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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 (Deafblindness) ) | |||||||
| Period | Type | Code | Name | Language | ECTS | Hours | |
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| semester I a | C | PAMA5191 | Introduction to Deafblindness | English | 5 | ||
| C | PAMA5194 | Research Methods | English | 5 | variable | ||
| semester I b | C | PAMA5192 | Theories and Models | English | 5 | ||
| semester II a | C | PAMAY107 | Participation and Policy | English | 5 | variable | |
| whole year | C | PAMA5196 | Internship | English | 20 | variable | |
| C | PAMA5198 | Master thesis | English | 20 | variable | ||
| » Year 1 (Ma Pedagogische wetenschappen (Ethics of Education: Philosophy, History and Law)) | |||||||
| Period | Type | Code | Name | Language | ECTS | Hours | |
| semester I a | C | PAMAE009 | Domain-specific Professional Skills | English | 5 | variable | |
| C (Sept.) | PAMAE021 | Research Thesis | English | 20 | variable | ||
| C (Sept.) | PAMA5105 | Ethics in Care and Education | English | 5 | variable | ||
| semester I b | C | GMREMA02 | Qualitative Research Methods | English | 5 | variable | |
| C | PAMAE011 | In the best interests of the child | English | 5 | variable | ||
| C | PAMAE013 | Expertise, education and psychological practice | English | 5 | 2 | ||
| semester II | C | PAMAE010 | Traineeship | English | 5 | variable | |
| semester II a | C | PAMAE012 | Citizenship development and education | English | 5 | variable | |
| C (Febr.) | PAMAE021 | Research Thesis | English | 20 | variable | ||
| C (Febr.) | PAMA5105 | Ethics in Care and Education | English | 5 | variable | ||
| semester II b | C | PAMAE014 | Education for a better world | English | 5 | 2 | |
| » Year 1 (Ma Pedagogische wetenschappen (Orthopedagogiek)) | |||||||
| Period | Type | Code | Name | Language | ECTS | Hours | |
| semester I a | C | PAMA5105 | Ethics in Care and Education | English | 5 | variable | |
| C (Sept.) | PAMA5165 | Master's Internship Special Needs Education and Yo | Dutch | 25 | |||
| C (Sept.) | PAMA5166 | Master's Thesis Special Needs Education and Youth | Dutch | 20 | variable | ||
| semester I b | E | PAMAE011 | In the best interests of the child | English | 5 | variable | |
| E | PAMAY204 | DMCP:using Research to improve Policy and Practice | English | 5 | variable | ||
| semester II | C | PAMA5106 | Refl. on Special Needs Education and Youth care | Dutch | 5 | ||
| semester II a | E | PAMAY107 | Participation and Policy | English | 5 | variable | |
| C (Febr.) | PAMA5165 | Master's Internship Special Needs Education and Yo | Dutch | 25 | |||
| C (Febr.) | PAMA5166 | Master's Thesis Special Needs Education and Youth | Dutch | 20 | variable | ||
| » Year 1 (Ma Pedagogische wetenschappen (Youth, Society and Policy)) | |||||||
| Period | Type | Code | Name | Language | ECTS | Hours | |
| semester I a | C (Sept.) | PAMAY205 | Contemporary Youth Issues | English | 5 | variable | |
| C | PAMAY303 | Innovations and Transf. in Youth Care and Edu. | English | 5 | variable | ||
| C | PAMA5194 | Research Methods | English | 5 | variable | ||
| semester I b | E | PAMAE011 | In the best interests of the child | English | 5 | variable | |
| C (Sept.) | PAMAY204 | DMCP:using Research to improve Policy and Practice | English | 5 | variable | ||
| semester II a | C (Febr.) | PAMAE012 | Citizenship development and education | English | 5 | variable | |
| C (Febr.) | PAMAOWL07 | Student Diversity in the (Inclusive) Classroom | English | 5 | variable | ||
| C | PAMAY107 | Participation and Policy | English | 5 | variable | ||
| semester II b | E | PAMAE014 | Education for a better world | English | 5 | 2 | |
| whole year | C | PAMAY501 | Internship | English | 10 | variable | |
| C | PAMAY502 | Master's thesis | English | 20 | variable | ||
Show short course descriptions
| 1 | Citizenship development and education | PAMAE012 | |||||||||||||||||||||||||||
| 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 present a selection of the reading materials to other students and to provide a poster presentation that incorporates both a critical analysis of the literature and an individual proposal for how to translate theories on citizenship in the educational practice. | |||||||||||||||||||||||||||||
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| 2 | Contemporary Youth Issues | PAMAY205 | |||||||||||||||||||||||||||
| This course acquaints students with contemporary topics in young peoples’ lives, youth research and policy making. We focus on key challenges faced by young people, ranging from health, sexuality, and unemployment to the impact of social media. We discuss how these issues impact development and wellbeing of young people, and take a closer look at current policies and practice approaches and their scientific foundation. This means that for each topic, we will focus on describing the problem or issue at hand to gain familiarity and information, we will conduct a deeper analysis of precursors and outcomes for young people, and we will explore programs for pre- and intervention. Students are expected to actively co-produce knowledge by conducting own research, discussing perspectives and results with the group, and develop implications for practice. | |||||||||||||||||||||||||||||
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| 3 | 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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| 4 | 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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| 5 | Education for a better world | PAMAE014 | |||||||||||||||||||||||||||
| The history of educational systems is a history of recurrent attempts to improve schooling for the benefits of society and the individual. The course 'Education for a better world: ideals, tensions and practices' addresses the main features of such reform attempts, and how they are marked by tensions between schooling as it is and how it should be, the ambitions of school reforms and their outcomes, and the conflicting interests that always marks attempts to create a better world. Key reforms that are discussed in this course include post-war comprehensive and middle school reforms, and current reform trends marked by the impact of marketization and transnational organizations. As a result, this course provides insights into the complexities, the challenges but also the possibilities of educational reforms. Such knowledge is vital both for teachers, administrators and politicians, but also for educational scientists. | |||||||||||||||||||||||||||||
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| 6 | Ethics in Care and Education | PAMA5105 | |||||||||||||||||||||||||||
| This course is part of the master programmes Orthopedagogy and Ethics of Education. The course zooms in on ethical theories and moral reasoning, with a focus on issues that are prevalent in education and youth care. These theories and issues will be addressed during the lectures. During the seminars (which will be offered separately for both master programmes), students will expand their abilities in moral reasoning; in orthopedagogy this will be supported by the professional Code of Conduct, and in Ethics of Education by a moral decision making model in education. | |||||||||||||||||||||||||||||
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| 7 | Expertise, education and psychological practice | PAMAE013 | |||||||||||||||||||||||||||
| 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 being taught in schools and how, and which kinds of care, advice and support are given. Over the last century professionalization has primarily manifested itself in the way all kinds of child science have come to dominate child rearing and education. 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, and give rise to a range of challenging questions regarding phenomena such as ADHD, anorexia, alcoholism and obesity. By exploring these phenomena from a historical perspective, we develop our understanding of them in the present. Historians of education analyse historical developments as regards their origin, direction, preconditions, consequences and moving forces. In this course, we focus on these aspects concerning the various manifestations of professionalization in child rearing and education. We study, amongst other themes, 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 psychology and neuropsychology. Generally, one can say, science is replacing ethics as foundation of child-rearing and educational practices. But why, how, and with which consequences? | |||||||||||||||||||||||||||||
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| 8 | In the best interests of the child | PAMAE011 | |||||||||||||||||||||||||||
| The notion of ‘the best interests 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. During this course, students work in smaller groups on the selected literature via presentations and the formulation of issues for discussion. Besides an individual exam, students also submit a paper as a pair assignment. An active, independent and cooperative approach is therefore expected from students. | |||||||||||||||||||||||||||||
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| 9 | 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 (inclusive) 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 dealing with diversity and inclusion; - 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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| 10 | Internship | PAMAY501 | |||||||||||||||||||||||||||
| The internship can be done in a youth care organisation, an educational organisation, a municipality, or similar professional contexts. Alternatively, participating in ongoing academic 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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| 11 | Internship | PAMA5196 | |||||||||||||||||||||||||||
| De student doet 560 uur praktijkervaring op in een organisatie waarin zorg, onderwijs of ondersteuning wordt geboden aan personen met doofblindheid. Onderdeel van deze praktijkervaring is het uitvoeren van diagnostiek en interventie. De student schrijft hierover een stageverslag, waarin hij kritisch reflecteert op de organisatie, de diagnostiek en interventie en hetgeen de student heeft geleerd van de praktijkervaring. Tevens werkt de student een casus uit in een verslag, waarin hij voor één persoon met doofblindheid de stappen van de orthopedagogische handelingscyclus beschrijft. | |||||||||||||||||||||||||||||
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| 12 | 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, educator support, tactile sign language and meaningful 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. | |||||||||||||||||||||||||||||
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| 13 | Master thesis | PAMA5198 | |||||||||||||||||||||||||||
| The core of the Master thesis consists of the relatively independent design and execution of research. This is reported on in the 'Master thesis'. The Master thesis is an academic report of completed scientific research. The report must show that the student is able to make his own scientific contribution to research into deafblindness. The master thesis is an individual product. The thesis must show that a thorough orientation has been given to the literature concerning the subject, that there has been a scientifically sound data collection and that a theoretical framework has been used for the interpretation of the research results. The student presents his thesis to an international audience during the graduation day of the Master Deafblindness in September. | |||||||||||||||||||||||||||||
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| 14 | 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' (meetings that are organized during the period in which the internship takes place) and the 'Integral Case Study Report'. 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 cannot 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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| 15 | 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 is 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. Writing a thesis in relation to the internship is also a possibility (depending on approval by coordinator and/or other staff members) In the final stage of the process, the student will give a (poster)presentation on the research project and discuss findings, recommendations and limitations. | |||||||||||||||||||||||||||||
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| 16 | 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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| 17 | Participation and Policy | PAMAY107 | |||||||||||||||||||||||||||
| The United Nations Convention on the Rights of the Child (UNCRC, 1989) states that all children should have access to education (art. 28) and that they have the right to express their views and to be heard on matters that concern them (art. 12). These articles convey a notion of what it means to be a child and of the importance of participation in society. However, the concept of ‘child and youth participation’ is a contested one. On the local, national and international level, the cultural context of societies influences concepts and definitions of young persons’ participation, leading to a broad diversity in policies and practices. In some societies child and youth participation is implemented in several policies and practices, engaging children and young people in fundamental ways. In other countries child and youth participations is little more than a token. A similar situation can be found on the organizational level: some organizations show a strong focus in their policy on children and youth participation, while others do not. This difference becomes even more visible when young people have disabilities or special educational needs (SEN). The importance of their participation is often overlooked, or they are consulted only for matters relating to their needs or disability: they are not addressed as typically developing children or youth. This raises questions about the scope and consequences of vulnerability in relation to participation. In this course you will study how conceptualisations of child and youth participation shape social, educational or care practices, thus inhibiting or enabling the improvement of these practices. Informed by theories and pedagogical views on children and youth participation, you will analyse and discuss examples of this as described in (children and youth) policy documents. Students of the track Youth0-21, Society and Policy will focus on international youth policy documents, students of the track ‘Orthopedagogiek’ will focus on policy documents of the organization of their internship. | |||||||||||||||||||||||||||||
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| 18 | Qualitative Research Methods | GMREMA02 | |||||||||||||||||||||||||||
| In this course students will engage on a theoretical level with the philosophical underpinnings of and current debates on qualitative methodologies, and will engage in practice with a range of methods of qualitative data collection and data analysis. Through a portfolio of assignments, students will experience and practice different forms of research methods, such as semi-structured interviews, observations, discourse analysis, content and thematic analysis. Through practice and individual and group reflection, students will gain practical skills and a better insight into their role as a researcher in the production of knowledge. Additionally students will learn to critically judge the approaches used in qualitative social science research. | |||||||||||||||||||||||||||||
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| 19 | Refl. on Special Needs Education and Youth care | PAMA5106 | |||||||||||||||||||||||||||
| At the end of the Master's program in Orthopedagogy, it is important to once again reflect on the status and mutual relationship of theory, research, practice and policy, and you will be given the opportunity to reconsider (possible/common) pitfalls in orthopedagogical practice and science. To discover these pitfalls, it is important to look at topics from different perspectives. In addition, it is important to be aware of different theoretical approaches from which you can look at a particular issue. | |||||||||||||||||||||||||||||
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| 20 | Research Methods | PAMA5194 | |||||||||||||||||||||||||||
| The Research methods course covers different methodologies and analytical techniques for research in pedagogical sciences. The course consists of seminars, working lectures, self-study, and individual assignments. The course will be given to students of the master track Youth, Society, and Policy and students of the master track Deafblindness. Lecturers will discuss key aspects of different methodologies used in pedagogical sciences, both research on youth with and without disabilities (deafblindness) and both quantitative, and qualitative research methods. Practical examples will be used to illustrate the applicability of different methods to answer different research questions. Students work on assignments on the application and evaluation of methodology for the research on youth issues and deafblindness. Qualitative research – Will provide an introduction into qualitative analysis of written text (e.g., transcribed interviews, diaries, documents, Tweets). 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 (secondary) datasets, person-based approaches, and single-case experiments. Presenting data from ongoing studies, the sessions focus on practical applications of quantitative methods. | |||||||||||||||||||||||||||||
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| 21 | 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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| 22 | Student Diversity in the (Inclusive) Classroom | PAMAOWL07 | |||||||||||||||||||||||||||
| In this course, major theoretical, methodological, instructional and organisational advances that have occurred in the field of (special needs) education are focused upon. The core issue is how (effectively) support meets learner needs. Hence, two major themes are addressed: 1. The role of teachers and counsellors interacting with the diversity of students: cultural biases, interpersonal and intercultural diversity; 2. Opportunities to support learner (special) needs in learning (problems in the acquisition and automatization of reading, spelling, writing, math, information-processing and working memory problems), in social-emotional, in self-concept related and in behavioural challenges within the (inclusive) classroom context. | |||||||||||||||||||||||||||||
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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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