Description
There has been a resurgence of interest in pedagogy. Some of the most significant research centres in the region are addressing the issue, for example, the International Centre for Classroom Research at the University of Melbourne and the Centre for Research on Pedagogy and Practice at the National Institute of Education in Singapore. There are important implications for leaders in findings of the 'Life Patterns' research of the Youth Research Centre and experience in the Postgraduate Diploma in Educational studies (Student Welfare) at the University of Melbourne. Implications for pedagogy need to be drawn at all levels - school, classroom and student - if there is to be transformation. Successful leaders work with their colleagues to take account of the often-diverse educational and cultural backgrounds of students in shaping relevant pedagogies. Particular attention will be given to these and other ways successful schools are able to develop 'individual pathways' in approaches to learning and teaching.
Assessment
Completion of one reflective essay of 4,000 words, linking placement observations and professional experience with relevant knowledge.
Subject Objectives
On completion of this subject, students will be able to demonstrate:
• an understanding of new approaches to pedagogy in a post-industrial world;
• knowledge about the development of pedagogical leadership;
• the capacity to link models of pedagogy with practical examples in schools and other educational settings.
Generic Skills Students will gain:
• the capacity to comprehend theoretical discussions of pedagogy and individual difference;
• the capacity to apply theoretical knowledge to practical examples
• the capacity to generate reflective, scholarly writing which links theoretical knowledge and practical observation.
Prescribed Texts
Dwyer, P., and Wyn, J. (2001) Youth, Education and Risk: Facing the Future, London: Routledge/Falmer.
Riddell, S., and Tett, L. (Eds), 2001, Education, Social Justice and Inter-Agency working: joined-up or fractured policy? London: Routledge/Falmer.
Hargreaves, A., Earl, L. and Ryan, J. (1996). Schooling for Change: reinventing education for early adolescents, London: Falmer Press .
482-653 PROJECT IN SCHOOL LEADERSHIP Available in these courses MSchLead
Offered Parkville Campus, Semester 1 and 2, 2006 Credit points 25
Staff Dr David Gurr
Contact 36 hours contact. 240 hours self directed learning in the workplace and the wider school sector
Description
An integral part of the Master of School Leadership is meeting the individual needs of students. This subject is designed to facilitate this. It involves three options.
Option One: Internship
Students are placed for up to 80 hours in a successful school to observe the elements that have led to success.
during the placement students are required to keep a reflective journal.
Option Two: Workplace Project
Students are required to develop, implement and evaluate a work place project using program evaluation methodology. The project will be focused on an aspect of school improvement either within the students' own workplace, or across several schools.
Option Three: Research Project
Students are required to undertake a small-scale research project that is focused on school leadership. This may be part of a larger research project, a project that the student has developed, or as part of a local or overseas study tour.
All students will be required to attend a three-hour briefing at the beginning of the subject, after which students will select one of the options. For options 2 and 3, students will attend a six-hour program on research methodology prior to commencing the project or research. All students will be required to attend a three-hour session at the end of the subject at which student experiences and findings will be shared.
Assessment
Option One: Assessment is by completion of an internship journal and an essay of up to 4,000 words that links the placement observation with relevant knowledge.
Option Two: Completion of a research report of up to 8,000 words.
Option Three: Completion of a research report of up to 8,000 words.
Subject Objectives
To provide opportunities for students to enhance understanding about leadership, school effectiveness and school improvement, through observation and research of exemplary programs and practice.
Generic Skills Students will
enhance their skills in self-reflection, reflective observation, research design and program evaluation.
Suggested Readings
Bums, R.B. (2000) Introduction to Research Methods. London:Sage.
Leithwood, K. & Riehl, C. (2003) What Do We Already Know About Successful School Leadership? Paper prepared for the AERA Division A Task Force on Developing Research in Educational Leadership.
Owens, J. & Rogers, P. (1999) Program Evaluation: Forms and Approaches, London: Sage Publications.
Stoll, L., Fink, D. and Earl, L. (2003) It's About Learning It's About Time. Routledge/Falmer:London.
482-676 MANAGLNG CULTURAL DIVERSITY
Available in these courses MEd, PGDipEdStud, PGCertEdStud Offered Parkville Campus, Semester 2
Credit points 25 Co-ordinator TBA Contact 36 hours Special note
This subject would be suitable for students who have completed 482-678 Cross-Cultural Communication in Education, or equivalent; or students who have experience in institutions with culturally diverse populations such as schools, hospitals, factories and other business settings; or students who will be teaching NES overseas born students at secondary or tertiary level.
Description
This subject examines the theory and practice of cross-cultural communication in organisations with a culturally diverse population (such as schools, hospitals, factories, public facilities, etc). It includes
developing skills of observation and documentation of cultural differences in communication and developing practical strategies to facilitate cross-cultural communication. The theory of cross-cultural communication is used in a critical review of contemporary case studies.
Assessment
A case study analysis of 5,000 words or negotiated equivalent (60 per cent); and a research paper of 3,000 words (40 per cent), presented as a class paper.
482-678 CROSS-CULTURAL COMMUNICATION IN EDUCATION Available in these courses MEd, PGDipEdStud, PGCertEdStud Offered Parkville Campus, Semester 1
Credit points 25 Co-ordinator TBA Contact 36 hours Description
This subject is designed to challenge students' understanding of culture and communication in a culturally diverse society, and to develop skills to improve cross-cultural communication. It draws on an
interdisciplinary knowledge base. Students are involved in documenting and exploring the educational implications of cultural differences in attitudes and beliefs about education, teachers and learning, discipline and childrearing. There is observation and discussion of cross-cultural communication styles including non- verbal communication, discourse patterns and classroom interactions. The influence of culturally different concepts of time, authority, communication rituals, traditions, gender and age on communication with parents and members of ethnic communities is examined.
Assessment
Two fieldwork assignments of 1,500 words each involving interviews and observation (40 per cent) and a research paper of 5,000 words (60 per cent), on a negotiated topic.
482-681 EDUCATION POLICY IN AUSTRALIA Available in these courses DEd, MEd, MEPI, MEM Offered Parkville Campus, Semester 1
Credit points 25
Co-ordinator Richard Teese Contact 36 hours Description
This subject examines the national context and range of approaches to post-compulsory education and training in Australia. Topics that provide background include trends in school completion and factors underlying retention, regional socio-economic differences in school completion, early leaving and its causes, participation in vocational education and training (VET), and transition to employment and higher education.
Besides setting the context, the course focuses on social and economic influences on participation and on policy responses in selected State and Territories. The subject assesses the strengths and weaknesses of policies from both strategic and theoretical perspectives.
Assessment
A 5,000 word paper and a 3,000 word paper to be written up from a seminar presentation.
Prescribed texts
Teese, R. Academic Success and Social Power, Melbourne University Press, 2000; Teese, R., Polesel, J., Undemocratic Schooling, Melbourne University Press, 2003
482-682 SOCIAL THEORIES OF INEQUALITY Available in these courses DEd, MEd
Offered Parkville Campus, Semester 2 Credit points 25
Co-ordinator Richard Teese Contact 36 hours Description
investigation of theoretical efforts to explain the origins and persistence of socio-economic differences in post-compulsory education and training. The aim is to review the evolution of these efforts internationally since the beginnings of mass secondary education in the 1960s up to the present day. The goals include assessing the quality of theoretical approaches, identifying their limitations, relating them to their historical contexts, and testing their implications for public policy.
Assessment
A 5,000 word paper and a 3,000 word paper to be written up from a seminar presentation.
Prescribed texts
Teese, R. Academic Success and Social Power, Melbourne University Press, 2000; Teese, R., Polesel, J., Undemocratic Schooling, Melbourne University Press, 2003
482-683 COMPARATIVE EDUCATION POLICY Available in these courses DEd, MEd, MEPI, MEM Offered Parkville Campus, Semester 2
Credit points 25
Co-ordinator Richard Teese Contact 36 hours Description
The aim of this subject is to investigate policies for post-compulsory education ad training in selected OCED countries, their rationale, context and effectiveness. Comparative studies provide an important avenue for understanding the cultural, socio-economic and political forces which shape policies in education and training. This subject provides an overview of a number of national systems and addresses questions about these, including tensions and challenges, policy responses, system monitoring and performance assessment, conflicts in political values, and the responsiveness of systems to emerging social and economic needs.
Students are encouraged to specialize in one national system or focus on a controlled comparison of several systems. Comparisons with the Australian scene and the use of international comparisons by Australian policy-makers form part of the subject.
Assessment
A 5,000 word paper and a 3,000 word paper to be written up from a seminar presentation.
Prescribed texts
Teese, R. Academic Success and Social Power, Melbourne University Press, 2000; Teese, R., Polesel, J., Undemocratic Schooling, Melbourne University Press, 2003
482-707 LEADERSIIIP
Available in these courses DEd, MEd Offered Parkville Campus, Semester 1 Credit points 25
Co-ordinators David Gurr, Gabriele Lakomski Contact 36 hours
Description
The starting point for this seminar is a review of theories in leadership. Several sources are provided for candidates who have not completed a masters or other post-graduate study in the field. More detailed attention is then given to current and emerging issues in leadership in educational organisations, including the contribution of leaders to outcomes. The seminar also raises critical issues about the field of Leadership studies.
Assessment
A paper of 8,000 words on a topic approved by the lecturers (100 per cent).
482-800 LEADING AND MANAGING IN A UNIVERSITY Available in these courses GradCertUniManage
Offered Parkville Campus, Semester 1 Staff David Beckett
Credit points 12.5
Contact 24 contact hours (120 total commitment)
Prerequisites/Co-requisites Understanding Higher Education Description
This subject introduces some major theoretical approaches to leading and managing effective relationships in university workplaces. It critically explores individual, group and organisational development, and
introduces principles of human resource management and employee relations, within the context of equality and diversity.
Subject Objectives
At the completion of the subject, participants will be able to:
• describe the roles of leadership in an academic setting;
• show familiarity with appropriate compliance mechanisms;
• analyse processes of decision-making ;
• demonstrate understanding of workplace relations including grievance procedures and conflict resolution.
Generic Skills
On completing this subject, participants should be able to:
• critically evaluate theories and principles and apply them to specific contexts;
• access, evaluate and utilise relevant resource materials;
• reflect upon and analyse the effectiveness of their activities;
• construct an argument from available evidence;
• participate effectively as a team member in a small investigative project.
Assessment
A critical review of at least two research-based articles or chapters drawn from the reading recommended for this subject (2,000 word, 50 per cent).
An argued case, based in scholarship, for the implementation of a particular policy or program in a university setting (2,000 words 50 per cent)
Recommended Reading
Konzes, J. and Posner, B. (2003) Academic Administrators' Guide to Exemplary Leadership San Francisco:
Jossey Bass.
Middlehurst, R. (1993) Leading Academics Buckingham UK: Society For Research into Higher Education/Open University Press.
Beckett, D. (1999) Past the Guru and up the Garden Path: The New Organic Management Learning, in Boud, D. and Garrick, J. (eds) Understanding Leamign at Work. London: Routledge Ch. 6.
Helfat, C. (2002) Work-Life Issuses in Academia and Business: The Current State of Affairs Journal of Management Enquiry Vol 11, No 3 pp 329 - 331.
Miklas, E. and Kleiner, B. (2003) New Developments Concerning Academic Grievances Management Research News Vol 26, No 2/3/4/ pp 141 -147.
482-801 EDUCATION PLANNING AND WORKPLACE CHANGE Available in these courses DEd, MEd
Offered Parkville Campus, Semester 2
Credit points 25 Contact 36 hours Description
This subject is comprised of two modules. The first module addresses a range of concepts, models and theories in educational planning and the management of change. The second module examines changes in the workplace in education, including changes derived from developments in industrial relations,
organizational restructuring, and technology. The educational administrator's role as a strategic planner and change agent is also considered.
Assessment
Two papers of 4,000 words (50 per cent), or one paper of 8,000 words (100 per cent).
482-805 MARKETING IN EDUCATION Available in these courses DEd, MEd Offered Parkville Campus, Semester 1 Credit points 25
Staff Lawrie Drysdale Contact 36 hours Descriptiob
This subject explores the evolution and application of modern marketing as it applies to educational settings.
Aspects such as the marketing concept, market orientation, marketing management, relationships marketing, services marketing, and marketing strategy are explored in educational organisations. The subject also examines the strategic market planning process in education and developing and applying marketing information systems in educational organisations.
Assessment
Two papers of 4,000 words (50 per cent), or one paper of 8,000 words (100 per cent).
482-807 CURRICULUM LEADERSHIP AND MANAGEMENT
Available in these courses MEd, PGDipEdStud, PGCertEdStud, PGDipEdAdmin Offered Parkville Campus, Summer
Credit points 12.5 Staff Lawrie Drysdale Contact 18 hours Description
This subject focuses on the leadership and management competencies necessary to create an effective environment to enhance student learning and success. Topics include: teaching and learning methodologies, assessing student needs, staff development, curriculum administration and structure, computer-based learning, organizational culture, and assessment and reporting.
Assessment
Written assignment or project equivalent to 4,000 words (100 per cent).
482-809 LEADING A LEARNING COMMUNITY
Available in these courses MEd, PGDipEdStud, PGCertEdStud, PGDipEdAdmin Offered Parkville Campus, Semester 2
Credit points 12.5 Staff Lawrie Drysdale Contact 18 hours Description
This subject examines the leadership necessary for developing a learning community. Candidates focus on topics and skills such as collaborative decision-making and problem solving; conflict management and
negotiation; and team processes. Understanding of the importance of setting standards, performance monitoring and feedback are also examined.
Assessment
An assignment of 4,000 words (100 per cent).
482-811 ANALYSING EDUCATIONAL PERFORMANCE This subject is not offered in 2005
Available in these courses DEd, MEd Offered Parkville Campus
Staff TBA Credit points 25 Contact 36 hours Description
This subject is organised into two parts. The first concerns a knowledge of current research and development initiatives for improving educational outcomes and for establishing system- and school-based approaches to monitoring educational performance. The second part focuses on the international research literature on educational effectiveness, improvement and quality assurance in education. Students review theoretical frameworks developed to account for recent findings in the field of school and teacher effectiveness research and critically evaluate approaches to school improvement.
Assessment
A paper of 3,000 words demonstrating sound knowledge of a particular aspect of performance monitoring, quality assurance, educational effectiveness or school improvement (37.5 per cent); a report of 3,000 words on a project undertaken by the candidate (37.5 per cent); and a research paper of 2,000 words (25 per cent), presented as a class paper.
482-825 ASSESSMENT AND DEVELOPMENT OF EDUCATIONAL ADMINISTRATORS Available in these courses MEd, PGDipEdStud, PGCertEdStud, PGDipEdAdmin
Offered Parkville Campus, Semester 2 Co-ordinators Lawrie Drysdale, David Gurr Credit points 25
Contact 36 hours Description
The subject examines the approach to staff assessment, selection and development using assessment centre methodology. Students learn the competencies necessary to become trained assessors in an assessment centre, and to apply these skills in that setting. The subject also examines skill dimensions for effective educational leadership and management, and the assessment centre process as a means of measuring these skills. Students learn and examine multiple assessment techniques and activities for measuring management and leadership behaviour and evaluating performance. Knowledge of feedback skills and the development of growth plans are also considered.
Assessment
Two papers of 4,000 words (50 per cent), or one paper of 8,000 words (100 per cent), or equivalent portfolio of writing or reports (100 per cent).
482-827 HUMAN RESOURCE DEVELOPMENT Available in these courses DEd, MEd
Offered Parkville Campus, Semester 1
Description
The subject examines the role, importance and scope of human resource development for both the individual and the organisation in an educational setting. Aspects of human resource development such as training and development, organizational development and learning, performance management, career development, self- management and succession planning are covered. In particular the subject focuses on issues of training and development including adult learning principles, frameworks and model for effective professional
development, program design, and program implementation.
Assessment
Two papers of 4,000 words (50 per cent each), or one paper of 8,000 words (100 per cent).
482-829 PERSONAL AND LNTERPERSONAL PROCESSES FOR EDUCATIONAL LEADERS Available in these courses MEd, PGDipEdStud, PGCertEdStud, PGDipEdAdmin
Offered Parkville Campus, Summer Co-ordinator Lawrie Drysdale
Credit points 12.5 Contact 18 hours Description
This subject addresses development and understanding of self and others, interpersonal relationships, management of organisation and individual stress, conflict management and negotiation skills.
Assessment
One paper of 4,000 words (100 per cent).
482-832 CURRENT THLNKING ABOUT THINKING
Available in these courses MEd, PGDipEdStud, PGCertEdStud Offered Parkville Campus, Semester 1
Credit points 12.5
Staff Clinton Golding, Susan Wilks Contact 18 hours
Description
A review of classroom environments, programs and resources which foster higher cognitive levels, dialogical skills, sound reasoning and improved questioning skills. International and local literature reflecting the current research trends is examined.
Assessment
A paper of 4,000 words in which the candidate demonstrates a sound knowledge of selected cognitive theories and their associated practical approaches (100 per cent).
482-833 DESIGNLNG A THINKING CURRICULUM .
Available in these courses MEd, PGDipEdStud, PGCertEdStud Offered Parkville Campus, Semester 2
Credit points 12.5
Staff Susan Wilks, Clinton Golding Contact 18 hours
Description
This subject provides students the opportunity to design educational modules appropriate for their own setting. It involves first-hand experience in ways of improving questioning and fostering metacognitive, critical and creative thinking skills; facilitating discussions involving complex social and ethical issues, and drawing up a draft curriculum document to incorporate the above.
Assessment
A paper totalling approximately 4,000 words in which the candidate designs a unit of work for their setting to demonstrate strategies, resources and approaches that foster improved thinking and dialogue their field.
(100 per cent).
482-844 EDUCATION, TECHNOLOGY AND CHANGE
Available in these courses MEd, PGDipEdStud, PGCertEdStud, PGDipEdAdmin Offered Parkville Campus, Semester 2
Credit points 12.5 Staff David Gurr Contact 18 hours Special note
This subject may not be undertaken by students who have completed 482-854 Information Technology and the Educational Administrator, as these two subjects share common elements.
Description
This subject examines the role of technology in relation to student learning, school organisation and school change. Topics include trends in information and communication technologies in education, technology and student learning, strategic planning, and future directions. Case studies are used to support each topic.
Assessment
A project equivalent to 4,000 words (100 per cent).
482-848 LEADING THE EDUCATIONAL ORGANISATION
Available in these courses MEd, PGDipEdStud, PGCertEdStud, PGDipEdAdmin
Offered Parkville Campus, Semester 2 or external mode (on-site by negotiation) Semester 1 or Semester 2
Co-ordinator David Gurr, Lawrie Drysdale Credit points 25
Contact 36 hours
Special note
This is considered a core subject in the field of educational administration. All candidates who intend specialising in this field should take this subject, as well as 482-898 Managing the Educational Organisation, before proceeding to other subjects.
Description
The subject is concerned with leadership and the professional setting in which it is exercised. Themes addressed include leadership theories, roles, and styles; qualities of leadership sought by organisations;
gender and leadership; selection of leaders; leaders in literature; social and political contexts for leadership;
strategic leadership; and leadership and educational outcomes for students. Findings from research and case studies of effective educational leadership are examined.
Assessment
Assignments(s) equivalent to 8,000 words (100 per cent)
482-854 INFORMATION TECHNOLOGY AND TIIE EDUCATIONAL ADMINISTRATOR This subject is not offered in 2005
Available in these courses MEd, PGDipEdStud, PGCertEdStud, PGDipEdAdmin Offered Parkville Campus
Co-ordinator David Gurr