Assessment
One 2,000-word assignment (60 per cent) and one seminar paper equivalent to 1,000 words (40 per cent).
Prescribed text
Landvogt, J. (1998). Probing Deeper: Issues in Gifted Education. Melbourne: Hawker Brownlow Education.
476-683 CURRENT ISSUES LN VOCATIONAL PSYQIIOLOGY This subject is not offered in 2005
Available in these courses MEd, MTrng&Dvt Offered Parkville Campus
Credit points 25 Staff Esther Care Contact 36 hours
Assessment
A critique of some contemporary theories of teaching and learning according to criteria developed in the subject (2,500 words, 30 per cent); a report describing personal action related to design and implementation of an innovation to improve effective classroom teaching and learning (3,000 words, 45 per cent); and a research paper of 2,000 words (25 per cent).
476-689 CURRICULUM DESIGN This subject is not offered in 2005
Available in these courses DEd, MEd Offered Parkville Campus
Credit points 25 Staff TBA
Contact 36 hours Description
A study of the various ways in which curriculum programs can be conceptualized, structured and implemented. The study uses the curriculum literature, eg. teachers' voices, curriculum documents, stage theories, etc. to examine the assumptions, strengths and weaknesses of case studies of developments and their implementation.
Assessment
An analysis of the major ideas involved in curriculum development, including an examination and review of the literature (3,500 words, 45 per cent); an analysis of a curriculum development and/or its implementation and impact (2,500 words, 30 per cent); and a research paper of 2,000 words (25 per cent).
476-692 REFLECTION AND METACOGNITION LN LEARNING AND TEACIIING This subject is not offered in 2005
Available in these courses DEd, MEd Offered Parkville Campus
Credit points 25 Staff Jeni Wilson Contact 36 hours Description
In the study of thinking generally, and of learning and teaching in particular, reflection and metacognition are two focuses that have assumed prominence over the past two decades. Reflection builds upon a long history of educational enquiry; metacognition, by contrast, is a recent conception. In this subject, the nature of reflection and metacognition, and their role and importance for improving the quality of classroom learning and teaching are considered.
Assessment
A written submission of 4,000 words (55 per cent), a class presentation of 2,000 words (20 per cent), and a research paper of 2,000 words (25 per cent).
476-693 PROFESSIONAL LEARNING FOR CHANGE This subject is not offered in 2005
Available in these courses DEd, MEd Offered Parkville Campus
Credit points 25 Staff TBA
Description
The professions generally recognise the importance of staff development and appraisal. There is growing acknowledgement in teaching of the links between appraisal, the professional development of teachers and change in schools. This subject explores the connections between teacher appraisal processes, professional development and school change. It examines trends in these areas in terms of contemporary purposes and practices for improvement in the work of schools and teachers.
Assessment
A written submission of 4,500 words that reports on and critically evaluates an appraisal/professional development program (60 per cent); a class presentation of 1,500 words or equivalent (15 per cent); and a research paper of 2,000 words (25 per cent).
476-694 EDUCATIONAL MEASUREMENT, ASSESSMENT AND EVALUATION Available in these courses DEd, MEd, MAssess&Eval, MTrng&Dvt
Offered Either Parkville Campus or external (online) mode; Semester 2 Credit points 25
Staff Patrick Griffin
Contact Contact 36 hours for internal mode students. External mode students can expect a total workload of approximately 240 hours.
Special requirements
External mode students must have access to the required computing and Internet facilities.
Description
This subject reviews educational measurement, assessment and evaluation studies that focus on learning outcomes and the factors that influence those outcomes. It investigates the links between research questions with policy issues; ways to formulate these and link them to conceptual frameworks. Topics include sampling designs and sample size, measurement and evaluation analyses associated with testing, defining who and what to measure, how to measure is also addressed through an examination of item types; data quality and treatment of omitted and missing data; setting standards and benchmarks; longitudinal and cross sectional studies, causality and correlation, measures of growth, value added analyses, test equating, and baseline data, implications of hierarchical data structures and analyses and reviews of research and evaluation reports.
Assessment
Weekly online discussion topics (3,000 words in total) will be supplemented by a 2,000 word paper designing an assessment based study and a 4,000 word review of a report of a large scale study.
476-695 ASSESSMENT AND REPORTING FOR STUDENT LEARNING Available in these courses DEd, MEd, MAssess&Eval, MTrng&Dvt Offered Parkville Campus, Summer or external (online) mode Credit points 25
Staff Patrick Griffin
Contact 36 hours for internal mode students. External mode students can expect a total workload of approximately 240 hours.
Description
This subject focuses on the relationship between learning and assessment procedures and how, by building on this relationship, both learning and assessment may be improved. It begins with an exploration of the varying purposes, principles and policies of assessment and reporting and considers trends and perspectives at local, systemic, national and international levels; innovations in assessment and reporting; shifting conceptions of validity and reliability, ways that assessment practices can be utilised to strengthen the links between accountability, improved learning outcomes, policies and quality and excellence. Students then apply the lessons of their critical evaluation of assessment and reporting to the design and evaluation of assessment and reporting policies and practices in an educational program.
Assessment
Tasks totalling 6,400 words (80 per cent) on matters related to a critical appraisal of assessment and
reporting policy and practices, plus a research paper of 1,600 words on an assessment and reporting issue (20 per cent).
476-696 INTEGRATIVE STUDY IN LEARNING AND EDUCATIONAL DEVELOPMENT Available in these courses MEd, PGradCertEarlyLitlnt, PGradDipEdStud, PGradCertEdStud Offered Parkville Campus, Semester 1 or 2
Credit points 25
Co-ordinator Esther Care; student is responsible for obtaining a supervisor Contact 36 hours
Description
This subject arises out of the work in subjects of the department and which involves study of an aspect of the student's professional work. The nature of the Integrative Study is determined through consultation with staff.
Assessment
A written paper of 8,000 words (100 per cent).
476-697 SPECIAL STUDY IN LEARNING AND EDUCATIONAL DEVELOPMENT Available in these courses DEd, MEd
Offered Parkville Campus, Semester 1 or 2 Credit points 25
Co-ordinator Esther Care; student is responsible for obtaining a supervisor Contact 36 hours
Description
An examination of specific aspects in the study of the interelations among learning, assessment and special education that have been identified as currently important, given policy developments for schools.
Assessment
A written paper of 8,000 words (100 per cent).
476-698 PROFESSIONAL DEVELOPMENT: COLLABORATION AND CONSULTANCY Available in these courses MEd, PGDipEdStud, PGCertEdStud
Offered External on-site in off-campus location, Semester 2 St Columba's Credit points 25
Staff Julianne Moss Contact 36 hours Description
There is growing acknowledgement that for teacher professional development to be effective and lasting, It requires collaboration between teachers themselves or between teachers and others based outside the school.
This subject focuses on the role of collaboration - as consultancy, mentoring and collaborative action research - for school-based teacher professional development.
Assessment
A written submission of 4,500 words that reports on and critically evaluates a professional development program involving collaboration (50 per cent); a class presentation of 1,500 words or equivalent (20 per cent); and a research project of 2,000 words (30 per cent).
476-699 '1 "HE STUDY OF LEARNING This subject is not offered in 2005
Available in these courses DEd, MEd Offered Parkville Campus
Credit points 25 Staff John Munro Contact 36 hours Description
This broad-based subject is intended to provide an introduction to the study of the process of learning. It examines various contemporary theories of learning and their implications for improvement in the quality of learning in classrooms. Topics include: the dimensions or elements of theories of learning (for example, the integration of cognitive, affective and contextual elements within theories of learning); understanding the variety of ways of learning; the influence of existing knowledge on learning; and strategies for changing one's knowledge base. Throughout the development of these topics, students are encouraged to draw on their existing knowledge and to implement the content in the contexts of their work as educators. They are led to develop their personal frameworks for analysing the learning process.
Assessment
A report, presented both orally (equivalent to 2,000 words, 20 per cent) and in writing (4,000 words, 55 per cent) that critically examines a current topic in learning and teaching and its classroom/workplace
implications; and a research paper of 2,000 words (25 per cent).
476-806 READLNG RECOVERY TEACHING AND TUTORING This subject is not offered in 2005
Available in these courses MEd(AC only) Offered Parkville Campus
Credit points 25 Staff TBA Contact
Placement in a primary school as approved by the Faculty for the morning sessions each week throughout the school year, weekly in-service sessions held at the university, and regular field trips across Victoria.
Description
The aim of this research practicum is to become proficient in all aspects of the Reading Recovery teaching procedures, whilst developing the skills required for effective Reading Recovery tutoring. The students are involved in the practicum on a daily basis in respect to their teaching. The tutoring component requires that the students participate in field trips, working with Reading Recovery teacher training groups across Victoria.
Assessment
Students are required to document all the essential Reading Recovery program data; develop an in depth study of theoretical considerations appropriate to Reading Recovery (5,000 words or equivalent) (50 per cent); and submit a case study (3,000 words) of the work done with a Reading Recovery student during Semester 1 (50 per cent).
476-809 ISSUES IN LITERACY DIFFICULTIES This subject is not offered in 2005
Available in these courses MEd (AC only) Offered Parkville Campus
Credit points 25
Staff Bridie Raban, Janet Scull
Contact . 36 hours
Corequisites 476-814 Learning Literacy and Reading Recovery; 476-806 Reading Recovery Teaching and Tutoring
Description
This subject studies recent research, theory issues and academic debate related to literacy difficulties and intervention programs. The topics covered include: prevention of literacy difficulties; identification strategies; early intervention; individual tutoring/teaching; research and program evaluation. Some recent work of K.E. Stanovich (1993, 1994) and U. Goswami (1992) and P. Bryant (1989) and others is studied in relation to the Reading Recovery program.
Assessment
Two critiques of 2,000 words each on set articles: i) a critical evaluation of a Research Report; and ii) a critical report of an Intervention Program (50 per cent); a report, presented both orally (1,000 words, 30 per cent) and in writing (3,000 words, 20 per cent) that critically examines, in the light of current research and literature, two agencies which provide assistance to struggling readers and writers in Australian society.
476-814 LEARNING, LITERACY AND READING RECOVERY This subject is not offered in 2005
Available in these courses MEd (AC only) Offered Parkville Campus
Credit points 25
Staff Bridie Raban, Janet Scull Contact 36 hours
Corequisites 476-809 Issues in Literacy Difficulties; 476-806 Reading Recovery Teaching and Tutoring Description
The focus of this subject, is on relating theories of language acquisition, reading and writing to the Reading Recovery program within the broad context of learning. This subject provides a vehicle for students to re- examine and refine their teaching assumptions, expectations and practices, and develops a broad repertoire for assisting the school community to identify the links between classroom practices and the Reading Recovery program.
Assessment
Class presentation (4,000 words; 40 per cent) and a written submission (4,000 words; 60 per cent).
476-816 RESEARCHING OLDER 'AT RISK' LITERACY STUDENTS This subject is not offered in 2005
Available in these courses MEd (AC only) Offered Parkville Campus
Credit points 25 Staff Bridie Raban Contact 36 hours
Corequisites 476814 Learning Literacy and Reading Recovery; 476-809 Issuses in Literacy Difficulties;
476-806 Reading Recovery Teaching and Tutoring Description
This subject provides the opportunity for the students to develop their understandings of curriculum, teaching and learning as they relate to working with older 'at risk' literacy students and adult learners. The experience of a practical application of modified Reading Recovery strategies, through a case study of an older 'at risk' student, is monitored and analysed with reference to relevant theory and/or literature. The students systematically research specific teaching strategies and reflect on these with a view to future
Assessment
The assessment for this subject is working with an older 'at risk' student. In order for this to take place the students taking this subject need to contact a school before the end of Term 2, get permissions sorted with Principal's and class teacher, interview these people and also contact the parents of the chosen child and interview them. In addition they will be required to interview the child and assess the nature of the literacy difficulties. Between Term 2 and Term 3, they will be required to plan a program which is then conducted with the child during Term 3 - their portfolio has to be presented to the class in October (3,000 words or equivalent, 30 per cent) and presented for assessment in November (a written submission of 5,000 words, 70 per cent). Students work in syndicate groups throughout the semester to provide feedback and support to each other.
476-822 COUNSELLING LN EDUCATIONAL CONTEXTS 1 Available in these courses PGDipEdStud(StudWelf)
Offered Parkville Campus or external mode (onsite for sponsored students), Semester 1 Credit points 12.5
Staff Desma Strong Contact 30 hours Description
In this subject students explore the teacher's welfare role, assess the relevance of a specific psycho- educational model of helping for educational settings and develop interpersonal and counselling skills appropriate to the teacher's role. Students explore and assess the importance of values and professional accountability in the helping process and critically evaluate the research on effective helping. Through participation in the unit students practice and develop the appropriate skills for implementing the problem- solving model of counselling. Students are introduced to selected psychological theories relevant to helping.
Assessment
Assignments equivalent to 3,000 words (100 per cent).
Prescribed text
Egan, G. (2001). The skilled helper. A problem-management approach and Opportunity Development to helping. 7th Edn, Pacific Grove, California: Brooks/Cole.
476-831 COUNSELLLNG LN EDUCATIONAL CONTEXTS 2 Available in these courses PGDipEdStud(StudWelf)
Offered Parkville Campus, Semester 2 Credit points 12.5
I1ECS-band 1 Staff Desma Strong Contact 30 hours
Prerequisite 476-822 Counselling in Educational Contexts 1 Description
This unit builds on the basic theories of counselling explored in 476-822 Counselling in Educational Contexts 1. The additional models of counselling introduced include Rational-emotive Therapy and Solution-Oriented Therapy. These models are evaluated for their relevance to helping in an educational setting. The advanced helping skills of challenging, goal setting and strategy development are taught through practical exercises and role-plays.
Assessment
Assignments equivalent to 3,000 words (100 per cent).
476-852 INTERPERSONAL AND GROUP PROCESSES Available in these courses PGDipEdStud(StudWelf)
Offered Parkville Campus, Semester 1 Credit points 12.5
Staff Pat Marshall Contact 30 hours
Prerequisite 476-831 Counselling in Educational Contexts 2 Description
In this subject students develop an understanding of group dynamics, group effectiveness, leadership in groups and group processes relevant to student learning and welfare. Students develop the skills necessary to conduct effective groups. Furthermore, students explore theories of conflict management and critically evaluate their relevance to educational settings and student welfare. The skills and process of conflict management are taught through a variety of role-plays and workshops.
Assessment
Two 1,500 word assignments or equivalent projects (each worth 50 per cent).
Prescribed text
Johnson, D.W., and Johnson, F.P. (2003) Joining together group theory and group skills. 8th Edn. Boston, Allyn and Bacon
476-858 RESEARCH PROJECT IN STUDENT WELFARE Available in these courses PGDipEdStud(StudWelf)
Offered Parkville Campus, Semester 2 Credit points 25 pts
Contact 30 hours