MSc PED&EDU

After offer of admission: Master in Pedagogy and Education

Statistics

Statistics comprises an important and essential part of the master's programme in Pedagogy and Education. Since everyone has a different level of knowledge, it is good to test yourself as to find out if you have any deficiencies. If you are already accepted to the programme and your score is not at its maximum, self-studying is recommended before starting the programme as statistics and advanced research methodology are an integral part of the master’s programme. We therefore do advice you act according to the recommendations you have received at the end of the test. 

This online course book may help you to prepare for the statistic courses. Below we have prepared an overview of the chapters about the topics that are covered in the first and second year of our bachelor's programme in Pedagogical and Educational Sciences. The third year of our own bachelor covers test theory, which is not a prerequisite for statistics in the master programme. This online course book is just a suggestion for self-studies.

First bachelor year

Second bachelor year

Chapter 1: pages 1-39Chapter 14: pages 462-482
Chapter 2: pages 65-85Chapter 15: all
Chapter 3: pages 123-135Chapter 17: all
Chapter 5: allChapter 18: all
Chapter 6: allChapter 19: optional
Chapter 7: pages 249-263 
Chapter 9: pages 300-311 
Chapters 10, 11, 12, and 13 
Per topic of the chapters, you may find additional and visual explanations on this YouTube channel.  

Recommended readings

The master’s programme in Pedagogy and Education is designed for students holding a bachelor’s degree in Child and Family Studies, Child Development or Education and Pedagogy. Since our international applicants received their bachelor's degree from various universities in various countries, we noticed that diverse backgrounds might result in some deficiencies. Below you will find some sources that we recommend as readings in preparation for your studies:

  • Child and Family Studies track

  • Educational Sciences track

    • Bryk, A.S., Sebring, P. B., Allensworth, E., Luppescu, S., & Easton, J. Q. (2010). Organizing Schools for Improvement. Lessons from Chicago. Chicago and London: The University of Chicago Press';
    • Creemers, B., & Kyriakides, L. (2007). The Dynamics of Educational Effectiveness: A Contribution to Policy, Practice and Theory in Contemporary Schools. London and New York: Taylor & Francis.

Schedule and registration for courses

The schedules of your lectures in block 1 are as follows (active for the academic year only after the timetables are published at the end of July):

You do not need to register for tutorial and practical groups. The educational office will register you for all the classes. You will, however, need to register for course channels in the learning environment which will become available approximately a week before the start of the academic year if you are fully enrolled. 

There is no need to purchase books for the first courses. During the academic year, more information about the purchase of books via the electronic learning environment will be published. You will get access to the learning environment in the beginning of the academic year.