||||||||
| The internship can be done in a youth care organisation, an educational organisation, a municipality, or similar work contexts. Participating in ongoing research might also be opted for. During the internship the student will work on an assignment,described by the organisation. The assignment should be a realistic example of the work of an academic within that organisation. Students will be shown options for the internship by the Masterprogramme, but the internship can also be done in organisations on the students' request. | |||||||||||||||||||||||||||||
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| 13 | Introduction into Ethics | PAMAE008 | |||||||||||||||||||||||||||
| Introduction into ethics, theories about ethics and moral reasoning. Emphasis is on issues regarding education, child and youth care and parenting. Instruction in practicing, analyzing and improving moral discussions and reasoning. Using (small) group and individual assignments. | |||||||||||||||||||||||||||||
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| 14 | Introduction to Deafblindness | PAMA5191 | |||||||||||||||||||||||||||
| The theoretical introduction consists of specific themes that focus on the impact of deafblindness on development and learning, on methods to assess development and learning and on interventions that promote development and learning. The following themes will be addressed: cognitive development, assessment, social development, communication interventions, supporting of educators, tactile sign language and activities. During the lectures on the various themes, students are expected to participate actively in video analyses and assignments in which theory is linked to practice. The course is tested with 2 assignments. | |||||||||||||||||||||||||||||
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| 15 | Masterproject and thesis | PAMA5195D | |||||||||||||||||||||||||||
| This master project consists of three parts: a) coaching and support in methodology (5 EC) b) internship and internship report (15 EC) c) case-report (5 EC) c) master thesis (25 EC) | |||||||||||||||||||||||||||||
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| 16 | Master's Internship Special Needs Education and Yo | PAMA5165 | |||||||||||||||||||||||||||
| Central to the master internship is acquaintance with the special education and youth care practice and practicing skills that are relevant in this practice. An important part of the internship is gaining experience with the activities of the Special Needs Education and Youth Care counselor in a practice setting. This practice setting may relate to, among other things, special education, youth care or disabled care. In this period, scientific insights and methodological knowledge are tested against the method(s) in a Special Education or Youth Care facility. The success of the internship requires that you acquire the necessary professional basic skills of the relevant field and learn to reflect on your own activities and the context in which they are carried out at an academic level. Parts of the internship are the 'Internship Meeting Days' and for the 'Integral Case Study Report' meetings that are organized during the period in which the internship takes place. Description Integral Case Study Report The Integral Case Study Report is a report of a diagnostic examination in a problematic educational and / or special educational learning situation. The report should show that you have been working in a context-oriented, change-oriented and dialogue-driven way based on a transactional vision on development. The execution of the research will take place within the practice setting. You should, in consultation with the practice institution, have the largest possible input in all phases of the diagnostic research. The Integral Case Study Report is part of the master's internship. Without approval of the case description, the internship grade can not become definitive. If you want to achieve the ‘Basisaantekening Diagnostiek’ of the Nederlandse Vereniging voor Pedagogen en Onderwijskundigen (NVO, Dutch Association for Pedagogues and Educators), you need to follow a clinical master internship which includes at least 200 hours of diagnostic activities. Furthermore, you need to write two extra case study reports according to the guidelines of the NVO. | |||||||||||||||||||||||||||||
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| 17 | Master's thesis | PAMAY502 | |||||||||||||||||||||||||||
| The master's thesis is the result of a research project, undertaken by the student, on a topic that has bearing on youth care, policy and/or education. The research project will be supervised by two members of the teaching staff: one member will be responsible for supervision of the process, the other member will be responsible for approving the research proposal and for the final grading of the thesis. In most cases, the research project will be performed in close relation to research of the teaching staff; however, students may also present ideas for other projects (to be approved by the staff). In the final stage of the process, the student will give a presentation on the research project (forum). | |||||||||||||||||||||||||||||
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| 18 | Master's Thesis Special Needs Education and Youth | PAMA5166 | |||||||||||||||||||||||||||
| During the Master's thesis, students undertake a scientific study and report the results. Possible thesis topics are offered by the department of Special Education and Youth Care, and are linked to one of the research themes of this department. The results of the study should be incorporated in a scientific report and presented orally. Students can start with the Master's thesis in September or February. Note that students starting in February need to sign up via ProgressWWW in October, in order to divide the topics among students in a timely manner. Students starting their masters in September need to subscribe to the Nestor-page 'voorbereiding masterstage'. They are automatically subscribed to this environment when they subscribe for the preparation for the master's internship | |||||||||||||||||||||||||||||
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| 19 | Methods in Youth Research | PAMAY104 | |||||||||||||||||||||||||||
| The Methods in Youth Research course covers different methodologies and analytical techniques for research among and with youth in the social sciences. The course consists of seminars, working lectures, self-study, and individual assignments. Lecturers will discuss key aspects of different methodologies, including youth participation, quantitative, and qualitative research. Practical examples will be used to illustrate the applicability of different methods to answer different research questions that are of relevance to youth, society, and policy-related topics. Youth participation in research – Will deal with theory-based methodologies (i.e., theory of change) that aim to engage children and young people as co-creators in research, incorporating visual and participatory methods. Qualitative research – Will provide an introduction into qualitative analysis of written text (e.g., transcribed interviews, diaries, documents, Tweets). First, some principles of data reduction and interpretation will be explained. We will focus on (open) coding and thematic analysis, and developing a coding book using selected materials. Quantitative research - Will provide an introduction into the use of existing (secondary) datasets and person-based approaches. Presenting data from studies such as TRAILS, the sessions focus on practical applications of quantitative methods. We seek to clarify how longitudinal methods can inform about risk, protective, and promotive factors for positive youth development. | |||||||||||||||||||||||||||||
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| 20 | Professionalization | PAMAE007 | |||||||||||||||||||||||||||
| One of the most remarkable developments in modern education, parenting and (youth) care is the increasing professionalization. More academics and higher educated professionals get involved. They create a science-base that legitimates what is taught in the training of future professionals. Over the last century professionalization has primarily manifested itself in the way all kinds of child science have come to dominate child-rearing, education and (youth) care. New kinds of expertise create new professional approaches, new techniques (like testing) and new institutions (like child guidance clinics and special schools). These developments create and have created ethical dilemmas. Studying the way these have been handled more or less adequately in the past contributes to our understanding of the nature of these problems in the present. Historians of education analyse historical developments as regards their origin, direction, preconditions, consequences and moving forces. Therefore, in this course we focus on these aspects concerning the various manifestations of professionalization in child-rearing and education. Using a variety of philosophical and sociological frameworks, we discuss the implications of the increasing influence of particular kinds of expertise on the conditions that determine modern education and child- rearing, notably knowledges in the fields of (bio)medicine, child psychiatry, child psychology and neuropsychology. Key processes under study include the (bio)medicalization, psycho(patho)logization, and educationalization of childhood and the role of the child sciences in these processes. | |||||||||||||||||||||||||||||
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| 21 | Refl. on Special Needs Education and Youth care | PAMA5104 | |||||||||||||||||||||||||||
| At the end of the Master's degree in Orthopedagogics, it is important to consider the status of the theory, research and practice. In this way we bridge the gap between orthopedagogics as a practice-oriented science on the one hand and scientifically based orthopedagogical practice on the other. How do we look back on that at the end of the study? How can the different theories be evaluated? And which scientific research can stand the test of criticism? We apply the result of this reflection to various assignments that take the form of arguments. Students will discuss and defend this during various discussion rounds. In addition, the knowledge of recent years in combination with some new literature is examined. | |||||||||||||||||||||||||||||
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| 22 | Research Thesis | PAMAE021 | |||||||||||||||||||||||||||
| The research thesis is closely connected with the research program of the department. The student conducts a separate line of research within one of the ongoing projects of that program. In the research thesis the student shows her relevant proficiency. The thesis is reviewed and graded by a small team of colleagues of the researcher. | |||||||||||||||||||||||||||||
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| 23 | Theories and Models | PAMA5192 | |||||||||||||||||||||||||||
| In this module students are able to demonstrate a metaview in which they connect certain developmental and dialogical theories and models to their project. They write a reflective essay using the obligatory literature which is studied as introduction on this master programme. | |||||||||||||||||||||||||||||
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| 24 | Traineeship | PAMAE010 | |||||||||||||||||||||||||||
| The internship aims at familiarising students with the demands placed on them as professionals, and introducing them to the professional field in which they can apply their knowledge and insights. It is the objective of the Master to enable graduates to apply the academic insights acquired during the programme in the work field, and that they are capable of functioning within this field as independent professionals. The traineeship takes place within an institution or organisation active in the fields of education or child and youth care. During the traineeship the student carries out activities which enable him/her to gain knowledge of the work activities of professionals, professional relationships, the day-to-day practices within professional organisations. The traineeship has two dimensions. (1) During the traineeship, students are introduced to the functioning of the organisation and the work of professionals by participating in several regular activities within the organisation. (2) Students are required to analyse a specific issue of topical interest within the institution or organisation, or to contribute towards a concrete product / educational design / policy advice, or something similar. These two dimensions are, of course, interconnected/ integrated. | |||||||||||||||||||||||||||||
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| 25 | Writing a Research Proposal | PAMAY105 | |||||||||||||||||||||||||||
| The Research proposal course covers all aspects of a research proposal, from the literature review to the knowledge utilization. Based on successful examples of research proposals, students will be introduced to different aspects and approaches in the writing of a proposal. The course consists of seminars, self-study, and an individual assignment. Lectures will cover different aspects of writing a research proposal and provide room for questions. | |||||||||||||||||||||||||||||
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