7 2 0 - 6 5 5 THEORETICAL ISSUES IN THE E D U C A T I O N OF
INTELLECTUALLY GIFTED CHILDREN (30 points) This is a compulsory subject in the area of Children of High
Intellectual Potential Professor K. B. Start
13 two-hour lecture/seminars.
SYLLABUS
The subject will deal with the major theoretical issues which confront educators involved in the development of programmes for intellectually gifted children. The analysis of the concept of giftedness will deal with the historical roots, techniques for identification, including those in economically or culturally disadvantaged groups, and the current research evidence of the educational, personal and social needs of intellectually gifted children. These studies will serve as the basis for an examination 67
of current misconceptions concerning students who may be identified as " g i f t e d " , reasons for a reluctance to develop differential programmes for children of potentially high achievement and the nature and direction such programmes should take.
ASSESSMENT Two 2,000 word assignments and one three-hour exami- nation.
7 2 0 - 6 5 6 E D U C A T I O N A L PROGRAMMES FOR INTELLECTUALLY GIFTED CHILDREN (30 points) This is a compulsory subject in the area of Children of High
Intellectual Potential Professor K. B. Start
13 two-hour lecture/seminars together with supervised practical experience.
SYLLABUS
This subject is concerned with the goals and objectives of educational programmes for intellectually gifted children. The analyses of particular educational programmes will deal with curricular needs of individual children, and with different approaches to identification of potential and to educational enrichment, acceleration and extension as bases for distinctive school programmes. Educational programming will emphasise the variety and range of intellectual abilities, and identify contexts which permit and facilitate the full development of high potential.
The supervised practical experience will include an in-depth study within a school which has developed a programme to cater for fast- learning children.
ASSESSMENT Two 2,000-word assignments and one three-hour examination.
7 2 0 - 6 5 7 P R O F E S S I O N A L D E V E L O P M E N T O F T E A C H E R S O F INTELLECTUALLY GIFTED CHILDREN (30 points) This is an optional subject in the area of Children of High
Intellectual Potential Professor K. B. Start
13 two-hour lecture/seminars.
SYLLABUS
This subject will focus on the development of some of the special competencies required in managing the education of intellectually gifted children. It will include topics on the identification of special needs in individual children, the selection, development, implementation and supervision of special curricula, and programme evaluation. The spec- ialist teacher's involvement with other teachers, parents and administra- tors will be examined. One requirement will be the development of a curriculum or school programme to accommodate intellectually-able children.
ASSESSMENT Two 2,000-word assignments and one three-hour examination.
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7 2 0 - 6 5 8 S O C I A L , P O L I T I C A L A N D A D M I N I S T R A T I V E C O N T E X T S F O R T H E E D U C A T I O N O F I N T E L L E C T U A L L Y G I F T E D
C H I L D R E N (30 points) This is an optional subject in the area of Children of High
Intellectual Potential Professor K. B. Start
13 two-hour lecture/seminars.
SYLLABUS
This subject will focus on (i) policy issues in the education of intellec- tually gifted children at federal, state and local government levels, including the policies of the political parties, education authorities, teacher unions and parent groups; (ii) administrative structures within school systems which foster or impede the provision for individual differences in learning generally, and for the intellectually gifted in particular; (iii) the implications at a national as well as at an individual level of the under-achievement of intellectually gifted children, and (iv) issues related to intellectually gifted children in minority, disad- vantaged, and culturally different groups.
ASSESSMENT Two 2,000-word assignments and one three-hour examination.
EDUCATIONAL ADMINISTRATION
7 2 0 - 6 6 0 E D U C A T I O N A L A D M I N I S T R A T I O N : O R G A N I Z A T I O N A L T H E O R Y (30 points) Dr G. Lakomski
13 seminar/discussions, each of approximately two hours.
SYLLABUS
The purpose of the subject is to examine some theoretical frameworks for the study of organizations such as schools. Central to the course is the recognition (1) that educational organizations are complex social phenomena with particular characteristics and modes of operation, and (2) that different theories about educational organizations reflect different values and beliefs of their purposes and functions. The question of how best to think of, and study, schools is the major concern of the course.
ASSESSMENT One essay of 5,000 words.
7 2 0 - 6 6 1 E D U C A T I O N A L A D M I N I S T R A T I O N : A D M I N I S T R A T I V E B E H A V I O U R (30 points) Dr R. H. Millikan
13 two-hour seminars.
SYLLABUS
The objective is to provide students with a knowledge of the evolution of current concepts in Educational Administration pertaining to Admin- istrative Behaviour. The major sections of the subject will deal with such administrative behaviour within educational organizations as complex interpersonal social systems.
Concepts to be discussed include: formal and informal organizational behaviour; bureaucracy within educational systems; power, influence and authority in decis:on-making; leadership behaviour and communication;
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socialization processes within educational organizations; administrative behaviour as a social and group process; organizational culture.
ASSESSMENT One major paper of approximately 4,000 words, one minor paper of approximately 1,500 words and critiques of not more than three journal articles as specified. Detail will be provided at the first seminar.
7 2 0 - 6 6 2 P O L I C Y AND PLANNING IN E D U C A T I O N (30 points) Professor H. Beare
13 two-hour seminars.
SYLLABUS
The subject is designed to acquaint students engaged in studies in Educational Administration with theoretical writings and practice in Educational Policy-making and Planning in various parts of the world, and to relate these to practice in Australia.
A number of specific planning technologies will be considered including Delphi, PERT/CPM, program budgeting as well as some futures fore- casting methodologies.
ASSESSMENT One minor paper of 1,500 words approximately, one major paper of 4,000 words approximately, and analysis of relevant articles as specified. Details will be provided at the first seminar.
7 2 0 - 6 6 3 CHANGE PROCESSES IN E D U C A T I O N (30 points) Dr R. H. Millikan
13 two-hour seminars.
SYLLABUS
The subject is designed to acquaint students with both the current theoretical writings and research on innovation and change processes in education, and the procedural phases involved in any attempted implementation of planned change.
Topics for discussion will be drawn from the following: The roles of both internal and external change agents; The influence of saga and tradition as potential obstacles to change; The roles of organization members in assisting or impeding change; The sequential/developmental stages of change processes, including feedback and evaluation mechan- isms; The influence of other internal and external factors on change.
Specific reference will be made to the role of the educational adminis- trator in dealing with change processes in education.
ASSESSMENT One major paper of 4,000 words approximately; prepara- tion of a case study on an educational change process; approximately 1,500 words. Not more than three critiques of recent journal articles on planned educational change as specified. Details will be provided at the first seminar.
7 2 0 - 6 6 4 K N O W L E D G E AND V A L U E S IN E D U C A T I O N A L
A D M I N I S T R A T I O N (30 points) Dr G. Lakomski
SYLLABUS
The purpose of the subject is to examine the philosophical foundations of the major schools of administrative theory and to study their prac- 70
tical implications for educational decision-making and policy-formation.
The course is particularly concerned with the question of whether educational administration can be value-free and scientific. The major schools discussed are:
1. Positivist administrative theory 2. Interpretevism and Critical Theory 3. Neo-Marxist theories of administration 4. Materialist-pragmatist administration theory
ASSESSMENT One major paper of approximately 5,000 words. In addition, class participation and preparation are also assessed.
7 2 0 - 6 6 5 LEADERSHIP A N D THE SCHOOL PRINCIPAL Professor H. Beare and Mrs Wendy Cahill
13 lectures/seminars each of two hours duration.
SYLLABUS
This subject is designed to make a comprehensive study of theories of leadership in education. The function of leadership will be explored in terms of authority and responsibility, the principle of subsidiarity, collegial decision-making, conflict resolution, ideology, and the exercise of power and control. The use of an adult learning model will aim to provide students with opportunities to initiate and guide their own learning. A research project informed by theoretical frameworks of leader- ship will encourage reflective practice within a current educational setting.
ASSESSMENT One major research project of approximately 4,000 to 5,000 words, one minor paper of approximately 1,000 words, and critiques of not more than three journal articles, as specified. Details will be provided at the first seminar.