哲學碩士學位 – 教育心理學（EPY）

碩士學位及學士後證書/文憑課程

https://grs.um.edu.mo/index.php/prospective-student/master-postgraduate-certificate-diploma-programmes/?lang=zh-hant

申請人必須遵循大學的一般入學規則和要求，及其他入學條件包括:

1. 獲得有競爭力的學士學位成績績點
2. 獲得心理學，教育或社會服務相關學士學位，亦或，獲得任何其他學士學位，並輔修心理學。
3. 在知名大學獲得學士學位
4. 有科研和教學經驗者優先

畢業要求： 完成課程所需的學分為30學分。獲得碩士學位還取決於撰寫及提交一篇專為該目的且屬科研性質的原創書面論文，以進行公開答辯且獲通過。

Graduation Requirement: Students must complete 30 credits including the passing of Thesis oral defence.

哲學碩士學位 – 教育心理學（EPY）

EDUC7401 EDUCATIONAL & PSYCHOLOGICAL ASSESSMENT
This course introduces the concepts, principles, and methods in educational and psychological measurement to students. Topics include reliability, validity, item analysis, scores, and score reports. Emphasis is on construction, interpretation, use, and evaluation of assessments regarding achievement, aptitude, interests, attitudes, personality, and exceptionality. The integration of assessment data into a comprehensive psychological report including associated recommendations for intervention is an essential component of this course.
Pre-requisite: None

EDUC7402 PSYCHOLOGY OF LEARNING
This course introduces psychological theories pertinent to the learning of students, and current views of how people learn. Particular focus is placed on linking theories to classroom situations. Topics included are: behavioristic, information- processing, constructivistic, and humanistic theories of learning. Pre-requisite: None

EDUC7403 ADVANCED DEVELOPMENTAL PSYCHOLOGY
This course focuses on an integrated study of human development across the life span with implications for educational psychology. It aims at familiarizing students with current state of knowledge and major theories of human development with particular emphasis on childhood and adolescence. The interrelationship among biological, social-psychological, and educational factors that influence human development will be examined. In particular the influence of Chinese culture and context on development during the childhood and adolescence will be discussed.
Pre-requisite: None

EDUC7451 MOTIVATION AND LEARNING
This course explores how motivational principles can be applied to promote learning and instruction. Motivation topics may include achievement motivation, extrinsic and intrinsic motivation, attribution, goals and needs, interests, beliefs and values.
Pre-requisite: None

EDUC7452 PSYCHOLOGY OF INSTRUCTION
This is a course in the application of theory and research in psychology to the analysis and design of teaching and learning. Instructional theories and models are introduced to meet the learning of diverse topics by different learners. Technology integration in the design and development of instruction is also explored.
Pre-requisite: None

EDUC7453 LEARNING DIFFICULTIES & GUIDANCE
This course focuses on studying the characteristics and the causes of learning difficulties. The content includes a study of psychological characteristics of learning difficulties, diagnostic methods and tools, how to design individual educational programmes and provide psychological and learning guidance to students with learning difficulties.
Pre-requisite: None

EDUC7454 EDUCATIONAL DIAGNOSIS AND INTERVENTIONS
This course provides an overview of theories, research, and practice on educational diagnosis and intervention, with an emphasis on individuals from early childhood to adolescence. The goal of this course is for students to understand the theories, implement the educational diagnosis, and give consultation to teachers for preventing academic, emotional, behavioral, and social problems among the students in primary and secondary schools.
Pre-requisite: Educational &Psychological Assessment

EDUC7455 BEHAVIORAL AND SOCIAL PROBLEMS AND GUIDANCE
This course provides an introduction on the characteristics of children/adolescents with emotional, behavioral, and social problems. The content will focus on how to implement intervention programmes for those children and adolescents in school settings.
Pre-requisite: None

EDUC7456 TEACHING STUDENTS WITH ATTENTION DEFICIT AND HYPERACTIVITY DISORDER
This course is designed to help educators work with students with ADHD in their inclusive classroom. The course will further define the symptoms, characteristics and treatment of ADHD, and offer strategies to use within the classroom and with parents.
Pre-requisite: None

EDUC7457 SPECIAL TOPICS IN EDUCATIONAL PSYCHOLOGY
This graduate level course covers the current and new topics, new trends, and new research findings, in the area of educational psychology. The actual topics may differ as this course is offered at different times, to reflect the new developments and directions of this field. The graduate level course will expose the students to the new thoughts, new developments, more recent research and practice in the area of educational psychology.
Pre-requisite: None

EDUC7001 RESEARCH METHODS IN EDUCATION
This course aims at developing in students an understanding of quantitative and qualitative methods of collecting, analyzing, and interpreting data in educational research. Quantitative topics include application of statistical concepts / procedures, graphs, numerical summaries; normal distribution, correlation/regression analyses, probability, statistical inferences for one or two samples, hypothesis tests, chi-square tests, and factor analysis. Qualitative topics include data analyses in case studies, observations, and ethnography studies.
Pre-requisite: None

EDUC7051 QUALITATIVE RESEARCH IN EDUCATION
This is the intermediate master’s level course on qualitative method. Students will learn two central issues in qualitative research: 1) design and implement a scientifically valid qualitative study; 2) Analyzing qualitative data. This course will expose students to different paradigms in qualitative research including but not limited to: ethnography, grounded theory, participatory action research, and case study. The purpose of this course is to provide working knowledge to students to conduct qualitative study using various qualitative methods, as well as helping students to understand their limitation.
Pre-requisite: Research Methods in Education

EDUC7052 QUANTITATIVE RESEARCH IN EDUCATION
This is the intermediate master’s level course on quantitative method. Students will have the opportunity to learn a variety of statistical methods. The primary methods to be introduced will include: multiple regression, factor analysis, principal component analysis, analysis of variance and covariance. Other advanced statistical technic such as multilevel models, structural equation models, and causal inference models will be introduced. The purpose of this course is to lay the foundation for quantitative analysis of education issues. Practical issues such as analyzing quantitate data with statistical tools will be covered to provide hands-on experience to students.
Pre-requisite: Research Method s in Education

EDUC7053 ACTION RESEARCH
This course aims to help learners understand the fundamental concepts and ideas of action research, and the method of constructing action research design. Main topics include the overview of action research, the portraits and methods of action research, and the analysis of examples of action research papers. By studying the evidence-based strategies and methods, learners could cultivate a positive attitude toward doing action research to enhance professional development.
Pre-requisite: None

EDUC7490 THESIS
This course provides an opportunity for students to do research work in relevant fields with the aim of strengthening their abilities of conducting empirical research under supervision. Academic norms should be abided by and creative scholarship and originally are required.

中文及英文

研究生課程學費表

https://grs.um.edu.mo/index.php/current-students/tuition-fee/?lang=zh-hant

錄取統計:

教育學院 哲學碩士課程錄取統計

https://fed.um.edu.mo/wp-content/uploads/2023/10/FED_MPhil_admission_statistics-2023-09-20.pdf