sity el ourne FACULTY OF EDUCATION Postgraduat Handbook CONTENTS

Page Page Welcome to the University of MelbourneSection 1 Postgraduate Certificate and Diploma Section 3 The Melbourne Experience 1.2 Courses Important Dates 2002 1.2 Graduate Certificate in Early Childhood Studies 3.2 Services and facilities 1.4 Graduate Certificate of Training and Development 3.2 Scholarships for international students 1.5 Postgraduate Certificate in Educational Studies Scholarships for Australian Students 1.7 (TESOL)/(Modern Languages Education) 3.3 The International Centre 1.7 Postgraduate Certificate in Mathematics and Mathematics Education 3.4 Fees 1.8 Living and Working in Australia 1.8 Postgraduate Certificate in Professional Studies in Education 3.5 English language requirements 1.9 Postgraduate Certificate in Science Education Accommodation 1.11 (Physics) 3.8 Types of Courses Offered 1.11 Postgraduate Certificate in Science (Teaching) 3.9 Applying for Courses (international students) 1.12 Postgraduate Certificate of Education and Training 3.9 Postgraduate Diploma in Assessment and The Faculty of Education: General Information Section 2 Evaluation 3.11 A Message from the Dean 2.1 Postgraduate Diploma in Computer Education 3.12 A Message from the Associate Dean Postgraduate Diploma in Educational (Research and Graduate Studies) 2.2 Administration 3.13 Faculty of Education Postgraduate Courses 2.2 Postgraduate Diploma in Educational Studies 3.15 Where to go for Advice and Course Information 2.3 Postgraduate Diploma in Mathematics and Information Guides and Publications produced Mathematics Education 3.21 by the Faculty Office 2.3 Postgraduate Diploma in Professional Studies The Role of the Faculty Office 2.3 in Education 3.22 Students Responsibilities 2.4 Postgraduate Diploma of Education and Training 3.23 2.4 Application for Entry into Courses 2.4 Higher Degree Courses Section 4 Enrolment Information Full-time and Part-time Enrolment 2.4 Master of Education 4.2 Adding and Cancelling Subjects 2.4 Master of Assessment and Evaluation 4.7 Deferment 2.6 Master of Early Childhood Studies 4.10 2.6 Master of Early Intervention 4.11 Leave of Absence Discontinuation of Studies 2.6 Master of Education of the Hearing Impaired 4.13 Fees, HECS and Financial Assistance 2.6 Master of Educational Management 4.16 2.7 Master of Educational Psychology 4.17 Computer Literacy External Mode of Delivery 2.7 Master of Environment 4.19 English Language Requirements 2.10 Master of Gifted Education 4.19 Police Clearance 2.10 Master of Information Technology In Education 4.21 Assessment and Academic Progress 2.11 Master of Modern Languages Education 4.25 Academic Misconduct 2.12 Master of Special/Inclusive Education 4.26 Unsatisfactory Progress 2.12 Master of Student Welfare 4.28 2.12 Master of TESOL 4.30 Study Skills Policy on Credit for Previous Study 2.12 Master of Training and Development 4.32 Further Study Options 2.12 Doctor of Education 4.34 2.13 Doctor of Educational Psychology 4.37 Timetables Attendance at Lectures 2.12 Doctor of Philosophy (Education) 4.40 Community Access Program 2.13 Libraries 2.13 Subject Descriptions Section 5 Principal Dates for 2002 Academic Year 2.13 Index of Subjects In Numerical Order Section 6 Departments and Centres of Research in the Index of Subjects in Alphabetical Order Section 7 Faculty 2.14 Welcome University Melbourne

As a postgraduate student at the V The largest program in Australia of investment In the University of Melbourne you Join development of multimedia courseware and online an enriching collegial learning environments for on-campus students. community including world- These and other hallmarks of academic excellence make class researchers and fellow the University of Melbourne one of only a small number research students. The of Australian universities able to realistically aspire to University undertakes research becoming internationally competitive at the highest and training of international level.The University provides excellent support and significance and quality across a facilities for postgraduate students ranging from the range of disciplines, and ranks best In multimedia and internationally acclaimed among Australia's largest academic staff to the School of Graduate Studies (SGS), h organisations. researc the Graduate Centre, and the University of Melbourne Melbourne is one of Australia s leading universities. In Postgraduate Association (UMPA). 2001 it has: SGS, located in the Graduate Centre, Is a focal point for ✓ The highest level of research funding and research postgraduate students. A key goal for the School Is to higher degree completions of any Australian foster collegiality and broaden the horizons for university; postgraduate students, both academically and culturally. To this end the SGS offers a program of ✓ The largest scholarship program of any Australian lectures and events which recognise cultural diversity university, ranging from highly prestigious and the Internationalisation of research. With the Melbourne National Scholarships that attract some of University of Melbourne Postgraduate Association, the the very best students from all Australian states, to SGS co-manages the Graduate Centre, which provides substantial numbers of equity and access postgraduate students with support and a lively scholarships that make study in the University of stimulating environment. The Graduate Centre has a bar Melbourne possible for qualified students from and bistro, a loft and quiet study rooms, seminar rooms community groups and regions characterised by low and conference facilities, a print room, a study centre higher education participation; and student carrels. ✓ Outstanding academic staff, including two Nobel When you enter the University of Melbourne you enter Laureates engaged in teaching and research through an International world of learning. I look forward to three year, part-time contracts; and welcoming you to this distinguished university. Alan D. Gilbert

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IMPORTANT DATES 2002

Dates for applications Students are advised to submit their applications by the following dates: V For coursework programs commencing Semester 1, 2002: 26 October 2001 V For coursework programs commencing Semester 2, 2002: 31 May 2002 Research applications are accepted all year.

Scholarship applications Closing dates for applications vary according to the scholarship applied for, type of course, and entry point (eg. Semester 1, Semester 2 or other entry point). See Scholarships section for details on individual scholarships.

Vice-Chancellor For those moments when peace and quiet are called for, solitude can be found in Melbourne's parks and gardens. Few cities in the world have looked after their natural environment with such care. When it's time for THE MELBOURNE celebrating, a club or other nightspot is close at hand. And to take you where you want to go is an efficient, EXPERIENCE cheap public transport system.

Why Study in Melbourne? Studying in Melbourne is not just an educational choice, it's a lifestyle choice. Melbourne is Australia's most cosmopolitan city. It is home to people from over 100 nations. Languages and cultures mix easily. Friendships are formed that span VICTORIA the globe. Living and studying in Melbourne guarantees a lifelong network of friends and professional Victoria is the smallest State on the Australian mainland colleagues. and is the most densely populated and urbanised. A multicultural State with more than a quarter of its population having been born overseas, there are more THE CITY OF MELBOURNE than 100 different nationalities represented among Victoria s residents, creating a vibrant and diverse Melbourne is a safe city. Whether you are walking the cultural life. The State s economic life is equally rich, streets, travelling on public transport, shopping or with its extensive manufacturing and commercial eating with friends, you will feel secure. The public activities, and its position as headquarters for many transport system runs smoothly, the shops sell leading Australian and multinational corporations. everything imaginable and the variety of food is second- to-none. The climate is moderate with crisp winters, cool springs, long, hot summers and an even longer balmy autumn. Melbourne has the most moderate climate of all of the major Australian cities. It doesn't get as hot as the northern cities, nor as cold as some of the inland cities. RESEARCH PERFORMANCE Within an hour or so of Melbourne lie some of the most The University of Melbourne is playing a leading role in scenic spots in Australia. Beaches, rainforests, Australia's largest and most sophisticated biomedical mountains, lakes, in fact just about every type of research and biotechnological development — the $400 environment you can imagine. You can hire a car or million Bio21 project. Bio21 is designed to take catch a train or bus. It's a great way to escape your Australia's cutting-edge biomedical research and studies for a short time. technology into commercial development. It's a project Something for everyone that consolidates Melbourne as Australia's leading Melbourne has something for everyone and for every research university and emphasises our commitment to occasion. For those interested in the arts, it has world- the spirit of entrepreneurship. class theatre, concerts and galleries. Lovers of sport can attend world-class sporting events such as the Formula Patenting Knowledge One Grand Prix, the Australian Tennis Open, and the The University of Melbourne is ranked fourth among Melbourne Cup. Eating out is an experience one never Australian enterprises (and the highest university) in the tires of, simply because of the variety and the quality of number of Australian-invented patents assigned in the the cuisine. US system from 1989 —1998. Examples include:

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V A scalable commercial process for extracting interactive multimedia projects, assist the petroleum derivatives, cellulose and other high value transformation of teaching and learning. raw materials from waste biomass. The now patented Learning is delivered in multimedia classrooms, where process can reduce sawdust and forestry wastes to you can access the Web or use multimedia packages chemicals each worth more than $1 500 a tonne. The specially designed by academic staff. Students can form feed waste provides all the energy needed. (School of teams on the Internet to work collaboratively in their Forestry) practical work and assignments. You can even work V Australia's first locally-owned gene company, Hexima with people internationally if your assignment calls for Limited, was launched at the University of Melbourne. it. Hexima will commercialise a novel gene which acts as a natural insecticide in plants, potentially saving farmers worldwide hundreds of millions of dollars. The company CURRICULUM EVALUATION is a joint venture between the University of Melbourne, key members of the research team and Australia's All courses are evaluated annually by staff and students, largest farmer-owned company, Pivot Limited. and new courses are developed In line with changing industry and professional needs. Regular appraisal of staff keeps the quality of teaching high. Input from the International Positioning University s extensive research activities also ensures The University of Melbourne is also proud of the leading that our teaching incorporates the latest knowledge. role it took in establishing the elite Universitas 21 network of 18 research-intensive universities. Universitas 21 was incorporated in London in 1999 and ALUMNI among its initiatives are the exploration of joint venture opportunities in 'e-Education' and the development of The University of Melbourne has a well-established framework agreements for international cooperation in network of 130,000 past students. Melbourne alumni multimedia courseware development, student mobility hold qualifications from more than 100 different degree programs, and international conjoint staff programs, and feature prominently in all professions appointments. and walks of life in 101 countries around the world. Membership to the University of Melbourne alumni Australia's Premier Research University community Is free. Latest figures show that more than S100 million of The Alumni@Melbourne web site research funds flowed into the University of Melbourne http://www.unimelb.edu.au/alumni/ Is the key contact in 1999. The University also: point for alumni of the University of Melbourne. This Interactive site has been developed to incorporate the V attracted the largest share of National Health and Melbourne Forum, an online discussion board, e- Medical Research Council (NHMRC) Project Grants for postcards, and a CyberMentoring Program. 2001 ($21.5 million); For more information on the Alumni Relations Program, V topped the Australian Research Council's Small Grants telephone 03 8344 7469, fax 03 8344 6895, or email: funding for 2001 (S3.4 million); [email protected] V received the largest number of Australian Postgraduate Awards for 2001 (161). EXCHANGE OPPORTUNITIES THE LIBRARY The University of Melbourne has formal student exchange agreements with approximately 115 The University of Melbourne Library Is one of the Institutions in 27 countries around the world. Eligible nation s oldest and largest academic libraries. With more students studying at the University can apply to be than three million volumes, the Library houses one of placed for either one or two semesters in an Institution the largest collections in the southern hemisphere. In Canada, China, France, Indonesia, Japan, Korea, Spread across 23 smaller branch libraries, the collection Sweden, Taiwan, the UK, the USA, Mexico and more. The includes books, journals and magazines, periodicals, best part is that you gain credit towards your degree newspapers, parliamentary papers, audio-visual here at Melbourne. materials, microform and CD-ROM databases, maps, Melbourne Abroad Scholarships are available to eligible musical scores and recordings, rare books and prints. exchange students to assist with travel and living The Library s online catalogue can be accessed at any costs. Exchange programs are also recognised for time via the Web. Youth Allowance purposes. The Melbourne Abroad Outgoing Exchange unit coordinates the Exchange Web site: http://www.lib.unimelb.edu.au Program in the International Centre. For more information telephone +61 3 8344 745, email [email protected], or visit the web site at: MULTIMEDIA www.services.unimelb.edu.au/scholarships/exchanges

The University of Melbourne is one of Australia s leading /index.html universities in the use of new technologies In teaching and learning. Information technology Initiatives, such as

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SERVICES AND FACILITIES GRADUATE CENTRE Established in the historic 1888 Building and surrounded by beautifully landscaped gardens, the Graduate Centre, co-managed by the University of SPORT AND RECREATION Melbourne Postgraduate Association and the School of Melbourne University Sport Graduate Studies, provides postgraduate students with a range of facilities and support services. The Graduate Melbourne University Sport is one of the most extensive Centre has: sport and recreational facilities in Melbourne. All enrolled students are encouraged to participate and get 1f A caf and bar adjoining the delightful Plane Tree involved in a wide range of sporting and recreational Courtyard; activities on and off campus. Not only can you have fun 1t A large loft for relaxation or study; and become healthier but it s also a great way to settle into Uni life and make new friends. if Seminar rooms and conference facilities; On-campus indoor facilities are located in the Sports ✓ Computing facilities (catering for both Mac and PC Centre and Beaurepaire Centre buildings located at Tin users and providing design and photo editing Alley, north of the Union building. The Sports Centre is software and scanners); where all bookings occur and has seven squash courts, it A presentation and publishing centre, providing two multi-purpose stadiums, weight-training rooms, computers, software and services varying from personal training studio, cardio theatre, sports medicine coloured printing to laminating and thesis binding; clinic, fitness testing room, meeting room, SPINNING A Study Centre, with resources to assist studio and change rooms. The Beaurepaire Centre y postgraduates with academic skills development and features a multi-purpose stadium, box-a-cise/martial arts room, recreation hall, yoga studio and change career planning; rooms. Outdoor facilities include tennis courts, • Quiet study rooms; synthetic running track, turf oval, pavilion, artificial turf >f Student carrels (with computer and phone) catering hockey field, a synthetic wicket cricket practice area, for up to 70 students, which are allocated to basketball/netball courts, baseball batting cage and a successful applicants who are usually students in the barbecue. final six months of their candidature and writing up their thesis; Off-campus facilities include a boat shed on the Yarra • A new ground floor study carrel specifically modified and a 42-bed modem Alpine Lodge at Mount Buller. to suit postgraduate students with physical disabilities. See www.sports.unimelb.edu.au for more Information.

CLUBS AND SOCIETIES SCHOOL OF GRADUATE STUDIES The purpose of the School of Graduate Studies (SGS) is There are numerous student clubs and societies on to enhance the quality of education of all postgraduate campus, many of which cater to the interests of students at the University of Melbourne through international students, by faculty or by nationality. The targeted academic suppo Melbourne University Overseas Student Society (MUOSS) rt, policy development and Is the peak body for international students on campus performance monitoring. and new students are encouraged to join. Some other As an integral part of the School's service provision, a clubs of interest to international students are: range of workshops, seminars and skills development courses are run each semester for postgraduate Y Chinese Students and Scholars Society students. The School also organises a program of ✓ Hong Kong Students Society lectures and events that recognise and celebrate cultural ✓ Indonesian Students Association diversity, interdisciplinary studies and the internationalisation of research. Y Malaysian Students Society Our Postgraduate Library Research Consultant runs Y Singapore Students Society workshops and seminars on the effective use of Most of the clubs and societies operate through the electronic databases and library print resources and Student Union, where there is a Clubs and Societies provides individual advice to students. We employ IT Officer to help you find clubs of Interest to you. Many support staff to assist postgraduate students, and faculties also have clubs for international students. provide individual study carrels for students In the writing-up phase of their studies. Web site: http://www.union.unimelb.edu.au/clubs&societies/ The School of Graduate Studies also offers a comprehensive range of professional development opportunities for local and international postgraduate students. A flagship program of the School is the Advanced Leadership and Professional Skills Program

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(ALPS), which has been designed specifically to Contact the Student Employment Service on 03-8344- complement postgraduate studies, to develop 6550 or visit transferable skills and to enhance the employability of http://www.services.unimelb.edu.au/careers/ our postgraduate students. To find out more about these and other programs provided by SGS visit the web site at www.gradstudies.unimelb.edu.au

UNIVERSITY OF MELBOURNE POSTGRADUATE ASSOCIATION SCHOLARSHIPS The role of the University of Melbourne Postgraduate FOR INTERNATIONAL Association is to represent the interests of all postgraduate students at the University, to enhance the STUDENTS quality of their academic experience, and to foster the The Melbourne Scholarships Program Is one of the most growth of a community of enquiring scholars. They do comprehensive and generous of its kind In Australia. In this through skills workshops, publications, education 2001, we will award approximately 150 new advice and support including orientation activities, scholarships to international postgraduate students. interdisciplinary seminars and conferences, assistance with postgraduate journals and presentations, and If you are an International student with a first-class social and cultural activities. academic record you are invited to consider one of our prestigious Melbourne Scholarships which are available See www.umpa.unimelb.edu.au for more information. for both postgraduate coursework and research higher degree programs.

Melbourne International Research Scholarships CAREERS AND EMPLOYER (MIRS) LIAISON UNIT Number to be awarded and benefits Up to 80 new MIRS are awarded each year and provide a Careers & Employment provides employment, career living allowance of AS 16,732 (in 2001) for the standard and labour market information to current students and duration of the degree. The level of stipend is reviewed graduates up to one year out. Make sure you subscribe annually. to our weekly email careers bulletin, Both commencing International research higher degree Jobs_careers@unimelb, for all the latest Job vacancies, students and currently enrolled International students details of careers and employer sessions, and much are eligible. more. Careers b Employment offers a comprehensive Commencement Careers Resource Centre, providing information on V Recipients may begin any time In the semester in careers associated with your degree, course handbooks which they have an offer of a place. and directories, organisations employing our 1F Students who hold an IPRS in addition to an MIRS graduates, employment opportunities for international must begin by 31 August. students, work and study overseas, and course-related vacation work. Melbourne International Fee Remission The Unit also assists you with preparing for work skills Scholarships (MIFRS) through a range of free workshops, and conducts Number to be awarded and benefits Employer information sessions and career fairs. There is Up to 50 MIFRS will be awarded. These meet the full cost also an Industry Consultants Program that gives you the of tuition fees for the standard duration of the degree. opportunity to undertake a job placement with an Benefits do not include coverage of Overseas Student organisation, working as part of a team to solve Health Cover (OSHC). problems for industry and community service Scholarships are available In all courses although each organisations. Careers Consultants are available to faculty has a limit on the number awarded In any year. advise you on career implications of degree choice and Only commencing international research higher degree how to identify employment and further study options. students are eligible for MIFRS. An International Careers Consultant is also available. Need your resume reviewed? Bring It in for a Commencement consultation with a qualified reviewer. V Recipients may begin any time In the semester for which they have an offer of a place. Access employment vacancies anytime, anywhere using Unimelb Job Search. This is a database of +i Awards may not be deferred to the following year. hundreds of part-time, casual, temporary and full-time vacancies for you to browse online at International Postgraduate Research Scholarships www.services.unimelb.edu.au/careers. (IPRS) These are highly sought Australian Government scholarships which are awarded annually to WELCOME TO THE UNIVERSITY OP MELBOURNE

commencing full-time research higher degree students Victorian Department of Education web site: who have been offered an unconditional place in http://www.dse.vic.gov.au/ masters, approved higher doctorates, masters leading to PhD and PhD programs. Postgraduate scholarships selection Students who are awarded an IPRS from the University of The University holds a Primary Scholarship Selection Melbourne will automatically be allocated a Melbourne Round during December every year when the majority of International Research Scholarship (living allowance). available scholarships are awarded. International Number to be awarded and benefits students who submit applications after the closing date Based on the 2001 allocation, up to 20 scholarships will will be considered on a continuous basis after be available in 2002. completion of the primary selection round in December. Scholarships cover full tuition fees for each year of the (Note: Although a number of scholarships are available course and the annual Overseas Student Health Cover at this time, allocation is subject to availability within (OSHC) for the standard duration of the degree. faculties.) Commencement Application Procedures IPRS holders must begin by 31 August. Students applying for a new course of study using the Number to be awarded and benefits Application for Admission as an International ✓ Up to 20 scholarships will be available on the basis of Postgraduate Student Form are not required to provide the 2000 allocation; an additional application form or documentation for ✓ Scholarships cover full tuition fees for each year of scholarship selection. Students receiving an the course and the annual Overseas Student Health unconditional offer of a place will be considered Cover (OSHC) for the standard duration of the degree. automatically. Commencement Students already enrolled in the course for which they ✓ IPRS holders must begin by 31 August. are seeking a scholarship (MIRS only) should complete the application form available from the Melbourne International Postgraduate Coursework Awards Scholarships Office. (IPCA) General Eligibility Requirements Number to be awarded and benefits ✓ Candidates are selected on academic merit and A limited number of scholarships covering between 25% demonstrated research potential. and 100% of the annual tuition cost for the standard ✓ Scholarships are available to students from any duration of the course will be available for high- overseas country (excluding permanent residents of achieving International students undertaking masters Australia and citizens of New Zealand). programs by coursework in the following faculties: ✓ All candidates must meet the University's English V Architecture, Building and Planning language requirements and documentary evidence must V Arts be submitted by the closing date for applications. ✓ Economics and Commerce (excluding Master of V All candidates must have an unconditional offer of a Applied Finance and Master of International Business) place in an eligible postgraduate program for which scholarships are available. V Education V The University of Melbourne is unable to make offers V Law of scholarships to students who have completed an V Medicine, Dentistry and Health Sciences AusAID funded course within the last two years or have V Institute of Land and Food Resources other contractual obligations to sponsoring bodies which may affect their ability to receive a scholarship. or Australian Development Scholarships (ADS) postgraduate diploma in the faculties of: The Australian Government offers scholarships for V Education students from developing countries to study in Australia to enable students to gain knowledge and skills which V Institute of Land and Food Resources will help the development of their home country when V Law they return. For further information contact the ry or V Medicine, Dentistry and Health Sciences. Australian Diplomatic Mission in your home count visit the AusAID web site at www.AusAID.gov.au Closing dates Asian Development Bank (ADB) Scholarship ✓ 15 September for applicants who wish to be The ADB Scholarship program is offered at 18 well- considered for an IPRS. known institutions in the Asian region, the University of ✓ 31 October for applicants who wish to be considered Melbourne is one of three institutions in Australia. To be for a MIRS, MIFRS or IPCA. eligible, applicants must be a citizen of the Bank Member Countries and have an unconditional offer from the University of Melbourne in an approved field of Education cost for dependents study. Students who are in receipt of an Australian Higher Education Scholarship which covers full course fees Further information can be found at (eg. MIFRS or IPRS) are not required to pay school fees www.services.unimelb.edu.au/ for dependent children who attend a Victorian Government school. For further information see the WELCOME TO TNE UNIVERSITY OP MELBOURNE

scholarships/pgrad/international/details/adb.html and Y Students may be granted an extension of six months www.adb.org/ if candidature Is also extended. For further information, please contact: Commencement Melbourne Scholarships Office APAs and MRSs should normally be taken up between 1 John Smyth Building January and 31 March of the year for which they are The University of Melbourne granted. In exceptional circumstances, which require Victoria 3010, Australia the support of the department and approval from Tel:. +61 3 8344 8747 DETYA, a later date of commencement (no later than 31 Fax: +61 3 8344 8747 July) may be granted by the University. Faculty-based MRS awards may be allocated and commenced later In Email: pgradgscholarships.unimelb.edu.au the year, subject to recommendations and availability Web: www.services.edu.au/scholarships/ within the faculty quota. Awards cannot be deferred to the following academic year. Part-time awards SCHOLARSHIPS Applications for part-time study will only be considered if the applicant can demonstrate compelling social FOR AUSTRALIAN STUDENTS reasons. These include major family commitments Involving young children, and restrictive or medical Major living stipends conditions, but not merely the desire to undertake part- time or full-time employment. Research Scholarships, of fundamental importance in the research education program at the University, are For further detailed Information please view the available for outstanding Australian or permanent Melbourne Scholarships Office web site: resident students who wish to pursue higher degrees by http://www.services.unimelb.edu.au/scholarships/pgra research (PhD, approved Research Higher Doctorates d or visit the office located In the John Smyth Building, and Masters by Research Degrees). Level 3, University of Melbourne.

Australian Postgraduate Awards (APA with stipend) The APA is the principal program of support for THE INTERNATIONAL promising researchers funded by the Australian CENTRE Government through the Department of Employment, Training and Youth Affairs (DETYA). The aim of the International Centre is to look after you from the time you make enquiries about studying at the University to the time you become an alumnus on your Number awarded and benefits return home. In 2001, Melbourne s allocation of 161 awards was the largest of any university in Australia — an indication of its The International Centre achieves this by giving your strength in research and research education. The value application maximum Individual attention. Once of the APA with stipend In 2002 and the numbers accepted, the centre will assist you with placement In available to the University of Melbourne will be housing and provide you with comprehensive announced by the Federal Government towards the end Information prior to arrival. of the year. Please make the International Centre your first stop after Value: S17,267 p.a. full-time (2001). your arrival in Melbourne. And then treat it as your home away from home. For further Information contact our Melbourne Research Scholarships (MRS) friendly staff at the front desk. In addition to the APA, the University of Melbourne International Centre offers its own Melbourne Research Scholarships (MRS) University of Melbourne program to support students undertaking research Victoria 3010 Australia higher degrees. Tel: +61 3 8344 4505 (outside Australia) (03) 8344 4505 (within Australia) Number awarded and benefits Fax: +61 3 9349 3204 (outside Australia) Up to 150 new scholarships are available each year to (03) 9349 3204 (within Australia) Australian students, many of which are awarded in Email enquiries: conjunction with the faculties (Faculty MRS). www.services.unimelb.edu.au/admissions/query/Intern Value: $ 16,732 p.a. full-time (2001). The value of an ational.html MRS is adjusted annually to reflect cost of living increases. FEES Duration of awards All international students must pay tuition fees unless APA and MRS are awarded for three years for full-time they have been awarded a scholarship. Details of fees PhD studies and 18 months for full-time masters for particular courses are listed In the Schedule of studies; Courses and Fees for International Students, and are

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also published on the University's web site at: You will be required to pay school fees for your child http://www.unimelb.edu.au/admissions/coursefees/int unless you are the recipient of: ernational/ Y sponsorship or scholarships from the Australian Fees for postgraduate programs vary depending on the Government (eg. the Australian Sponsored Training course. Courses which do not involve extensive work in Scholarship, the Australian Development Cooperation a laboratory, for example, Architecture, Arts or Scholarship, Overseas Postgraduate Research Commerce, generally cost between AS14,500 and Scholarships Scheme); (or) AS19000 per year. Courses which involve a substantial Y a higher institution or approved non-government amount of laboratory time, such as Engineering or scholarship. These scholarships must be approved by Science, generally cost between AS21200 and AS23000 the Victorian Government in order for your children per year. Courses requiring intensive laboratory work, to be exempt from school fees. such as Dentistry, Medicine and Physiotherapy, generally cost between AS21200 and AS29400 per year. These figures are current for 2001. Please note that your annual standard course fee will remain constant for twice the normal full-time duration of your course. LIVING COSTS There are a number of factors that have to be taken into account when calculating your likely living costs while LIVING AND WORKING IN studying at university. Your main costs will relate to your accommodation (such as rent and bills), but you AUSTRALIA should also consider the amount of money you are likely to spend on food/drink, transport and entertainment. STUDENTS WITH FAMILIES There will also be study-related expenses on such items as books, stationery and photocopying. Before bringing your spouse or children to Australia you will have to prove you can support them financially. The Australian Embassy in your country Is responsible for When considering the type of accommodation you granting approval. prefer, you have to weigh up the differences between living on your own and paying all the rent and household expenses, and sharing a flat or house and EMPLOYMENT AND WORK sharing the rent and household expenses. CONDITIONS HEALTH INSURANCE Most international students may work up to 20 hours a week during their stay in Australia. Spouses It is compulsory for international students to have health accompanying postgraduate students are allowed to insurance in the form of Overseas Student Health Cover work full-time. Students are advised, however, that part- (OSHC). In 2001 the cost of OSHC was AS274 (single) time employment is difficult to obtain. Students can and AS548 (family) for 12 months. Expect fees to be obtain a work visa after enrolling in their course in slightly higher in 2002. Australia. The work visa costs AS50. Overseas Student Health Cover entitles students to free The University recommends that PhD students avoid medical care when attending the Student Health Service working more than nine hours a week because of their at the University of Melbourne. The University also heavy study load. Students with Australian Development operates optometry and dental clinics which are not Scholarships are not permitted to work during semester covered by OSHC, but are reasonably priced compared without special consent from AusAID. to private practices. Since 1999, all Swedish and Norwegian students have been exempted from OSHC in favour of a scheme SCHOOLING FOR DEPENDENTS sourced by their governments. It is immigration policy that school-age dependents of international students undertake formal schooling while they are in Australia. You will need to provisionally enrol PART-TIME EMPLOYMENT your child in a school before you leave your home Students can obtain a work visa after enrolling in their country, and if you are not on an Australian scholarship course in Australia. The work visa currently costs AS50 you will have to pay the school fees one semester in and permits students to work up to 20 hours a week advance. The Australian Diplomatic Mission in your during the semester period and to work full time outside country can tell you which Victorian schools are the semester period. registered to enrol international students. The school will send you a Confirmation of Enrolment Form stating the name of the schooling program and its duration, so There is an employment office on campus to help that you can obtain the appropriate visa for your child. students find part-time work, but such work can often be difficult to find and students should not rely on meilus;umo 1.8 WELCOME TO TNE UNNERErTY OF MELBOURNE

finding work to finance their living expenses and cost of Satisfactorily completing the final two years of tuition. Students will need to show evidence of sufficient secondary studies In an approved secondary school with funds to support themselves at the time of applying for English as the medium of Instruction and gaining a pass a student visa. in English in the final year.

I Completing at least the first year of an approved tertiary program taught in the English language In an institution where English is the language of instruction. Satisfactorily completing additional English language studies which, in the opinion of the Selection Committee, is the equivalent of the other tests specified above. Further information is available via the University's web page at www.unimelb.edu.au

ENGLISH LANGUAGE ACCOMMODATION REQUIREMENTS The University of Melbourne understands how Applicants for postgraduate degrees can satisfy the important it is for international students to find English language requirements in a number of ways: appropriate accommodation. We also understand that Meeting the University's TOEFL or IELTS requirements what suits one student, may not suit another. That's why in a test taken no more than 24 months prior to we have a number of housing options and services for application. (A certified copy of your TOEFL or IELTS test International students. These options include College score must be included with your application.) Please Square, University City Apartments and the University's note that some faculties may accept students with a Residential Colleges. More comprehensive Information slightly lower score. These students will be required to regarding the following options will be Included with undertake additional English as part of their academic your Letter of Offer to Study at the University of programs. Melbourne. International students are eligible for If Satisfactorily completing secondary studies In a Priority Placement in either University City Apartments country where English is the official language and or College Square. gaining a pass in the final year English. (Applicants from countries with more than one official language may be required to meet TOEFL or IELTS requirements.) HOUSING SERVICES

ENGLISH LANGUAGE REQUIREMENTS POSTGRADUATE COURSES TOEFL IELTS COMPUTER TOEFL Architecture, Building and Planning 577 + TWE 4.5 6.5 233 + 4.5 essay rating Arts Graduate Diploma 577 + TWE 4.5 6.5 233 + 4.5 essay rating Masters PhD Postgraduate Diploma 577 + TWE 5.0 7.0 (written 7) 233 + 5.0 essay rating Economics and Commerce 577 + TWE 5.0 6.5 233 + 5.0 essay rating Master of International Business 577 + TWE 5.0 6.5 (6 each band) 233 + 5.0 essay rating Education 600 + TWE 5.0 7.0 250 + 5.0 essay rating

Engineering 577 + TWE 4.5 6.5 233 + 4.5 essay rating Institute of Land and Food Resources 577 + TWE 4.5 6.5 233 + 4.5 essay rating

1.9 WELCOME TO THE UNIVERSITY OF MELBOURNE

Priority Placement Program Residence in a College offers security and comfort in University City Apartments — UCA fully-furnished single rooms. Most student rooms have UCA is a modern apartment complex located right in the Internet as well as telephone connections. Catering is heart of the city. It has fully-furnished studio apartments provided by Colleges and communal dining creates and is just a 15-minute walk or a five-minute tram ride opportunities to meet academic staff, professionals and to campus. guest speakers, as well as other students. Limited self- UCA is close to libraries, health centres, food markets, catering facilities are provided by some of the Colleges. restaurants and s. International-style meals can be caf College charges conveniently include meals, utilities, purchased from a bistro located within the building. and the use of many facilities. They provide the Each of the 214 apartments has a separate telephone opportunity for students to become part of a close, and Internet connection. The kitchens all contain an friendly community, with lasting relationships. oven, cook-top and refrigerator. However, students Typically, Colleges only require payment for the have to provide their own linen, cutlery and crockery, academicyear of 31 or 32 weeks, enabling students to and television. Heating is provided and security is lower costs by returning home during major vacations. controlled through electronic access cards and However, students have the option of securing surveillance cameras. UCA is staffed 24 hours per day. accommodation for as many further weeks as they Rental prices at UCA vary according to the location of require. Scholarships and various forms of financial assistance are available in all colleges. the apartment in the building. All tenants must sign a 12-month lease and pay one month s rent as bond. Each College has a student club which organises Single semester rates can be provided on application. activities and events which provide residents with the opportunity to participate in a rich cultural, social and University City Apartments sporting life. Residents also enjoy access to individual Tel: +61 3 9600 1296 College sporting resources, in addition to the excellent Fax:+61 3 9600 4832 sporting facilities offered on campus. Email: [email protected] All Colleges in the University are co-educational, and Web site: www.services.unimelb.edu.au/sss/ accept applicants regardless of gender or religion. The Colleges vary in a number of ways, including in size and College Square on Lygon in religious affiliation, if any. To understand what is College Square on Lygon is a new, modern student offered by individual Colleges, it is important to contact accommodation complex, just 10 minutes walking the Colleges which most interest you. distance from the University. Its facilities include a Applications should be made to one College only and fitness centre, a swimming pool, a lounge, a bistro, can be completed and submitted through the College seminar and function rooms, a business centre with full Web site, or sent to: computing services, and on-site parking. The leases are The Admissions Office, (Name of the College of first for 12 months and six weeks rent is required as bond. preference), Parkville, Vic 3052, Australia. One- two- and three-bed apartments are available. They Applications should be made before the end of are all fully self-contained, and comprise a living room, November. a kitchen, a bathroom, and a study area which is usually a separate room. Each study room has a comfortable For more information on Colleges and Halls of Residence and ergonomic work area complete with desk, shelving, contact: pinboards and Internet connection. All apartments also Intercollegiate Office rvice, feature voicemail, a security telephone se Tel: +61 3 9347 9320 convection/microwave oven, gas stove, a wok-burner Fax: +61 3 9347 9320 and rangehood, and heating. However, students have to Email: [email protected] provide their own linen, cutlery and crockery, and Web site: www.colleges.unimelb.edu.au television.

College Square on Lygon Homestay Tel: +61 3 9349 3600 Fax: +61 3 9349 2455 Homestay provides students with a supportive Email: [email protected] environment and an outstanding opportunity to Web site: www.collegesquare.ymca.asn.au experience, first-hand, the Australian lifestyle. Options vary but students can elect to be placed with a family where the rental covers the costs of a furnished room, Colleges and Halls of Residence meals and most bills. The University does not manage There are 12 Colleges at the University of Melbourne this service and should this option interest you, we will which admit students. All are on campus or within short refer you to many of the placement organisations that walking distance. The Colleges provide academic and operate this service. Costs tend to average AS150 per pastoral support to resident students, as well as week plus a one-off application fee. opportunities for extracurricular activities and for Private Renting in Melbourne developing friendships with students from all faculties. They also offer educational programs of small-group Some students prefer to lease their own property in tutorials and study-related facilities such as libraries, areas around the University campus. The main computer rooms, and music practice rooms. advantage of this option is that if more than one student resides in a property, many living costs can be shared.

1.10 WELCOME TO THE UNIVERSITY OP MELBOURNE

However, this option is difficult to organise before you supervisor. Candidates may write up to a 100,000 word arrive in Melbourne. thesis, which is examined externally. Other issues to be aware of are: While the PhD degree is often an entirely research-based degree assessed by thesis, the University now also has Y properties are usually leased unfurnished eg. no some PhD degrees with coursework components. fridge, washing machine, sofa, TV; Y lease periods are usually fixed at 12 months; Y no pastoral or academic care is provided by the Length/mode University; The normal period of candidature Is three years for full- Y your rights and responsibilities as a tenant may vary time candidates with the possibility of two, six month from property to property. extensions. All PhD candidates are required to complete a minimum of 12 months full-time research at the Student Support Services has information regarding University. local estate agents and tips on how to locate rental Throughout their candidature students are expected to property that best suits your needs. Please send an attend the University in order to benefit from planning, email to conducting and writing up their research within a housing-info4ounimelb.edu.au or phone +61 3 8344 University community and environment. The degree 6550 au or phone +61 3 8344 6550 for a brochure. may be undertaken in any department of the University provided adequate supervision is available. Admission requirements The minimum requirement for admission is normally a Student on Arrival Assistance Program four-year Honours degree from an Australian university, or a qualifi This program ensures you are met by one of the cation or combination of qualifications University's senior students who can help show you considered by the University to be equivalent. around the University and Melbourne, Including finding International students interested in applying for a PhD accommodation if you have not already arranged this or Masters by Research are advised to enter Into written prior to your arrival in Melbourne. communication with a prospective supervisor to clarify and develop their research proposal prior to making a For more information on housing contact: formal application. Student Support Services Doctoral degrees Tel: +61 3 8344 6550 Fax: +61 3 8344 5624 Doctoral degrees or higher doctorates are the senior Email: housing-infoOunimelb.edu.au higher degrees administered by the faculties. They Web: www.services.unimelb.edu.au/sss/housing normally involve coursework and thesis components. The number of Higher Doctorates awarded have increased In number In recent years, particularly in the TYPES OF COURSES OFFERED professional faculties. Approved Higher Doctorates are eligible for research scholarships. POSTGRADUATE COURSES: AN Masters degrees OVERVIEW Masters courses within the University vary considerably in structure: from research only, through varying Research proportions of research/coursework, to coursework To help you search for areas of research which Interest only. you, the University provides a comprehensive Research The research component at Masters level provides Report on the World Wide Web at: students with the opportunity to carry out independent http://www.unimelb.edu.au/research/research.report/I and sustained research under appropriate supervision, ndex.html to develop advanced research skills and techniques, and You can search the site using key words or the names of to present findings In documented, scholarly form. The particular researchers. research should make an independent contribution to learning, or offer a critical perspective on existing This site provides listings of all research degrees scholarship or methodology. available at the University, by faculty. The coursework component at Masters level provides Doctor of Philosophy students with advanced specialist or professional training In a particular discipline or Interdisciplinary The Doctor of Philosophy (PhD) Is the University s major area. research qualification. Candidates undertake a research program which is likely to make a significant and new Length/mode contribution to their discipline. Supervision is normally Normally 1 to 2 years full-time. through a supervisory panel with one principal Admission requirement

IDO WELCOME TO THE UNIVERSI/ OF MELBOURNE

Normally an Honours degree of a high standard, or completion of a Masters Preliminary program or Further information Postgraduate Diploma. An increasing number of the one-year Masters programs require work experience. Further information on these courses are available from the faculties. Application forms are available from the International Centre. Postgraduate diploma All courses, details of specific course prerequisites, A postgraduate diploma course gives students course structures and individual subjects and subject experience in carrying out a research project in a areas are listed in the University s faculty-based specialist field of study, a knowledge of the research Postgraduate Handbooks. and theoretical preoccupations current in the selected field, and an ability to develop their own inquiries. In Admission requirement some faculties a postgraduate diploma course is offered Normally an undergraduate degree, not necessarily in as an alternative to a masters preliminary program, in the same area of study as the proposed graduate order to give students a recognised qualification at the diploma. Some courses, however, may specify certain same time as providing a basis for further postgraduate subjects or discipline studies as prerequisites. study. Length/mode Postgraduate certificate Normally 1 year full-time. A short course at postgraduate level. Admission Requirement Admission requirement As for the postgraduate diploma. Normally an undergraduate degree with a major or Length/mode sequence in the relevant or a closely related discipline. Normally 6 months (1 semester) full-time.

Graduate diploma Graduate certificate A graduate diploma course gives students expertise in a Also a short course at graduate level. Students who particular specialist area equivalent to that of a major in subsequently enrol in a graduate diploma or a an undergraduate degree, or specialist training at postgraduate diploma course in the same discipline may graduate level. have the graduate or postgraduate certificate credited as Length/mode partial completion of the diploma. Normally 1 year full-time. Length/mode Normally 6 months (1 semester) full-time. Admission requirement Admission requirement Normally an undergraduate degree, not necessarily in As for graduate diploma courses. the same area of study as the proposed graduate diploma. Some courses, however, may specify certain subjects or discipline studies as prerequisites. Further information Further information on these courses is available from Postgraduate certificate the faculties. Application forms are available from the International Centre. A short course at postgraduate diploma level. All courses, details of specific course prerequisites, course structures and individual subjects and subject Admission Requirement areas are listed in the University s faculty-based As for the postgraduate diploma. Postgraduate Handbooks.

Length/mode Normally 6 months (1 semester) full-time. APPLYING FOR COURSES

Graduate certificate (INTERNATIONAL STUDENTS) A short course at graduate diploma level. Students who subsequently enrol in a graduate diploma or a CLOSING DATES FOR postgraduate diploma course in the same discipline may APPLICATIONS have the graduate certificate credited as partial completion of the diploma. Diploma and Masters by Coursework Semester 1 — 26 October For commencement in the following year Length/mode Semester 2 — 31 April Normally 6 months (1 semester) full-time. Masters by Research and PhD candidates Apply any time Admission requirement As for graduate diploma courses.

1.12 WELCOME TO THE UNIVERSITY OF MELBOURNE

Please quote the application number you receive on your APPLICATION PROCEDURE acknowledgment letter In all correspondence with the An application form is available on the web or in the University. International Prospectus.

Step 1 Complete all sections of the application form. Please be sure to sign and date the form.

Step 2 Attach certified copies of all relevant documents (include TOEFL or IELTS results, academic transcripts, references, a key to the grading system used on your transcripts, a research proposal if you are applying for a research degree etc). If you are applying for credit for subjects studied at another tertiary Institution please include a detailed description of each of the subjects with your application. If any of these documents is written in a language other than English, you must include an official certified translation of the document.

Step 3 Include with your application a non-refundable application fee of AUSSO. If you are accepted by the University this money will be credited to your tuition fees. The application fee can be paid by bank draft (payable to The University of Melbourne) or by credit card (Mastercard, Bankcard or Visa). The credit card authorisation section of the application should be completed if you choose to pay by credit card.

Step 4 Send the application form to: International Admissions International Centre The University of Melbourne Victoria 3010 Australia On receipt of an application International Admissions will immediately send you an acknowledgment letter. If your application is not complete you will be asked to send additional information. Applications for coursework will normally take three weeks to assess if the application has all the necessary documentation. Applications for research programs normally take five weeks to assess. As soon as your application has been assessed by the faculty, International Admissions will send you a letter informing you of the decision that has been made. Please allow time for this mail to arrive. Queries regarding your application should be submitted to: International Admissions Tel: 03 8344 4505 Fax 03 9347 9062 Enquiries http://www.uni melb.edu.au/international/query.html

1.13 WELCOME TO TNE UNIVERSI/ OF MELBOURNE

1.14 our most valuable commodity. More than ever before, education underpins the success of nations and the hope of individuals .This is certainly straight talk about the Importance of education. I Invite you to consider a personal investment in this vision of tomorrow by applying to enter one of our programs today. At a time of lifelong professional learning and in the era of the knowledge society we We are committed to preparing and building the have been fine-tuning our programs to meet the needs capacity of professionals who will help energise what of the Information age. We believe that they offer you may well prove to be a new era in education. The dawn the opportunity to achieve personal and professional of the twenty-first century may well be a time when success.Staff are in the forefront of their fields, in many education is more highly valued than ever before. There cases leading the very developments In education that may never be a better opportunity to consider a career are now so highly valued. Our networks extend to in education, or to re-invest in a career through further scores of nations around the globe and you will find study in the form of a higher degree.Kenichi Ohmae has many of my colleagues assisting in settings that range drawn attention to the invisible continent that is now from those nations that have already made a major taking shape in contrast to continents that have clearly Investment in education to others where such defined boundaries, geography that is visible, Investment is only now getting under way. We share governments with territorial power and societies that these experiences and these findings with students in all celebrate unique cultures. Writing in The Invisible of our programs.We are committed to preparing and Continent, Ohmae declared that preparing youngsters building the capacity of professionals who will help to comprehend the invisible continent and compete in energise what may well prove to be a new era in its endeavours and explorations Is the best Investment education. I look forward to personally welcoming you, that a government (or individuals, for that matter) can when you join us In this endeavour. make . Victorian Premier Steve Bracks is of the same view, that Professor Brian Caldwell In this information age, we all know that education Is Dean, Faculty of Education

The eery or me 2.1 i FACULTY OR EDUCATION: GENERAL INFORMATION 2002

FACULTY OF EDUCATION POSTGRADUATE COURSES

Graduate Certificate in Early Childhood Studies Postgraduate Certificate in Educational Studies (Languages Other Than English — LOTE) Postgraduate Certificate in Educational Studies (Teaching English to Speakers of Other Languages — TESOL) Postgraduate Certificate in Mathematics and Mathematics Education A MESSAGE FROM THE Postgraduate Certificate in Professional Studies in ASSOCIATE DEAN Education Postgraduate Certificate in Science (Teaching)# (RESEARCH AND GRADUATE Postgraduate Certificate in Science Education(Physics)# STUDIES) Postgraduate Certificate of Education and Training Postgraduate Diploma in Assessment and Evaluation# Your Investment Your Partner Postgraduate Diploma in Computer Education Education is an investment in yourself, an opportunity to Postgraduate Diploma in Educational Administration take time out and explore new possibilities, to challenge Postgraduate Diploma in Educational Studies your thinking and expand your horizons. (Disabilities & Impairments) A postgraduate degree provides you with that and more: Postgraduate Diploma in Educational Studies (Early Collaborative adult learning; Childhood) Expertise in the latest perspectives in education; Postgraduate Diploma in Educational Studies (Early Intervention) Educational multiskilling ; Postgraduate Diploma in Educational Studies (Gifted Proposal formulation; Development) Research-informed policy and practice; Postgraduate Diploma in Educational Studies (Hearing Networking and information exchange with other Impaired) committed educators. Postgraduate Diploma in Educational Studies (Learning The Faculty of Education has provided professional Disabilities) education and development for almost 150 years. It sets Postgraduate Diploma in Educational Studies (Modern the pace in developing new approaches to educator Languages Education) practice, technology, leadership and partnerships with Postgraduate Diploma in Educational Studies (Reading education providers locally and internationally. Recovery)# As your partner, you will benefit from access to: Postgraduate Diploma in Educational Studies (Student Global Alliance in School Leadership Welfare) Leading edge Ideas such as the proposed Centre Postgraduate Diploma in Educational Studies (Teaching for Innovation in Learning - a world first initiative English to Speakers of Other Languages —TESOL) at Melbourne DocklandsWell equipped computing Postgraduate Diploma in Educational Studies (Teaching and multi-media facilities with after English to Speakers of Other Languages/Modern hours access Languages Education — TESOL/Modern Languages Comprehensive library collections with leading Education) online databases Postgraduate Diploma in Mathematics and Mathematics Education A supportive, team based learning environment. Postgraduate Diploma in Professional Studies in I look forward to meeting you and to welcoming you to Education our postgraduate community. Postgraduate Diploma of Education and Training Master of Assessment and Evaluation Assodate Professor John Baird, Master of Early Childhood Studies Assodate Dean, Research and Graduate Studies Master of Early Intervention Master of Education Master of Education of the Hearing Impaired

2.2 FACULTY OF EDUCATION: GENERAL INFORMATION 2002

Master of Educational Management# INFORMATION GUIDES AND Master of Educational Psychology Master of Gifted Education PUBLICATIONS PRODUCED Master of Information Technology in Education BY THE FACULTY OFFICE Master of Modern Languages Education Master of Special/Inclusive Education FACULTY OF EDUCATION Master of Student Welfare POSTGRADUATE HANDBOOK Master of Teaching English to Speakers of Other The handbook will be available from early October 2001 Languages -- 7E501 at http://www.edfac.unimelb.edu.au/pgrad2002/. Master of Training and Development Doctor of Education Doctor of Educational Psychology INSIGHT, THE GRADUATE Doctor of Philosophy (Education) RESEARCH WEBSITE # these courses are available on a fee paying basis only Visit our graduate research student website at http://www.edfac.unimelb.edu.au/insight.

WHERE TO GO FOR ADVICE INFORMATION GUIDE FOR AND COURSE INFORMATION RESEARCH STUDENTS

Students can contact the Faculty Office with any This is an information booklet specifically produced for question they may have concerning their course. Faculty research students in the Faculty of Education, covering Office staff are available to discuss any issues relating to all aspects of preparing and submitting a thesis, as well study or enrolment. as providing a comprehensive listing of staff available to supervise students and their research interests. It Is Matters students may wish to discuss with Faculty Office available from the Faculty Office free of charge. staff include: ✓ Application for admission and selection Into a course ✓ Change of address FACULTY POLICY ON CREDIT ✓ Planning a course and selecting subjects This publication details the policy on granting credit for studies undertaken elsewhere towards a Faculty of ✓ Credit Education course. It is available from the Faculty Office. ✓ Enrolment and re-enrolment procedures ✓ Fees and HECS liabilities ✓ Leave of absence THE ROLE OF THE FACULTY ✓ Prerequisites OFFICE ✓ Results ✓ Special consideration Each faculty has a General Manager who is In charge of the Faculty Office and whose responsibilities Include: ✓ Subjects offered by other faculties/institutions ✓ advising prospective students about courses ✓ Unsatisfactory progress available in the faculty; ✓ Withdrawal from the course ✓ advising on university entrance requirements and ✓ Addition or cancellation of subjects course prerequisites; Much information relating to processes and procedures, ✓ providing Information about admission and course course content and requirements together with subject planning; details for all postgraduate courses Is contained In this ✓ approving enrolments; and Handbook. Students who wish to discuss a matter In more detail should contact a Student Adviser. ✓ providing assistance with subject and course changes. The Faculty Office is located on Level 2 (street level), Alice Hoy Building, Parkville Campus The General Manager Is assisted by an Academic Tel: (+61 3) 8344 8285. Programs Manager and a team of Student Advisers.

2.3 FACULTY OF EDUCATION: GENERAL INFORMATION 2002

STUDENTS RESPONSIBILITIES ENROLMENT PROCEDURES FOR

Students at the University of Melbourne are responsible RE-ENROLLING STUDENTS for: In October each year, all re-enrolling students are ✓ being well informed about their course and course required to plan the studies they intend to undertake in requirements and ensuring that they are correctly the following year. Information on course planning and enrolled; re-enrolment is sent to students in September. Course plans are submitted via the University s Student ✓ taking an active role in planning and pursuing their Information System (SIS):http://sis.unimelb.edu.au studies; The Faculty strongly recommends that students ✓ attending all set classes; carefully examine the course information in this ✓ being aware of their rights and obligations — see the Handbook in order to familiarise themselves with their Student Diary for the most comprehensive coverage. course structures and subjects before seeking any further advice and before re-enrolling. Student Advisers are available to assist with subject selection and course planning. Please note that while advisers are able to help APPLICATION FOR ENTRY students plan their courses, the overall responsibility for enrolling correctly and satisfying course requirements INTO COURSES lies with the student. A course plan is subject to Faculty approval. Application forms may be obtained from the Faculty Office, Alice Hoy Building, Parkville Campus, Tel: (+61 3) In mid-December, students who have course planned 8344 8285. • and who have passed all their subjects will be issued with an authorised enrolment record, along with details Completed application forms along with necessary of how to complete the re-enrolment process. Students documentary evidence should be returned to the who do not pass all their subjects will be advised in Selection Office, located within the Faculty Office. writing that their course plan has not been authorized Applicants are required to provide certified evidence of and that it Is necessary to re-plan their course (subject Australian citizenship or permanent residency. to permission to re-enrol by the Faculty s Student The closing date for applications is 26 October 2001. Progress Committee). Students who have not planned Notification of the outcome of applications will be sent their course will be advised in writing of the necessity to by the end of November. Subsequent rounds will be held do so immediately, otherwise they risk losing their place if places are available. Contact the Faculty Office for In the course. Failure to arrange re-enrolment by 17 details of closing dates. January 2002 is interpreted as abandonment of the course and will result in termination of enrolment. For 2002, re-enrolling students are required to confirm their re-enrolment by paying the required fees at ENROLMENT INFORMATION Australia Post by 17 January 2002. A late fee will be levied against students who do not confirm their ENROLMENT PROCEDURES FOR enrolment by this deadline. Students may verify that their re-enrolment has been NEW STUDENTS confirmed by telephoning the University s Student Generally, successful applicants are enrolled by mail in InfoLine on (+61 3) 9349 4731 or by accessing the the subjects the applicant selected at the time of University s Student Information System (SIS): application. Successful applicants will be advised of the http://sis.unimelb.edu.au specific enrolment procedures in their letter of offer. If course advice is required, students should make an appointment with a Student Adviser. New students are required to confirm their enrolment by FULL-TIME AND PART-TIME (1) paying the required fees at Australia Post by the ENROLMENT deadline listed on their invoice, and (2) returning various forms to the University by the deadline specified on A student s enrolment status is classified by the enrolment day. A late fee will be levied against students University on the basis of the total workload undertaken who do not confirm their enrolment by the given in the academic year. Students who enrol in 75 points deadline(s). across the year are considered full-time students for the Students may verify that their enrolment has been year, while students who enrol in less than 75 points confirmed by telephoning the University s Student across the year are considered part-time students for the InfoLine on (+61 3) 9349 4731 or by accessing the year. However, enrolment status can vary from semester University s Student Information System (SIS): to semester depending on the total weight of the range of subjects selected. A standard full-time load is 50 http://sis.unimelb.edu.au points (0.50 weight) per semester, and a part-time load is less than 37.5 points per semester (normally 25 points).

2.4 The t mo FACULTY Of EDUCATION MINERAL INFORMATION 2002

Note for students enrolled in subjects that do not run in ADDING AND CANCELLING standard semester or year-long mode (eg. Intensive SUBJECTS mode over one week, or on weekends). Request for withdrawal must be lodged by the end of the last day of Students who feel that they have made a wrong choice classes to avoid receiving a fail mark for the subject. of course or subjects, or where personal circumstances Students who wish to add an intensive subject can cause reconsideration of enrolment, should contact the usually do so up until the first day of classes for that Faculty Office immediately. All requests to change a subject; contact a Student Adviser in the Faculty Office student s enrolment must be received in writing, signed for further information, Tel: (+61 3) 8344 8285. by the student, and must be approved by the Faculty Office. It is possible to add, cancel or change subjects, but it CRITICAL DATES RELATING TO must be done within certain time limits and only under HECS/FEES LIABILITY AND certain circumstances. Students should be aware of the time limits and the correct procedures for changing REFUNDS subjects, so that their academic record Is not adversely affected and they do not incur fees for subjects not HECS students undertaken. Subjects may be added within the first two teaching weeks of the semester with the approval of the 31 Mardi lecturer concerned. A student who does not withdraw HECS Census Date for Semester 1. Deadline to cancel a from a subject in a timely manner and who does not Semester 1 subject without incurring a HECS liability. satisfactorily meet assessment requirements in a subject 31 August will receive a fail result for the subject. HECS Census Date for Semester 2. Deadline to cancel a Semester 2 subject without incurring a HECS liability. Intensive/Summer Term CRITICAL DATES If the subject is less than six weeks long, the HECS FOR ADDING AND CANCELLING Census Date Is the end of the first day of teaching In the subject. If the subject Is six or more weeks In length, the SUBJECTS HECS Census Date is the end of the second week of teaching in the subject. Students cancelling summer Semester 1 2002 term subjects must do so by the appropriate HECS Census Date to avoid a HECS liability. 4-15 Mardi Students may add or cancel a Semester 1 or year-long Fee-paying students subject without penalty. A cancelled subject will not appear on the academic record. 16 March is the deadline Fee-paying students should note the following to cancel a subject without receiving a WD on the deadlines. Full details of the policy relating to fees and academic record. refunds are contained in The University s booklet Arrangements Relating to the Payment of Student Fees . 16 Mardi — 10 May All queries regarding the reimbursement of fees should Students may cancel a subject with appropriate reason, be directed to the Student Administration Office, First but a WD is recorded on the academic record. 11 May Floor, Raymond Priestley Building, Tel. (+61 3) 8344 is the final deadline to cancel a subject. 8016. after 10 May Cancellation of subjects no longer permitted. Students Semester 1 2002 who do not satisfactorily complete the assessment 15 March requirements in a subject will receive a fail result. Deadline to cancel a subject without incurring fees for the subject. For students taking leave of absence, a Semester 2 2002 S300 administrative fee will be deducted from the 29 July — 9 August amount of fees to be refunded. Students may add or cancel a Semester 2 subject 26 AprIl without penalty. A cancelled subject will not appear on Deadline to withdraw from a course or take leave of the academic record. 16 March is the deadline to cancel absence without Incurring the total fee liability for the a subject without receiving a WD on the academic semester. Half of the semester s fees Is deducted from record. the amount refunded. 10 August 11 October after 26 AprIl Students may cancel a subject with appropriate reason, The total fee liability for the semester Is Incurred. but a WD is recorded on the academic record. 12 October is the final deadline to cancel a subject. Semester 2 2002 after 11 October 9 August Cancellation of subjects no longer permitted. Students Deadline to cancel a subject without Incurring fees for who do not satisfactorily complete the assessment the subject. For students taking leave of absence, a requirements in a subject will receive a fail result. gzirwhmy fi16 FACULTY OF EDUCATION: GENERAL INFORMATION 2002

S300 administrative fee will be deducted from the Students may be enrolled in a HECS (Higher Education amount of fees to be refunded. Contribution Scheme) place or a full-fee place in their course. The Faculty will continue to offer the majority of 29 September its courses on a HECS basis in 2002. The following Deadline to withdraw from a course or take leave of courses are not offered on a HECS basis: absence without incurring the total fee liability for the semester. Half of the semester s fees is deducted from ✓ Master of Educational Management the amount refunded. ✓ Postgraduate Diploma in Assessment and Evaluation after 29 September ✓ Postgraduate Diploma in Educational Studies The total fee liability for the semester is incurred. (Reading Recovery) ✓ Postgraduate Certificate in Science (Teaching) ✓ Postgraduate Certificate in Science Education DEFERMENT (Physics) Please note that the Reading Recovery course is only Students may defer commencement of a postgraduate offered through sponsorship by the Department of course, subject to Faculty Office approval. Education, Employment and Training, the Catholic Education Office or other sponsoring authority.

LEAVE OF ABSENCE HECS PLACES A student enrolled in one of the postgraduate courses of Students in HECS places should note that individual the Faculty may apply for leave of absence in the event subject choice will determine their overall HECS liability of serious health, financial and personal difficulties. The for each semester. While most Education-related Faculty normally grants leave up to a maximum of one subjects are classified in HECS Band 1 (the lowest academic year if a student has good reason to be absent amount), some subjects have been classified as HECS from studies and if academic performance Is of a Band 2 and therefore attract a higher charge. The 2001 standard sufficient to warrant a place in the course HECS liability for a full-time load of 100 points is $3,521 being reserved. Students may submit a request for leave (assuming all subjects are HECS Band 1 classified). of absence in writing to the Academic Programs For most students, payment of HECS fees can be Manager in the Faculty Office, or complete the deferred (if a tax file number is provided) or made up- Cancellation of Enrolment form, available from the front each semester. Contact Student Adminsitration for Faculty Office. deadlines - 8344 8018. Leave is normally granted only after successful Students enrolled in HECS places are also required to completion of at least one subject, and is approved on pay an annual Amenities and Services Fee (GST the condition that students undertake to inform the included). The Amenities and Services Fees for 2001 Faculty Office of their intentions to resume their course were as follows: in the September before the end of the period of leave. Failure to do this is interpreted as abandonment of the Perkvllle campus: $375.10 (full-time) and $233.20 course and the enrolment is terminated. Leave of (part-time) absence is subject to Faculty approval. Leave will not be Re-enrolling students are required to pay the Amenities considered for a particular semester after the final and Services Fee by mid February. deadline for subject withdrawal for that semester.

FEE-PAYING PLACES DISCONTINUATION OF Students who are unsuccessful in gaining a HECS place may wish to be considered for a fee-paying place. Part- STUDIES fee remission bursaries are available to all local (ie. non- international) fee-based students, with the exception of Students who no longer wish to continue their studies students enrolled in the Master of Educational must advise the Academic Programs Manager in the Management. Faculty Office in writing of this intention, or complete the Cancellation of Enrolment form available from the In 2002, the course fees for full-fee places for local Faculty Office. Students should be aware of the critical students will be as follows: dates for adding and deleting subjects and the critical ✓ Master of Educational Management: S15,000 per 100 dates for HECS/fees liability (outlined on the previous points of study page). ✓ all other Masters courses: $15,000 per 100 points of study (with part-fee remission bursary, student contribution is $7,200) ✓ Postgraduate Diploma courses: $15, 000 per 100 FEES, HECS AND FINANCIAL points of study (with part-fee remission bursary, ASSISTANCE student contribution is $7,200) FACULTY OP EDUCAT1OUk GENERAL INPORMAT1pN 2002

✓ Postgraduate Certificate courses: $7,500 per 50 COMPUTER LITERACY points of study (with part-fee remission bursary, student contribution is $3,600) Successful study in postgraduate programs will require In 2002, the total course fees for international students students to develop computer literacy. To assist with will be as follows: computer literacy, the Faculty provides an open access computer laboratory comprising 30 machines (PC and ✓ oral courses: SI 5, 000 per 100 points of study Doct Mac). This laboratory operates six days per week, ✓ Masters courses: S15, 000 per 100 points of study including some evenings. Students have access to four ✓ Postgraduate Diploma courses: $15, 000 per 100 other laboratories when classes are not in progress. Postgraduate students also have access to a multimedia points of study laboratory for video editing, CD-ROM burning and ✓ Postgraduate Certificate courses: S7, 500 per 50 scanning. points of study The Faculty s Computer Facility offers a number of In 2002, the total course fees for international students training courses specifically tailored to the needs of who undertake a course entirely in external mode of students. At the beginning of each semester, courses are delivery (where available; please refer to the section on run to allow students to become familiar with the this) are as follows: student account system, email, access to the Internet ✓ Masters courses: $12,000 per 100 points of study and various printing options. For further information about computer facilities and courses, Tel: (+61 3) 8344 ✓ Postgraduate Diploma courses: $12,000 per 100 8736. points of study ✓ Postgraduate Certificate courses: $6,000 per 50 points of study Students in fee-paying places do not pay an additional EXTERNAL MODE OF amount for amenities and services, as these fees are included in the total course fee. DELIVERY Students in fee-paying places can choose to pay their The Faculty offers a number of coursework-only courses fees annually in advance (with a discount), one semester and subjects in external mode of delivery, either by in advance or twice a semester (in instalments). The correspondence, on-line via the Internet, or face-to-face deadlines for payment for re-enrolling students are: teaching in approved off-campus or off-shore locations. ✓ annual payment: TBA Students may choose to undertake the following courses entirely by external mode of delivery, depending on ✓ semesterly payment: TBA subject selection: ✓ quarterly instalments: TBA ✓ Graduate Certificate in Early Childhood Studies# ✓ Postgraduate Certificate In Mathematics and FEES REFUND POLICY Mathematics Education* ✓ The University s booklet Arrangements Relating to the Postgraduate Certificate in Professional Studies In Payment of Student Fees contains Information about the Education*#+ policy relating to refunds for fee-paying students. All ✓ Postgraduate Certificate of Education and Training* queries regarding the reimbursement of fees should be ✓ directed to the Student Administration Office, First Postgraduate Diploma in Assessment and Evaluation* Floor, Raymond Priestley Building, Tel. (+61 3) 8344 ✓ Postgraduate Diploma in Computer Education* 8016. ✓ Postgraduate Diploma in Educational Studies (Early Childhood)# FINANCIAL ASSISTANCE ✓ Postgraduate Diploma in Educational Studies (Hearing Impaired) +(Perth, Western Australia only) If help is needed in order to meet fees or living costs, ✓ Postgraduate Diploma in Professional Studies In students can consider applying for a student loan, or for Education*#+ assistance through the government student assistance scheme. The government student assistance scheme ✓ Postgraduate Diploma of Education and Training* provides assistance to full-time students In approved ✓ Master of Assessment and Evaluation (Stream 2B)" courses. Awards are subject to a means test and Master of Education (Stream 1 B)*#+ satisfactory academic progress. ✓ ✓ Master of Education (Stream 2B)*#+ The Student Financial Aid Office on the Ground Floor, Baldwin Spencer Building, Parkville Campus (Tel: +61 3 ✓ Master of Educational Management (Stream 1 B) + 8344 6053) has staff available to discuss a student s ✓ Master of Information Technology in Education situation and options. These staff members are experts (Stream 1 B)* on financial issues and can advise on Austudy Payment, Youth Allowance, obtaining loans, bursaries, * on-line unemployment benefits, budgeting, etc. # correspondence

IY161D017me FACULTY OF EDUCATION: GENERAL INFORMATION 2002

+ face-to-face teaching in approved off-campus or off- 482-621 Information Use in Change Management* shore locations, by arrangement only 483-604 Teaching Second Language Speaking Skills* Note that is not possible at present to undertake a thesis 483-620 Assessment in the Language Classroom* externally due to residency requirements. 483-625 Genre Analysis and Education* Alternatively, students may choose to take some but not 483-626 Language Education: Functional Grammar* all of their subjects in external mode of delivery, 483-804 Researching Language Classrooms* depending on subject selection. The following is a list of 485-646 Research Methods in Education* subjects available in external mode of delivery (please 485-829 Teaching with Information Technology* note that not all subjects are offered in 2002): 485-830 Software Tools for Learning* 466-613 Early Childhood Language and Literacy# 485-833 Telecommunications and Multimedia* 466-620 Ethics in Research on the Young# 485-837 Computers and Curriculum* 466-678 Reconceptualising Early Childhood 485-869 Discrete Mathematics and Mathematical Development# Modelling* 466-680 Negotiated Project in Early Childhood# 485-870 Mathematical Statistics for Teachers* 466-681 Early Childhood Curriculum# For descriptions of the above courses and subjects 466-682 Facilitating Family Functioning# (including details on availability in 2002), refer to the 466-846 Foundation Studies in Early Childhood# course description and subject description sections of 466-847 Learning Environments in the Early Years# this Handbook. 466-848 Management in Early Childhood Services# 466-849 Social Contexts of Early Childhood# 466-850 Theories of Parenting and the Family# ADVANTAGES OF EXTERNAL 466-851 Infancy and the First Years of Life# LEARNING 468-601 Management Learning* Learning externally can have a number of advantages 468-814 Information Technology and Society* over traditional forms of campus-based delivery. These 468-827 Human Resource Strategies* include: 468-839 Online Education and Training* ✓ the ability to schedule commitments around study 468-844 Designing Vocational Programs* 476-622 Advanced Language Assessment and ✓ time efficiency gains by saving on travel to study Teaching of Hearing Impaired Students venues +(Perth only) ✓ childcare considerations are minimised 476-661 Assessment Design and Analysis* ✓ for on-line study, immediate access to on-line 476-662 Competency and Performance Assessment* materials, papers and journals, and chat groups of 476-694 Educational Measurement, Assessment and fellow students and teaching staff Evaluation* 476-695 Assessment and Reporting for Student Learning* WHO IS ELIGIBLE TO STUDY 476-888 Foundation Studies — Learning Disabilities* 476-898 Foundation Studies in Deaf Education +(Perth EXTERNALLY? only) Despite the advantages of external delivery, this type of 476-899 Listening, Speech and Language Development learning does not suit everyone s circumstances. 477-801 Audiology in Education +(Perth only) Students who are wondering whether they should study 477-802 Assessment and Teaching of Speech in externally should ask themselves the following Hearing Impaired Students +(Perth only) questions: 477-803 Assessment and Teaching of Language in ✓ Do I work well independently? Hearing Impaired Students +(Perth only) ✓ Am I self motivated? 477-804 Teaching, Learning and Hearing Impairment +(Perth only) and for those wanting to study on-line: 477-805 Professional Practice: Hearing Impaired 1 ✓ Am I comfortable or likely to become comfortable +(Perth only) using a computer and associated software? 477-806 Professional Practice: Hearing Impaired 2 Those who answered YES to all three questions may +(Perth only) enjoy the experience of studying externally. Those who 481-809 Program Evaluation: Forms and Approaches* answered NO may be better suited to traditional on- 481-810 Evaluating Large Scale Programs* campus delivery. 481-811 Evaluation for Management and Development* 481-812 Qualitative Methods* 481-813 Quantitative Methods* 481-814 Project in Assessment and Evaluation* 482-620 Evaluation Theory*

2.8 FACULTY Oc EDUCAT1ON OENERAL INFORMATION 2002

6.0.1 for Macintosh, Word 95 for Windows). Microsoft LIBRARY ACCESS FOR EXTERNAL Office, which has Word, Excel and PowerPoint, is STUDENTS recommended. Particular subjects may also require particular software When deciding whether to study by external mode, the or equipment. These are specified in the subject availability of resources needs to be considered. The description in the relevant section of this Handbook, and University Library has no facility to send books and articles to students although some online resources and on the subject guides available from the lecturer at the time of enrolment. However, these requirements are electronic journals are made available via the Library s website and Buddy program. Visit the Library s web site subject to change given the frequency in technology at: http://www.lib.unimelb.edu.au/ advancements, and students are advised to contact the lecturer in charge of the subject to confirm the If a student cannot come to the University Library to requirements prior to purchasing any software or borrow books and follow up references, the student will equipment specified in the subject description. In some need to consider whether there is a library nearby that cases, the University holds site licenses for software has a satisfactory collection in the area of study, and programs, and students are able to download the whether access to available electronic resources is applications needed for particular subjects. When this is adequate. The amount of electronic material available the case, it is noted in the information for the subject. varies for given areas of study. Reciprocal borrowing Students enrolling in multimedia subjects in particular rights exist between Victorian universities. Letters of will certainly need more than the basic hardware and indemnity or introduction can be provided to interstate software requirements, and should contact the lecturer libraries, however it is an individual library s decision to in charge of the subject for details. grant borrowing rights and conditions may apply. For further information please enquire at the Education Resource Centre (Tel. +61 3) 8344 8316. INTERNET ACCESS Students undertaking on-line subjects must obtain a SUBMISSION OF ASSIGNMENTS connection to the Internet. This will normally be through an Internet Service Provider (ISP). FOR EXTERNAL STUDENTS The University s Information Division recommends that External students are responsible for submitting their students select an ISP whose service works with the assignments in a timely and secure manner, and must inbound proxy service. The University keeps a list of factor delivery time into their planning. The use of ISPs whose service is known to work with the Inbound registered post and overnight delivery couriers is highly proxy service, at: recommended. http://www.unimelb.edu.au/student/isp.html. Students using these ISPs will have access to all the areas of the University s site that are restricted to HARDWARE AND SOFTWARE students and which cannot be accessed by the general NEEDS FOR ON-LINE STUDY public. Postgraduate students may also apply for a University of To study a subject on-line from home, the basic Melbourne dial-in account. Details of this are also requirement is a computer with Internet access. The available in the on-line Student IT Handbook, at: University operates a dual PC/Macintosh environment, so in general students may work with either a Microsoft http://www.unimelb.edu.au/students.html. Windows or a Macintosh operating system. Students are required to set up a university e-mail The better the computer and the modem, the easier it account. will be to download material, and the fewer delays and less frustration the student Is likely to have. Students who are buying or upgrading their computers should get WHAT HAPPENS AFTER as much memory as they can afford, and the latest version of any software. However, the recommended ENROLMENT? basic equipment required for undertaking subjects on- After enrolling in an on-line subject, students must line in 2001 is: create a computer account with the both the University ✓ Macintosh computer (running at least Mac OS 8), or a and the Faculty of Education, which will provide them PC (running at least Windows 98 or NT), with CD- with access to the subject sites of the subjects in which ROM, and at least 64 MB of RAM. they are enrolled, and a University and Faculty e-mail address. ✓ Hard-drive capacity should be at least a gigabyte ✓ Colour monitor capable of 256 colours (minimum) Step 1 ✓ Modem (28.8kbps minimum) Access the URL (often called location at the top of the Netscape/Internet Explorer window) and enter the ✓ Web browser (Netscape Navigator is recommended) following: http://www.edfac.unimelb.edu.au/ Students will also need a word-processing application. The University uses Microsoft Word (at least Version

giatcims >ri16 2.9 FACULTY OF EDUCATION: GENERAL INFORMATION 2002

Select students . When presented with the student s menu , select Create Education Account . This will give instructions for creating your account, then take you to the ITS account management page. This form needs to OVERSEAS RESIDENTS be filled out with: Applicants for postgraduate Faculty of Education y Student Identification number courses whose most recent qualifications were gained in a medium of Instruction in a language other than English if Library Bar Code must provide documentary evidence that they have It Birth Date obtained a score as follows at a sitting within 24 months y Post code preceding application: y A password of the student s choice V A minimum overall band score of 7.0 in the International English Language Testing System The Student Identification number and Library Bar Code (IELTS), including a minimum score of 7.0 in the are both on the student card, which is issued on Academic Writing Module; or enrolment. Y A minimum score of 600 in the American Test of English as a Foreign Language (TOEFL), including a Step 2 minimum score of 5.0 in the Test of Written English After entering the details requested in above, select OWE); or Submit . You will get a list of all your university Y A minimum score of 250 In the computer-based accounts, including your Education Faculty account. American Test of English as a Foreign Language Select the accounts you want to create, then select (TOEFL), including a minimum Essay Rating score of Submit . It will take between 2 and 10 minutes to create an account. It is important that you write down your 5. account details at this stage. Applicants who achieve an overall band score of 6.5 in the IELTS with a minimum score of 6 on each component Step 3 part, or a score of 577 in the American TOEFL with a TWE score of 4.5, or a score of 233 in the computer-based Go back to http://www.edfac.unimelb.edu.au/ and American TOEFL including an Essay Rating Score of 5, select Login to Student Account from the student s may be considered for selection into a course on the menu. Type In the login name of the account you Just condition that they enrol in and successfully complete a created in (2) above and the password chosen on the Faculty program in English Language, Acculturation and registration form. Academic Study Orientation prior to the commencement of their studies in the postgraduate award course. Step 4 Applicants who have been offered a place in a course When presented with the student utilities page, select may be tested for English by the University or Faculty view subjects to display all the registered subjects. when they arrive. If the results indicate the need for Select the subject in which you are enrolled to access the further English support, they may be required to subject site. undertake a designated English studies program in On-line students must send an introductory e-mail conjunction with their course. message to their lecturer(s) by the end of the first week of the semester, in order to provide the lecturer with their e-mail address and contact details. Students who are having difficulties with the on-line POLICE CLEARANCE aspects of their studies should contact their lecturer(s) in the first instance. To work in any school setting, prospective employees must undergo a police record check. This requirement is now being extended to all students undertaking practical experience in these settings. All students in courses which require a school placement will need to ENGLISH LANGUAGE undergo a police record check before they can be placed REQUIREMENTS in schools. Students who do not receive records clearance will be unable to complete the requirements of the course. The process for gaining police clearance will PERMANENT RESIDENTS be explained at enrolment. Applicants whose most recent qualifications were It should be noted that a police record does not gained in a medium of instruction in a language other automatically disqualify a person from being placed or than English may be required to pass a test in reading, working in a school or other education setting. The writing and listening and to demonstrate competence in nature of the conviction determines whether they are spoken English at an interview to be conducted by the disqualified or not. Students who would like further Faculty. advice on this matter should contact the Faculty Office. All such enquiries will be treated in the strictest confidence. Tel: (+61 3) 8344 8285, or E-mail: [email protected].

2.10

FACULTY OF EDUCATION: GENERAL INFORMATION 2002

any of these areas, students should put appropriate ASSESSMENT AND strategies in place as soon as practicable to deal with ACADEMIC PROGRESS them. The Learning Skills Unit at 723 Swanston Street (Tel. +61 3 8344 0930) and the Centre for Communication Skills and English as a Second Language SPECIAL CONSIDERATION at Level 2, 138-146 Cardigan Street (Tel. +61 3 8344 Students who are having difficulties with their studies 4491) are able to help with these and other study should talk immediately with academic staff or a Student related problems. Adviser in the Faculty Office. Students may be eligible to Students should normally present word-processed apply for special consideration if, for example, they are assignments. In the very rare circumstances in which unable to attend an examination or meet deadlines, or if this is not possible, students must ensure the the student s academic performance is adversely assignment is legible and clearly laid out. affected in some way. Applications for special All debts to works consulted in preparing assignments consideration must be made no later than three working must be acknowledged, and a full bibliography of all days after the due date for the component of such works must be included. Particular Departments or assessment in question. lecturers may require particular referencing systems, Special consideration may be given when students are notice of which will be given in the initial assessment adversely affected by illness or circumstances beyond statements in the subjects. Otherwise, any generally their control, as noted above. It is not given because of recognised, consistent system will be acceptable. clashes in timetabled lectures, seminars, tutorials or other work within or outside the University. Students are required to ensure that there are no such clashes when SUPPLEMENTARY ASSESSMENT they plan their subjects at the beginning of each year. The Faculty may offer additional assessment in any of its Applications for Special Consideration should be lodged subjects to students who have applied for special with Faculty Office as soon as practicable but not later consideration and to other students whose than three working days after the due date for the circumstances warrant such arrangements. The component of assessment in question. Medical additional supplementary assessment may take the form certificates, if appropriate, should be attached. The of a formal three-hour supplementary examination or Faculty Office will forward the request for special any other form of assessment as determined by the consideration to the relevant Department/s for their examiner. consideration and approval. Departments take Into account the information provided in applications for special consideration when assessing candidates progress in the subjects concerned. Students are SUBJECT GRADES AND MARKS required to contact the relevant Department and/or There is a standard grading system for all subjects lecturer(s) to ascertain the result of their application for studied at the University. These are the grades and special consideration. corresponding ranges of marks: First Class Honours H1 80-100% ASSESSMENT Second Class Honours Upper Division H2A 75-79% The details of assessment requirements for each subject Lower Division H2B 70-74% are specified in the detailed subject descriptions, and Third Class Honours further information is provided by the lecturer at the H3 65-69% commencement of classes. Students are required to Pass P 50-64% submit work for assessment by the date specified by the Fail N below 50% lecturer-in-charge. Extensions of time of up to two weeks beyond that date should be sought from the lecturer-in-charge of the subject. Longer extensions require an application for Special Consideration to be ACCESSING RESULTS lodged. Students access their results electronically via the Student Information System (SIS) or the Student InfoLine. A four-digit PIN or password is required to use these STANDARDS FOR WRITTEN systems. Students using the SIS or InfoLine for the first time should enter their birthday as their PIN, eg. the PIN WORK for birthdate 7 May 1980 is 0705. For PIN problems or ct the Student Administration Work submitted for assessment In all subjects within the to re-set a PIN, conta Office, Level 1, Raymond Priestley Building, Tel: (+61 3) Faculty of Education must meet the requirements of satisfactory expression, presentation, and referencing. 8344 8016. Students must show a satisfactory command of all A statement of results will only be sent if ordered via the elements of the conventions of written expression, University s Student Information System or Student including spelling, punctuation, sentence structure, InfoLine. paragraphing and text structure. If there are problems in

2.11 FACULTY OF EDUCATION: GENERAL INFORMATION 2002

Student Information System (SIS): http://sis.unimelb.edu.au/ STUDY SKILLS Student InfoLine: (+61 3) 9349 4731 It is not unusual for students to find that they need some Results for Semester 1 and Summer 2002 subjects will extra help with their studies at times. Often these be released on Friday, 13 July. Results for Semester 2 difficulties are associated with study methods and and Year-long 2002 subjects will be released on Friday, techniques — keeping up with assignments, writing 14 December. essays, and managing time, for example. The Learning Skills Unit is located at 723 Swanston Street (Tel: +61 3 8344 0930) and provides assistance to students with these and any other study-related ACADEMIC MISCONDUCT problems. Students can call in, make an appointment for an individual consultation, or meet with groups of The University Council has made rules under Statute students with similar problems. All consultations are 12.2.10 in relation to cheating which prohibit inter alia: free and confidential. ✓ the submission of work substantially similar to that submitted by a student In the same or any preceding year whether at this University or any other institution; POLICY ON CREDIT FOR ✓ the submission of work not based substantially on a PREVIOUS STUDY student s own work (or, in the case of joint work, not based on the work of those named as having done Credit for tertiary studies already completed may be that joint work); granted in certain circumstances. Students may be eligible for credit if any of their previous study is: ✓ the submission of work containing substantial quotations from another work (whether in exactly the ✓ comparable in content and assessment; and same words or in some variation thereof), without ✓ equivalent in standard and level of study; and reference to the source. ✓ suitable to be included as part of the course. The Faculty specifies the maximum credit allowable, and will always try to give eligible students maximum credit UNSATISFACTORY PROGRESS for previous relevant study. Credit will not be granted for similar studies in a course for which the student has Unsatisfactory progress is a term used to describe already taken out an award (unless specified in the performance which does not meet the academic Credit Policy), or which was used to gain entry to the standard required by the Faculty. course in which the student is enrolled. A time limit applies to subjects or courses for which credit is sought. Following the determination of results at the end of each semester, the Faculty reviews the enrolments of those Applications for credit should be lodged with the Faculty students who have made less than satisfactory Office together with the application for admission to the progress. Students in the following categories are course, or at least three weeks before the deemed to have made unsatisfactory progress, and may commencement of the course. be required to demonstrate why they should be The Faculty of Education Policy on Credit provides permitted to continue in their course: further detail and is available from the Faculty Office. ✓ Students who satisfactorily complete less than one- half of their total enrolment in that semester; ✓ Students who fail a subject for the second time; ✓ Students who do not complete their course within the FURTHER STUDY OPTIONS specified time limit (as specified in the period of The Faculty offers a number of specialist programs at candidature for each course). different levels which can lead to further study at a Such students may receive a letter requesting them to higher level. Graduates of Postgraduate Certificate-level forward a written submission explaining their lack of programs can proceed to a Postgraduate Diploma in the progress, the circumstances that may have affected their same field, and then on to either a specialist Masters progress, and how they will make satisfactory progress program or the Master of Education with subjects if permitted to continue in their course. They may also be chosen from the same field. Students who complete a requested to appear before the Faculty s Student masters degree with a thesis component may wish to go Progress Committee. The Committee s main concern is to on to doctoral level studies. Faculty Office staff can look at the options available to enable the student to advise on further study options, Tel: (+61 3) 8344 8285. progress at a satisfactory rate. However, in some circumstances, the Progress Committee may place certain limitations on a student s enrolment or may recommend to the University s Academic Board that a student s enrolment be terminated because of poor academic progress.

2.12 FACULTY OF EDUCATION: GENERAL INFORMATION 2002

Resources in electronic format are becoming TIMETABLES increasingly available. Subjects in postgraduate courses are mostly offered in The Ballieu Library is the largest library of the the evenings (between 5:00 pm and 8:00 pm), although University, however, Faculty of Education students will some subjects are offered intensively over weekends or make extensive use of the education collections and during school holidays. services at the Education Resource Centre at the rv It is the student s responsibility to obtain timetabling Parkville Campus. A wide range of se ices Is offered including an information enquiries desk, classes In details prior to the start of each semester. Students may access timetabling details via the University s Student accessing material and using electronic databases, Information System on the website address: subject consultations, and interlibrary loans. http://sis.unimelb.edu.au For more information, visit the Education Resource Centre s web site at: http://www.Iib.unimelb.edu.au/collections/erc/ erchp.html ATTENDANCE AT LECTURES The opening hours of the Branch libraries vary and may Include evenings and weekends. Twenty-four hour Once a student has enrolled in a subject, they are access Is also available off-campus to electronic required to attend all classes (lectures, tutorials, databases and the library catalogue. For more practical work etc.) and submit all set assignments. information visit the Library s web site at: Students who do not meet these conditions may be http://www.lib.unimelb.edu.au/ excluded from assessment in the subject concerned. It Is important, therefore, to be aware of the requirements of each subject undertaken. Students should ensure that INTER LIBRARY LOANS they obtain all programs, instructions and guidelines issued by staff, particularly at the beginning of the Students enrolled in research-classified courses should relevant semester. contact their Departments for information concerning the payment of the $6.00 handling fee for inter library All Faculty of Education subjects require a minimum of loans. Please note that some Departments impose a 80 per cent attendance at classes, and attendance of monetary limit on the number of inter library loans they 100 per cent for practicum subjects, in order to be will cover for each student each year. eligible for assessment in the subject concerned.

PRINCIPAL DATES FOR 2002 COMMUNITY ACCESS ACADEMIC YEAR PROGRAM Those persons who do not wish to enrol in an entire EDUCATION FACULTY course may be able to study Individual subjects, which rt are normally offered as pa of a degree course, under Summer Semester 2002 the University s Community Access Program. The Community Access Program provides members of the Monday 7 January — Sunday 24 February general public with access to the wide variety of subjects offered by the University. Orientation Week* Community Access Program students must pay an up- Monday 25 February— Friday 1 March front fee to enrol in each subject. Application material * An orientation day for new postgraduate research for the Community Access Program is available from the students is planned for a Saturday In late February or Faculty Office. Applicants should submit their early March. Please contact the Faculty Office for details. applications at least three weeks prior to the commencement date of the subject In which they wish Semester 1 2002 to enrol. Monday 4 March — Sunday 9 June Non-teaching period: Good Friday 29 March— Sunday 14 April LIBRARIES Easter: Good Friday 29 March — Tuesday 2 April

The University Library system is one of the richest and Winter Recess: Monday 3 June — Sunday 28 July most extensive in the country with over 20 branch SWOT Vac Monday 3 June — Friday 7June libraries. These house a wealth Information, both Examinations: Friday 7 June — Friday 21 June historical and recent, across the disciplines in a variety of formats, including electronic and media. Library AVCC Common Week: monday 1 April • friday 5 collections have been built over the decades to support April the teaching, learning and research of the University.

Kiau ume 2.13 FACULTY OF EDUCATION: GENERAL INFORMATION 2002

Semester 2 2002 Monday 29 July — Sunday 3 November Non-teaching period: Monday 23 September — Sunday 6 October AVCC Common Week: Monday 30 September — Sunday 6 October SWOT Vac: Monday 4 November — Wednesday 6 DEPARTMENT OF EDUCATION November POLICY AND MANAGEMENT Examinations: Thursday 7 November — Friday 29 The Department of Education Policy and Management November embraces key areas of education and training concerned with management, policy making and student Summer Semester 2003 outcomes. The Department focuses on the leadership Monday 7 January 2003 — Sunday 24 February 2003 and management capabilities of educators in schools, education and training institutions, and In the wider community. The Department aims to provide the GOVERNMENT SCHOOL TERM theoretical and practical skills needed to: ✓ develop policies and programs which meet the needs DATES 2002 of a diverse range of students; Term 1: 2 9 Jan uary —28 March ✓ contribute to understanding of the changing role of Term 2: 15 April — 28 June education and training; Term 3: 15 July — 20 September ✓ understand the contextual issues which have an impact on education and training policy; Term 4: 7 October — 20 December ✓ effectively manage and lead educational organisations undergoing change and PUBLIC HOLIDAYS 2002 transformation; ✓ conduct research on the impact of contemporary The Faculty will be closed on: education and training policy and practices on Good Friday: 29 March teachers and trainers (or training personnel), young Easter Monday: 1 April people and adults, and enterprises and communities. Easter Tuesday: 2 April Anzac Day: 25 April The Department offers studies in the fields of school Queen's Birthday: 10 June systems and management, education policy, evaluation, educational administration, the design and management of workplace related skills development, the history, philosophy and sociology of education. DEPARTMENTS Research Centres and Units AND CENTRES OF RESEARCH y The Centre for Applied Educational Research (CAER) is IN THE FACULTY a leading centre for applied research into school effectiveness and for policy studies on issues of ✓ Department of Education Policy and national and international significance affecting Management schools and education systems. Centre for Applied Educational Research ✓ The Centre for Human Resource Development and Centre for Human Resource Development and Training (CHRDT) conducts research into key issues Training and problems in vocational education and training Centre for Organisational Learning and Leadership including workplace culture, work organisation and Centre for Program Evaluation management technology, and adult education and Educational Outcomes Research Unit training. Youth Research Centre ✓ The Centre for Organisational Learning and ✓ Department of Language, Literacy and Arts Leadership (COLL) combines a focus on leadership in Education educational and other social organisations with ✓ Department of Learning and Educational improving expertise through the fostering of Development organisational learning. Assessment Research Centre ✓ The Centre for Program Evaluation (CPE) Is an ✓ Department of Science and Mathematics acknowledged centre for the study of theory, practice Education and teaching of evaluation. ✓ Centre for the Study of Higher Education ✓ The Educational Outcomes Research Unit (EORU) is an acknowledged research unit in the areas of student FACULTY OF EDUCATION: GENERAL INFORMATION 2002

outcomes, comparative education systems, VET in Y Cognitive studies in the arts Schools and education policy. Y Aesthetics and arts education Y The Youth Research Centre (YRC) has a national and Y The arts and Asia international reputation in the area of youth issues, programs and policy. Y Cultural theory and arts education Y Classroom-based research in arts education Research Interests of the Department • Curriculum and policy development in the arts Y Leadership in education and training at all levels, with particular focus on school leadership Y Qualitative research methods Y Organisation and management of education and Language and Literacy training sectors and systems • Systemic linguistics and education Y Education policy — values, theory and • Language and content area teaching implementation; historical, cultural and political Y Catering for ESL students In the processes; gender issues generalist/mainstream classroom Y School and teacher effectiveness; school Y Literacy programs in primary and post-primary improvement schools Y Classroom management and student performance, Y Curriculum and methodology in adult ESL and multi- quality of schooling, and effective teaching and ethnic settings learning outcomes Y Mother-tongue maintenance and bilingual education • Comparative, historical and international research in primary schools • Issues affecting the quality of life for youth in • Teaching English in developing countries/ESL Australia and elsewhere methodology Y Curriculum policy and practice in all sectors of post- Y Classroom discourse analysis and oral language compulsory education and training development Y Theory and practice of evaluation and program Y Writing development design • Contemporary Chinese language learning and Y Resea rch and policy analysis relating to vocational teaching and adult education and training — workplace culture and organisation; management technology; teaching Y Classroom-based action research and learning strategies Y Teaching texts in the post-primary classroom Y Major factors shaping developments in education and Y Critical literacy training, including the economics and financing of education and information technology Y Professional leadership/initiating and managing change In language and literacy education Y Responding to school and community needs for consultation and professional development on issues ✓ Children and young adult fiction and reading of education policy and management Y Informing public knowledge and expectations about the work of schools and other educational DEPARTMENT OF LEARNING AND institutions EDUCATIONAL DEVELOPMENT The Department of Learning and Educational DEPARTMENT OF LANGUAGE, Development focuses on key aspects of learning, teaching, curriculum, assessment and professional LITERACY AND ARTS development, throughout early childhood, primary and secondary schooling. The Department offers EDUCATION postgraduate studies In each of these key areas and also The Department of Language, Literacy and Arts for those specialising as educators of: hearing Impaired Education offers an extensive range of programs for the students; gifted students; students with learning initial preparation and continuing professional disabilities; young children In a range of settings development of teachers and other educators. The core including schools and childcare centres; and in the areas aim of these programs is to advance the understanding of educational psychology, early Intervention and of the theory and practice of education in language, student welfare. literacy and the arts. The Department Is organised around the following units: Y Classroom Teaching and Learning Unit Research Interests of the Department Arts Education Y Deafness Studies Unit, Including Early Intervention Y Visual arts education Y Disability Studies and Integration Unit, Including the Learning Improvement Centre Y Drama education Y Early Childhood Studies Unit Y Music education

The iirliatacim 2.15 iii8 FACULTY OF EDUCATION: GENERAL INFORMATION 2002

✓ Educational Psychology and Student Welfare Unit ✓ Learning mathematics and science with new ✓ Gifted Education Unit technology and multimedia ✓ ✓ Assessment Research Centre Language in science, mathematics and technology classes Research Interests of the Department V Assessment issues y The nature of how children learn and how to translate V Curriculum leadership in schools that knowledge into effective teaching practices ✓ Multimedia in teacher education and professional ✓ Early detection and diagnosis of deafness and early development intervention to ensure independent learning ✓ Multimedia in vocational education and training ✓ Differentiated development and education of gifted ✓ Physical and health education people from infancy through pre-adolescence to adulthood ✓ Information technology ✓ Adolescent coping, learning disabilities, applied behaviour analysis and parent-professional relationships CENTRE FOR THE STUDY OF ✓ Learning policy, program and curriculum design HIGHER EDUCATION ✓ Integration into schools and counselling of children The Centre for the Study of Higher Education (CSHE) is with intellectual, socio-emotional, learning or physical an independent unit responsible for institutional disabilities research, academic development and research Masters and PhD level teaching in the field of higher education. ✓ Educational assessment and evaluation ✓ Early Childhood areas including: literacy in pre- Research Interests of the CSHE school; infant day care and family life; cross-cultural ✓ and multi-cultural studies; children s gender Student experience of higher education — transition, identities; computers in early childhood; children s retention, and curriculum issues conflict resolution; and arts in early childhood ✓ Academic profession, academic work and the ✓ Children s and parents rights interface of academics and administrators ✓ ✓ Professional ethics Internationalisation of higher education ✓ Relationship between universities and vocational ✓ Perspectives on curriculum and its evaluation, education and training development and implementation If Markets, funding and systems ✓ Story-telling, folklore, and moral political education ✓ Role of performance and non-verbal communication in human development, education and culture RESEARCH EXPERTISE OF THE STAFF OF THE FACULTY OF DEPARTMENT OF SCIENCE AND EDUCATION MATHEMATICS EDUCATION Please refer to the Faculty's Research Profile and The Department of Science and Mathematics Education Information Guide for Research Students for a detailed focuses on issues of teaching and learning across the outline of Faculty of Education staff and their areas of curriculum, at all levels from early childhood to tertiary research expertise. levels, particularly in the specialist areas of mathematics education, science education, computer education, and health and physical education. The Department offers an extensive range of subjects for the preservice programs of the Faculty, and continuing professional development of educators through a wide range of postgraduate subjects and through supervision of research higher degrees. The Department s subjects and research projects relate to practical classroom issues, curriculum leadership, assessment, teaching methodologies and the design of multimedia and related teaching technologies to encourage deep learning, creativity, high achievement and positive attitudes.

Research Interests of the Department ✓ Teaching mathematics, science and technology POSTGRADUATE CERTIFICATE AND DIPLOMA COURSES Graduate Certificate in Early Childhood Studies Graduate Certificate of Training and Development

POSTGRADUATE CERTIFICATE COURSES Postgraduate Certificate in Educational Studies (TESOL) or (Modern Languages Education) Postgraduate Certificate in Mathematics and Mathematics Education Postgraduate Certificate in Professional Studies in Education Postgraduate Certificate In Science Education (Physics) Postgraduate Certificate in Science (Teaching) Postgraduate Certificate of Education and Training

POSTGRADUATE DIPLOMA COURSES Postgraduate Diploma in Assessment and Evaluation Postgraduate Diploma in Computer Education Postgraduate Diploma In Educational Administration Postgraduate Diploma In Educational Studies Postgraduate Diploma in Mathematics and Mathematics Education Postgraduate Diploma in Professional Studies in Education Postgraduate Diploma of Education and Training

5.1 2002 POSTGRADUATE CERTIFICATE AND DIPLOMA COURSES

GRADUATE CERTIFICATE IN Period of Candidature After being admitted to the course, full-time students EARLY CHILDHOOD STUDIES are required to pursue studies for at least one semester and not more than one academic year.

Course Code Part-time students are required to pursue studies for at least one and not more than two academic years. 480AA Graduate Certificate in Early Childhood Studies Course Enquiries Overview Education Faculty Office, Alice Hoy Building The University of Melbourne Victoria 3010 Australia The Graduate Certificate in Early Childhood Studies is Tel: (+61 3) 8344 8285 offered only to University of Melbourne Faculty of E-mail: [email protected] Education graduates of the 350-point Bachelor of Early Childhood Studies course. It enables graduates to upgrade to four-year-trained status. GRADUATE CERTIFICATE OF Course Objectives On completion of the Graduate Certificate in Early TRAINING AND Childhood Studies, students should be able to: DEVELOPMENT ✓ demonstrate an increased understanding of the nature of the early childhood period, defined as 0-8 years; Course Code 604AA Graduate Certificate of Training and ✓ demonstrate an increased understanding of the social Development and political contexts in which early childhood services operate and the impact on the work of the early childhood professional, children and families; Overview Graduate Certificate of Training and Development is ✓ demonstrate enhanced managerial and personal The designed for managers who are keen to increase skills involved In running early childhood services; learning and development opportunities for staff. The ✓ undertake research on an aspect of early childhood course aims to develop participants capacity to design practice or policy. and implement strategic, innovative and cost effective learning and development solutions that are responsive Entrance Requirements to organisational and personnel needs and goals. An applicant may be eligible for selection into the Participants will be encouraged to apply course Graduate Certificate in Early Childhood Studies If the concepts and principles to address priority quality applicant has: issues in their work settings. Students who complete the Graduate Certificate of Training and Develpment can ✓ completed the 350-point Bachelor of Early Childhood apply and enter the Graduate Diploma of Training and Studies degree from the University of Melbourne. Development. This is a fee-paying only course.

Course Structure Course Objectives The course is comprised of one compulsory subject and On completion of the course graduates should be able three elective subjects. to: Compulsory subject: ✓ demonstrate appropriate professional qualities 465-407 Special Research Study (12.5 points) including self-management, leadership and Elective subjects (select any three of the organisation) skills; following): ✓ apply and adapt key concepts and theories of 485-360 CFS31: Information Technology (12.5 points) education to the changing contexts of workplace 465-401 CDS41: Social Diversity (12.5 points) learning; 465-402 CDS42: Assessment and Evaluation (12.5 ✓ engage in ongoing critical reflection as a means of points) continuing their professional development; 465-403 CTP41: Inclusive Curriculum (12.5 points) ✓ 465-404 ECP41: Leadership and Advocacy (12.5 develop and maintain professional relationships and points) collaborative work practices; 465-405 ECP42: Administrative Processes (12.5 points) ✓ evaluate the contexts of workplace learning using a 465-406 ECP43: Managing the Centre (12.5 points) range of theoretical perspectives; and Refer to the Subject Description section of the ✓ analyse the interplay between group, individual and Undergraduate Handbook, under the Bachelor of Early organisational needs and how these can be Childhood Studies, for details about these subjects. addressed through training and development.

3.2

2002 POSTGRADUATE CERTIFICATE AND DIPLOMA COURSES

Entrance Requirements 568TD Postgraduate Certificate In Educational Applicants must have: Studies (TESOL) Y completed an approved three year degree or 568TC Postgraduate Certificate in Educational Studies (TESOL)—Professional Practice subject approved equivalent; and only Y have access to an education and training role which allows the professional practice component of the Overview course to be met. The Postgraduate Certificate in Educational Studies Is designed for people who are already qualified to teach Course Structure in Australia but do not have qualifications In teaching Please refer to the Undergraduate handb000k for subject English as a second language (TESOL) or Modern descriptions. Languages Education (also known as languages other than English (LOTE))and wish to obtain an Initial formal 468-109 Foundations of Adult Learning qualification in the specialisation of TESOL or Modern 468-121 facilitating Learning and Development Languages Education. This course Is also designed for 468-110 Advanced Learning Theory international students seeking training in the teaching of 468-122 Instructinal Design and Evaluation languages for employment outside Australia. In combination with an initial teaching qualification, the Period of Candidature Postgraduate Certificate in Educational Studies Is The course may be completed in a minmum of one year recognised as an approved course of study for part-time study and maximum of three years part-time appointment and promotion to tagged positions within study. the Victorian Department of Education, Employment and Training. Qualifying for the Certificate will fulfill the first Course Enquiries half of the requirements for the Postgraduate Diploma In Education Faculty Office, Alice Hoy Building Educational Studies (TESOL) or Modern Languages The University of Melbourne Victoria 3010 Australia Education. The course is offered at the Parkville campus Tel: (+61 3) 8344 8285 on a part-time basis over one year. E-mail: enquiries'edfac.unimelb.edu.au Course Objectives The course aims to upgrade and/or retrain teachers in TESOL or Modern Languages Education in the primary, POSTGRADUATE secondary and adult education sectors. More specifically, it is intended that graduates should be CERTIFICATE IN able to: EDUCATIONAL STUDIES Y Identify the principles and approaches to teaching and learning English as a second language (TESOL) or (TESOL), and Modern Languages Education; POSTGRADUATE Y understand and apply current TESOL or Modern Languages Education methodologies; CERTIFICATE IN Y apply strategies for recognising students requiring EDUCATIONAL STUDIES TESOL or Modern Languages Education tuition and analyse their learning needs; (MODERN LANGUAGES Y understand the nature and form of the English or EDUCATION) target language; Y demonstrate competence In the management of Course Codes TESOL or Modern Languages Education programs and resources which are culturally and linguistically HECS liable courses appropriate. 5681.3 Postgraduate Certificate In Educational Studies (Modern Languages Education) Entrance Requirements 568T3 Postgraduate Certificate in Educational Studies (TESOL) An applicant may be eligible for entry Into the Postgraduate Certificate In Educational Studies If the Fee paying Intensive courses (offered by special applicant has: arrangement with the Victorian Department of Education, Employment and Training) Y completed an approved degree and an approved teaching qualification; or 568LD Postgraduate Certificate in Educational Studies (Modem Languages Education) Y completed an approved four-year teaching degree; or 568LC Postgraduate Certificate In Educational Y completed an approved equivalent qualification Studies (Modern Languages Education) — which is recognised by the Faculty as evidence of Professional Practice subject only adequate preparation for the course and has a record

3.3 2002 POSTGRADUATE CERTIRCATI AND DIPLOMA COURSES

of professional or teaching experience in a field and E-mail: [email protected] at a level acceptable to the Faculty. Program Co-ordinator (Modern Languages Education) Additional entrance requirements for individual Jane Orton, Department of Language, Literacy and Arts specialisations: Education Modern Languages Education Room 509, Doug McDonell Building Students intending to teach in Australia should have: Tel: (+61 3) 8344 8710. E-mail: [email protected] ✓ completed or be completing a three-year post VCE major in a language other than English; or Program Co-ordinator (TESOL) ✓ have been tested by a relevant language department Kieran 0 Loughlin, Department of Language, at an Australian university and deemed to have Literacy and Arts Education reached an equivalent standard of proficiency. Room 513, Doug McDonell Building Students intending to teach languages or seek Tel: (+61 3) 8344 8377 employment opportunities outside Australia should E-mail: [email protected] have: ✓ native or near native competence of a language/s POSTGRADUATE TESOL (Teaching English to Speakers of Other Languages) CERTIFICATE IN ✓ a high degree of proficiency in English. MATHEMATICS AND Course Structure MATHEMATICS EDUCATION The course Is comprised of three compulsory subjects taken over one year part-time: Course Code TESOL 668ES Postgraduate Certificate in Mathematics and 483-829 Language and Language Acquisition (25 Mathematics Education points) 483-888 Methodology and Curriculum Design: TESOL Overview (12.5 points) The Postgraduate Certificate in Mathematics and 483-830 Professional Practice: TESOL (12.5 points) Mathematics Education was developed to provide tertiary important note: International students must replace studies In mathematical statistics, discrete mathematics the compulsory subject, 483-830 Professional Practice: and mathematical modelling for teachers of Years 11 and TESOL, with 483-642 Professional Practice: TESOL 12. The course includes a sub-major sequence in (International), except where the Program Co-ordinator Mathematics, which fully qualifies graduates for approves enrolment in 483-830 Professional Practice: appointment and promotion to Mathematics positions in TESOL. Victorian secondary schools. Modern Languages Education The course consists of two subjects, 485-870 483-829 Language and Language Acquisition (25 Mathematical Statistics for Teachers and 485-869 points) Discrete Mathematics and Mathematical Modelling, and 483-889 Methodology and Curriculum Design: Modern is taken part-time over one year. Languages Education (12.5 points) Completion of this course fulfills the mathematical 483-850 Professional Practice: Modern Languages requirements of the Postgraduate Diploma in Education (12.5 points) Mathematics and Mathematics Education for those who Refer to the Subject Description section of this subsequently seek and gain entry to that course. Handbook for details about these subjects. Course Objectives Period of Candidature The course aims to improve the quality of mathematics After being admitted to the course, students are teaching in schools, particularly in Year 11 and 12 in the required to pursue studies for at least one and not more areas of mathematical statistics, discrete mathematics than two academic years as a part-time student. and mathematical modelling. On completion of the course, students should be able to: External Mode of Delivery ✓ demonstrate Increased effectiveness in classroom This course is not offered in external mode of delivery. teaching in Year 11 and 12 mathematics in the areas of mathematical statistics, discrete mathematics and Course Enquiries mathematical modelling; Education Faculty Office, Alice Hoy Building ✓ disseminate the new knowledge in the above areas to The University of Melbourne Victoria 3010 Australia other teachers in their schools and foster an appropriate Tel: (+61 3) 8344 8285.

a.a 2002 POSTGRADUATE CERTIFICATE AND DIPLOMA COURSES

awareness of these areas of mathematics in other years in their schools.

Entrance Requirements An applicant may be eligible for entry into the Postgraduate Certificate in Mathematics and POSTGRADUATE Mathematics Education if the applicant has: CERTIFICATE IN ✓ completed an approved degree, with at least a first- year subject incorporating calculus, and an approved PROFESSIONAL STUDIES IN teaching qualification; or EDUCATION ✓ completed an approved four-year teaching degree with at least a first-year subject incorporating calculus; or Course Code 993AA Postgraduate Certificate In Professional ✓ completed an approved equivalent qualification which is recognised by the Faculty as evidence of Studies in Education adequate preparation for the course and has a record of professional or teaching experience in a field and Overview at a level acceptable to the Faculty. The Faculty of Education has responded to the significant demand from schools for relatively short, intensive and Course Structure flexible programs of professional development — Students are required to successfully complete the two programs which will enable participants to access the 25-point compulsory subjects, 485-870 Mathematical latest developments in research, policy and practice. In Statistics for Teachers, and 485-869 Discrete designing a program of studies to reflect the current Mathematics and Mathematical Modelling. professional development priorities for teachers in leadership positions in both government and non- Refer to the Subject Description section of this government schools, the Faculty has consulted closely Handbook for details about these subjects. with the Victorian Department of Education, Employment and Training, the Australian Principals Centre, and the Period of Candidature Teacher Education Approvals Committee (TEAC). After being admitted to the course, students are Participants have three options: required to pursue studies for at least one and not more ✓ than two academic years as a part-time student. enrolment in the Postgraduate Certificate in Professional Studies in Education (described in this Handbook); or External Mode of Delivery ✓ enrolment in single subjects with assessment Both subjects within this course are also offered in through the University's Community Access Program; external (on-line) mode of delivery, therefore, it is or possible to undertake the entire course externally. Students wishing to undertake subjects offered in ✓ enrolment in single subjects without assessment external (on-line) mode of delivery should first check (professional development only) through the that they meet the requirements to study externally. Community Access Program. Refer to the subject descriptions and the Faculty s Please contact the Faculty Office for information General Information section of this Handbook for regarding the Community Access Program. details.

Course Objectives Course Enquiries Students completing the course should: Education Faculty Office, Alice Hoy Building The University of Melbourne Victoria 3010 Australia ✓ have knowledge of current thinking and research in Tel: (+61 3) 8344 8285 their field of study; E-mail: enquiriesgedfac.unimelb.edu.au ✓ be stimulated to think critically and analytically about Program Coordinator issues and ideas; Helen Chick. Department of Science and Mathematics ✓ be encouraged to think critically and creatively with Education imagination; Room S702A, Doug McDonell Building V have the opportunity to explore the relevance and Tel: (+61 3) 8344 8443. application of new ideas to their professional E-mall: [email protected] practice; ✓ engage in problem solving both Independently and as a member of a team; ✓ tease out their own assumptions and evaluate their own Ideas; ✓ demonstrate broad writing and communication skills.

J 2002 POSTGRADUATE CERTIFICATE AND DIPLOMA COURSES

Entrance Requirements 482-622 Social Context and Educational Outcomes An applicant may be eligible for entry into the 482-676 Managing Cultural Diversity Postgraduate Certificate in Professional Studies in 482-678 Cross-Cultural Communication in Education Education if the applicant has: ✓ completed an approved degree and an approved Professional Development: teaching qualification; or 482-623 Responsive Middle Schooling ✓ completed an approved four-year teaching degree; or 482-804 Role Play for Health Education 482-807 Curriculum Leadership and Management ✓ completed an approved equivalent qualification 482-809 Leading the Learning Community which is recognised by the Faculty as evidence of 482-829 Personal and Interpersonal Processes for adequate preparation for the course and has a record Educational Leaders of professional or teaching experience in a field and at a level acceptable to the Faculty. 482-832 Current Thinking about Thinking 482-833 Designing a Thinking Curriculum Course Structure 482-844 Education, Technology and Change To qualify for the award of Postgraduate Certificate in 482-890 Leadership in Action: Strategic Leadership Professional Studies in Education, a student must 482-891 Understanding Human Resource satisfactorily complete 50 points of coursework, Management: People Leadership selected from the pool of postgraduate level subjects 482-892 School Effectiveness and Improvement accessible to Masters and Postgraduate 482-894 Using the Web for Teaching and Learning: Certificate/Diploma students. Students are not required Emerging Technologies to undertake studies in one particular area of Program Evaluation: specialisation. 481-809 Program Evaluation: Forms and Approaches* 481-810 Evaluating Large Scale Programs* Coursework Offered 481-811 Evaluation for Management and Students may select subjects from the pool of Development* postgraduate subjects listed below, which are loosely 481-812 Qualitative Methods* grouped into subject matter areas by department. 481-813 Quantitative Methods* Subjects that may be undertaken In external mode of 481-815 Survey Design and Analysis delivery (either on-line, by correspondence, or face-to- 482-620 Evaluation Theory* face teaching in an approved external location) are 482-621 Knowledge Use In Change Management* marked with an asterisk. Human Resource Development and Training: Refer to the Subject Description section of this 468-601 Management Learning* Handbook for details about these subjects. 468-603 Adult Education and Professional Practice 468-605 Vocational Learning Faculty of Education Shell Subjects 468-620 Current Issues in Education and Training Professional Development: 468-621 Special Project (VET) 460-811 Professional Development Studies 1 468-811 Leaders and Agents of Change 460-812 Professional Development Studies 2 468-812 Development and Change in Organisations 460-813 Professional Development Studies 3 468-820 Quantitative Analysis in VET 460-814 Professional Development Studies 4 468-827 Human Resource Strategies* 468-840 Strategic Thinking Department of Education Policy and Management Department of Language, Literacy and Arts Educational Administration, Management and Education Leadership: Arts Education: 481-805 Project (Educational Policy and Management) 483-635 Advanced Project Studies in the Arts 481-806 Management of Resources in Education 483-637 Researching Arts Education 481-807 Human Resource Management in Education 483-639 Contemporary Arts Practice and Curriculum 482-801 Education Planning and Workplace Change Language and Literacy: 482-805 Marketing in Education 483-603 Innovation and Change in Language 482-825 Assessment and Development of Educational Education Administrators 483-604 Teaching Second Language Speaking Skills* 482-827 Human Resource Development 483-620 Assessment in the Language Classroom* 482-848 Leading the Educational Organisation 483-621 Critical Literacy: Social Theory and Literacy 482-854 Information Technology and the Educational Education Administrator * may be undertaken in external mode of delivery (on- 482-898 Managing the Educational Organisation line, by correspondence, or through face-to-face 482-899 Education Policy and Policy Processes teaching in approved off-campus locations) Culture and Sodety: 2002 POSTGRADUATE CERT1FICATE AND DIPLOMA COURSES

483-633 Literature for Young People in the Classroom 476-889 Learning Disabilities: Literacy 483-634 Project in Modern Languages Education 476-890 Learning Disabilities: Numeracy 483-641 Teaching English for Academic Purposes 477-807 Policy Analysis, Program Management and 483-642 Professional Practice: TESOL (International) Leadership in Special Education and 483-829 Language and Language Acquisition Integration 477-808 Assessing Special Needs and Planning 483-830 Professional Practice: TESOL Programs 483-850 Professional Practice: Modern Languages Education Early Childhood Studies: 483-871 Professional Practice: ALBE 466-613 Early Childhood Language and Literacy* 483-888 Methodology and Curriculum Design: TESOL 466-620 Ethics in Research on the Young* 483-889 Methodology and Curriculum Design: Modern 466-678 Reconceptualising Early Childhood Languages Education Development* 483-890 Methodology and Curriculum Design: ALBE 466-679 The Politics of Early Childhood 466-680 Negotiated Project In Early Childhood* Department of Learning and Educational 466-682 Facilitating Family Functioning* Development 466-684 Early Childhood Intervention: Advanced Inter- Assessment: disciplinary Study of Policy and Practice 476-661 Assessment, Design and Analysis* 466-846 Foundation Studies in Early Childhood* 476-662 Competency and Performance Assessment* 466-847 Learning Environments in the Early Years* 476-664 Advanced Measurements and Psychometrics 466-848 Management in Early Childhood Services* 476-694 Educational Measurement, Assessment and 466-849 Social Contexts and Early Childhood* Evaluation* 466-850 Theories of Parenting and the Family* 476-695 Assessment and Reporting for Student 466-851 Infancy and the First Years of Life* Learning* Early Intervention: Curriculum: 472-601 Working with Challenging Behaviour 476-621 Curriculum Improvement 466-838 Assessment and Programming in Early 476-689 Curriculum Design Intervention Deafness Studios: 466-839 Parent Guidance in Early Intervention 472-616 Developing Auditory Function in Hearing 466-840 Children with Cognitive and Socioemotional Impaired Children Needs 476-614 Developing Spoken Language in Hearing 466-842 Theories and Practices in Early Intervention Impaired Students 466-843 Neurological and Sensory Disability 476-615 Educational Audiology and Sensory Aids 476-899 Listening, Speech & Language Development 476-622 Advanced Language Assessment and Educational Psychology: Teaching for Hearing Impaired Students* 476-646 Differences in Intelligence and Achievement 476-623 Early Intervention for Hearing Impaired 476-676 Theories and Research in Child Development Children 476-679 Applications of Educational Psychology in the 476-898 Foundation Studies in Deaf Education* Classroom 476-899 Listening. Speech and Language 476-681 Assessing Individual Differences in Learning Development* 476-683 Current Issues in Vocational Psychology 477-801 Audiology in Education* Gifted Education: 477-802 Assessment and Teaching of Speech to 476-682 Current Issues In Gifted Education Hearing Impaired Students* 476-684 Introduction to Gifted Development and 477-803 Assessment and Teaching of Language to Education Hearing Impaired Students* 476-685 Administering Programs for the Gifted 477-804 Teaching, Learning and Hearing Impairment* 476-686 The Neuropsychology of Giftedness Disabilities and Impairments and Learning 476-803 Practicum In Gifted Education Disabilities: 476-891 Social and Emotional Aspects of Giftedness 476-819 Professional Practice (Learning Disabilities 476-892 Classroom Strategies for Gifted Education and 476-893 Foundation Studies In Gifted Education to 823 Disabilities and Impairments) A, B and C 476-894 Systems and Models of Gifted Education 476-864 Understanding and Teaching Students with 476-895 Developmental Psychology of Giftedness Disabilities 476-896 Giftedness Throughout the Lifespan 476-874 Inclusive Curriculum Strategies for Students with Disabilities 476-897 Comprehensive Programming for the Gifted 476-886 Instructional Methods and Strategies for Learning and Teaching: Students with Disabilities 472-801 Adult Learning In Learning Organisations 1 476-888 Foundation Studies in the Education of 472-802 Adult Learning in Learning Organisations 2 Students with Learning Disabilities* muu 2002 POSTORADUATE CERTIRCATE AND DIPLOMA COURSES

476-641 Improving Classroom Teaching and Learning 485-646 Research Methods in Education* Through Multimedia Sdence Education: 476-688 Teaching for Effective Learning 485-621 Reconstructing Science Education 476-699 The Study of Learning 485-622 Learning Science in a Computer Age 476-845 Evaluating Multimedia for Learning and Teaching 485-624 Recent Developments in Science and 476-884 Teaching and Learning In the Middle School Technology 476-885 Designing a Multimedia Package 485-802 Updating Physics Teaching in the Middle School Learning and Educational Development Studies:e 485-806 Communicating Science 476-696 Integrative Study in Learning and Educational 485-851 Science in the Primary School Development 485-853 New Science and New Approaches to 476-697 Special Study in Learning and Educational Teaching Secondary School Science Development Additional Subjects: Professional Development 485-643 Negotiated Project In Science and 476-693 Professional Development, Appraisal and Mathematics Education Change 485-803 Sexuality Issues in the School 476-698 Professional Development: Collaboration and 485-804 Outdoor Education in the Primary School Consultancy 476-881 Professional Development for Improvement Period of Candidature Research Methodology: After being admitted to the course, full-time students 476-645 Multivariate Research Methods are required to pursue studies for at least six months Student Welfare: and not more than one academic year. Part-time 476-643 Approaches to Trauma and Grief in students are required to pursue studies for at least one Educational Settings academic year and not more than two academic years. 476-644 Managing Conflict in Educational Settings External Mode of Delivery * may be undertaken in external mode of delivery (on- Some subjects within this course are also offered in line, by correspondence, or through face-to-face external mode of delivery. It is possible to undertake teaching in approved off-campus locations) this course entirely in external mode of delivery providing students select subjects that are available in Department of Science and Mathematics external mode of delivery. The mode of delivery for Education specific subjects is listed under each subject Information Technology in Education: description. Students wishing to undertake subjects 485-828 Teaching Info Tech at Senior Levels offered in external (on-line) mode of delivery should first 485-829 Teaching with Information Technology* check that they meet the requirements to study 485-830 Software Environments for Learning* externally. Refer to the subject descriptions and the 485-831 Educational Programming Environments Faculty s General Information section of this Handbook for details. 485-832 Developing Multimedia 485-833 Telecommunications and Multimedia* Course Enquiries 485-835 Information Management and Education 485-836 New Visions for Teaching and Learning Education Faculty Office, Alice Hoy Building The University of Melbourne Victoria 3010 Australia. 485-837 Computers and Curriculum* Tel: (+61 3) 8344 8285 468-814 Information Technology and Society* E-mail: [email protected] 468-839 On-line Education and Training* Mathematic Education: 485-613 How Children Learn Mathematics 485-620 The Mathematics Classroom POSTGRADUATE 485-805 Teaching for Numeracy 485-822 Technology Enriched Mathematics Education CERTIFICATE IN SCIENCE 485-866 Developing an Effective Mathematics EDUCATION (PHYSICS) Curriculum 485-869 Discrete Mathematics and Mathematical Modelling* Course Code 485-870 Mathematical Statistics for Teachers* 640 Postgraduate Certificate in Science Education 485-893 Technology Enriched Mathematics Teaching 1 (Physics) 485-894 Technology Enriched Mathematics Teaching 2 485-895 Teaching Maths and Science with the Internet Overview The Postgraduate Certificate in Science Education Research Methodology: (Physics) consists of two 25-point subjects and Is

The 3.8 iViaguA19 2002 POSTGRADUATE CEIRIPICATE AND DIPLOMA COURSES

completed over one year on a part-time basis. The Mode of delivery course is offered on a full-fee paying basis only, The subjects are offered at the Parkville Campus in two normally through sponorship by the Victorian intensive three-day programs. A draft timetable will be Department of Education, Employment and Training. available from the Education Faculty Office late in 2001. Refer to the subject descriptions section of the Faculty Course Objectives of Education Postgraduate Handbook 2002 for details. By the end of the course participants will have: ✓ developed sufficient understanding of relevant Course Enquiries physics concepts to enable them to teach, with Education Faculty Office, Alice Hoy Building competence and confidence , levels 5 6 of the The University of Melbourne Victoria 3010 Australia Physical Science strand of the CSF ( and extension), Tel: (+61 3) 8344 8285 plus selected outcomes of the sub-strand Our Place in E-mall: [email protected] Space of the Earth and Space sciences strand; ✓ considered the challenges involved in teaching and Program Co-ordinator learning physical science, and developed and trialled in their own classroom a range of pedagogical Christina Hart Department of Science and Mathematics Education, strategies appropriate to the effective teaching and learning of physical science; Room 1001, Doug McDonell Building Tel: (+61 3) 8344 8561 ✓ become familiar with specialised equipment used in E-mall: [email protected] the teaching and learning of physical science, and learned to use this equipment safely and effectively; ✓ considered, and trialled in their own classroom, strategies to help students develop skills In POSTGRADUATE communication, investigation and independent and CERTIFICATE IN SCIENCE cooperative learning; ✓ considered ways in which new information (TEACHING) technologies, including data-logging equipment, as well as traditional resources such as text, can be Course Code effectively used to enhance and support the teaching 669AA Postgraduate Certificate in Science (Teaching) and learning of physical science; ✓ developed a range of assessment strategies which Overview support and enhance the teaching and learning of physical science, and encourage the development of The Postgraduate Certificate in Science (Teaching) has students skills in communicating and investigating; been designed In partnership with the Victorian Department of Education, Employment and Training and ✓ learned about contemporary advances in physics and the Faculty of Science to enable primary teachers In physics related areas, developed an understanding of Victoria to develop knowledge and experience using the epistemological basis of physics, and gained a advances in science and technology; to explore the broad perspective on present day developments, feasibility of using activities to teach scientific career opportunities and the place of physics in the knowledge and processes in science classrooms; to modern world. demonstrate to teachers the use of new information communication technologies in recording, Entrance Requirements communicating and simulating scientific investigations; An applicant may be eligible for entry into the to integrate pedagogical competence within the context Postgraduate Certificate in Science Education (Physics) if of the Science Curriculum appropriate to Victoria; and to the applicant has: encourage primary teachers to build scientific knowledge and processes Into their primary school ✓ completed an approved degree and an approved courses. teaching qualification from a university or tertiary institution approved by the Faculty of Education. The course is normally undertaken over two years part- time. The course attracts a tuition fee (HECS does not apply), and students are normally sponsored by a Course Structure Victorian school authority. Students are required to complete two 25-point compulsory subjects as follows: 485-819 Teaching about Force and Motion in Course Objectives General Science Students completing the Postgraduate Certificate In Science (Teaching) should have: 495-820 Teaching about Energy in General Science ✓ increased their knowledge and updated their prior knowledge of science principles and practices; ✓ gained confidence and skill in using scientific terminology In explanations;

3.9 2002 POSTGRADUATE CERTIFICATE AND DIPLOMA COURSES

✓ developed further skills in teaching science using 1E-mall: J.sadler bedfac.unimelb.edu.au new communication information technologies; ✓ been provided with a manual which describes exemplary instructional strategies In science and technology content covered in the Curriculum Standards Framework Il and recommended equipment, references and resources; ✓ gained familiarity with teaching practices which employ information technology and appropriate POSTGRADUATE assessment and reporting; CERTIFICATE OF EDUCATION ✓ learned to select and use safely scientific equipment suitable for children in primary schools; AND TRAINING ✓ learned to manage science practical work for large groups. Course Code 605AA Postgraduate Certificate of Education and Entrance Requirements Training An applicant may be eligible for entry into the Postgraduate Certificate in Science (Teaching) if the Overview applicant has: This course has been specifically designed for ✓ completed an approved degree and an approved educators and trainers who wish to update their skills teaching qualification; or and theoretical knowledge in the field of education and ✓ completed an approved four-year teaching degree; or training. The course is normally undertaken over one year part-time or six months full-time. ✓ completed an approved equivalent qualification which is recognised by the Faculty as evidence of Course Objectives adequate preparation for the course and has a record of professional or teaching experience In a field and Students completing the Postgraduate Certificate of at a level acceptable to the Faculty. Education and Training should be able to: ✓ demonstrate a superior knowledge and Course Structure understanding of educational theory and practice related to vocational education and training settings; Students are required to complete four 12.5-point compulsory subjects, as follows: ✓ express informed opinions about particular specialist areas within the field of vocational education and 485-815 Chemical Science Curriculum Study training; 485-816 Physical Science Curriculum Study ✓ 485-817 Earth and Space Science Curriculum Study make effective use of the findings of research and 485-818 Biological Science Curriculum Study scholarship in addressing professional problems in certain specialist areas within the field of vocational Refer to the Subject Description section of this education and training; Handbook for details about these subjects. ✓ demonstrate an appreciation of appropriate professional responsibilities and ethical principles Period of Candidature associated with particular vocational education and After being admitted to the course, students are training roles. required to pursue studies for at least one academic year and not more than two academic years. The course is Entrance Requirements normally undertaken on a part-time basis over two years. An applicant may be eligible for entry into the Postgraduate Certificate of Education and Training if the applicant has: External Mode of Delivery ✓ This course is not offered in external mode of delivery. completed a Bachelor of Education and Training or approved equivalent; or Course Enquiries ✓ completed an approved degree and an approved Education Faculty Office, Alice Hoy Building teaching qualification; or The University of Melbourne Victoria 3010 Australia ✓ completed an approved equivalent qualification Tel: (+61 3) 8344 8285. which is recognised by the Faculty as evidence of E-mail: enquirieslcbedfac.unimelb.edu.au adequate preparation for the course and has a record Program Co-ordlnator of professional or teaching experience in a field and Jo Sadler, Department of Science and Mathematics at a level acceptable to the Faculty. Education, Room 1001, Doug McDonell Building Tel: (+61 3) 8344 8563. 2002 POSTORADUATS CERTIFICATE AND DIPLOMA COURSES

Course Structure Course Enquiries To qualify for the award of the Postgraduate Certificate Education Faculty Office, Alice Hoy Building of Education and Training, any two 25-point subjects The University of Melbourne Victoria 3010 Australia must be completed from the pool of subjects available. Tel: (+61 3) 8344 8285 These subjects are classified within overlapping strands E-mail: [email protected] as follows. Program Co-ordinator Subjects that may be undertaken in external (on-line) Pam St Leger mode of delivery are marked with an asterisk. Room CS29 Alice Hoy Building Policy and Context Strand Tel: (+61 3) 8344 6086 E-mail: [email protected] 468-603 Adult Education and Professional Practice Learning and Vocational Curriculum Strand 468-605 Vocational Learning Organisational Change Strand 468-601 Management Learning* POSTGRADUATE DIPLOMA 468-811 Leaders and Agents of Change IN ASSESSMENT AND 468-812 Development and Change in Organisations 468-827 Human Resource Strategies* EVALUATION 468-840 Strategic Thinking Course Code Information Technology Strand 166BB Postgraduate Diploma in Assessment and 468-814 Information Technology and Society* Evaluation 468-839 On-line Education and Training* 485-828 Teaching Info Tech at Senior Levels Overview 485-829 Teaching with Information Technology* The course Is a program of professional development 485-831 Educational Programming Environments catering for the needs of those who wish to take a 485-832 Developing Multimedia leadership role In assessment and evaluation practice. 485-833 Telecommunications and Multimedia* Such people are normally employed as policy and program planners, trainers, teachers, performance 485-835 Information Management and Education auditors, managers and consultants. They are drawn 485-836 New Visions for Teaching and Learning from public sector organisations (in areas such as 485-837 Computers and Curriculum* education, welfare and health), non-government Additional subjects available: agencies, business, or from consultants offering 468-620 Current Issues in Education and Training assessment and evaluation services. 468-621 Special Project # The course aims to enable students to become familiar 468-820 Quantitative Analysis In VET # with the key concepts and theories underlying policy 485-646 Research Methods in Education* # and program development, the roles of various types of evaluation, key concepts and theories of assessment # only to be taken in exceptional circumstances; and appraisal of individuals in process and outcome approval from Program Co-ordinator required. terms. It will encourage critical review of Important Refer to the Subject Description section of this issues in the conduct of evaluation, assessment and Handbook for details about these subjects. implementation. This course attracts a tuition fee (HECS does not apply). Period of Candidature The fee is SI 5.000 per 100 points of study (with part-fee After being admitted to the course, full-time students remission bursary for Australian students, the Australian are required to pursue studies for at least six months student contribution Is $7,200). and not more than one academic year. Part-time students are required to pursue studies for at least one Course Objectives academic year and not more than two academic years. On completion of the course students should be able to: demonstrate a high level of competence In the External Mode of Delivery Y management of assessment and evaluation studies at Some subjects within this course are also offered In the policy/program level; external (on-line) mode of delivery. It is possible to undertake this course entirely in external mode of Y make effective use of current relevant research In delivery providing students select subjects that are assessment and evaluation available in external mode of delivery. Students Y have a depth of knowledge and understanding that wishing to undertake subjects offered in external (on- will enable them to be a resource to others In line) mode of delivery should first check that they meet assessment and evaluation-related professional the requirements to study externally. Refer to the situations; subject descriptions and the Faculty s General Information section of this Handbook for details.

3.11 2002 POSTGRADUATE CERT1FICATE AND DIPLOMA COURSES

demonstrate a superior knowledge and Period of Candidature understanding of assessment and evaluation theory After being admitted to the course, full-time students and practice. are required to pursue studies for at least one academic year and not more than two academic years. Entrance Requirements Part-time students are required to pursue studies for at An applicant may be eligible for entry into the least two academic years and not more than four Postgraduate Diploma in Assessment and Evaluation if academic years. the applicant has: y completed an approved degree and an approved External Mode of Delivery teaching qualification; or Some subjects within this course are also offered in external (on-line) mode of delivery. It is possible to V completed an approved four-year teaching degree; or undertake this course entirely in external mode of y completed an approved degree or graduate diploma delivery providing students select subjects that are in a social or human science discipline and can available in external mode of delivery. Students demonstrate a record of research and publications or wishing to undertake subjects offered in external (on- professional experience in a field and at a level line) mode of delivery should first check that they meet acceptable to the Faculty. the requirements to study externally. Refer to the subject descriptions and the Faculty s General Course Structure Information section of this Handbook for details. Students select four 25-point subjects from the following pool of subjects. At least one subject must be Course Enquiries from the list of combined assessment and evaluation Education Faculty Office, Alice Hoy Building subjects below. The University of Melbourne Victoria 3010 Australia Subjects that may be undertaken in external (on-line) Tel: (+61 3) 8344 8285 E-mail: [email protected] mode of delivery are marked with an asterisk. Program Co-ordinator (Evaluation) Combined Assessment and Evaluation subjects: Owen, Department of Education Policy and 481-812 Qualitative Methods* John Management 481-813 Quantitative Methods* Room 422, Alice Hoy Building 481-814 Project in Assessment or Evaluation* Tel: (+61 3) 8344 8394 481-815 Survey Design and Analysis E-mail: [email protected] 476-645 Multivariate Research Methods Program Co ordinator (Assessment) Evaluation subjects: Patrick Griffin, Department of Learning and Educational 481-809 Program Evaluation: Forms and Approaches* Development 481-810 Evaluating Large Scale Programs* Room 406, Alice Hoy Building 481-811 Evaluation for Management and Tel: (+61 3) 8344 8206 Development* E-mail: [email protected] 482-620 Evaluation Theory* 482-621 Knowledge Use in Change Management* Assessment subjects: 476-661 Assessment Design and Analysis* POSTGRADUATE DIPLOMA 476-662 Competency and Performance Assessment* IN COMPUTER EDUCATION 476-664 Advanced Measurement and Psychometrics 476-694 Educational Measurement, Assessment and Evaluation* Course Code 476-695 Assessment and Reporting for Student 686A1 Postgraduate Diploma in Computer Education Learning Overview Refer to the Subject Description section of this Handbook for details about these subjects. The course aims to provide participants with the knowledge and skills they need to confidently utilise Students may select up to 25 points worth of computers and information technology for a variety of coursework from offerings outside the above pool of educational purposes. The course may be taken over subjects, with the written permission of the Program Co- one year full-time or two years part-time. ordinator(s).

Students are encouraged to seek advice from the Course Objectives Program Co-ordinators in regard to subject selection so At the conclusion of the course, students should be able as to select the most appropriate subjects for their to: needs. Y take a leadership role in the development of IT policy at the school level; 2002 POSTGRADUATE CERTIFICATE AND DIPLOMA COURSES

tf understand various resource issues relating to IT in Students are encouraged to seek advice from the the school; Program Co-ordinator in regard to subject selection so as to select the most appropriate subjects for their ✓ use the common generic tools provided by IT for professional purposes; needs. ✓ utilise IT as a tool in their own teaching areas and to Period of Candidature teach this use to their students; After being admitted to the course, full-time students ✓ evaluate software for educational purposes; are required to pursue studies for at least one ✓ utilise IT to enhance teaching in a variety of ways and academic year and not more than two academic years. situations; Part-time students are required to pursue studies for at least two academic years and not more than four ✓ understand and discuss state and federal policy as it academic years. relates to Information Technology in education;

and, depending on choice of electives: External Mode of Delivery ✓ access and use computerised communication Some subjects within this course are also offered In facilities and to understand and develop their full external (on-line) mode of delivery. It is possible to educational possibilities; undertake this course entirely in external mode of ✓ design and develop multimedia-based educational delivery providing students select subjects that are software; available in external mode of delivery. Students wishing to undertake subjects offered In external (on- ✓ teach about IT as a subject in its own right at different line) mode of delivery should first check that they meet year levels. the requirements to study externally. Refer to the subject descriptions and the Faculty s General Entrance Requirements Information section of this Handbook for details. An applicant may be eligible for entry into the Postgraduate Diploma in Computer Education if the Course Enquiries applicant has: Education Faculty Office, Alice Hoy Building ✓ completed an approved degree and an approved The University of Melbourne Victoria 3010 Australia teaching qualification; or Tel: (+61 3) 8344 8285 E-mall: ✓ completed an approved four-year teaching degree; or enquiriesIbedfac.unimelb.edu.au Program Co-ordinator ✓ completed an approved equivalent qualification which is recognised by the Faculty as evidence of John Murnane, Department of Science and Mathematics Education adequate preparation for the course and has a record Room 5807, Doug McDonell Building of professional or teaching experience in a field and Tel: (+61 3) 8344 8266 at a level acceptable to the Faculty. E-mall: [email protected] Course Structure Postgraduate Diploma in Computer Education students must complete four subjects of 25 points each, consisting of one compulsory subject and three elective subjects. POSTGRADUATE DIPLOMA Subjects that may be undertaken in external (on-line) IN EDUCATIONAL mode of delivery are marked with an asterisk. Refer to the Subject Description section of this ADMINISTRATION Handbook for details about these subjects. Compulsory Subjects (select one) Course Code 485-828 Teaching Info Tech at Senior Levels 23866 Postgraduate Diploma in Educational 485-829 Teaching With Information Technology* Administration Elective Subjects (select three) 485-830 Software Environments for Learning* Overview 485-831 Educational Programming Environments The Postgraduate Diploma in Educational Administration Is a one-year full-time or equivalent part-time course 485-832 Developing Multimedia designed for practising educational professionals who 485-833 Telecommunications and Multimedia* are aspiring to or who are In positions of responsibility 485-835 Information Management and Education and leadership within an educational setting and who 485-836 New Visions for Teaching and Learning wish to pursue studies In the field of administration, 485-837 Computers and Curriculum* management and leadership. 468-814 Information Technology and Society The course aims to develop an understanding of the 468-839 Online Education and Training* theory and practice of educational administration, together with a range of Interpersonal, organisational

martizou fí16 2002 POSTGRADUATE CERTIFICATE AND DIPLOMA COURSES

and supervisory skills appropriate to administrative Elective subjects (select subjects to accumulate 50 processes in education and training. The course points) recognises the need to blend the latest state-of-the-art 481-805 Project (Education Policy and Management) research with practical real-world experience. While (25 points) addressing local needs, the program is also focused on 481-806 Management of Resources in Education international best practice in educational administration. (25 points) 481-807 Human Resource Management in Education Course Objectives (25 points) Students completing the Postgraduate Diploma in 481-811 Evaluation for Management and Development Educational Administration should be able to: (25 points)* ✓ appreciate the issues and tasks central to the 482-801 Education Planning and Workplace Change administration and organisation of education; (25 points) 482-805 Marketing in Education (25 points) ✓ understand a range of administrative and 482-825 Assessment and Development of Educational organisational theories relevant to all aspects of Administrators (25 points) management; 482-827 Human Resource Development (25 points) ✓ develop a consistent, individual administrative 482-854 Information Technology and the Educational modus operandi compatible with personality and Administrator (25 points) ability; 482-899 Education Policy and Policy Processes (25 ✓ appreciate that administrative processes take place points) within social contexts and that administrators and 482-807 Curriculum Leadership and Management their tasks are subject to a variety of both (12.5 points) organisational and societal Influences and forces; 482-809 Leading the Learning Community (12.5 ✓ understand and promote social justice principles and points) act as agents of change for social justice in their own 482-829 Personal and Interpersonal Processes for organisations; Educational Leaders (12.5 points) ✓ apply appropriate and specific skills, practices and 482-844 Education, Technology and Change (12.5 procedures Involved in the management of points) educational organisations. 482-890 Leadership in Action: Strategic Leadership (12.5 points) Entrance Requirements 482-891 Understanding Human Resource Management: People Leadership (12.5 points) An applicant may be eligible for entry into the Postgraduate Diploma in Educational Administration if 482-892 School Effectiveness and Improvement the applicant has: (12.5 points) ✓ completed an approved degree and an approved Refer to the Subject Description section of this teaching qualification and has a record of at least four Handbook for details about these subjects. years of professional or teaching experience in a field and at a level acceptable to the Faculty; or Period of Candidature ✓ completed an approved four-year teaching degree After being admitted to the course, full-time students and has a record of at least four years of professional are required to pursue studies for at least one or teaching experience in a field and at a level academic year and not more than two academic years. acceptable to the Faculty; or Part-time students are required to pursue studies for at least two academic years and not more than four ✓ completed an approved equivalent qualification academic years. which is recognised by the Faculty as evidence of adequate preparation for the course and has a record of at least four years of professional or teaching External Mode of Delivery experience in a field and at a level acceptable to the Only one subject within this course (481-811 Evaluation Faculty. for Management and Development) is offered in external (on-line) mode of delivery. Students wishing to Course Structure undertake this subject should first check that they meet the requirements to study externally. Refer to the Students are required to gain a cumulative score of 100 Faculty s General Information section of this Handbook points by successfully completing two compulsory for details. subjects and 50 points worth of elective subjects from the pool of elective subjects listed below. Subjects that may be undertaken in external (on-line) mode of delivery Enquiries are marked with an asterisk. Education Faculty Office, Alice Hoy Building The University of Melbourne Victoria 3010 Australia Compulsory subjects (25 points each): Tel: 482-848 Leading the Educational Organisation (+61 3) 8344 8285 E-mail: enquiriestbedfac.unimelb.edu.au 482-898 Managing the Educational Organisation Program Co-ordinator 2002 POSTGRADUATE CERTIFICATE AND DIPLOMA COURSES

Lawrie Drysdale. Department of Education Policy and Course Objectives Management Students completing the Postgraduate Diploma in Room 455, Alice Hoy Building Educational Studies should be able to: Tal: (+61 3) 8344 8514 E-mal is I. d rys d aletted fac. u n i m e l b. e d u. a u ✓ deepen their knowledge and extend their understanding in the general area of educational thought and practice; ✓ acquire a substantial understanding of relevant theory and practice in particular areas of education pertinent to the specialisation program in their course; ✓ improve their ability to present carefully reasoned and appropriately documented positions on matters of educational significance related to their chosen subjects; ✓ be acquainted with the range of expert writing and POSTGRADUATE DIPLOMA research on particular topics in the field of education; ✓ apply, to the resolution of practical situations in areas IN EDUCATIONAL STUDIES of education related to their studies, principles for action based on pertinent writings and research; Course Codes ✓ be eligible, under particular specified conditions, for employment in designated positions within the 13801 Postgraduate Diploma in Educational Studies (Disabilities & Impairments) Victorian Department of Education, Employment and Training, and In other schools authorities; 138EC Postgraduate Diploma in Educational Studies ✓ (Early Childhood) have an ongoing interest in the study and practice of education; 138E1 Postgraduate Diploma in Educational Studies ✓ (Early Intervention) establish a sound basis for further studies In Education at the Masters level. 138GD Postgraduate Diploma in Educational Studies (Gifted Development) Entrance Requirements 138111 Postgraduate Diploma in Educational Studies An applicant may be eligible for entry into the (Hearing Impaired) Postgraduate Diploma In Educational Studies If the 1381.0 Postgraduate Diploma in Educational Studies applicant has: (Learning Disabilities) ✓ completed an approved degree and an approved 138L0 Postgraduate Diploma in Educational Studies teaching qualification; or (Modern Languages Education) ✓ completed an approved four-year teaching degree; or 138RS Postgraduate Diploma in Educational Studies ✓ completed an approved equivalent qualification (Reading Recovery) which is recognised by the Faculty as evidence of 138SW Postgraduate Diploma in Educational Studies adequate preparation for the course and has a record (Student Welfare) of professional or teaching experience in a field and at a level acceptable to the Faculty. 1387E Postgraduate Diploma in Educational Studies (Teaching English to Speakers of Other Langagues) Additional Entrance Requirements for Individual Specialisations 13871 Postgraduate Diploma in Educational Studies Modern Languages Education (TESOL/Modern Languages Education) An applicant may be eligible for entry into the Postgraduate Diploma In Educational Studies (Modern Overview Languages Education) if the applicant meets the general The Postgraduate Diploma in Educational Studies course entrance requirements detailed above and also has: is designed principally for professional educators who ✓ completed a three-year post-VCE major in a language have a four-year undergraduate Bachelor of Education other than English; or degree or equivalent, and preferably at least one year of ✓ a high degree of proficiency In a language other than professional experience. English. This course is normally completed in one year full-time TESOL (Teaching English to Speakers of Other or equivalent part-time and requires the successful Languages): completion of 100 points. Students must specialise in a An applicant may be eligible for entry Into the particular area by choosing a stream from the above Postgraduate Diploma in Educational Studies (TESOL) if options. the applicant meets the general entrance requirements detailed above and also has:

3.15 2002 POSTGRADUATE CERTIFICATE AND DIPLOMA COURSES

✓ a high degree of proficiency In English. 477-807 Policy Analysis, Program Management and Reading Recovery: Leadership in Special Education and An applicant may be eligible for entry into the Integration (25 points) Postgraduate Diploma in Educational Studies (Reading 477-808 Assessing Special Needs and Planning Recovery) if the applicant meets the general entrance Programs (25 points) requirements detailed above and also has: 476-819/820/821 or 823/824/825 LD/DI ✓ completed an approved qualification In early Professional Practice (4.2 points each) # childhood or primary education that includes studies # Students who do not require professional practice for in literacy, curriculum studies and child development; registration and/or specialist positions in schools may and replace the professional practice subjects with one of the following subjects to qualify for the Postgraduate 1F recent teaching experience in the early years of Diploma in Educational Studies (Disabilities and schooling acceptable to the Faculty; and Impairments): 1' a record of at least five years full-time or regular 476-888 Foundation Studies in the Education of teaching experience in a primary school. Students with Learning Disabilities (12.5 points) 476-889 Learning Disabilities: Literacy (12.5 points) Student Welfare: 476-890 Learning Disabilities: Numeracy (12.5 points) An applicant may be eligible for entry Into the Refer to the Subject Description section of this Postgraduate Diploma in Educational Studies (Student Handbook for details about these subjects. Welfare) if the applicant meets the general entrance requirements detailed above and also has: External Mode of Delivery ✓ a record of at least three years professional This stream is not offered in external mode of delivery. experience in teaching or a field acceptable to the Faculty. Enquiries Period of Candidature Education Faculty Office, Alice Hoy Building The University of Melbourne Victoria 3010 Australia After being admitted to the course, full-time students Teh (+61 3) 8344 8285 are required to pursue studies for at least one academic E-mail: [email protected] year and not more than two academic years. Part-time students are required to pursue studies for at least two Program Co-ordinator academic years and not more than four academic years. Ishwar Desai, Department of Learning and Educational Development Elisabeth Murdoch Building 1 38AL ADULT LITERACY AND Tel: (+61 3) 8344 6305 [email protected] BASIC EDUCATION (ALBE) This course is not offered in 2002. Currently enrolled students please refer to the 2001 Postgraduate 138EC EARLY CHILDHOOD Handbook for course structure. The Department of Learning and Educational Development offers postgraduate studies in early childhood education. 1 38D1 EDUCATION OF In order to to complete the Early Childhood stream, STUDENTS WITH DISABILITIES students must complete one compulsory subject of 25 points and 75 points of elective subjects to accumulate AND IMPAIRMENTS a total of 100 points. The Disabilities and Impairments stream aims to provide Subjects that may be undertaken in external (on-line) students with the knowledge and skills required to teach mode of delivery are marked with an asterisk. students with intellectual, physical, social-emotional, Compulsory subject and other related disabilities. Students undertaking this 466-846 Foundation Studies in Early Childhood (25 stream complete 100 points of compulsory subjects. points)* These subjects enable graduates to meet the requirements for specialist positions in schools. Elective subjects (select 75 points worth of 476-864 Understanding and Teaching Students with subjects): Disabilities (12.5 points) 466-613 Early Childhood Language and Literacy (25 476-874 Inclusive Curriculum Strategies for Students points)* with Disabilities (12.5 points) 466-620 Ethics in Research on the Young (25 points)* 476-886 Instructional Methods and Strategies for od 466 678 Reconceptualising Early Childho Students with Disabilities (12.5 points) Development (25 points)* 466-679 The Politics of Early Childhood (25 points)

3.16 e rel cr _ mo Th 2002 POSTGRADUATE CERTIFICATE AND DIPLOMA COURSES

466-680 Negotiated Project in Early Childhood (25 476-899 Listening, Speech and Language Development points)' Refer to the Subject Description section of this 466-847 Learning Environments in the Early Years Handbook for details about these subjects. (12.5 points)* 466-848 Management in Early Childhood Services External Mode of Delivery (12.5 points)' This stream is not offered in external mode of delivery. 466-849 Social Contexts of Early Childhood (12.5 points)' Enquiries 466-850 Theories of Parenting and the Family (12.5 points)' Education Faculty Office, Alice Hoy Building 466-851 Infancy and the First Years of Life (12.5 The University of Melbourne Victoria 3010 Australia points)' Tel: (+61 3) 8344 8285 E-mail: [email protected] Refer to the Subject Description section of this Handbook for details about these subjects. Program Co-ordinator Margaret Brown, Department of Learning and Educational Development External Mode of Delivery Room 341, 234 Queensberry Street Some subjects within this course are also offered in Tel: (+61 3) 8344 0987 external (correspondence) mode of delivery. It Is E-mail: [email protected] possible to undertake all components of this stream externally providing students select subjects that are available in external mode of delivery. 138GD EDUCATION Enquiries AND DEVELOPMENT OF GIFTED Education Faculty Office, Alice Hoy Building STUDENTS The University of Melbourne Victoria 3010 Australia Tel: (+61 3) 8344 8285 This course Is not offered In 2002. E-mail: enquirieselbedfac.unimelb.edu.au The Department of Learning and Educational Program Co-ordinator Development offers postgraduate studies in the Margaret Coady, Department of Learning and education and development of gifted students. Students Educational Development complete 100 points comprising seven compulsory Room G27, 234 Queensberry Street subjects and one elective subject, as follows: Tel: (+61 3) 8344 0951 Compulsory subjects (12.5 points each): E-mail: [email protected] 476-891 Social and Emotional Aspects of Giftedness 476-892 Classroom Strategies for Gifted Education 138E1 EARLY INTERVENTION 476-893 Foundation Studies In Gifted Education 476-894 Systems and Models of Gifted Education This course is designed to equip early childhood and 476-895 Developmental Psychology of Giftedness early primary trained teachers to work with Infants and 476-896 Giftedness Throughout the Lifespan children with a range of disabling conditions In the 476-897 Comprehensive Programming for the Gifted early childhood intervention field. Teachers are trained to work within a family centred practice philosophy Plus a 12.5-point elective from the following list: and will acquire knowledge and skills in the 476-682 Current Issues In Gifted Education assessment of development in children with a 476-803 Practicum in Gifted Education disability, programming and instructional strategies, Refer to the Subject Description section of this ive skills for working in partnership with parents, effect Handbook for details about these subjects. and policy development in special education In the early years. External Mode of Delivery Students undertaking this stream must complete eight This stream Is not offered in external mode of delivery. compulsory subjects each worth 12.5 points to accumulate a total of 100 points, as follows: Compulsory subjects (12.5 points each): 138HI EDUCATION 466-838 Assessment and Programming in Early Intervention OF STUDENTS WITH IMPAIRED 466-839 Parent Guidance In Early Intervention HEARING 466-840 Children with Cognitive and Socioemotional Needs The Department of Learning and Educational 466-842 Theories and Practices in Early Intervention Development offers postgraduate studies In the education of students with Impaired hearing. For 466-843 Neurological and Sensory Disability students wishing to undertake an Initial training course 466-844 Professional Practice in Early Intervention 1 for a career In teaching students with Impaired hearing, 466-845 Professional Practice in Early Intervention 2 the following set of eight compulsory subjects provides

Mewoume 3.17 2002 POSTGRADUATE CERTIRCATE AND DIPLOMA COURSES

accreditation as a teacher of the deaf in Victoria, and 477-807 Policy Analysis, Program Management and throughout Australia. Leadership in Special Education & Integration Subjects that may be undertaken In external mode of (25 points) delivery (face-to-face teaching in Perth, Western 477-808 Assessing Special Needs and Planning Australia) are marked with an asterisk. Programs (25 points) Compulsory subjects (12.5 points each): 476-819/820/821 or 823/824/825 LD/DI Professional Practice (4.2 points each) # 476-898 Foundation Studies In Deaf Education* 476-899 Listening Speech and Language # Students who do not require professional practice for Development* registration and/or specialist positions in schools may 477-801 Audiology in Education* replace the professional practice subjects with one of the following subjects to qualify for the Postgraduate 477-802 Assessment and Teaching of Speech to Diploma in Educational Studies (Learning Disabilities): Hearing Impaired Students* 477-803 Assessment and Teaching of Language to 476-864 Understanding and Teaching Students with Hearing Impaired Students* _. Disabilities (12.5 points) 477-804 Teaching, Learning and Hearing Impairment* 476-874 Inclusive Curriculum Strategies for Students 477-805 Professional Practice (Hearing Impaired) 1* with Disabilities (12.5 points) 477-806 Professional Practice (Hearing Impaired) 2* 476-886 Instructional Methods and Strategies for Students with Disabilities (12.5 points) Refer to the Subject Description section of this Handbook for details about these subjects. Refer to the Subject Description section of this Handbook for details about these subjects. External Mode of Delivery External Mode of Delivery This stream is also offered in external mode of delivery in conjunction with the Western Australia Foundation for One subject within this course (476-888 Foundation Deaf Children (Inc). Face-to-face teaching is done at the Studies in the Education of Students with Learning Disabilities) is also offered in external (on-line) mode of Western Australia Institute for Deaf Education in Perth, Western Australia. delivery. Students wishing to undertake subjects offered in external (on-line) mode of delivery should first check that they meet the requirements to study externally. Enquiries Refer to the subject descriptions and the Faculty s Education Faculty Office, Alice Hoy Building General Information section of this Handbook for The University of Melbourne Victoria 3010 Australia details. Tel: (4-61 3) 8344 8285 E-mall: enquiries?edfac.unimelb.edu.au Enquiries Program Coordinator Education Faculty Office, Alice Hoy Building Field Rickards, Department of Learning and Educational The University of Melbourne Victoria 3010 Australia Development Tel: (+61 3) 8344 8285 Room 315, 234 Queensberry Street E-mail: [email protected] Tal: (+61 3) 8344 0964 Program Coordinator E-mail: [email protected] Bob Pillay, Department of Learning and Educational Development Elisabeth Murdoch Building 138LD EDUCATION Tel: (+61 3) 8344 6294 OF STUDENTS WITH E-mail: [email protected] LEARNING DISABILITIES 138LO MODERN LANGUAGES The Learning Disabilities stream aims to provide students with the knowledge and skills required to EDUCATION teach children and adolescents with learning This program is designed for students who are already disabilities. Students undertaking this stream complete practising as teachers of language in Australia, or students 100 points of compulsory subjects. who already hold an Australian initial teaching These subjects enable graduates to meet the qualification but do not have an approved initial or pre- requirements for specialist positions in schools. service modern languages (LOTE) method qualification; or Subjects that may be undertaken in external (on-line) international students seeking training in the teaching of mode of delivery are marked with an asterisk. languages for employment outside Australia. 476-888 Foundation Studies in the Education of To be admitted, students intending to teach in Australia Students with Learning Disabilities (12.5 should have completed or be completing an approved points)* three year post-VCE major in a language other than English 476-889 Learning Disabilities: Literacy (12.5 points) or have been tested by a relevant language department at 476-890 Learning Disabilities: Numeracy (12.5 points) an Australian university and deemed to have reached an equivalent standard of proficiency. Other students should have native or near native competence.

3.18 Ir11e 2002 POSTGRADUATE CERT1FICATE AND DIPLOMA COURSES

Students not yet qualified to teach languages in Australia, Jane Orton, Department of Language, Literacy and Arts or international students not seeking to teach in Australia, Education should complete the subjects outlined below. Room 509, Doug McDonell Building Subjects that may be undertaken in external (on-line) Tel: (+61 3) 8344 8710

mode of delivery are marked with an asterisk. E-mail: [email protected] Year 1 Compulsory subjects: 138RS READING RECOVERY 483-604 Teaching Second Language Speaking Skills*(25 points) TUTOR TRAINING 483-829 Language and Language Acquisition (25 points) This specialisation is designed for four-year qualified primary teachers wishing to gain accreditation for work 483-889 Methodology and Curriculum Design: Modern in the Reading Recovery Program. This stream attracts a Languages Education (12.5 points) tuition fee (HECS does not apply), and students must be 483-850 Professional Practice: Modern Languages sponsored by a school authority. Education (12.5 points) Students who successfully complete the four Plus a 25-point elective In language and literacy compulsory subjects will qualify for the Postgraduate education from the following list: Diploma In Educational Studies (Reading Recovery) 483-603 Innovation and Change in Language award, and will be provided with a statement of the Education program for presentation to their employing authority 483-620 Assessment in the Language Classroom* for the purpose of Reading Recovery Tutor 483-621 Critical Literacy. Social Theory and Literacy accreditation. Note: Students should check with their Education school authority, as individual authorities may have 483-634 Project in Modern Languages Education additional requirements for teachers to be employed as 483-641 Teaching English for Academic Purposes Reading Recovery tutors. 482-678 Cross Cultural Communication in Education Compulsory subjects (25 points each): 476-806 Reading Recovery Teaching and Tutoring Practicum Refer to the Subject Description section of this Handbook for details about these subjects. 476-809 Issues in Literacy Difficulties 476-814 Learning, Literacy and Reading Recovery Students already qualified to teach languages in 476-816 Researching Older 'At Risk' Literacy Students Australia , who have some practical experience will need to complete the course as outlined below: Refer to the Subject Description section of this Handbook for details about these subjects. Compulsory subject: 483-604 Teaching Second Language Speaking Skills * External Mode of Delivery This stream is not offered in external mode of delivery. i 75 points of elective subjects from the list above. Enquiries Refer to the Subject Description se ction of this Education Faculty Office, Alice Hoy Building Handbook for details about these subjects. The University of Melbourne Victoria 3010 Australia International students are encouraged to seek advice Tel: (+61 3) 8344 8285 from the Program Coordinator in regard to subject E-mail: [email protected] selection so as to select the most appropriate subjects Program Coordinator for their needs. Professor Bridie Raban, Department of Learning and Educational Development External Mode of Delivery 234 Queensberry Street Some subjects within this course are also offered In Tel: (+61 3) 8344 0978 external (on-line) mode of delivery. Students wishing to E-mail: [email protected] undertake subjects offered in external (on-line) mode of delivery should first check that they meet the 138SW STUDENT WELFARE requirements to study externally. Refer to the subject descriptions and the Faculty s General Information This stream Is designed to produce graduates who can section of this Handbook for details. collaborate effectively with, and resource their colleagues in the development, Implementation and evaluation of student welfare policy, programs and Enquiries strategies. The program caters for the needs of Education Faculty Office, Alice Hoy Building experienced teachers who wish to take a leadership role The University of Melbourne Victoria 3010 Australia in this area. Tel: (+61 3) 8344 8285 Students are provided with the frameworks and skills of E-mail: enquiriesabedfac.unimelb.edu.au observation, reflection and critical analysis to enable Program Co-ordinator them to evaluate existing provisions for student welfare in schools and colleges and to lead the design and iMEAu 2002 POSTGRADUATE CERTIFICATE AND DIPLOMA COURSES

implementation of more effective student welfare 483-829 Language and Language Acquisition (25 programs within their organisaton. This course aims to points) develop students knowledge and skills in both the 483-888 Methodology and Curriculum Design: TESOL interpersonal, counselling and problem solving area and (12.5 points) in the area of organisational and systems change. 483-830 Professional Practice: TESOL (12.5 points) Postgraduate Diploma In Educational Studies Year 2 (Student Welfare) students are required to Compulsory subject complete seven compulsory subjects, as follows: 483-603 Innovation and Change in Language Year 1 Education (25 points) 476-822 Counselling in Educational Contexts 1 (12.5 Plus a 25-point elective In language and literacy points) education from the following list: 476-831 Counselling in Educational Contexts 2 (12.5 483-604 Teaching Second Language Speaking Skills" points) 483-620 Assessment in the Language Classroom* 476-859 The Socio-political Context of Student Welfare 483-621 Critical Literacy: Social Theory and Literacy (12.5 points) Education 476-860 School Community Partnerships and Student 483-641 Teaching English for Academic Purposes Welfare (12.5 points) 482-678 Cross-Cultural Communication in Education Year 2 476-852 Interpersonal and Group Processes (12.5 Refer to the Subject Description section of this points) Handbook for details about these subjects. 476-862 Organisational Change and Student Welfare (12.5 points) Important note: International students must replace the compulsory subject, 483-830 Professional Practice: 476-858 Research Project in Student Welfare (25 TESOL, with 483-642 Professional Practice: TESOL points) (International), except where the Program Co-ordinator Refer to the Subject Description section of this approves enrolment in 483-830 Professional Practice: Handbook for details about these subjects. TESOL. Important note: International students who do not External Mode of Delivery intend to teach in Australia may replace the compulsory This stream is not offered in external mode of delivery. subject, 483-603 Innovation and Change in Language Education, with a 25-point subject from the list of Enquiries language and literacy electives above. International students are encouraged to seek advice from the Education Faculty Office, Alice Hoy Building Program Co-ordinator in regard to subject selection so The University of Melbourne Victoria 3010 Australia as to select the most appropriate subjects for their Tel: (+61 3) 8344 8285 needs. E-mail: [email protected] Teachers with a recent recognised initial or pre-service Program Coordinator qualification in TESOL who wish to update and extend Elizabeth Freeman, Department of Learning and their knowledge and skills may apply to the Faculty Educational Development Office for permission to replace 483-829 Language and 234 Queensberry Street Language Acquisition and 483-888 Methodology and Tel: (+61 3) 8344 0973 Curriculum Design: TESOL with 37.5 points of approved E-mail: ([email protected] subjects focusing on language and literacy education.

1 38TE TEACHING ENGLISH TO External Mode of Delivery Some subjects within this course are also offered in SPEAKERS OF OTHER external (on-line) mode of delivery. Students wishing to undertake subjects offered in external (on-line) mode of LANGUAGES (TESOL) delivery should first check that they meet the This program is designed for teachers with some second requirements to study externally. Refer to the subject language teaching experience but no approved initial or descriptions and the Faculty s General Information pre-service method qualifications who wish to obtain section of this Handbook for details. the equivalent of an advanced specialist TESOL qualification. A high degree of proficiency in English is Enquiries required. Students are required to complete four Education Faculty Office, Alice Hoy Building compulsory subjects and two elective subjects. The University of Melbourne Victoria 3010 Australia Subjects that may be undertaken in external (on-line) Tel: (+61 3) 8344 8285 mode of delivery are marked with an asterisk. E-mail: [email protected] Year 1 Program Co-ordinator Compulsory subjects Kieran O Loughlin, Department of Language, Literacy and Arts Education 2002 POSTGRADUATE CERTIFICATE AND DIPLOMA COURSES

Room 513, Doug McDonell Building Tel: (+61 3) 8344 8285 Tel: (+61 3) 8344 8377. E-mail: [email protected] E-mail: [email protected] Program Co-ordinator (Modern Languages Education) Jane Orton, Department of Language, Literacy and Arts 138TA COMBINED TESOL/ALBE Education Room 509, Doug McDonell Building This course is not offered in 2002. Tel: (+61 3) 8344 8710 Currently enrolled students please refer to the 2001 E-mail: [email protected] Postgraduate Handbook for course structure. Program Co-ordinator (TESOL) Kieran O Loughlin, Department of Language, Literacy and Arts Education 138TL COMBINED Room 513, Doug McDonell Building TESOL/MODERN LANGUAGES Tel: (+61 3) 8344 8377 E-mail: [email protected] EDUCATION Applicants wishing to obtain an approved initial TESOL qualification as well as a Modern Languages Education qualification should enrol in the Postgraduate Diploma in Educational Studies (TESOL/Modern Languages Education) Students are required to complete six compulsory subjects.

Compulsory subjects 483-829 Language and Language Acquisition (25 points) POSTGRADUATE DIPLOMA 483-888 Methodology and Curriculum Design: TESOL (12.5 points) IN MATHEMATICS AND 483-889 Methodology and Curriculum Design: Modern Languages Education (12.5 points) MATHEMATICS EDUCATION 483-830 Professional Practice: TESOL (12.5 points) 483-850 Professional Practice: Modern Languages Course Code Education (12.5 points) 736AA Postgraduate Diploma in Mathematics and 483-603 Innovation and Change in Language Mathematics Education Education (25 points) Refer to the Subject Description section of this Overview Handbook for details about these subjects. The course Is designed to assist mathematics teachers Important nota International students must replace to provide high quality mathematics teaching in the compulsory subject, 483-830 Professional Practice: schools. TESOL, with 483-642 Professional Practice: TESOL The course aims to respond to current developments In (International), except where the Program Co-ordinator mathematics curriculum and teaching practice. For approves enrolment in 483-830 Professional Practice: example, the teaching of problem-solving and TESOL modelling are major components of the course. Important note: International students who do not Projects and Investigations are features of the work requirements for some of the subjects In the course, intend to teach in Australia may replace the compulsory and the organisation of such work will be considered subject, 483-603 Innovation and Change In Language In the mathematics education components of the Education, with a 2S-point subject from the list of course. The practical statistics components will assist language and literacy electives available In the TESOL teachers to deal with statistical education across the stream. International students are encouraged to seek school curriculum, and assist them In the design and advice from the Program Co-ordinator in regard to analysis of research projects. Students who complete subject selection so as to select the most appropriate the course to a satisfactory standard are eligible to subjects for their needs. apply for entry to the one-year full-time (or equivalent part-time) Master of Education streams. External Mode of Delivery

This course is not offered in external mode of delivery. Course Objectives The course aims to Improve the overall quality of Enquiries mathematics teaching In schools by providing teachers Education Faculty Office, Alice Hoy Building with a better understanding of both the applicability of The University of Melbourne Victoria 3010 Australia mathematics (including statistics) and of contemporary

The er6d ]rile 2002 POSTGRADUATE CERTIFICATE AND DIPLOMA COURSES

developments in mathematics education, thus 485-805 Teaching for Numeracy equipping them to take on a more effective leadership 485-822 Technology Enriched Mathematics Education role in mathematics education in the secondary school 485-836 New Visions for Teaching and Learning environment. 485-866 Developing an Effective Mathematics On completion of the course students should be able to: Curriculum ✓ demonstrate an awareness and understanding of Refer to the Subject Description section of this contemporary developments in mathematics Handbook for details about these subjects. education; ✓ demonstrate increased effectiveness in classroom Period of Candidature teaching particularly in the areas of mathematical After being admitted to the course, full-time students modelling and statistics; are required to pursue studies for at least one academic ✓ foster enthusiasm for the teaching and learning of year and not more than two academic years. Part-time mathematics in the secondary school environment; students are required to pursue studies for at least two academic years and not more than four academic years. ✓ show leadership in developing and evaluating mathematics curricula in secondary schools. External Mode of Delivery Some subjects within this course are also offered in Entrance Requirements external (on-line) mode of delivery. Students wishing to An applicant may be eligible for entry Into the undertake subjects offered in external (on-line) mode of Postgraduate Diploma in Mathematics and Mathematics delivery should first check that they meet the Education if the applicant has: requirements to study externally. Refer to the subject ✓ completed an approved degree, with at least a sub- descriptions and the Faculty s General Information major sequence in mathematics, and an approved section of this Handbook for details. teaching qualification, and at least one year of primary or post-primary teaching; or Course Enquiries ✓ completed an approved four-year teaching degree, Education Faculty Office, Alice Hoy Building with at least a sub-major sequence In mathematics, The University of Melbourne Victoria 3010 Australia and at least one year of primary or post-primary Tel: (+61 3) 8344 8285 teaching; or E-maall: [email protected] ✓ completed an approved equivalent qualification Program Co-ordinator which Is recognised by the Faculty as evidence of Gary Asp, Department of Science and Mathematics adequate preparation for the course, and has a record Education of at least one year of primary or post-primary Room 5713, Doug McDonell Building teaching. Tel: (+61 3) 8344 8443. E-mail: [email protected] A limited number of places in the course may be available to experienced mathematics teachers without such a sub-major sequence but with at least a first-year (non-terminal) mathematics subject incorporating calculus In their tertiary qualification. POSTGRADUATE DIPLOMA IN PROFESSIONAL STUDIES Course Structure To satisfy the requirements of the Postgraduate Diploma IN EDUCATION In Mathematics and Mathematics Education course, a student must satisfactorily complete four 25-point Course Code subjects, including at least one from Group A and one 992AA Postgraduate Diploma in Professional Studies from Group B. Candidates may not enrol for a subject in Education which is substantially the same as one studied during a previous course but may be permitted to substitute another approved subject. Both subjects in Group A are Overview required to meet the criteria for a fully qualified teacher The Faculty of Education has responded to the of mathematics. significant demand from schools for relatively short, intensive and flexible programs of professional Subjects that may be undertaken in external (on-line) c ants parti Ip mode of delivery are marked with an asterisk. development — programs which will enable to access the latest developments in research. Policy Mathematics Group A and practice. In designing a program of studies to reflect 485-869 Discrete Mathematics and Mathematical the current professional development priorities for Modelling* teachers in leadership positions in both government and sulted 485-870 Mathematical Statistics for Teachers" non-government schools, the Faculty has con Mathematics Education Group B closely with the Victorian Department of Education, Principals 485-613 How Children Learn Mathematics Employment and Training, the Australian 485-620 The Mathematics Classroom

3.22 mO 2002 POSTGRADUATE CERTIFICATI AND DIPLOMA COURSES

Centre, and the Standards Council of the Teaching in external mode of delivery providing students select Profession. subjects that are available in external mode of delivery. The mode of delivery for specific subjects is listed under Course Objectives each subject description. Students wishing to undertake subjects offered in external (on-line) mode of delivery At the conclusion of the course, students should: should first check that they meet the requirements to ✓ have a knowledge of current thinking and research in study externally. Refer to the subject descriptions and the field; the Faculty s General Information section of this ✓ be stimulated to think critically and analytically about Handbook for details. issues and ideas; Course Enquiries V be encouraged to think creatively and with imagination; Education Faculty Office, Alice Hoy Building The University of Melbourne Victoria 3010 Australia ✓ have the opportunity to explore the relevance and Tel: (+61 3) 8344 8285 application of new ideas to their professional E-mall: [email protected] practice; ✓ have the opportunity to engage in problem solving both independently and as a member of a team; ✓ be able to tease out their own assumptions and evaluate their own ideas; ✓ be able to demonstrate broad writing and communication skills.

Entrance Requirements An applicant may be eligible for entry Into the Postgraduate Diploma in Professional Studies in Education if the applicant has: POSTGRADUATE DIPLOMA ✓ completed an approved degree and an approved teaching qualification; or OF EDUCATION AND ✓ completed an approved four-year teaching degree; or TRAINING ✓ completed an approved equivalent qualification which is recognised by the Faculty as evidence of Course Code adequate preparation for the course and has a record 594M Postgraduate Diploma of Education and of professional or teaching experience in a field and Training at a level acceptable to the Faculty. Overview Course Structure This course is designed for practising education To satisfy the requirements of the Postgraduate professionals who have been employed in industry prior Diploma in Professional Studies in Education course, a to undertaking bachelor or graduate diploma courses In student must satisfactorily complete 100 points of the field of education and training. The course Involves coursework, selected from the pool of postgraduate- study in an area of particular priority for professional level subjects. Students are not required to undertake development within the vocational education and studies entirely in one particular area of specialisation. training sector, and is normally undertaken on a one Refer to the Postgraduate Certificate in Professional year full-time or two year part-time basis. Studies in Education section of this Handbook for a list of the subjects available in the course, and to the Course Objectives Subject Description section for details about individual On completion of this course students should be able to: subjects. ✓ demonstrate a superior knowledge and understanding of particular specialist areas of Period of Candidature educational theory and practice related to vocational After being admitted to the course, full-time students education and training settings; are required to pursue studies for at least one academic year and not more than two academic years. Part-time ✓ express Informed opinions about particular specialist students are required to pursue studies for at least two areas within the field of vocational education and academic years and not more than four academic years. training; ✓ make effective use of the findings of research and External Mode of Delivery scholarship in addressing professional problems In Some subjects within this course are also offered In certain specialist areas within the field of vocational external (on-line) or external (correspondence) mode of education and training; delivery. It is possible to undertake this course entirely

me 3.23 2002 POSTGRADUATE CERTIFICATE AND DIPLOMA COURSES

✓ demonstrate the depth of knowledge and 485-646 Research Methods in Education* understanding appropriate for leadership in Refer to the Subject Description section of this particular vocational education and training settings; Handbook for details about these subjects. ✓ demonstrate an appreciation of appropriate professional responsibilities and ethical principles Period of Candidature associated with particular vocational education and After being admitted to the course, full-time students training roles. are required to pursue studies for at least oneacademic year and not more than two academic years. Part-time Entrance Requirements students are required to pursue studies for at least two An applicant may be eligible for entry into the academic years and not more than four academic Postgraduate Diploma of Education and Training if the years. applicant has: ✓ completed a Bachelor of Education and Training or External Mode of Delivery approved equivalent; or Some subjects within this course are also offered in external(on-line) mode of delivery. It is possible to ✓ completed an approved degree and an approved undertake this course entirely In external mode of teaching qualification; or delivery providing students select subjects that are ✓ completed an approved equivalent qualification available in external mode of delivery. Students which Is recognised by the Faculty as evidence of wishing to undertake subjects offered in external (on- adequate preparation for the course and has a record line) mode of delivery should first check that they meet of professional or teaching experience in a field and the requirements to study externally. Refer to the at a level acceptable to the Faculty. subject descriptions and the Faculty s General Information section of this Handbook for details. Course Structure To satisfy the requirements for the Postgraduate Course Enquiries Diploma of Education and Training students must Education Faculty Office, Alice Hoy Building complete four 25-point subjects from the strands listed The University of Melbourne Victoria 3010 Australia below, but are advised of the wisdom of specialisation Tel: (+61 3) 8344 8285 for employment purposes In many education and E-mall: enquiries@)edfac.unimelb.edu.au training settings. Most subjects are oriented towards professionals working in VET settings. Program Co-ordinator Subjects that may be undertaken In external (on-line) Pam St Leger mode of delivery are marked with an asterisk. Room GS29 Policy and Context Strand Alice Hoy Building 468-603 Adult Education and Professional Practice Tel: (+61 3) 8344 6086 [email protected] Learning and Vocational Curriculum Strand E-mail: 468-605 Vocational Learning Organisational Change Strand 468-601 Management Learning* 468-811 Leaders and Agents of Change 468-812 Development and Change in Organisations 468-827 Human Resource Strategies* 468-840 Strategic Thinking Information Technology Strand 468-814 Information Technology and Society 468-839 On-line Education and Training* 485-828 Teaching Info Tech at Senior Levels 485-829 Teaching with Information Technology* 485-830 Software Environments for Learning 485-831 Educational Programming Environments 485-832 Developing Multimedia 485-833 Telecommunications and Multimedia* 485-835 Information Management and Education 485-836 New Visions for Teaching and Learning 485-837 Computers and Curriculum* Additional subjects available 468-620 Current Issues in Education and Training 468-621 Special Project 468-820 Quantitative Analysis in VET

3.24 GENERAL MASTERS COURSE Master of Education Research Areas of the Faculty SPECIALIST MASTERS COURSES Master of Assessment and Evaluation Master of Early Childhood Studies Master of Early Intervention Master of Education of the Hearing Impaired Master of Educational Management Master of Educational Psychology Master of Environment Master of Gifted Education Master of Information Technology in Education Master of Modem Languages Education Master of Special/Inclusive Education Master of Student Welfare Master of 11501 Master of Training and Development Master of Youth, Health, Education and Welfare

DOCTORAL COURSES Doctor of Education Doctor of Educational Psychology Doctor of Philosophy (Education)

The ingrout4 .1 iiia HIGHER DEGREE COURSE* 2002

particular subject area or undertake a range of subjects MASTERS DEGREES in a number of subject areas. The Faculty of Education offers a Master of Education The Master of Education has one-year streams (Streams degree by research or coursework or a combination of 1, 1A and 1 B) and two-year streams (Streams 2, 2A and the two, in which students can either develop a 2B). Eligibility for each stream depends on the level of specialisation in a particular subject area or undertake a the applicant s previous qualifications. range of subjects in a number of subject areas. The Faculty also offers several specialist Masters Course Objectives degrees for those who wish to undertake a specialist Students completing this course should be able to: qualification, as follows: ✓ demonstrate a superior knowledge and ✓ Master of Assessment and Evaluation understanding of educational theory and practice in ✓ Master of Early Childhood Studies general and in a specialised area in particular; ✓ ✓ Master of Early Intervention express informed opinions about particular areas of current educational Interest; ✓ Master of Education of the Hearing Impaired ✓ have an understanding of the theory and practice of ✓ Master of Educational Management educational research needed to evaluate research ✓ Master of Educational Psychology literature and carry out appropriate research activity; ✓ Master of Gifted Education ✓ make effective use of the findings of educational writings and research in addressing professional ✓ Master of Information Technology in Education problems; ✓ Master of Modern Languages Education ✓ have the depth of knowledge and understanding that ✓ Master of Special/Inclusive Education will enable them to be a resource for colleagues in particular professional situations; ✓ Master of Student Welfare ✓ demonstrate an appreciation of professional ✓ Master of TESOL responsibilities and ethical principles which should ✓ Master of Training and Development characterise leaders in the education profession.

Entrance Requirements for Streams 1, IA and 1B An applicant may be eligible for entry into the Master of MASTER OF EDUCATION Education, Streams 1, 1 A or 1B, if the applicant has: ✓ completed an approved relevant fifth-year level Course Codes education qualification such as a Postgraduate On. Year/100-Point Streams: Diploma in Education, a Bachelor of Teaching 013AR Master of Education, Stream 1 (thesis of (Honours), a Bachelor of Early Childhood Studies 40,000 words) (Honours), a Bachelor of Education — Primary (Honours), or a Bachelor of Education and Training 013AT Master of Education, Stream IA (thesis of (Honours); or 16,000 to 20,000 words and coursework) ✓ completed an approved equivalent qualification 013BW Master of Education, Stream 1 B (coursework) which is recognised by the Faculty as evidence of Two-Year/200-Point Streams: adequate preparation for the course and can 013TH Master of Education, Stream 2 (thesis of demonstrate a record of research and publications or 40,000 words and coursework) professional or teaching experience in a field and at a 013MT Master of Education, Stream 2A (thesis of level acceptable to the Faculty. 16,000 to 20,000 words and coursework) Applicants for Streams 1 and lA are required to submit 013CW Master of Education, Stream 2B (coursework) a thesis proposal signed by their proposed supervisor and the Head of Department with their application. Overview Entrance Requirements for Streams 2, 2A and 2B The Master of Education is directed at practising professionals in a broad range of fields related to An applicant may be eligible for entry into the Master of education — early childhood, primary, secondary, Education, Streams 2, 2A or 2B, if the applicant has: tertiary, vocational and adult. The degree will also meet ✓ completed an approved degree and an approved the needs of other professionals whose work has an fourth-year level education qualification such as a educational component or some educational Graduate Diploma in Education or Bachelor of responsibility. Teaching; or The degree offers several streams, allowing students to ✓ completed an approved four-year education degree complete the degree through a mix of coursework and such as a Bachelor of Education or Bachelor of thesis, totally by thesis, or totally by coursework. Education and Training; or Students can either develop a specialisation in a

4.2 HIGHER DEGREE COURSES 2002

V completed an approved equivalent qualification Graduates of Stream IA are eligible to apply for entry to which is recognised by the Faculty as evidence of the PhD or Doctor of Education programs. adequate preparation for the course and can Stream 1B: Coursework (013BW) demonstrate a record of research and publications or Students are required to undertake 100 points of professional or teaching experience in a field and at a coursework. This Is a coursework-classified course. level acceptable to the Faculty. Graduates of Stream 1B are eligible for admission to the Applicants for Stream 2 are required to submit a thesis Doctor of Education coursework program. proposal signed by their proposed supervisor and the Stream 2: Thesis of 40.000 words and Head of Department with their application. Coursework (013TH) Students are required to undertake 200 points of study, Length of Time Acceptable Since Completion of consisting of 50 points of coursework and a thesis of Previous Qualification and/or Prerequisites 40,000 words with a methodology component (150 Applicants for Streams 1, lA or 1B of the Master of points total). In order to proceed to the thesis, students Education (013AR, 013AT or 013BW) who are applying must achieve grades of H2A or above In the coursework for entry on the basis of qualifications obtained more component. Students who do not achieve this level will than ten years prior to the year in which selection Is be able to complete the degree by transferring to Stream sought, will normally be required to undertake two 2A or 2B. This is a research-classified course. Graduates subjects from the Postgraduate Diploma in Educational of Stream 2 are eligible to apply for entry to the PhD or Studies or Postgraduate Diploma in Education and Doctor of Education programs. With Faculty approval, Training or Postgraduate Diploma in Mathematics and students may convert their candidature to PhD. Mathematics Education or Graduate Diploma in Stream 2A: Coursework and Thesis of 16.000 to Educational Administration and gain an H2A or above In 20,000 words (013MT) each subject prior to admission to Stream 1 or lA within Students are required to undertake 200 points of study, the Master of Education course. consisting of 125 points of coursework, a methodology Applicants for Streams 2. 2A or 2B of the Master of subject (25 points), and a thesis of 16,000 to 20,000 Education (013TH, 013MT or 013CW) who are applying words (50 points). This Is a coursework-classified for entry on the basis of qualifications obtained more course. Graduates of Stream 2A are eligible to apply for than ten years prior to the year in which selection is entry to the PhD or Doctor of Education programs. sought, may be granted admission to those Streams if, Stream 2B: Coursework (013CW) in the view of the Faculty, the applicant has maintained Students are required to undertake 200 points of an appropriate level of active involvement In the field of coursework. This is a coursework-classified course. education during the time since the relevant Graduates of Stream 2B are eligible for admission to the prerequisite qualification(s) were conferred. No credit Doctor of Education coursework program. will be granted for studies undertaken for a Period of Candidature Postgraduate Diploma in Educational Studies or other fifth-year level equivalent qualification completed more Full-time students in Streams 1, lA and 18, and students than 10 years prior to the year for which selection is in the phasing-out course code 013AB are required to sought. pursue studies for at least one academic year and not Applicants who wish to resume their Masters degree more than two academic years. Part-time students In studies after a gap of more than 10 years will normally Streams 1, lA and 1B, and students In the phasing-out be required to undertake two subjects and gain an H2A course code 013AB are required to pursue studies for at or above in each subject prior to re-admission to any least two academic years and not more than four stream of the Master of Education course. academic years. Full-time students in Streams 2, 2A and 2B are required Course Structure to pursue studies for at least two academic years and Stream 1: Thesis of 40,000 words (013AR) not more than four academic years. Part-time students Students are required to complete a thesis of 40,000 In Streams 2, 2A and 2B are required to pursue studies words, representing 100 points of study. Students are for at least four academic years and not more than six required to undertake methodology studies academic years. concurrently with their Masters studies if methodology studies have not already been undertaken prior to entry Coursework Offered in the Master of Education to the course or at the direction of their supervisor. This Students undertaking coursework may select subjects is a research-classified course. Graduates of Stream 1 from the pool of postgraduate subjects listed below, are eligible to apply for entry to the PhD or Doctor of which are loosely grouped Into subject areas by Education programs. With Faculty approval, students academic department. may convert their candidature to PhD. Subjects that may be undertaken In external mode of Stream 1A: Coursework and Thesis of 16,000 to delivery (on-line, by correspondence, or through face-to- 20,000 words (013AT) face teaching in approved off-campus locations) are Students are required to undertake 100 points of study, marked by an asterisk. consisting of a thesis of 16,000 to 20,000 words with a Refer to the Subject Description section of this methodology component (75 points total) and 25 points Handbook for details about these subjects. of coursework. This is a research-classified course.

4.3 i me HIGHER DEGREE COURSES 2002

Department of Education Policy and Management 468-827 Human Resource Strategies* Educational Administration, Management and 468-840 Strategic Thinking Leadership: 468-844 Designing Vocational Programs* 481-803 Creating the Learning Organisation 481-805 Project (Education Policy and Management) Department of Language, Literacy and Arts 481-806 Management of Resources in Education Education 481-807 Human Resource Management In Education Arts Education: 482-707 Leadership 483-610 The Arts and Cognition 482-801 Education Planning and Workplace Change 483-635 Advanced Project Studies in the Arts 482-805 Marketing in Education 483-637 Researching Arts Education 482-811 Analysing Educational Performance 483-639 Contemporary Arts Practice and Curriculum 482-825 Assessment and Development of Educational 483-640 Postmodern Education: Texts and the Arts Administrators Language and Literacy: 482-827 Human Resource Development 483-603 Innovation and Change in Language 482-848 Leading the Educational Organisation Education 482-854 Information Technology and the Educational 483-604 Teaching Second Language Speaking Skills* Administrator 483-606 Language Teaching and Culture 482-898 Managing the Educational Organisation 483-620 Assessment in the Language Classroom* 482-899 Education Policy and Policy Processes 483-621 Critical Literacy: Social Theory and Literacy Culture and Sodety: Education 482-622 Social Context and Educational Outcomes 483-625 Genre Analysis and Education* 482-676 Managing Cultural Diversity 483-626 Language Education: Functional Grammar* 482-678 Cross-Cultural Communication in Education 483-633 Literature for Young People in the Classroom 483-634 Project in Modern Languages Education Professional Development 483-636 Teaching English in the International Context 482-623 Responsive Middle Schooling 483-641 Teaching English for Academic Purposes 482-804 Interactive Processes for Health Education 483-642 TESOL Professional Practice (International) 482-807 Curriculum Leadership and Management 483-804 Researching Language Classrooms* 482-809 Leading the Learning Community 483-829 Language and Language Acquisition 482-829 Personal and Interpersonal Processes for Educational Leaders 483-830 Professional Practice: TESOL 482-832 Current Thinking about Thinking 483-850 Professional Practice: Modern Languages Education 482-833 Designing a Thinking Curriculum 483-871 Professional Practice: ALBE 482-844 Education, Technology and Change 483-888 Methodology and Curriculum Design: TESOL 482-890 Leadership in Action: Strategic Leadership 483-889 Methodology and Curriculum Design: 482-891 Understanding Human Resource Modern Languages Education Management: People Leadership 483-890 Methodology and Curriculum Design: ALBE 482-892 School Effectiveness and Improvement 482-894 Using the Web for Teaching and Learning: Emerging Technologies Department of Learning and Educational Development Program Evaluation: Assessment 481-809 Program Evaluation: Forms and Approaches* 476-661 Assessment, Design and Analysis* 481-810 Evaluating Large Scale Programs* 476-662 Competency and Performance Assessment* 481-811 Evaluation for Management and 476-664 Advanced Measurements and Psychometrics Development* 476-694 Educational Measurement, Assessment and 481-812 Qualitative Methods* Evaluation* 481-813 Quantitative Methods* 476-695 Assessment and Reporting for Student 482-620 Evaluation Theory* Learning* 482-621 Knowledge Use in Change Management* Curriculum: Human Resource Development and Training: 476-621 Curriculum Improvement 468-601 Management Learning* 476-689 Curriculum Design 468-603 Adult Education and Professional Practice 468-605 Vocational Learning Deafness Studies: 472-616 Developing Auditory Function in Hearing 468-607 Learning in the Postmodern Workplace Impaired Children 468-620 Current Issues in Education and Training 472-617 Advanced Practicum for Hearing Impaired 468-621 Special Project (VET) Children 468-811 Leaders and Agents of Change Hearing 476-614 Developing Spoken Language for 468-812 Development and Change in Organisations Impaired Students 468-820 Quantitative Analysis in VET

122.

HIGHER DEGREE CODPIECE 2002

476-615 Educational Audiology and Sensory Aids 466-684 Early Childhood Intervention: Advanced 476-622 Advanced Language Assessment and Interdisciplinary Study Teaching for Hearing Impaired Students* 466-838 Assessment and Programming in Early 476-623 Early Intervention for Hearing Impaired Intervention Children 466-839 Parent Guidance In Early Intervention 476-898 Foundation Studies in Deaf Education 466-840 Children with Cognitive and Socioemotional 476-899 Listening, Speech and Language Development Needs 477-801 Audiology in Education 466-842 Theories and Practices in Early Intervention 477-802 Assessment and Teaching of Speech to 466-843 Neurological and Sensory Disability Hearing Impaired Students Educational Psychology: 477-803 Assessment and Teaching of Language to 476-646 Differences In Intelligence and Achievement Hearing Impaired Students 476-676 Theories and Research in Child Development 477-804 Teaching, Learning and Hearing Impairment 476-678 Adolescent Psychology and Its Impact on • may be undertaken in external mode of delivery (on- Education line, by correspondence, or through face-to-face 476-679 Applications of Educational Psychology In the teaching in approved off-campus locations) Classroom Disabilities and Impairments and Learning 476-680 Stress and Coping in Education: Children, Disabilities: Parents and Teachers 476-674 Transitional Planning and Vocational 476-681 Assessing Individual Differences in Learning Preparation for Persons with Disabilities 476-683 Current Issues in Vocational Psychology 476-675 Contemporary Issues in Disability and Education Gifted Education: 476-819 to -823 476-682 Current Issues in Gifted Education Professional Practice (Learning Disabilities 476-684 Introduction to Gifted Development and and Disabilities and Impairments) A, B and C Education 476-864 Understanding and Teaching Students with 476-685 Administering Programs for the Gifted Disabilities 476-686 The Neuropsychology of Giftedness 476-874 Inclusive Curriculum Strategies for Students 476-803 Practicum in Gifted Education with Disabilities 476-891 Social and Emotional Aspects of Giftedness 476-886 Instructional Methods and Strategies for 476-892 Classroom Strategies for Gifted Education Students with Disabilities 476-893 Foundation Studies in Gifted Education 476-888 Foundation Studies in the Education of 476-894 Systems and Models of Gifted Education Students with Learning Disabilities* 476-895 Developmental Psychology of Giftedness 476-889 Learning Disabilities: Literacy 476-896 Giftedness Throughout the Lifespan 476-890 Learning Disabilities: Numeracy 476-897 Comprehensive Programming for the Gifted 477-807 Policy Analysis, Program Management and Leadership In Special Education and Learning and Teaching: Integration 476-641 Improving Classroom Teaching and Learning Through Multimedia 477-808 Assessing Special Needs and Planning Programs 476-688 Teaching for Effective Learning 476-692 Reflection and Metacognition In Learning and Early Childhood Studies: Teaching 466-613 Early Childhood Language and Literacy 476-699 The Study of Learning 466-620 Ethics in Research on the Young* 476-845 Evaluating Multimedia for Learning and 466-678 Reconceptualising Early Childhood Teaching Development* 476-884 Teaching and Learning in the Middle School 466-679 The Politics of Early Childhood 476-885 Designing a Multimedia Package 466-680, Negotiated Project in Early Childhood* 466-681 Early Childhood Curriculum* Professional Development: 472-801 Adult Learning In Learning Organisations 1 466-682 Facilitating Family Functioning* 472-802 Adult Learning In Learning Organisations 2 466-684 Early Childhood Intervention: Advanced Inter- disciplinary Study of Policy and Practice 476-693 Professional Development, Appraisal and Change 466-846 Foundation Studies in Early Childhood* 476-698 Professional Development: Collaboration and 466-847 Learning Environments in the Early Years* Consultancy 466-848 Management In Early Childhood Services* 476-881 Professional Development for Improvement 466-849 Social Contexts and Early Childhood* 466-850 Theories of Parenting and the Family* Research Methodology: 476-645 Multivariate Research Methods 466-851 Infancy and the First Years of Life* Student Welfare: Early Intervention: 476-643 Approaches to Trauma and Grief In 472-601 Working with Challenging Behaviour Educational Settings

iirhairm 4.5 R O HIGHER DEEMS COURSES 2002

476-644 Managing Conflict In Educational Settings Masters degree. The publication is free of charge and available from the Faculty Office. Learning and Educational Development Studies: 476-696 Integrative Study in Learning and Educational Development Thesis Provisions 476-697 Special Study in Learning and Educational General Requirements and Thesis Supervision Development Applicants for Stream 1, 1A, and 2 are required to write a preliminary thesis proposal and obtain a supervisor as Department of Science and Mathematics Education part of the application process. The thesis proposal Information Technology in Education: must be signed by the supervisor and the supervisor's 485-828 Teaching Info Tech at Senior Levels Head of Department. Students in Stream 2A should obtain a supervisor shortly after admission to the 485-829 Teaching with Information Technology" course, and certainly before enrolment in 485-646 485-830 Software Environments for Learning* Research Methods in Education. 485-831 Educational Programming Environments All students enrolled in the thesis streams should 485-832 Developing Multimedia finalise the topic of their thesis with their supervisor as 485-833 Telecommunications and Multimedia* early as possible, and must register the name of their 485-835 Information Management and Education supervisor with the Faculty Office as soon as the matter 485-836 New Visions for Teaching and Learning is finalised. 485-837 Computers and Curriculum* Students who require assistance in obtaining a 468-814 Information Technology and Society* supervisor should obtain a copy of the information 468-839 On-line Education and Training* Guide for Research Students, for details on the research Mathematics Education: areas of Faculty of Education academic staff. 485-613 How Children Learn Mathematics Thesis of 40,000 Words (Streams 1 and 2) 485-620 The Mathematics Classroom In the thesis for Streams 1 and 2, students are expected 485-805 Teaching for Numeracy to demonstrate that they have mastered the research 485-822 Technology Enriched Mathematics Education and synthesising skills involved in producing an original contribution to scholarship, although the thesis itself 485-850 Key Issues in Mathematics Education may not be particularly new in its field. 485-866 Developing an Effective Mathematics Curriculum A student proceeding to the 40,000-word thesis will 485-869 Discrete Mathematics and Mathematical have completed a one-semester subject which gives Modelling* preparation in the research methods and conceptual frameworks by means of which the thesis investigation 485-870 Mathematical Statistics for Teachers* will be carried out. Research Methodology: The length of the thesis for Streams 1 and 2 varies from 485-646 Research Methods in Education* field to field, but should not exceed 40,000 words, Sdence Education: excluding appendices. The thesis is examined by two 485-621 Reconstructing Science Education appropriate academics external to the University of 485-622 Learning Science in a Computer Age Melbourne, neither of whom is the supervisor of the 485-623 Education in a Technological World thesis. 485-624 Recent Developments in Science and The thesis should not, as a general rule, take a part-time Technology Stream 1 student more than two years to complete. Additional subjects: Stream 2 part-time students should not take more than 485-643 Negotiated Project in Science and three years to complete. Mathematics Education The Freda Cohen Prize will be awarded in March each 485-703 Co-ordination of the Curriculumlb.edu.au year to the student who submits the most meritorious 40,000-word thesis during the preceding year. Research Areas of The Faculty of Education Thesis of 16,000 to 20,000 Words (Streams 1A Please refer to the Faculty s General Information section and 2A) of this Handbook for details on the Departments and The thesis for Streams IA and 2A permits the student to Research Centres of the Faculty. draw on the themes discussed in the various subjects undertaken, and to apply them to an area of particular For a more detailed outline of Faculty of Education staff interest. Although this work may rely to some extent on and their areas of research expertise, refer to the the work of others, it should be a new presentation Faculty's Research Profile and Information Guide for which involves the writer in demonstrating research and Research Students. writing skills, and also in collecting primary data from the field, or in building some new construct from Information Guide for Research Students available materials. The result should give clear It is essential that all thesis research students obtain a evidence of research skills and critical judgment. copy of the Information Guide for Research Students The thesis for Streams IA and 2A should demonstrate before commencing the thesis component of their the student s ability to handle research and to present

The ~r~er,~p °~ . ■ 4.6 ► inge HIGHER DEGREE COURSES 2002

the outcomes in a disciplined way that conforms with agencies, business, or from consultants offering normal scholarly conventions. assessment and evaluation services. The thesis should be between 16,000 to 20,000 words The course aims to enable students to become familiar in length, excluding appendices. The thesis will be with key concepts and theories underlying policy and examined by two appropriate academics, at least one of program development, the roles of various types of whom is external to the University of Melbourne, neither evaluation, key concepts and theories of assessment of whom is the supervisor of the thesis. Theses and appraisal of individuals in process and outcome produced for Stream lA are required to be examined by terms. It will encourage critical review of important two external examiners. issues in the conduct of evaluation and assessment, and A thesis for Streams lA and 2A should not, as a general program implementation. rule, take a part-time student more than twelve months to There is a one-year thesis and coursework stream complete. (Stream 1A), a two-year thesis and coursework stream (Stream 2A), and a two-year coursework only stream External Mode of Delivery (Stream 2B). Eligibility for each stream depends on the level of the applicants previous qualifications. Some subjects within this course are also offered in external mode of delivery. It is possible to undertake all Streams 2A and 2B of the Master of Assessment and components of the coursework only streams (Streams Evaluation are coursework-classified, while Stream 1 A of 1B or 2B) of this course externally providing students the Master of Assessment and Evaluation Is research- select subjects that are available in external mode of classified. Graduates of Stream lA and 2A are eligible to delivery. However, the thesis streams may not be apply for entry to the PhD or Doctor of Education undertaken entirely in external mode of delivery as the programs. Graduates of Stream 2B are are eligible for thesis must be undertaken while on-campus at the admission to the Doctor of Education coursework University of Melbourne. The particular mode of delivery program. for specific subjects Is listed under each subject Course Objectives description. Students wishing to undertake subjects offered in external (on-line) mode of delivery should first Students who have completed the Master of Assessment check that they meet the requirements to study and Evaluation course should be able to: externally. Refer to the subject descriptions and the ✓ demonstrate a high level of competence in the Faculty s General Information section of this Handbook management of assessment and evaluation for details. programs; ✓ make effective use of current relevant research in Course Enquiries assessment and evaluation; Education Faculty Office, Alice Hoy Building ✓ have a depth of knowledge and understanding that The University of Melbourne Victoria 3010 Australia will enable them to be a resource for colleagues in Td: (+61 3) 8344 8285 assessment and evaluation related professional [email protected] Em all: situations; ✓ demonstrate a superior knowledge and understanding of assessment and evaluation theory MASTER OF ASSESSMENT and practice. AND EVALUATION Entrance Requirements for Stream lA An applicant may be eligible for entry Into the Master of Course Codes Assessment and Evaluation, Stream 1A, If the applicant has: 666AT Master of Assessment and Evaluation, Stream lA Y completed an approved degree and an approved teaching qualification and the Postgraduate Diploma 666MT Master of Assessment and Evaluation, Stream in Assessment and Evaluation or approved 2A equivalent; or 666CW Master of Assessment and Evaluation, Stream ✓ completed an approved four-year teaching degree 2B and the Postgraduate Diploma in Assessment and Evaluation or approved equivalent; or Overview ✓ completed an approved degree or graduate diploma Th e Master of Assessment and Evaluation provides a In a social or human science discipline and can program of specialist training to those people who wish demonstrate a record of research and publications to take a leadership role in assessment and evaluation and professional experience In assessment or practice. Such people are normally employed as policy evaluation at a level acceptable to the Faculty. and program planners, trainers, teachers, performance auditors, managers and consultants. They are drawn Applicants for Stream lA are required to submit a thesis from public sector organisations (in areas such as proposal signed by their prospective supervisor and the education, welfare and health), non-government Head of Department with their application.

The me 4.7 NIGHER DEGREE COURSES 2002

Entrance Requirements for Streams 2A and 2B 476-645 Multivariate Research Methods An applicant may be eligible for entry into the Master of Students are encouraged to seek advice from the Assessment and Evaluation, Streams 2A or 2B, if the Program Co-ordinators in regard to subject selection so applicant has: as to select the most appropriate subjects for their needs. ✓ completed an approved degree and an approved teaching qualification; or Refer to the Subject Description section of this ✓ completed an approved four-year teaching degree; or Handbook for details about the above subjects. ✓ completed an approved degree or graduate diploma Stream 2M Coursework and Thesis of 16,000 to 20,000 words (666MT) in a social or human science discipline and can demonstrate a record of professional experience in Students are required to undertake 150 points of assessment or evaluation at a level acceptable to the coursework from the pool of subjects listed below, and complete a thesis of 16,000 to 20,000 words (50 points Faculty. of study). At least one subject must be from the list of combined assessment and evaluation subjects below. Length of Time Acceptable Since Completion of Subjects that may be undertaken in external (on-line) Previous Qualification and/or Prerequisites mode of delivery are marked by an asterisk. Applicants who are applying for entry on the basis of Combined Assessment and Evaluation subjects qualifications obtained more than ten years prior to the (select oner year in which selection is sought, may be granted 481-812 Qualitative Methods* admission if, in the view of the Faculty, the applicant has maintained an appropriate level of active involvement in 481-813 Quantitative Methods* the field of education during the time since the relevant 481-815 Survey Design and Analysis prerequisite qualification(s) were conferred. No credit 476-645 Multivariate Research Methods will be granted for studies undertaken for a Assessment subjects: Postgraduate Diploma in Evaluation or other equivalent 476-661 Assessment Design and Analysis* qualification completed more than 10 years prior to the 476-662 Competency and Performance Assessment* year for which selection is sought. 476-664 Advanced Measurement and Psychometrics Applicants who wish to resume their Masters degree 476-694 Educational Measurement, Assessment and studies after a gap of more than 10 years will normally Evaluation* be required to undertake two subjects and gain an H2A 476-695 Assessment and Reporting for Student or above in each subject prior to re-admission to the Learning* Master of Assessment and Evaluation. Evaluation subjects: Course Structure 481-809 Program Evaluation: Forms and Approaches* 481-810 Evaluating Large Scale Programs* Stream 1A: Coursework and Thesis of 16,000 to and 20,000 words (666AT) 481-811 Evaluation for Management Students are required to undertake 25 points of Development* coursework from the pool of subjects listed below, and 482-620 Evaluation Theory* complete a thesis of 16,000 to 20,000 words 482-621 Knowledge Use in Change Management* incorporating research methodology studies (75 points in Students may select up to 50 points worth of total). Subjects that may be undertaken in external (on- coursework from offerings outside the above lists, with line) mode of delivery are marked by an asterisk. the written permission of the Program Co-ordinator/s. Coursework subjects (select oner Students are encouraged to seek advice from the 481-809 Program Evaluation: Forms and Approaches* Program Co-ordinators in regard to subject selection so 481-810 Evaluating Large Scale Programs* as to select the most appropriate subjects for their 481-811 Evaluation for Management and needs. Development* Refer to the Subject Description section of this 482-620 Evaluation Theory* Handbook for details about the above subjects. 482-621 Knowledge Use in Change Management* Stream 2B: Coursework only (666CW) 476-661 Assessment Design and Analysis* Students are required to undertake 200 points of 476-662 Competency and Performance Assessment* coursework from the pool of subjects listed below. At 476-664 Advanced Measurement and Psychometrics least one subject must be from the list of combined 476-694 Educational Measurement, Assessment and assessment and evaluation subjects below. Subjects that Evaluation* may be undertaken in external (on-line) mode of delivery 476-695 Assessment and Reporting for Student are marked by an asterisk. Learning* Combined Assessment and Evaluation subjects Approved research methodology studies (select (select one): one): 481-812 Qualitative Methods* 481-812 Qualitative Methods* 481-813 Quantitative Methods* 481-813 Quantitative Methods* 481-815 Survey Design and Analysis 481-815 Survey Design and Analysis 476-645 Multivariate Research Methods HIGHER DEGREE coupons 2002

481-814 Project in Assessment or Evaluation' Students who require assistance in obtaining a supervisor should obtain a copy of the Information Assessment subjects: Guide for Research Students, for details on the research 661 Assessment Design and Analysis' 476- areas of Faculty of Education academic staff. 476-662 Competency and Performance Assessment" The Thesis of 16,000 to 20.000 Words 476-664 Advanced Measurement and Psychometrics The thesis permits the student to draw on the themes 476-694 Educational Measurement, Assessment and discussed in the various subjects undertaken, and to Evaluation* apply them to an area of particular interest. Although 476-695 Assessment and Reporting for Student this work may rely to some extent on the work of others, Learning* it should be a new presentation which Involves the Evaluation subjects: student in demonstrating research and writing skills, 481-809 Program Evaluation: Forms and Approaches* and also in collecting and analysing primary data from 481-810 Evaluating Large Scale Programs* the field, or in building some new construct from available materials. The result should give clear 481-811 Evaluation for Management and Development' evidence of problem solving and critical judgment. 482-620 Evaluation Theory' The thesis should demonstrate the student s ability to 482-621 Knowledge Use in Change Management* undertake research and to present the outcomes In a disciplined way that conforms with contemporary Students may select up to 50 points worth of scholarly conventions. coursework from offerings outside the above lists, with the written permission of the Program Co-ordinator/s. The thesis should be between 16,000 to 20,000 words In length, excluding appendices. The thesis will be Students are encouraged to seek advice from the examined by two appropriate academics, at least one of Program Co-ordinators in regard to subject selection so whom is external to the University of Melbourne, neither as to select the most appropriate subjects for their of whom Is the supervisor of the thesis. Theses needs. produced for Stream lA are required to be examined by Refer to the Subject Description section of this two external examiners. Handbook for details about the above subjects. The thesis should not, as a general rule, take a part-time student more than twelve months to complete. Period of Candidature After being admitted to Stream lA of the course, full- External Mode of Delivery time students are required to pursue studies for at least Some subjects within this course are also offered in one academic year and not more than two academic external (on-line) mode of delivery. It Is possible to years. Part-time students are required to pursue studies undertake Stream 2A entirely in external mode of for at least two academic years and not more than four delivery providing students select subjects that are academic years. available In external mode of delivery. It is also possible After being admitted to Streams 2A or 2B of the course, to undertake the coursework components of Streams lA full-time students are required to pursue studies for at and 2A externally providing students select subjects least two academic years and not more than four that are available in external mode of delivery. However, academic years. Part-time students are required to Streams lA and 2A cannot be undertaken entirely In pursue studies for at least four academic years and not external mode of delivery as the thesis must be more than six academic years. undertaken while on campus at the University of Melbourne. Students wishing to undertake subjects Information Guide for Research Students offered in external (on-line) mode of delivery should first K is essential that all thesis students obtain a copy of the check that they meet the requirements to study Information Guide for Research Students before externally. Refer to the subject descriptions and the ction of this Handbook commencing the thesis component. The publication Is Faculty s General Information se for details. free of charge and available from the Faculty Office.

Thesis Provisions Course Enquiries Education Faculty Office, Alice Hoy Building General Requirements and Thesis Supervision The University of Melbourne Victoria 3010 Australia Applicants for Stream IA are required to write a preliminary thesis proposal and obtain a supervisor as Tel: (+61 3) 8344 8285 E-mall: [email protected] part of the application process. The thesis proposal must be signed by the supervisor and the supervisor's Program Co-ordinator (Evaluation) Head of Department. Students in Stream 2A should John Owen, Department of Education Policy and obtain a supervisor shortly after admission to the Management course. Room 422, Alice Hoy Building Tel: (+61 3) 8344 8394 All students enrolled in the thesis streams should E-mall: [email protected] finalise the topic of their thesis with their supervisor as early as possible, and must register the name of their supervisor with the Faculty Office as soon as the matter is finalised. HIGHER DEGREE COURSES 2002

Program Co-ordinator (Assessment) V completed an approved four-year degree or Patrick Griffin, Department of Learning and Educational equivalent and can demonstrate a record of research Development and publications and professional experience in early Room 406, Alice Hoy Building childhood studies at a level acceptable to the Faculty. Tel: (+61 3) 8344 8206 Applicants are required to submit a thesis proposal Email: [email protected] signed by their prospective supervisor and the Head of Department with their application.

Length of Time Acceptable Since Completion of MASTER OF EARLY Previous Qualification and/or Prerequisites CHILDHOOD STUDIES Applicants for the Master of Early Childhood Studies who are applying for entry on the basis of qualifications obtained more than ten years prior to the year in which Course Code selection is sought, will normally be required to 321AT Master of Early Childhood Studies undertake two subjects from the Postgraduate Diploma in Educational Studies (Early Childhood) and gain an H2A Overview or above in each subject prior to admission to the Master of Early Childhood Studies. The Master of Early Childhood Studies is a one-year coursework and thesis degree which aims to provide Applicants who wish to resume their Masters study after training In research skills In the field of early childhood a gap of more than 10 years will normally be required to studies to professionals working in early childhood undertake two subjects and gain an H2A or above in settings or in related policy areas. each subject prior to re-admission to the Master of Early Childhood Studies. This is a research-classified course. Graduates are eligible to apply for entry to the PhD or Doctor of Education programs. Course Structure Students are required to undertake 100 points of study, Course Objectives consisting of a thesis of 16,000 to 20,000 words with a research methodology component (75 points total) and Students who have completed the Master of Early 25 points of coursework selected from the list below. Childhood Studies course should be able to: Subjects that may be undertaken in external mode of ✓ show an understanding of the theory and practice of delivery (on-line or by correspondence) are marked by research in disciplines related to the study of young an asterisk. children; Refer to the Subject Description section of this ✓ evaluate relevant research literature and car out ry Handbook for details about these subjects. research In the area of early childhood; Coursework subjects (select 2S points worth): ✓ apply relevant research findings to practice in early 466-613 Early Childhood Language and Literacy (25 childhood settings; points)* ✓ demonstrate a depth of knowledge and 466-620 Ethics in Research on the Young (25 points)* understanding that will enable them to be a resource 466-678 Reconceptualising Early Childhood for colleagues in particular professional situations; Development (25 points)* ✓ take an informed role in debates on early childhood 466-679 The Politics of Early Childhood (25 points) policy; 466-681 Early Childhood Curriculum (25 points)* ✓ demonstrate an appreciation of professional 466-847 Learning Environments in the Early Years responsibilities and ethical principles which should (12.5 points)* characterise professionals in the early childhood 466-848 Management in Early Childhood Services field. (12.5 points)* 466-849 Social Contexts and Early Childhood (12.5 Entrance Requirements points)* An applicant may be eligible for entry into the Master of 466-850 Theories of Parenting and the Family (12.5 Early Childhood Studies if the applicant has: points)* 466-851 Infancy and the First Years of Life (12.5 ✓ completed an approved degree and an approved points)* teaching qualification and the Postgraduate Diploma In Educational Studies (Early Childhood) or approved Approved research methodology studies (slt equivalent; or one): 476-645 Multivariate Research Methods ✓ completed an approved four-year teaching degree and the Postgraduate Diploma in Educational Studies 485-646 Research Methods in Education* (Early Childhood) or approved equivalent; or 481-812 Qualitative Methods* 481-813 Quantitative Methods* ✓ completed the Bachelor of Early Childhood Studies (Honours) degree or approved equivalent; or HxiHIR DUORES COURSES 2002

Period of Candidature Refer to the subject descriptions and the Faculty s General Information section of this Handbook for After being admitted to the course, full-time students details. are required to pursue studies for at least one academic year and not more than two academic years. Part-time students are required to pursue studies for at least two Course Enquiries academic years and not more than four academic years. Education Faculty Office, Alice Hoy Building The University of Melbourne Victoria 3010 Australia Information Guide for Research Students Tel: (+61 3) 8344 8285 E-mail: [email protected] It is essential that all thesis students obtain a copy of the Information Guide for Research Students before Program Coordinator commencing the thesis component. The publication Is Trevor Hay, Department of Learning and Educational free of charge and available from the Faculty Office. Development Room 3.30, 234 Queensberry Street Thesis Provisions Tel: (+61 3) 8344 0963 E-mail: [email protected] General Requirements and Thesis Supervision Applicants are required to write a preliminary thesis proposal and obtain a supervisor as part of the application process. The thesis proposal must be signed by the supervisor and the supervisor's Head of MASTER OF EARLY Department. Students should finalise the topic of their INTERVENTION thesis with their supervisor as early as possible. Students who require assistance in obtaining a supervisor should obtain a copy of the Information Course Code Guide for Research Students, for details on the research 331AT Master of Early Intervention areas of Faculty of Education academic staff. The Thesis of 16.000 to 20,000 Words Overview The thesis permits the student to draw on the themes The Master of Early Intervention Is a one-year discussed in the various subjects undertaken, and to coursework and thesis degree which provides further apply them to an area of particular interest. Although advanced training for teachers working with infants and this work may rely to some extent on the work of others, young children with a range of disabling conditions, it should be a new presentation which Involves the within a family centred practice framework. For the writer in demonstrating research and writing skills, and coursework component of the course students will gain also in collecting primary data from the field, or In advanced knowledge and skills In either advanced building some new construct from available materials. theory, policy and practice in early childhood The result should give clear evidence of research skills intervention or in the assessment and management of and critical judgment. challenging behaviours In young children. The thesis should demonstrate the student s ability to This Is a research-classified course. Graduates are handle research and to present the outcomes In a eligible to apply for entry to the PhD or Doctor of disciplined way that conforms with normal scholarly Education programs. conventions. The thesis should be between 16,000 to 20,000 words Course Objectives in length, excluding appendices. The thesis will be Students who have completed the Master of Early examined by two appropriate academics, both of whom Intervention should be able to: are external to the University of Melbourne. V demonstrate a superior knowledge and The thesis should not, as a general rule, take a part-time understanding of educational theory and practice In student more than twelve months to complete. general and in the specialist area of early intervention; External Mode of Delivery express Informed opinions about particular areas of Some subjects within this course are also offered in current educational Interest; external (on-line) or external (correspondence) mode of it have an understanding of the theory and practice of delivery. it is possible to undertake the coursework educational research needed to evaluate research component of this course externally providing students literature and carry out appropriate research activity; select subjects that are available in external mode of delivery. However, the course cannot be undertaken iF make effective use of the findings of educational entirely in external mode of delivery as the thesis must writing and research In addressing professional be done while on campus at the University of problems; Melbourne. The particular mode of delivery for specific iF have the depth of knowledge and understanding that subjects is listed under each subject description. will enable them to be a resource for colleagues in Students wishing to undertake subjects offered In particular professional situations; external (on-line) mode of delivery should first check that they meet the requirements to study externally.

The intya( 4.11 me NIGHER DEGREE COURSES 2002

✓ demonstrate an appreciation of professional Period of Candidature responsibilities and ethical principles which should After being admitted to the course, full-time students characterise leaders in the education profession. are required to pursue studies for at least one academic year and not more than two academic years. Part-time Entrance Requirements students are required to pursue studies for at least two An applicant may be eligible for entry into the Master of academic years and not more than four academic years. Early Intervention if the applicant has: ✓ completed an approved degree and an approved Information Guide for Research Students teaching qualification and the Postgraduate Diploma It is essential that all thesis students obtain a copy of the in Educational Studies (Early Intervention) or Information Guide for Research Students before approved equivalent; or commencing the thesis component. The publication is free of charge and available from the Faculty Office. ✓ completed an approved four-year teaching degree and the Postgraduate Diploma in Educational Studies (Early Intervention) or approved equivalent; or Thesis Provisions General Requirements and Thesis Supervision ✓ completed an approved four-year degree or Applicants are required to write a preliminary thesis equivalent and can demonstrate a record of research proposal and obtain a supervisor as part of the and publications and professional experience in early application process. The thesis proposal must be signed Intervention at a level acceptable to the Faculty. by the supervisor and the supervisor's Head of Applicants are required to submit a thesis proposal Department. Students should finalise the topic of their signed by their prospective supervisor and the Head of thesis with their supervisor as early as possible. Department with their application. Students who require assistance in obtaining a supervisor should obtain a copy of the Information Length of Time Acceptable Since Completion of Guide for Research Students, for details on the research Previous Qualification and/or Prerequisites areas of Faculty of Education academic staff. Applicants for the Master of Early Intervention who are The Thesis of 16,000 to 20,000 Words applying for entry on the basis of qualifications obtained The thesis permits the student to draw on the themes more than ten years prior to the year in which selection discussed in the various subjects undertaken, and to is sought, will normally be required to undertake two apply them to an area of particular interest. Although subjects from the Postgraduate Diploma in Educational this work may rely to some extent on the work of others, Studies (Early Intervention) and gain an H2A or above in it should be a new presentation which involves the each subject prior to admission to the Master of Early writer in demonstrating research and writing skills, and Intervention. also in collecting primary data from the field, or in Applicants who wish to resume their Masters study after building some new construct from available materials. a gap of more than 10 years will normally be required to The result should give clear evidence of research skills undertake two subjects and gain an H2A or above in and critical judgment. each subject prior to re-admission to the Master of Early The thesis should demonstrate the student s ability to Intervention. handle research and to present the outcomes in a disciplined way that conforms with normal scholarly Course Structure conventions. Students are required to undertake 100 points of study, The thesis should be between 16,000 to 20,000 words consisting of a thesis of 16,000 to 20,000 words with a in length, excluding appendices. The thesis will be research methodology component (75 points total) and examined by two appropriate academics, both of whom a 25-point coursework subject, 472-601 Working with are external to the University of Melbourne. Challenging Behaviour or 466-684 Early Childhood Intervention: Advanced Interdisciplinary Study of Policy The thesis should not, as a general rule, take a part-time & Practice. student more than twelve months to complete. Subjects that may be undertaken in external (on-line) External Mode of Delivery mode of delivery are marked by an asterisk. Some of the research methodology subjects within this Approved research methodology studies (select course are also offered in external (on-line) mode of oner delivery. It is possible to undertake the research 476-645 Multivariate Research Methods methodology component of this course externally. 485-646 Research Methods in Education* Students wishing to undertake subjects offered in 481-812 Qualitative Methods* external (on-line) mode of delivery should first check 481-813 Quantitative Methods* that they meet the requirements to study externally. Refer to the Subject Description section of this Refer to the subject descriptions and the Faculty s General Information section of this Handbook for Handbook for details about these subjects. details.

Course Enquiries Education Faculty Office, Alice Hoy Building

4.12 HIGHER DEGREE COURSES 2002

The University of Melbourne Victoria 3010 Australia Y demonstrate a high level of competence in the Tal: (+61 3) 8344 8285 educational management of students with hearing E-mail: [email protected] Impairment; Program Coordinator Y demonstrate a superior knowledge and Margaret Brown, Department of Learning and understanding of the theory and practice of teaching Educational Development students with hearing Impairment; Room 341, 234 Queensberry Street • have an understanding of the theory and practice of Tal: (+61 3) 8344 0987 research in the educational management of students E-mail: [email protected] with hearing impairment; • make effective use of the findings of educational writings and research in addressing hearing MASTER OF EDUCATION OF impairment-related professional problems; Y have the depth of knowledge and understanding that THE HEARING IMPAIRED will enable them to be a resource for colleagues in hearing impaired-related professional situations. Course Codes 336AT Master of Education of the Hearing Impaired, Entrance Requirements for Stream 1 A Stream lA An applicant may be eligible for entry into the Master of Education of the Hearing Impaired, Stream IA, if the 336EW Master of Education of the Hearing Impaired, applicant has: Stream 1B Y completed an approved degree and an approved 336MT Master of Education of the Hearing Impaired, teaching qualification and the Postgraduate Diploma Stream 2A in Educational Studies (Hearing Impaired) or approved 336CW Master of Education of the Hearing Impaired, equivalent; or Stream 2B • completed an approved four-year teaching qualification and the Postgraduate Diploma in Overview Educational Studies (Hearing Impaired) or approved The Master of Education of the Hearing Impaired offers equivalent; or a masters level specialist qualification in the teaching Y completed an approved honours degree with a major and educational management of hearing Impairment. specialisation in hearing impairment or approved Students will gain superior knowledge and equivalent; or understanding of theory and practice of teaching students with hearing impairment, understand the Y completed an approved degree or graduate diploma theory and practice of educational management of in a hearing or speech science discipline or approved hearing impaired students and make effective use of the equivalent and can demonstrate a record of research research addressing hearing impairment-related and publications and professional experience in professional problems. hearing impairment at a level acceptable to the Faculty. The course has a one-year coursework and thesis stream (Stream 1 A), a two-year coursework and thesis stream Applicants for Stream 1A are required to submit a thesis (Stream 2A), a one-year coursework-only stream (Stream proposal signed by their prospective supervisor and the I B) and a two-year coursework-only stream (Stream 2B). Head of Department with their application. Eligibility for each stream depends on the level of the applicant s previous qualifications. Entrance Requirements for Stream 1 B Graduates of the Master of Education of the Hearing An applicant may be eligible for entry into the Master of Impaired are not automatically eligible for registration Education of the Hearing Impaired, Stream 1 B, If the as a teacher of the deaf. Registration requires students applicant has: to have completed the Postgraduate Diploma in Y completed an approved degree and an approved Educational Studies (Hearing Impaired). teaching qualification and the Postgraduate Diploma The Master of Education of the Hearing Impaired, Stream in Educational Studies (Hearing Impaired) or approved IA is a research-classified program. The Master of equivalent, plus three years full-time experience Education of the Hearing Impaired, Streams 2A, 2B and teaching hearing impaired children; or 1B, are coursework-classified programs. Graduates of Y completed an approved four-year teaching Stream lA and 2A are eligible to apply for entry to the qualification and the Postgraduate Diploma in PhD or Doctor of Education programs. Graduates of Educational Studies (Hearing Impaired) or approved Streams 2B and 1 B are are eligible for admission to the equivalent, plus three years full-time experience Doctor of Education coursework program. teaching hearing Impaired children; or Y completed an approved honours degree with a major Course Objectives specialisation In hearing Impairment or approved Students who have completed the Master of Education equivalent, plus three years full-time experience of the Hearing Impaired course should be able to: teaching hearing Impaired children; or

4.13 HIGHER DEGREE COURSES 2002

✓ completed an approved degree or graduate diploma subject prior to admission to Stream lA of the Master of in a hearing or speech science discipline or approved Education of the Hearing Impaired. equivalent and can demonstrate a record of research Applicants for Streams 2A or 2B of the Master of and publications and professional experience in Education of the Hearing Impaired who are applying for hearing impairment at a level acceptable to the entry on the basis of qualifications obtained more than Faculty, plus three years full-time experience ten years prior to the year in which selection is sought, teaching hearing impaired children. may be granted admission if, in the view of the Faculty, the applicant has maintained an appropriate level of Entrance Requirements for Stream 2A active involvement in the field of education during the An applicant may be eligible for entry into the Master of time since the relevant prerequisite qualification(s) were Education of the Hearing Impaired, Stream 2A, if the conferred. No credit will be granted for studies applicant has: undertaken for a Postgraduate Diploma in Educational Studies (Hearing Impaired) or other fifth-year level ✓ completed an approved degree and an approved equivalent qualification completed more than 10 years teaching qualification with at least 50 points of study prior to the year for which selection is sought. In the areas of hearing science, speech science or deafness studies; or Applicants who wish to resume their Masters study after a gap of more than 10 years will normally be required to ✓ completed an approved four-year teaching degree undertake two subjects and gain an H2A or above in with at least 50 points of study in the areas of hearing each subject prior to re-admission to any stream of the science, speech science or deafness studies; or Master of Education of the Hearing Impaired. ✓ completed an approved degree or graduate diploma in a hearing or speech science discipline or approved Course Structure equivalent; or Stream 1A: Coursework and Thesis of 16,000 to ✓ completed an approved degree or equivalent and can 20,000 words (336M) demonstrate a record of research and publications or Students are required to undertake 100 points of study, professional experience in hearing impairment at a consisting of a thesis of 16,000 to 20,000 words with a level acceptable to the Faculty. research methodology component (75 points total) and 25 points of coursework selected from the list below. Entrance Requirements for Stream 2B Subjects that may be undertaken in external mode of An applicant may be eligible for entry into the Master of delivery (on-site teaching In Perth) are marked by an Education of the Hearing Impaired, Stream 2B, if the asterisk. applicant has: Coursework subjects (select one): ✓ completed an approved degree and an approved 472-616 Developing Auditory Function in Hearing teaching qualification with at least 50 points of study Impaired Children in the areas of hearing science, speech science or 476-614 Developing Spoken Language In Hearing deafness studies, plus three years full-time Impaired Children experience teaching hearing impaired children; or 476-615 Educational Audiology and Sensory Aids ✓ completed an approved four-year teaching degree 476-622 Advanced Language Assessment and with at least 50 points of study in the areas of hearing Teaching for Hearing Impaired Students* science, speech science or deafness studies, plus 476-623 Early Intervention for Hearing Impaired three years full-time experience teaching hearing Children impaired children; or Approved research methodology studies (select ✓ completed an approved degree or graduate diploma one): in a hearing or speech science discipline or approved 476-645 Multivariate Research Methods equivalent, plus three years full-time experience 485-646 Research Methods in Education* teaching hearing impaired children; or 481-812 Qualitative Methods* ✓ completed an approved degree or equivalent and can 481-813 Quantitative Methods* demonstrate a record of research and publications or Refer to the Subject Description section of this professional experience in hearing impairment at a Handbook for details about these subjects. level acceptable to the Faculty, plus three years full- time experience teaching hearing impaired children. Stream 111: Coursework (336BW) Students are required to undertake 100 points of compulsory and elective subjects as outlined below. Length of Time Acceptable Since Completion of Subjects that may be undertaken in external mode of Previous Qualification and/or Prerequisites delivery (on-site teaching in Perth) are marked by an Applicants for Streams IA or 1 B of the Master of asterisk. Education of the Hearing Impaired who are applying for Compulsory subjects: entry on the basis of qualifications obtained more than 472-616 Developing Auditory Function in Hearing ten years prior to the year in which selection is sought, Impaired Children will normally be required to undertake two subjects from the Postgraduate Diploma in Educational Studies 472-617 Advanced Practicum for Hearing Impaired (Hearing Impaired) and gain an H2A or above in each Students

4.14 H OH/R DEGREE COURSES 2002

476-614 Developing Spoken Language in Hearing Compulsory subjects: Impaired Children 472-616 Developing Auditory Function in Hearing Impaired Children Elecdve subjects (select one): 472-617 Advanced Practicum for Hearing Impaired 476-615 Educational Audiology and Sensory Aids Students 476-623 Early Intervention for Hearing Impaired 476-614 Developing Spoken Language in Hearing Children Impaired Children Students can elect to study a maximum of 25 points of 476-898 Foundation Studies in Deaf Education* subjects outside the above lists with the approval of the Speech and Language Program Co-ordinator. 476-899 Listening Development* Refer to the Subject Description section of this 477-801 Audiology in Education* Handbook for details about these subjects. 477-802 Assessment and Teaching of Speech to Stream 2A: Coursework and Thesis of 16,000 to Hearing Impaired Students* 20,000 words (336W) 477-803 Assessment and Teaching of Language to Students are required to undertake 200 points of study, Hearing Impaired Students* consisting of 125 points of coursework selected from 477-804 Teaching, Learning and Hearing Impairment* the list below, a methodology subject (25 points) selected from the list below, and a thesis of 16,000 to Elective subjects (select one): 20,000 words (50 points). Subjects that may be 476-615 Educational Audiology and Sensory Aids undertaken in external mode of delivery (on-site 476-623 Early Intervention for Hearing Impaired teaching in Perth) are marked by an asterisk. Children Coursework subjects (select 125 points In total): Students can elect to study a maximum of 25 points of 472-616 Developing Auditory Function In Hearing subjects outside the above lists with the approval of the Impaired Children (25 points) Program Co-ordinator. 476-614 Developing Spoken Language in Hearing Refer to the Subject Description section of this Impaired Children (25 points) Handbook for details about these subjects. 476-615 Educational Audiology and Sensory Aids (25 points) Period of Candidature 476-622 Advanced Language Assessment and After being admitted to Stream lA or 1B of the course, Teaching for Hearing Impaired Students (25 full-time students are required to pursue studies for at points)* least one academic year and not more than two 476-623 Early Intervention for Hearing Impaired academic years. Part-time students are required to Children (25 points) pursue studies for at least two academic years and not 476-898 Foundation Studies in Deaf Education (12.5 more than four academic years. points)* After being admitted to Stream 2A or 2B of the course, 476-899 Listening Speech and Language Development full-time students are required to pursue studies for at (12.5 points)* least two academic years and not more than four 477-801 Audiology in Education (12.5 points)* academic years. Part-time students are required to 477-802 Assessment and Teaching of Speech to pursue studies for at least four academic years and not Hearing Impaired Students (12.5 points)* more than six academic years. 477-803 Assessment and Teaching of Language to Hearing Impaired Students (12.5 points)* Information Guide for Research Students 477-804 Teaching, Learning and Hearing Impairment It Is essential that all thesis students obtain a copy of the (12.5 points)* Information Guide for Research Students before Students can elect to study a maximum of 25 points of commencing the thesis component. The publication Is subjects outside the above list with the approval of the free of charge and available from the Faculty Office. Program Co-ordinator. Research methodology studies (select one): Thesis Provisions 476-645 Multivariate Research Methods General Requirements and Thesis Supervision 485-646 Research Methods in Education* Applicants for Stream lA are required to write a 481-812 Qualitative Methods* preliminary thesis proposal and obtain a supervisor as of the application process. The thesis proposal 481-813 Quantitative Methods* part must be signed by the supervisor and the supervisor's Refer to the Subject Description section of this Head of Department. Students In Stream 2A should Handbook for details about these subjects. obtain a supervisor shortly after admission to the Stream 2a: Coursework (336CW) course. Students are required to undertake 200 points of All students enrolled In the thesis streams should compulsory and elective subjects as outlined below. finalise the topic of their thesis with their supervisor as Subjects that may be undertaken in external mode of early as possible, and must register the name of their delivery (on-site teaching in Perth) are marked by an supervisor with the Faculty Office as soon as the matter asterisk. Is finalised. HIGHER DEGREE COURSES 2002

Students who require assistance in obtaining a 30266 Master of Educational Management, Stream supervisor should obtain a copy of the Information lA Guide for Research Students, for details on the research areas of Faculty of Education academic staff. Overview The Thesis of 16,000 to 20,000 Words The Master of Educational Management is a one-year full The thesis permits the student to draw on the themes time or equivalent part-time course designed to prepare discussed in the various subjects undertaken, and to leaders in educational organisations to work in an apply them to an area of particular interest. Although international environment in the twenty-first century. this work may rely to some extent on the work of others, The program is designed to fill a need for a specialist it should be a new presentation which involves the qualification at the advanced level for those who hold writer in demonstrating research and writing skills, and senior positions and seek further advancement in also in collecting primary data from the field, or in education and training in the public and private sectors. building some new construct from available materials. It is intended to be inclusive of those who work in fields The result should give clear evidence of research skills variously described as early childhood, school, and critical judgment. vocational, adult, further, higher, tertiary, university and in workplace training in other fields. It is intended to The thesis should demonstrate the student s ability to have broad appeal, nationally and internationally. handle research and to present the outcomes in a disciplined way that conforms with normal scholarly The course is an MBA-style course which aims to provide conventions. a blend of practical knowledge, conceptual frameworks, and state-of-the-art research. A central feature of the The thesis should be between 16,000 to 20,000 words program Is its problem-based approach to learning, in length, excluding appendices. The thesis will be which involves Harvard-style advanced case studies of examined by two appropriate academics, at least one of significant problems and issues experienced at senior whom is external to the University of Melbourne, neither levels in the work setting. The course distinguishes itself of whom is the supervisor of the thesis. Theses from other Australian educational management courses produced for Stream lA are required to be examined by by emphasizing a global perspective. two external examiners. The course has a one-year coursework only stream The thesis should not, as a general rule, take a part-time (Stream 1 B) and a one-year coursework and research student more than twelve months to complete. project stream (Stream 1 A). Graduates of Stream lA are External Mode of Delivery eligible to apply for entry to the PhD or Doctor of Some subjects within this course are offered in externally, Education programs. Graduates of Stream 1B are eligible with on-site teaching taking place in Perth. It Is possible for admission to the Doctor of Education coursework to undertake some of the coursework components of this program. The Master of Educational Management is a course externally in Perth providing students select coursework-classified course. subjects that are available in external mode of delivery. The course attracts a tuition fee (HECS does not apply). However, the course cannot be undertaken entirely in The fee is 515,000 per 100 points of study. external mode of delivery, as not all subjects are offered externally. Moreover, the thesis must be done while on Course Objectives campus at the University of Melbourne. Students who have completed the Master of Educational Management should be able to: Course Enquiries y demonstrate a superior knowledge and Education Faculty Office, Alice Hoy Building understanding of current management issues and The University of Melbourne Victoria 3010 Australia challenges in each of the selected specialized areas of Tel: (+61 3) 8344 8285 the course; E-mail: enquiriesabedfac.unimelb.edu.au y demonstrate an In-depth knowledge and Program Coordinator understanding of various conceptual frameworks and Margaret Brown, Department of Learning and theoretical perspectives presented in the course; Educational Development Room 341, 234 Queensberry Street y demonstrate an understanding and application of the Tel: (+61 3) 8344 0987 latest research findings in each selected specialized E-mail: p.m.brownebedfac.unimelb.edu.au area of the program; y demonstrate the capacity to understand and analyze advanced case studies of significant problems and issues experienced at senior levels in the work MASTER OF EDUCATIONAL setting; MANAGEMENT V demonstrate a global perspective in tackling management Issues; y demonstrate an appreciation of professional Course Code responsibilities and ethical principles associated with 302AA Master of Educational Management, Stream leading educational organisations 1B HIGHER DEGREE COURSES 2002

Entrance Requirements Refer to the Subject Description section of this Handbook for details about these subjects. An applicant may be eligible for entry into the Master of Educational Management if the applicant has: Period of Candidature Y completed an approved four-year degree or an approved equivalent; and After being admitted to the course, full-time students are required to pursue studies for a least one academic If achieved a record of at least five years of experience year and not more than two academic years. Part-time in an educational setting including a senior students are required to pursue studies for at least two appointment. academic years and not more than four academic years. Through negotiation, a choice of program arrangements Course Structure may provide participants with an opportunity to Stream 1A: Coursework and Research Protect accelerate their study and complete the program in a (302ER) shorter period of time. Students must complete four 12.5-point subjects from the pool of subjects listed below, and two compulsory External Mode of Delivery subjects: 482-642 Research Methods in Educational Management, and 482-644 Research Project in It is possible to undertake this course externally by Educational Management. The research project totals arrangement with the Faculty. 15,000 words. Course Enquiries Compulsory subjects: 482-642 Research Methods in Educational Education Faculty Office, Alice Hoy Building Management (12.5 points) The University of Melbourne Victoria 3010 Australia 482-644 Research Project in Educational Management Tel: (+61 3) 8344 8285 (37.5 points) E-mall: [email protected] Elective subjects (select four): Program Co-ordinator 482-632 Strategic Leadership and Management Lawrie Drysdale, Department of Education Policy and Management 482-639 Information Technology and Learning Room 455, Alice Hoy Building 482-635 Effectiveness and Improvement Tel: (+61 3) 8344 8514 482-633 Policy Analysis and Public Accountability E-mail: [email protected] 482-636 The Economics and Finance of Education and Training 482-640 Curriculum and Assessment 482-637 Personnel and Employee Relations MASTER OF EDUCATIONAL 482-638 Organisation and Culture 482-634 Program Design and Evaluation PSYCHOLOGY 482-641 MEM Practicum Refer to the Subject Description section of this Course Code Handbook for details about these subjects. 312AA Master of Educational Psychology Stream 11: Coursework (302AA) Students must complete eight 12.5-point subjects from Overview the pool of subjects listed below. At least one subject This program Is a professional qualification for shall involve an international experience for local psychologists who wish to work in educational settings students, either in another country or in Australia, with (including schools, TAFE colleges, universities, or those a cohort of international participants. associated with hospitals, or business and industry, 482-632 Strategic Leadership and Management either as staff members or as private practitioners). Academic and professional studies are integrated to 482-639 Information Technology and Learning allow for maximum flexibility In their application. The 482-635 Effectiveness and Improvement program is normally undertaken over two years full time 482-633 Policy Analysis and Public Accountability or four years part time. 482-636 The Economics and Finance of Education and Training Course Objectives culum and Assessment 482-640 Curri Students completing the Master of Educational 482-637 Personnel and Employee Relations Psychology should be able to: 482-638 Organisation and Culture y demonstrate an understanding of contemporary 82-634 Program Design and Evaluation 4 issues In human development theory, particularly 482-641 MEM Practicum differential development, learning processes and With the approval of the Program Co-ordinator, students social processes In development; may replace two 12.5 point electives with 481-805 V understand exceptional development and approaches Project (Education Policy and Management). to providing for children and adolescents with exceptional needs;

macLu 4.17 fTf9 HIGHER DEGREE COURSES 2002

✓ use assessment and observation procedures and 476-660 Practicum 4 interpret findings to gain accurate information on the 476-657 Research Project cognitive, social, emotional and personality Part-time Progression in the Course development of children and adolescents; Year 1: ✓ use professional approaches to interact with others 476-650 Learning Processes and Problems with regard to interviewing, counselling and 476-651 Psychological Tests assessment; 476-652 Counselling Skills for Educational ✓ compose reports to other professionals, parents, and Psychologists organisations; 476-656 Research Methods ✓ apply knowledge of approaches to intervention, 476-647 Practicum 1 development, interactive processes, and assessment Year 2: to the treatment of children and adolescents with 476-649 Working with Groups: The Individual in the identified problems, and where necessary to make Social Context appropriate referrals; 476-653 Exceptionality: Assessment and Intervention ✓ contribute in multidisciplinary professional teams 476-658 Practicum 2 and co-ordinate programs for meeting Year 3: developmental needs; 476-648 Development and Differences ✓ evaluate critically and interpret research and theory 476-654 Intervention in the Problems of Childhood and in this field, and carry out research and program Adolescence evaluation of their own; 476-655 Consultation in Educational Settings ✓ understand and apply ethical principles and 476-659 Practicum 3 procedures; Year 4: ✓ develop a wide range of practical professional skills 476-657 Research Project in appropriate educational settings. 476-660 Practicum 4 Refer to the Subject Description section of this Entrance Requirements Handbook for details on these subjects. An applicant may be eligible for selection into the Master of Educational Psychology if the applicant has: Period of Candidature ✓ completed an approved degree with honours in After being admitted to the course, full-time students psychology; or are required to pursue studies for at least two academic ✓ completed an approved equivalent qualification in years and not more than four academic years. Part-time psychology and is eligible for Associate Membership students are required to pursue studies for at least four of the Australian Psychological Society. academic years and not more than six academic years. All students must complete the course by no later than Course Structure the end of their sixth academic year, after which credit Students are required to complete a total of 200 points will be lost for subjects taken more than six years made up of nine compulsory subjects (totalling 100 previously. points) together with four field practica (totalling 50 points) and a research project of 10,000 to 12,000 External mode of delivery words (50 points). The course comprises 200 points of This course is not offered in external mode of delivery. study. Full-time Progression in the Course Course Enquiries Year 1: Education Faculty Office, Alice Hoy Building 476-649 Working with Groups: The Individual in the The University of Melbourne Victoria 3010 Australia Social Context Tel: (+61 3) 8344 8285 476-650 Learning Processes and Problems E-mail: enquiriesabedfac.unimelb.edu.au 476-651 Psychological Tests Program Coordinator 476-652 Counselling Skills for Educational Erica Frydenberg, Department of Learning and Psychologists Educational Development 476-653 Exceptionality: Assessment and Intervention Room 3.43, 234 Queensberry Street 476-656 Research Methods Tel: (+61 3) 8344 9541 476-647 Practicum 1 E-mail: [email protected] 476-658 Practicum 2 Year 2: 476-648 Differences 476-654 Intervention in the Problems of Childhood and Adolescence 476-655 Consultation in Educational Settings 476-659 Practicum 3

4.18 HIGHER DIONEE COUNIII 2002

✓ make effective use of the findings of educational writing and research in addressing professional problems; ✓ have the depth of knowledge and understanding that will enable them to be a resource for colleagues In particular professional situations; MASTER OF ENVIRONMENT ✓ demonstrate an appreciation of professional responsibilities and ethical principles which should characterise leaders in the education profession. Enquiries This one-year full-time or equivalent course offers an Entrance Requirements for Stream lA Education stream. For further enquiries and application An applicant may be eligible for entry into the Master of procedures contact The Office for Environmental Gifted Education, Stream i A, if the applicant has: Programs. ✓ completed an approved degree and an approved Tel (+61 3) 8344 4773 teaching qualification and the Postgraduate Diploma Email: http://www.environment.unimelb.edu.au in Educational Studies (Gifted Development) or approved equivalent; or ✓ completed an approved four-year teaching degree and the Postgraduate Diploma In Educational Studies MASTER OF GIFTED (Gifted Development) or approved equivalent; or EDUCATION completed and approved degree and the Bachelor of Teaching (Honours) with a major specialisation In This course is not offered in 2002. gifted development or approved equivalent; or ✓ completed an approved four-year degree or Course Codes equivalent and can demonstrate a record of research 326AT Master of Gifted Education, Stream IA and publications and professional experience in 326PiT Master of Gifted Education, Stream 2A gifted development or gifted education at a level acceptable to the Faculty. Overview Applicants for Stream lA are required to submit a thesis The Master of Gifted Education offers an advanced proposal signed by their prospective supervisor and the course of study for school teachers, departmental Head of Department with their application. section leaders and others with responsibility for the implementation of gifted education programs. Students Entrance Requirements for Stream 2A will gain a superior knowledge and understanding of An applicant may be eligible for entry into the Master of educational theory and practice in the specialist area of Gifted Education, Stream 2A, if the applicant has: gifted development and education. • completed an approved degree and an approved The course has a one-year coursework and thesis stream teaching qualification with at least 50 points of study (Stream 1A), and a two-year coursework and thesis in the area of gifted development and gifted stream (Stream 2A). Eligibility for each stream depends education; or on the level of the applicant s previous qualifications. ✓ completed an approved four-year teaching degree The Master of Gifted Education, Stream 1A Is a research- with at least 50 points of study In the area of gifted classified cours. Graduates are eligible to apply for entry development and gifted education; or to the PhD or Doctor of Education programs. The Master ✓ of Gifted Education, Stream 2A is a coursework- completed an approved degree or graduate diploma in gifted education or a related discipline approved classified course. Graduates are eligible to apply for entry to the Doctor of Education coursework program. by the Faculty and can demonstrate a record of research and publications or professional experience in gifted development or gifted education at a level Course Objectives acceptable to the Faculty. Students who have completed the Master of Gifted Education course should be able to: Length of Time Acceptable Since Completion of ✓ demonstrate a superior knowledge and understanding Previous Qualification and/or Prerequisites of educational theory and practice in general and of Applicants for Stream lA of the Master of Gifted the specialist area of Gifted Education; Education who are applying for entry on the basis of ✓ express informed opinions about particular areas of qualifications obtained more than ten years prior to the current educational interest; year In which selection is sought, will normally be required to undertake two subjects from the ✓ have an understanding of the theory and practice of Postgraduate Diploma in Educational Studies (Gifted educational research needed to evaluate research Development) and gain an H2A or above In each subject literature and carry out appropriate research activity;

The ma d 11)0 HIGHER DEGREE COURSES 2002

prior to admission to Stream 1A of the Master of Gifted 476-895 Developmental Psychology of Giftedness Education. (12.5 points) Applicants for Stream 2A of the Master of Gifted 476-896 Giftedness Throughout the Lifespan (12.5 Education who are applying for entry on the basis of points) qualifications obtained more than ten years prior to the 476-897 Comprehensive Programming for the Gifted year in which selection is sought, may be granted (12.5 points) admission if, in the view of the Faculty, the applicant has 476-682 Current Issues in Gifted Education (12.5 maintained an appropriate level of active involvement in points) the field of education during the time since the relevant 476-685 Administering Programs for the Gifted (25 prerequisite qualification(s) were conferred. No credit points) will be granted for studies undertaken for a 476-686 The Neuropsychology of Giftedness (25 Postgraduate Diploma in Educational Studies (Gifted points) Development) or other fifth-year level equivalent qualification completed more than 10 years prior to the Students can elect to study a maximum of 25 points of year for which selection is sought. subjects outside the above list with the approval of the Program Co-ordinator. Applicants who wish to resume their Masters study after a gap of more than 10 years will normally be required to Research methodology studies (select one): undertake two subjects and gain an H2A or above in each 476-645 Multivariate Research Methods subject prior to re-admission to any stream of the Master 485-646 Research Methods in Education* of Gifted Education. 481-812 Qualitative Methods* 481-813 Quantitative Methods* Course Structure Refer to the Subject Description section of this Stream 1A: Coursework and Thesis of 16,000 to Handbook for details about these subjects. 20,000 words (326AT) Students are required to undertake 100 points of study, Period of Candidature consisting of a thesis of 16,000 to 20,000 words with a After being admitted to Stream lA of the course, full- research methodology component (75 points total) and time students are required to pursue studies for at least 25 points of coursework selected from the list below. one academic year and not more than two academic Subjects that may be undertaken in external (on-line) years. Part-time students are required to pursue studies mode of delivery are marked by an asterisk. for at least two academic years and not more than four Coursework subjects (select one): academic years. 476-685 Administering Programs for the Gifted After being admitted to Stream 2A of the course, full- 476-686 The Neuropsychology of Giftedness time students are required to pursue studies for at least Approved research methodology studies (select two academic years and not more than four academic one): years. Part-time students are required to pursue studies 476-645 Multivariate Research Methods for at least four academic years and not more than six 485-646 Research Methods in Education* academic years. 481-812 Qualitative Methods* 481-813 Quantitative Methods* Information Guide for Research Students Refer to the Subject Description section of this It is essential that all thesis students obtain a copy of the Handbook for details about these subjects. Information Guide for Research Students before commencing the thesis component. The publication is Stream 2A: Coursework and Thesis of 16,000 to free of charge and available from the Faculty Office. 20,000 words (336MT) Students are required to undertake 200 points of study, Thesis Provisions consisting of 125 points of coursework selected from the list below, a research methodology subject (25 General Requirements and Thesis Supervision points) selected from the list below, and a thesis of Applicants for Stream 1 A are required to write a 16,000 to 20,000 words (50 points). Subjects that may preliminary thesis proposal and obtain a supervisor as be undertaken in external (on-line) mode of delivery are part of the application process. The thesis proposal marked by an asterisk. must be signed by the supervisor and the supervisor's Head of Department. Students in Stream 2A should Coursework subjects (select 125 points in total): obtain a supervisor shortly after admission to the 476-891 Social and Emotional Aspects of Giftedness course. (12.5 points) 476-892 Classroom Strategies for Gifted Education All students should finalise the topic of their thesis with (12.5 points) their supervisor as early as possible, and must register the name of their supervisor with the Faculty Office as 476-893 Foundation Studies in Gifted Education (12.S soon as the matter is finalised. points) 476-894 Systems and Models of Gifted Education (12.5 Students who require assistance in obtaining a points) supervisor should obtain a copy of the Information Guide for Research Students, for details on the research areas of Faculty of Education academic staff.

The igibotf,u HIGHER DEGREE COURSE* 2002

The Thesis of 16,000 to 20,000 Words provides a specialist pathway from the Postgraduate The thesis permits the student to draw on the themes Diploma in Computer Education or approved equivalent discussed in the various subjects undertaken, and to qualification. apply them to an area of particular interest. Although The course has three one-year stream options: a 40,000- this work may rely to some extent on the work of others, word thesis stream (Stream 1), a coursework and 16,000 it should be a new presentation which involves the to 20,000-word thesis stream (Stream 1A), and a writer in demonstrating research and writing skills, and coursework-only stream (Stream 1 B). also in collecting primary data from the field, or in building some new construct from available materials. The Master of Information Technology in Education, The result should give clear evidence of research skills Streams I and lA are research-classified courses, and and critical judgment. the Master of Information Technology in Education, Stream 1B is a coursework-classified course. Graduates The thesis should demonstrate the student s ability to of Streams 1 and lA are eligible to apply for entry to the handle research and to present the outcomes in a PhD or Doctor of Education programs. Graduates of disciplined way that conforms with normal scholarly Stream 1B are eligible to apply for entry to the Doctor of conventions. Education coursework program. The thesis should be between 16,000 to 20,000 words in length, excluding appendices. The thesis will be Course Objectives examined by two appropriate academics, at least one of Students who have completed the Master of Information whom is external to the University of Melbourne, neither Technology in Education course should be able to: of whom is the supervisor of the thesis. Theses produced for Stream lA are required to be examined by show an understanding of the theory and practice of two external examiners. research in educational computing; The thesis should not, as a general rule, take a part-time V evaluate relevant research literature and carry out student more than twelve months to complete. research related to the use of computing and related technologies for learning; External Mode of Delivery Y make effective use of the findings of writings and Some of the research methodology subjects within this research in addressing professional problems in the course are also offered in external (on-line) mode of use of learning technologies; delivery. It is possible to undertake the research y demonstrate a depth of knowledge and methodology component of this course externally. understanding that will enable them to be a resource However, all other components including the thesis must for colleagues in technology-supported educational be undertaken while on-campus at the University of settings; Melbourne. Students wishing to undertake subjects offered in external (on-line) mode of delivery should first y take an informed role in debates on policy in relation check that they meet the requirements to study to learning technologies; externally. Refer to the subject descriptions and the y demonstrate an appreciation of professional Faculty s General Information section of this Handbook responsibilities and ethical principles which should for details. characterise leaders in educational computing.

Entrance Requirements An applicant may be eligible for entry into the Master of MASTER OF INFORMATION Information Technology Education if the applicant has: TECHNOLOGY IN V completed an approved degree and an approved teaching qualification and the Postgraduate Diploma EDUCATION in Computer Education or approved equivalent; or Y completed an approved four-year teaching degree Course Codes and the Postgraduate Diploma in Computer Education 327AR Master of Information Technology in or approved equivalent; or Education, Stream 1 V completed an approved four-year degree or 327AT Master of Information Technology in equivalent and can demonstrate a record of research Education, Stream lA and publications and professional experience in a field and at a level acceptable to the Faculty. 327BW Master of Information Technology in Education, Stream 1B Applicants for Stream 1 and 1 A are required to submit a thesis proposal signed by their prospective supervisor Overview and the Head of Department with their application. Information technology in education is an important and Length of Time Acceptable Since Completion of expanding area, and the Master of Information Previous Qualification and/or Prerequisites Technology in Education provides the opportunity for practitioners, managers and administrators to Applicants for the Master of Information Technology in undertake specialist research in the area . The course Education who are applying for entry on the basis of qualifications obtained more than ten years prior to the igiyAu A18 HIGHER DEGREE COURSES 2002

year in which selection is sought, will normally be 485-829 Teaching with Information Technology* required to undertake two subjects from the 485-831 Educational Programming Environments Postgraduate Diploma in Computer Education and gain 485-832 Developing Multimedia an H2A or above in each subject prior to admission to 485-833 Telecommunications and Multimedia* the Master of Information Technology in Education. 485-836 New Visions for Teaching and Learning Applicants who wish to resume their Masters study after 485-837 Computers and Curriculum* a gap of more than 10 years will normally be required to undertake two subjects and gain an H2A or above in Students may not select subjects already taken within each subject prior to re-admission to any stream of the the Postgraduate Diploma in Computer Education, and Master of Information Technology in Education. equivalent subjects for which the content has major overlap with specific subjects in the above list.

Course Structure Refer to the Subject Descriptions section of this Handbook for details about these subjects. Stream 1: Thesis of 40,000 words (327AR) Students are required to complete a thesis of 40,000 words, representing 100 points of study. Students are Period of Candidature required to undertake methodology studies After being admitted to the course, full-time students concurrently with their Masters studies if methodology are required to pursue studies for at least one academic studies have not already been undertaken prior to entry year and not more than two academic years. Part-time to the course or at the direction of their supervisor. students are required to pursue studies for at least two Approved research methodology studies: academic years and not more than four academic years. 485-646 Research Methods in Education* Information Guide for Research Students Stream 1A: Coursework and Thesis of 16,000 to 20,000 words (327AT) It is essential that all thesis students obtain a copy of the Students are required to undertake 100 points of study, Information Guide for Research Students before consisting of a thesis of 16,000 to 20,000 words with a commencing the thesis component. The publication is research methodology component (75 points total) and free of charge and available from the Faculty Office. 25 points of coursework selected from the list of 25- point subjects below. Subjects that may be undertaken Thesis Provisions in external (on-line) mode of delivery are marked with an General Requirements and Thesis Supervision asterisk. Applicants for Streams 1 and lA are required to write a Coursework subjects (select oner preliminary thesis proposal and obtain a supervisor as 468-814 Information Technology and Society' part of the application process. The thesis proposal must be signed by the supervisor and the supervisor's 468-839 On-Line Education and Training* Head of Department. 485-828 Teaching Information Technology at Senior Levels Students who require assistance in obtaining a 485-829 Teaching with Information Technology* supervisor should obtain a copy of the Information Guide for Research Students, for details on the research 485-831 Educational Programming Environments areas of Faculty of Education academic staff. 485-832 Developing Multimedia 485-833 Telecommunications and Multimedia* Thesis of 40,000 Words In the thesis for Stream 1, students are expected to 485-836 New Visions for Teaching and Learning demonstrate that they have mastered the research and 485-837 Computers and Curriculum* synthesising skills involved in producing an original Approved research methodology studies: contribution to scholarship, although the thesis itself may 485-646 Research Methods in Education* not be particularly new in Its field. Students may not select subjects already taken within A student proceeding to the 40,000-word thesis will the Postgraduate Diploma in Computer Education, and have completed a one-semester subject which gives equivalent subjects for which the content has major preparation in the research methods and conceptual overlap with specific subjects in the above list. frameworks by means of which the thesis investigation Refer to the Subject Descriptions section of this will be carried out. Handbook for details about these subjects. The length of the thesis for Stream 1 should not exceed Stream 1 B: Coursework Only (3278W) 40,000 words, excluding appendices. The thesis is Students are required to undertake 100 points of examined by two appropriate academics external to the coursework selected from the list of 25-point subjects University of Melbourne. below. Subjects that may be undertaken in external (on- The thesis should not, as a general rule, take a part-time line) mode of delivery are marked with an asterisk. Stream 1 student more than two years to complete. Coursework subjects (select fours The Freda Cohen Prize will be awarded in March each 468-814 Information Technology and Society* year to the student who submits the most meritorious 468-839 On-Line Education and Training* 40,000-word thesis during the preceding year (see 485-828 Teaching Information Technology at Senior Standing Resolution R6.64). Levels The Thesis of 16,000 to 20,000 Words

4.22 HIGHER DEGREE COURSES 2002

The thesis for Stream IA permits the student to draw on 332MT Master of Modern Languages Education, Stream the themes discussed in the various subjects 2A undertaken, and to apply them to an area of particular 332CW Master of Modern Languages Education, Stream interest. Although this work may rely to some extent on 2B the work of others, it should be a new presentation which involves the writer in demonstrating research and writing skills, and also in collecting primary data from Overview the field, or in building some new construct from The Master of Modern Languages Education Is an available materials. The result should give clear advanced course for both Australian and International evidence of research skills and critical Judgment. students who desire specialist studies in Computer Assisted Language Learning (CALL) and Modern The thesis for Stream lA should demonstrate the Languages Education (also called languages other than student s ability to handle research and to present the English (LOTE) education). outcomes in a disciplined way that conforms with normal scholarly conventions. The course has a one-year thesis and coursework stream (Stream 1A), a two-year thesis and coursework stream The thesis for Stream lA should be between 16,000 to (Stream 2A), and a two-year coursework-only stream 20,000 words in length, excluding appendices. The (Stream 2B). Eligibility for each stream depends on the thesis is examined by two appropriate academics level of the applicant s previous qualifications. external to the University of Melbourne. The Master of Modern Languages Education, Stream lA The thesis for Stream IA should not, as a general rule, is a research-classified course, while the Master of take a part-time student more than one year to Modern Langauges Education, Stream 2A or 2B, Is a complete. coursework-classified course. Graduates of Stream lA and 2A are eligible to apply for entry to the PhD or External Mode of Delivery Doctor of Education programs. Graduates of Stream 2B Some subjects within this course are also offered in are eligible to apply for entry to the Doctor of Education external (on-line) mode of delivery. It Is possible to coursework program. undertake Stream 1B entirely in external mode of delivery providing students select subjects that are Course Objectives available in external mode of delivery. It is also possible Students who have completed the Master of Modern to undertake the coursework component of Stream IA Languages Education course should be able to: externally providing students select subjects that are available in external mode of delivery. However, ✓ demonstrate a high level of competence in the Streams lA and 1 cannot be undertaken entirely in management and teaching of at least one modern external mode of delivery as the thesis must be done language; while on campus at the University of Melbourne. ✓ demonstrate a superior knowledge and Students wishing to undertake subjects offered in understanding of the theory and practice of language external (on-line) mode of delivery should first check learning; that they meet the requirements to study externally. Refer to the subject descriptions and the Faculty s y have an understanding of the theory and practice of General Information section of this Handbook for research In modern languages education; details. >< make effective use of the findings of educational writings and research In addressing language Course Enquiries education-related professional problems; Education Faculty Office, Alice Hoy Building y have the depth of knowledge and understanding that The University of Melbourne Victoria 3010 Australia will enable them to be a resource for colleagues In Tel: (+61 3) 8344 8285 language education-related professional situations. E mall: [email protected] Program Co-ordinator Entrance Requirements for Stream lA John Mumane, Department of Science and Mathematics An applicant may be eligible for entry Into the Master of Education Modern Languages Education, Stream IA, If the applicant Tel: (+61 3) 8344 8266 has: E- jmumane4unimelb.edu.au mail: V completed an approved four-year degree or equivalent, comprising a significant component of modern language studies (e.g. a three-year post-VCE major in a language other than English), the MASTER OF MODERN Postgraduate Diploma in Educational Studies (Modern Languages Education) or approved equivalent, and LANGUAGES EDUCATION one year of professional experience In an educational setting; or Course Codes Y completed an approved four-year degree or 332AT Master of Modern Languages Education, Stream equivalent and can demonstrate a record of research lA and publications and professional experience in

Kouu 11716 HIGHER DEGREE COURSES 2002

modern languages education at a level acceptable to 483-606 Language Teaching and Culture: or the Faculty. 483-604 Teaching Second Language Speaking Skills* Applicants for Stream lA are required to submit a thesis or both of proposal signed by their prospective supervisor and the 183-509 Introduction to CALL Head of Department with their application. 183-510 Introduction to CALL:Project Entrance Requirements for Stream 2A or 2B Approved research methodology studies: An applicant may be eligible for entry into the Master of 485-646 Research Methods in Education* Modern Languages Education, Streams 2A or 2B, if the Students may not select subjects already completed in applicant has: the Postgraduate Diploma in Educational Studies V completed an approved four-year degree or (Modern Languages Education) or subjects which have a equivalent, comprising a significant component of significant overlap with specific subjects in the above modern language studies (e.g. a three-year post-VCE list. major in a language other than English), and one year Refer to the Subject Description section of this of professional experience in an educational setting; Handbook for details about these subjects. or Stream 2M Coursework and Thesis of 16.000 to V completed an approved four-year degree or 20,000 words (332MT) equivalent and can demonstrate a record of research Students are required to undertake 200 points of study, and publications and professional experience in consisting of 125 points of coursework, a research modern languages education at a level acceptable to methodology subject (25 points), and a thesis of 16,000 the Faculty. to 20,000 words (50 points). Subjects that may be undertaken in external (on-line) mode of delivery are Length of Time Acceptable Since Completion of marked by an asterisk. Previous Qualification and/or Prerequisites Compulsory subjects for students who do not Applicants for Stream 1A of the Master of Modern have a teaching qualification: Languages Education who are applying for entry on the 483-604 Teaching Second Language Speaking Skills* basis of qualifications obtained more than ten years 483-606 Language Teaching and Culture prior to the year in which selection is sought, will 183-509 Introduction to CALL normally be required to undertake two subjects from the 183-510 Introduction to CALL:Project Postgraduate Diploma in Educational Studies (Modern Languages Education) and gain an H2A or above in each 485-846 Research Methods in Education* subject prior to admission to Stream IA of the Master of 483-829 Language and Language Acquisition Modern Languages Education. 483-850 Professional Practice: Modern Languages Education Applicants for Stream 2A or 2B of the Master of Modern Languages Education who are applying for entry on the 483-889 Methodology and Curriculum Design: Modern basis of qualifications obtained more than ten years Languages Education prior to the year In which selection is sought, may be Compulsory subjects for students who have a granted admission if, in the view of the Faculty, the teaching qualification: applicant has maintained an appropriate level of active 483-604 Teaching Second Language Speaking Skills* involvement in the field of education during the time 483-606 Language Teaching and Culture since the relevant prerequisite qualification(s) were 183-509 Introduction to CALL conferred. No credit will be granted for studies 183-510 Introduction to CALL:Project undertaken for a Postgraduate Diploma In Educational 485-646 Research Methods in Education* Studies (Modern Languages Education) or other fifth- year level equivalent qualification completed more than Elective subjects (choose two) for students who 10 years prior to the year for which selection is sought. have a teaching qualification: 483-620 Assessment in the Language Classroom* Applicants who wish to resume their Masters study after a gap of more than 10 years will normally be required to 483-626 Language Education: Functional Grammar* undertake two subjects and gain an H2A or above in 483-634 Project in Modern Languages Education each subject prior to re-admission to any stream of the 483-636 Teaching English in the International Context Master of Modern Languages Education. 483-621 Critical Literacy: Social Theory and Literacy Education Course Structure 483-804 Researching Language Classrooms* Stream 1A: Coursework and Thesis of 16.000 to 183-503 CALL Software Design and Delivery 20.000 words (332AT) 183-505 CALL in Language Programs Students are required to undertake 100 points of study, consisting of a thesis of 16,000 to 20,000 words with a Students wishing to improve their language proficiency research methodology component (75 points total) and may take up to 50 points of approved postgraduate 25 points of coursework selected from the list below. language subjects for which they are eligible from the Subjects that may be undertaken in external (on-line) Faculty of Arts. mode of delivery are marked by an asterisk. Refer to the Subject Description section of this Coursework subjects (select one): Handbook for details about these subjects.

4.24 isgturne HIGHER DEGREE COURSES 2002

Stream 2E: Coursework (332CW) After being admitted to Stream 2A or 2B of the course, Students are required to undertake 200 points of full-time students are required to pursue studies for at coursework selected from the list of 25-point subjects least two academic years and not more than four below. Subjects that may be undertaken in external (on- academic years. Part-time students are required to line) mode of delivery are marked with an asterisk. pursue studies for at least four academic years and not more than six academic years. Compulsory subjects for students who do not have a teaching qualification: Information Guide for Research Students 483-604 Teaching Second Language Speaking Skills* is essential that all thesis students obtain a copy of the 483-606 Language Teaching and Culture It Information Guide for Research Students before 183-509 Introduction to CALL commencing the thesis component. The publication is 183-510 Introduction to CALL•Project free of charge and available from the Faculty Office. 483-829 Language and Language. Acquisition 483-850 Professional Practice: Modern Languages Thesis Provisions Education General Requirements and Thesis Supervision 483-889 Methodology and Curriculum Design:Modern Applicants for Stream lA are required to write a Languages Education preliminary thesis proposal and obtain a supervisor as Elective subjects (choose three) for students who part of the application process. The thesis proposal do not have a teaching qualification: must be signed by the supervisor and the supervisor's 483-620 Assessment in the Language Classroom* Head of Department. Students in Stream 2A should 483-626 Language Education: Functional Grammar* obtain a supervisor shortly after admission to the 483-634 Project in Modern Languages Education course. 483-636 Teaching English in the International Context All students enrolled in the thesis streams should 483-621 Critical Literacy. Social Theory and Literacy finalise the topic of their thesis with their supervisor as Education early as possible, and must register the name of their 483-804 Researching Language Classrooms* supervisor with the Faculty Office as soon as the matter is finalised. 183-503 CALL Software Design and Delivery 183-505 CALL in Language Programs Students who require assistance in obtaining a supervisor should obtain a copy of the Information Compulsory subjects for students who have a Guide for Research Students, for details on the research teaching qualification: areas of Faculty of Education academic staff. 483-604 Teaching Second Language Speaking Skills* 483-606 Language Teaching and Culture The Thesis of 16,000 to 20,000 Words 183-509 Introduction to CALL The thesis permits the student to draw on the themes discussed in the various subjects undertaken, and to 183-510 Introduction to CALLProject apply them to an area of particular Interest. Although Elective subjects (choose five) for students who this work may rely to some extent on the work of others, have a teaching qualification: It should be a new presentation which involves the 483-620 Assessment In the Language Classroom* writer in demonstrating research and writing skills, and 483-626 Language Education: Functional Grammar* also in collecting primary data from the field, or in 483-634 Project in Modern Languages Education building some new construct from available materials. 483-636 Teaching English in the International Context The result should give clear evidence of research skills 483-621 Critical Literacy: Social Theory and Literacy and critical Judgment. Education The thesis should demonstrate the student s ability to 483-804 Researching Language Classrooms* handle research and to present the outcomes in a 183-503 CALL Software Design and Delivery disciplined way that conforms with normal scholarly conventions. 183-505 CALL in Language Programs The thesis should be between 16,000 to 20,000 words Students wishing to improve their language proficiency in length, excluding appendices. The thesis will be may take up to 50 points of approved postgraduate examined by two appropriate academics, at least one of language subjects for which they are eligible from the whom is external to the University of Melbourne, neither Faculty of Arts. of whom is the supervisor of the thesis. Theses Refer to the Subject Description section of this produced for Stream lA are required to be examined by Handbook for details about these subjects. two external examiners. The thesis should not, as a general rule, take a part-time Period of Candidature student more than twelve months to complete. After being admitted to Stream lA of the course, full- time students are required to pursue studies for at least External Mode of Delivery one academic year and not more than two academic A small number of subjects within this course are years. Part-time students are required to pursue studies offered in external (on-line) mode of delivery. It is for at least two academic years and not more than four possible to undertake one or two subjects externally academic years. providing students select subjects that are available in

rxcrxi íi19 HIGHER MORES COURSES 2002

external mode of delivery, but there are not enough have completed the Postgraduate Diploma in external subjects on offer to enable students to Educational Studies (Disabilities and Impairments) or undertake Stream 2B entirely by distance. Moreover, it is (Learning Disabilities). not possible to undertake the coursework and thesis streams entirely by distance as the thesis must be Course Objectives undertaken while on-campus at the University of Students who have completed the Master of Melbourne. Students wishing to undertake subjects Special/Inclusive Education course should be able to: offered in external (on-line) mode of delivery should first check that they meet the requirements to study ✓ demonstrate an advanced knowledge and externally. Refer to the subject descriptions and the understanding of educational theory and practice in Faculty s General Information section of this Handbook general and of the specialist area of Learning for details. Disabilities, and Disabilities and Impairments; ✓ express informed opinions about particular areas of Course Enquiries current educational interest; Education Faculty Office, Alice Hoy Building ✓ have an understanding of the theory and practice of The University of Melbourne Victoria 3010 Australia educational research needed to evaluate research Tel: (+61 3) 8344 8285 literature and carry out appropriate research activity; E-mall: enquiriesPedfac.unimelb.edu.au ✓ make effective use of the findings of educational Program Co-ordinator writing and research in addressing professional Jane Orton, Department of Language, Literacy and Arts problems; Education ✓ McDonell Building, Room 509 have the depth of knowledge and understanding that Tel: (+61 3) 83448710 will enable them to be a resource for colleagues in E-mail: [email protected] particular professional situations; ✓ demonstrate an appreciation of professional responsibilities and ethical principles which should characterise leaders in the education profession. MASTER OF Entrance Requirements for Stream lA SPECIAL/INCLUSIVE An applicant may be eligible for entry into the Master of EDUCATION Special/Inclusive Education, Stream 1A, if the applicant has: ✓ completed an approved degree and an approved Course Codes teaching qualification and the Postgraduate Diploma 346AT Master of Special/Inclusive Education, Stream in Educational Studies (Learning Disabilities) or lA (Disabilities and Impairments) or approved 346MT Master of Special/Inclusive Education, Stream equivalent; or 2A ✓ completed an approved four-year teaching degree and the Postgraduate Diploma in Educational Studies Overview (Learning Disabilities) or (Disabilities and The Master of Special/Inclusive Education provides a Impairments) or approved equivalent; or range of studies at the masters level in the specialist areas ✓ completed an approved degree and the Bachelor of of integration and special education. Students in the Teaching (Honours) with a major specialisation in course will gain an advanced knowledge and learning disabilities or disabilities and impairments or understanding of educational theory and practice in the approved equivalent; or specialist areas of learning disabilities and disabilities and ✓ completed an approved four-year degree or impairments. equivalent and can demonstrate a record of research The course has a one-year thesis and coursework stream and publications and professional experience in (Stream 1A) and a two-year thesis and coursework learning disabilities or disabilities and impairments at stream (Stream 2A). Eligibility for each stream depends a level acceptable to the Faculty. on the level of the applicant s previous qualifications. Applicants for Stream IA are required to submit a thesis The Master of Special/Inclusive Education, Stream lA is a proposal signed by their prospective supervisor and the research-classified course. Graduates are eligible to Head of Department with their application. apply for entry to the PhD or Doctor of Education programs.The Master of Special/Inclusive Education, Stream 2A is a coursework-classified course. Graduates Entrance Requirements for Stream 2A are eligible to apply for entry to Doctor of Education An applicant may be eligible for entry into the Master of coursework program. Special/Inclusive Education, Stream 2A, if the applicant has: Graduates of the Master of Special/Inclusive Education are not automatically eligible for registration as a special ✓ completed an approved degree and an approved education teacher. Registration requires students to teaching qualification with at least 50 points of study in the area of special education; or

4.26 itiarcgagrne HIGHER DEGREE COURSES 2002

V completed an approved four-year teaching degree Refer to the Subject Descriptions section of this with at least 50 points of study in the area of special Handbook for details about these subjects. education; or Stream 2M Coursework and Thesis of 16,000 to V completed an approved degree or graduate diploma in 20,000 words (346MR') special education or a helping profession (e.g. Students are required to undertake 200 points of study, psychology) and can demonstrate a record of research consisting of 125 points of coursework selected from and publications or professional experience in learning the list below, a research methodology subject (25 disabilities or disabilities and impairments at a level points) selected from the list below, and a thesis of acceptable to the Faculty. 16,000 to 20,000 words (50 points). Subjects that may be undertaken in external (on-line) mode of delivery are Length of Time Acceptable Since Completion of marked with an asterisk. Previous Qualification and/or Prerequisites Coursework subjects (select 125 points in total): Applicants for Stream IA of the Master of Special/Inclusive 476-674 Transitional Planning and Vocational Education who are applying for entry on the basis of Preparation for Persons with Disabilities (25 qualifications obtained more than ten years prior to the points) year in which selection is sought, will normally be required 476-675 Contemporary Issues in Disability and to undertake two subjects from the Postgraduate Diploma Education (25 points) in Educational Studies (Learning Disabilities) or (Disabilities 476-864 Understanding and Teaching Students with and Impairments) and gain an H2A or above in each Disabilities (12.5 points) subject prior to admission to Stream lA of the Master of 476-874 Inclusive Curriculum Strategies for Students Special/Inclusive Education. with Disabilities (12.5 points) Applicants for Stream 2A of the Master of 476-886 Instructional Methods and Strategies for Special/Inclusive Education who are applying for entry Students with Disabilities (12.5 points) on the basis of qualifications obtained more than ten 476-888 Foundation Studies in Education of Students years prior to the year in which selection is sought, may with Learning Disabilities (12.5 points)* be granted admission if, in the view of the Faculty, the 476-889 Learning Disabilities: Literacy (12.5 points) applicant has maintained an appropriate level of active 476-890 Learning Disabilities: Numeracy (12.5 points) involvement in the field of education during the time 477-807 Policy Analysis, Program Management and since the relevant prerequisite qualification(s) were Leadership in Special Education and conferred. No credit will be granted for studies Integration (25 points) undertaken for a Postgraduate Diploma In Educational 477-808 Assessing Special Needs and Planning (25 Studies (Learning Disabilities) or (Disabilities and points) Impairments) or other fifth-year level equivalent qualification completed more than 10 years prior to the Students can elect to study a maximum of 25 points of year for which selection is sought. subjects outside the above list with the approval of the Program Co-ordinator. Applicants who wish to resume their Masters study after a gap of more than 10 years will normally be required to Research methodology studies (select one): undertake two subjects and gain an H2A or above in 476-645 Multivariate Research Methods each subject prior to re-admission to any stream of the 485-646 Research Methods in Education* Master of Special/lnclusive Education. 481-812 Qualitative Methods* 481-813 Quantitative Methods* Course Structure Refer to the Subject Descriptions section of this Stream 1A: Coursework and Thesis of 16,000 to Handbook for details about these subjects. 20,000 words (346AT) Students are required to undertake 100 points of study, Period of Candidature consisting of a thesis of 16,000 to 20,000 words with a After being admitted to Stream lA of the course, full- research methodology component (75 points total) and time students are required to pursue studies for at least 25 points of coursework selected from the list below. one academic year and not more than two academic Subjects that may be undertaken in external (on-line) years. Part-time students are required to pursue studies e marked with an asterisk. mode of delivery ar for at least two academic years and not more than four Coursework subjects (select one): academic years. 476-674 Transitional Planning and Vocational After being admitted to Stream 2A of the course, full- Preparation for Persons with Disabilities time students are required to pursue studies for at least 476-675 Contemporary Issues in Disability and two academic years and not more than four academic Education years. Part-time students are required to pursue studies Approved research methodology studies (select for at least four academic years and not more than six oner academic years. 476-645 Multivariate Research Methods 485-646 Research Methods in Education* Information Guide for Research Students 481-812 Qualitative Methods* It is essential that all thesis students obtain a copy of the 481-813 Quantitative Methods* Information Guide for Research Students before

J HIGHER DEGREE COURSES 2002

commencing the thesis component. The publication is Course Enquiries free of charge and available from the Faculty Office. Education Faculty Office, Alice Hoy Building The University of Melbourne Victoria 3010 Australia Tel: (+61 3) 8344 8285 Thesis Provisions General Requirements and Thesis Supervision E-mail: [email protected] Applicants for Stream 1 A are required to write a Program Co-ordinator (Learning Disabilities) preliminary thesis proposal and obtain a supervisor as Bob Pillay, Department of Learning and Educational of the application process. The thesis proposal part Development must be signed by the supervisor and the supervisor's Elisabeth Murdoch Building Head of Department. Students in Stream 2A should Tel: (+61 3) 8344 6294 obtain a supervisor shortly after admission to the E-mall: [email protected] course. Program Co-ordinator (Disabilities and All students should finalise the topic of their thesis with Impairments) their supervisor as early as possible, and must register Ishwar Desai, Department of Learning and Educational the name of their supervisor with the Faculty Office as Development soon as the matter is finalised. Elisabeth Murdoch Building Students who require assistance in obtaining a Tel: (+61 3) 8344 6305 supervisor should obtain a copy of the Information E-mail: [email protected] Guide for Research Students, for details on the research areas of Faculty of Education academic staff. The Thesis of 16,000 to 20,000 Words The thesis permits the student to draw on the themes MASTER OF STUDENT discussed in the various subjects undertaken, and to apply them to an area of particular interest. Although WELFARE this work may rely to some extent on the work of others, it should be a new presentation which involves the Course Code writer in demonstrating research and writing skills, and also in collecting primary data from the field, or in 341AT Master of Student Welfare building some new construct from available materials. The result should give clear evidence of research skills Overview and critical judgment. The Master of Student Welfare is a one-year coursework The thesis should demonstrate the student s ability to and thesis degree which provides an opportunity for handle research and to present the outcomes in a teachers to develop their professional expertise in the disciplined way that conforms with normal scholarly area of student welfare. This is particularly important in conventions. the context of current developments in welfare policy and practice which emphasise the need to integrate The thesis should be between 16,000 to 20,000 words in general welfare provision for young people into the length, excluding appendices. The thesis will be school setting. examined by two appropriate academics, at least one of whom is external to the University of Melbourne, neither This is a research-classified course. Graduates are of whom is the supervisor of the thesis. Theses produced eligible to apply for entry to the PhD and Doctor of for Stream 1A are required to be examined by two Education programs. external examiners. Course Objectives The thesis should not, as a general rule, take a part-time student more than twelve months to complete. Students who have completed the Master of Student Welfare should be able to: External Mode of Delivery it show an understanding of the theory and practice of Some of the research methodology subjects within this research in disciplines related to the study of student course are also offered in external (on-line) mode of welfare; delivery. It is possible to undertake the research it evaluate relevant research literature and carry out methodology component of this course externally. research in the area of student welfare; However, all other components including the thesis Y apply relevant research findings to practice in student must be undertaken while on-campus at the University of Melbourne. Students wishing to undertake subjects welfare settings; offered in external (on-line) mode of delivery should first y demonstrate a depth of knowledge and check that they meet the requirements to study understanding that will enable them to be a resource externally. Refer to the subject descriptions and the for colleagues in particular professional situations; Faculty s General Information section of this Handbook 11 take an informed role in debates on student welfare for details on these requirements. policy; HIGHER DEGREE COURSES 2002

✓ demonstrate an appreciation of professional Approved research methodology studies (select responsibilities and ethical principles which should oner characterise professionals in the student welfare field. 476-645 Multivariate Research Methods 485-646 Research Methods in Education* Entrance Requirements 481-812 Qualitative Methods* An applicant may be eligible for entry into the Master of 481-813 Quantitative Methods* Student Welfare if the applicant has: Refer to the Subject Descriptions section of this ✓ completed an approved degree and an approved Handbook for details about these subjects. teaching qualification and the Postgraduate Diploma in Educational Studies (Student Welfare) or approved Period of Candidature equivalent; or After being admitted to the course, full-time students ✓ completed an approved four-year teaching degree are required to pursue studies for at least one academic and the Postgraduate Diploma in Educational Studies year and not more than two academic years. Part-time (Student Welfare) or approved equivalent; or_. students are required to pursue studies for at least two ✓ completed an approved degree and the Bachelor of academic years and not more than four academic years. Teaching (Honours) with a major specialisation in student welfare or approved equivalent; or Information Guide for Research Students ✓ completed an approved four-year degree or It is essential that all thesis students obtain a copy of the equivalent and can demonstrate a record of research Information Guide for Research Students before and publications and professional experience in commencing the thesis component. The publication is student welfare at a level acceptable to the Faculty. free of charge and available from the Faculty Office. Applicants are required to submit a thesis proposal Thesis Provisions signed by their prospective supervisor and the Head of Department with their application. General Requirements and Thesis Supervision Applicants are required to write a preliminary thesis Length of Time Acceptable Since Completion of proposal and obtain a supervisor as part of the Previous Qualification and/or Prerequisites application process. The thesis proposal must be signed by the supervisor and the supervisor's Head of Applicants for the Master of Student Welfare who are Department. Students should finalise the topic of their applying for entry on the basis of qualifications obtained thesis with their supervisor as early as possible. more than ten years prior to the year in which selection is sought, will normally be required to undertake two Students who require assistance in obtaining a subjects from the Postgraduate Diploma in Educational supervisor should obtain a copy of the Information Studies (Student Welfare) and gain an H2A or above in Guide for Research Students, for details on the research each subject prior to admission to the Master of Student areas of Faculty of Education academic staff. Welfare. The Thesis of 16,000 to 20,000 Words Applicants who wish to resume their Masters study after The thesis permits the student to draw on the themes a gap of more than 10 years will normally be required to discussed In the various subjects undertaken, and to undertake two subjects and gain an H2A or above in each apply them to an area of particular interest. Although subject prior to re-admission to the Master of Student this work may rely to some extent on the work of others, Welfare. it should be a new presentation which involves the writer In demonstrating research and writing skills, and also in collecting primary data from the field, or In Course Structure building some new construct from available materials. Students are required to undertake 100 points of study, The result should give clear evidence of research skills consisting of a thesis of 16,000 to 20,000 words with a and critical judgment. research methodology component (75 points total) and 25 points of coursework from the list below. Subjects The thesis should demonstrate the student s ability to that may be undertaken in external (on-line) mode of handle research and to present the outcomes In a delivery are marked with an asterisk. disciplined way that conforms with normal scholarly conventions. Coursework subjects (select one): 476-643 Approaches to Trauma and Grief In The thesis should be between 16,000 to 20,000 words Educational Settings In length, excluding appendices. The thesis will be examined by two appropriate academics, both of whom 476-844 Managing Conflict in Educational Settings are external to the University of Melbourne. 476-680 Stress and Coping In Education The thesis should not, as a general rule, take a part-time 482-623 Responsive Middle Schooling student more than twelve months to complete. 476-678 Adolescent Psychology and It s Impact on Education External Mode of Delivery 466-682 Facilitating Family Functioning Students can elect to study a 25-point subject outside Some of the research methodology subjects within this the above list with the approval of the Program Co- course are also offered In external (on-line) mode of ordi nator. delivery. It Is possible to undertake the research HIGHER MORES COURSES 2002

methodology component of this course externally. ✓ have an understanding of the theory and practice of However, all other components including the thesis must research in TESOL; be undertaken while on-campus at the University of • make effective use of the findings of educational Melbourne. Students wishing to undertake subjects writings and research in addressing TESOL-related offered in external (on-line) mode of delivery should first professional problems; check that they meet the requirements to study externally; refer to the subject descriptions and the ✓ have the depth of knowledge and understanding that Faculty s General Information section of this Handbook will enable them to be a resource for colleagues in for details. TESOL-related professional situations.

Course Enquiries Entrance Requirements for Stream lA Education Faculty Office, Alice Hoy Building An applicant may be eligible for entry into the Master of The University of Melbourne Victoria 3010 Australia TESOL, Stream 1 A, if the applicant has: Tel: (+61 3) 8344 8285 it completed an approved four-year degree or E-mall: [email protected] equivalent, the Postgraduate Diploma in Educational Program Coordinator Studies (TESOL) or approved equivalent, and one year Elizabeth Freeman, Department of Learning and of professional experience in an educational setting; Educational Development or Room 328, 234 Queensberry Street • completed an approved honours degree or equivalent Tel: (+61 3) 8344 0973 and can demonstrate a record of research and E-mail: [email protected] publications and professional experience in teaching English to speakers of other languages at a level acceptable to the Faculty. Applicants for Stream lA are required to submit a thesis MASTER OF TESOL proposal signed by their prospective supervisor and the Head of Department with their application. Course Codes 489AT Master of TESOL, Stream 1 A Entrance Requirements for Streams 2A or 2B An applicant may be eligible for entry into the Master of 489AA Master of TESOL, Stream 2A TESOL, Streams 2A and 2B, if the applicant has: 48988 Master of TESOL, Stream 2B y completed an approved four-year degree or equivalent, comprising a significant component of Overview English language studies, and one year of The Master of TESOL course is designed to provide professional experience in an educational setting; or specialist training in Teaching English to Speakers of y completed an approved degree or equivalent and an Other Languages (TESOL) in overseas countries in which approved qualification in teaching English to a Master's level qualification Is the minimum speakers of other languages (such as the requirement for employment. Cambridge/RSA TESOL CELTA or an approved fourth- The course has a one-year thesis and coursework stream year level Graduate Certificate in TESOL), and can (Stream IA), a two-year thesis and coursework stream demonstrate at least one year of appropriate (Stream 2A), and a two-year coursework-only stream professional experience in teaching English to (Stream 2B). Eligibility for each stream depends on the speakers of other languages. level of the applicant s previous qualifications. The Master of TESOL, Stream lA is a research-classified Course Structure course, while the Master of TESOL, Stream 2A or 28, is a Stream 1A: Coursework and Thesis of 16,000 to coursework-classified course. Graduates of Stream 1A 20,000 words (489A1) and 2A are eligible to apply for entry to the PhD or Students are required to undertake 100 points of study, Doctor of Education programs. Graduates of Stream 2B consisting of a thesis of 16,000 to 20,000 words with a are eligible to apply for entry to the Doctor of Education research methodology component (75 points total) and coursework program. 25 points of coursework from the list below. Subjects that may be undertaken in external (on-line) mode of delivery are marked with an asterisk. Course Objectives Students who have completed the Masters of TESOL Coursework subjects (select one): course should be able to: 483-604 Teaching Second Language Speaking Skills* 483-606 Language Teaching and Culture • demonstrate a high level of competence In the management and teaching of English to speakers of 483-620 Assessment in the Language Classroom* other languages; 483-62S Genre Analysis and Education* 483-626 Language Education: Functional Grammar * • demonstrate a superior knowledge and understanding of the theory and practice of TESOL; 483-636 Teaching English in the International Context 483-641 Teaching English for Academic Purposes 483-804 Researching Language Classrooms*

4.30 The iMa mo HIGHER DEGREE COURSES 2002

Approved research methodology studies: 483-620 Assessment in the Language Classroom (25 485-646 Research Methods in Education* points)* Refer to the Subject Description section of this 483-625 Genre Analysis and Education (25 points)* Handbook for details about these subjects. 483-626 Language Education: Functional Grammar (25 points)* Stream 2A: Coursework and Thesis of 16,000 to 483-636 Teaching English in the International Context 20,000 words (489AA) Students are required to undertake a combination of the (25 points) following compulsory and elective subjects (150 points 483-641 Teaching English for Academic Purposes (25 in total) followed by a thesis of 16,000 to 20,000 words points) (50 points). Subjects that may be undertaken in external 483-804 Researching Language Classrooms (25 (on-line) mode of delivery are marked with an asterisk. points)* Compulsory subjects: 485-646 Research Methods in Education (25 points)* 483-829 Language and Language Acquisition (25 or any approved TESOL-related elective points) Important note: International students must replace 483-888 TESOL Methodology and Curriculum Design the compulsory subject, 483-830 Professional Practice: (12.5 points) TESOL, with 483-642 Professional Practice: TESOL 485-646 Research Methods in Education (25 points)* (International), except where the Program Co-ordinator 483-830 TESOL Professional Practice (12.5 points) approves enrolment in 483-830 Professional Practice: TESOL. Elective subjects (select any three of the Refer to the Subject Description section of this following Handbook for details about these subjects. 483-604 Teaching Second Language Speaking Skills (25 points)' Period of Candidature 483-606 Language Teaching and Culture (25 points) After being admitted to Stream lA of the course, full- 483-620 Assessment in the Language Classroom (25 time students are required to pursue studies for at least points)' one academic year and not more than two academic 483-625 Genre Analysis and Education (25 points)* years. Part-time students are required to pursue studies for at least two academic years and not more than four 483-626 Language Education: Functional Grammar (25 academic years. points)' 483-636 Teaching English in the International Context After being admitted to Streams 2A or 2B of the course, (25 points) full-time students are required to pursue studies for at 483-641 Teaching English for Academic Purposes (25 least two academic years and not more than four points) academic years. Part-time students are required to pursue studies for at least four academic years and not 483-804 Researching Language Classrooms (25 more than six academic years. points)' rn Important note: Inte ational students must replace the Information Guide for Research Students compulsory subject 483-830 Professional Practice: TESOL with 483-642 Professional Practice: TESOL It is essential that all thesis students obtain a copy of the (International), except where the Program Co-ordinator Information Guide for Research Students before approves enrolment in 483-830 Professional Practice: commencing the thesis component. The publication Is free of charge and is available from the Faculty Office. TESOL Refer to the Subject Description section of this Thesis Provisions Handbook for details about these subjects. General Requirements and Thesis Supervision Stream 2E: Coursework (48966) Applicants for Stream lA are required to write a Students are required to undertake the following preliminary thesis proposal and obtain a supervisor as compulsory and elective subjects to accumulate 200 part of the application process. The thesis proposal points. Subjects that may be undertaken in external (on- must be signed by the supervisor and the supervisor's line) mode of delivery are marked with an asterisk. Head of Department. Students In Stream 2A should Compulsory subjects: obtain a supervisor shortly after admission to the 483-829 Language and Language Acquisition (25 course. points) All students enrolled In the thesis streams should 483-888 TESOL Methodology and Curriculum Design finalise the topic of their thesis with their supervisor as (12.5 points) early as possible, and must register the name of their 483-830 TESOL Professional Practice (12.5 points) supervisor with the Faculty Office as soon as the matter Elective subjects (select any six following): is finalised. 483-604 Teaching Second Language Speaking Skills Students who require assistance In obtaining a (25 points)' supervisor should obtain a copy of the Information 483-606 Language Teaching and Culture (25 points) Guide for Research Students, for details on the research areas of Faculty of Education academic staff.

4.31 ISOMER DEGREE COURSES 2002

The Thesis of 16,000 to 20,000 Words Course Code The thesis permits the student to draw on the themes 630AA Master of Training and Development discussed in the various subjects undertaken, and to apply them to an area of particular interest. Although Overview this work may rely to some extent on the work of others, it should be a new presentation which involves the The Master of Training and Development is a graduate writer in demonstrating research and writing skills, and program taken over two years on a full-time basis or four also in collecting primary data from the field, or in years on a part-time basis. It is designed to prepare building some new construct from available materials. students who already have a university degree or The result should give clear evidence of research skills equivalent for careers in training and development — in and critical judgment. government, education and training agencies, amongst private providers, and in the training divisions of public The thesis should demonstrate the student s ability to handle research and to present the outcomes in a and private enterprises. The program also provides students with the skills and knowledge to take on broader disciplined way that conforms with normal scholarly conventions. responsibilities in planning, design, supervision, management and policy-analysis of training and The thesis should be between 16,000 to 20,000 words development functions. It is not designed for secondary in length, excluding appendices. The thesis will be or primary teachers wanting to enter the training and examined by two appropriate academics, at least one of development sector such individuals should apply for whom is external to the University of Melbourne, neither either the Postgraduate Diploma of Education and of whom is the supervisor of the thesis. Theses Training, or the Master of Education. produced for Stream lA are required to be examined by two external examiners. This is a coursework-classified course. Graduates are not eligible to apply for entry to the PhD or Doctor of The thesis should not, as a general rule, take a part-time Education programs, unless they undertake either student more than twelve months to complete. Stream 1 or 1A of the Master of Education after completing the Master of Training and Development. External Mode of Delivery A small number of subjects within this course are Course Objectives offered In external (on-line) mode of delivery. It is Students who have completed the Master of Training possible to undertake a small number of subjects and Development should be able to: externally providing students select subjects that are ✓ demonstrate a high level of knowledge and available in external mode of delivery, but there are not understanding of educational theory and practice as enough external subjects on offer to enable students to it relates to training and development; undertake Stream 2B entirely by distance. Moreover, it is not possible to undertake the coursework and thesis ✓ demonstrate an understanding of the issues and streams entirely by distance as the thesis must be methodologies of training and development undertaken while on-campus at the University of planning, design, supervision and management; Melbourne. Students wishing to undertake subjects ✓ demonstrate a capacity to critically evaluate training offered in external (on-line) mode of delivery should first and development in its economic, technological, check that they meet the requirements to study social and policy contexts; externally. Refer to the subject descriptions and the Faculty s General Information section of this Handbook ✓ demonstrate either an understanding of quantitative for details. analysis applied to training and development issues, or a more general appreciation of research methodologies in the field of education, and the ability to apply these Course Enquiries skills and knowledge to the evaluation of research in Education Faculty Office, Alice Hoy Building training and development. The University of Melbourne Victoria 3010 Australia Tel: (+61 3) 8344 8285 Entrance Requirements E-mail: [email protected] An applicant may be eligible for entry into the first year Program Co-ordinator of the Master of Training and Development if the Kieran O Loughlin, Department of Language, Literacy applicant has: and Arts Education Room 513, Doug McDonell Building ✓ completed an approved three-year degree in a Tel: (+61 3) 8344 8377 discipline other than education or approved E-mall: [email protected] equivalent; and ✓ a record of a minimum of two years professional work experience in the area of training and development. MASTER OF TRAINING AND An applicant may be selected directly into the second DEVELOPMENT year of the Master of Training Development if the applicant has: HIGHER DEGREE COURBES 2002

V completed the Graduate Diploma in Training and Organisational Change Strand Development or approved equivalent; and 468-601 Management Learning* 468-812 Development and Change in Organisations Y a record of a minimum of two years professional work experience in the area of training and 468-827 Human Resource Strategies* development. 468-840 Strategic Thinking Information Technology in Education and Course Structure Training Strand Students are required to undertake the following 468-814 Information Technology and Society* compulsory and elective subjects to accumulate 200 468-839 Online Education and Training* points. Subjects that may be undertaken in external (on- 485-828 Teaching Info Tech at Senior Levels line) mode of delivery are marked with an asterisk. 485-829 Teaching with Information Technology* First year Refer to the Undergraduate Handbook 485-831 Educational Programming Environments for subject descriptions. 485-832 Developing Multimedia Compulsory subjects: 485-833 Telecommunications and Multimedia* 468-109 Foundations of Adult Learning 485-835 Information Management and Education 468-110 Advanced Learning Theory 485-836 New Visions for Teaching and Learning 468-120 VET Provision: Contexts, Challenges and 485-837 Computers and Curriculum* Change 468-123 The Practising Professional Research Subjects 476-645 Multivariate Research Methods 468-124 Designing for Flexible Delivery 485-646 Research Methods in Education (including 468-125 The VET Sector. Contexts, Challenges and Part B module, Researching VET)* Change 468-820 Quantitative Analysis in VET Elective subjects (select one): 468-820 Quantitative Analysis in VET 481-812 Qualitative Methods 485-646 Research Methods in Education (including Part 481-813 Quantitative methods (if 468-620 B module, Researching VET)* Quantitative Analysis in VET has not been completed) Second year Compulsory subject Refer to the Subject Description section of this 468-854 T & D in Communities of Practice Handbook for details about these subjects. Elective subjects Students select three elective subjects from the pool of Period of Candidature subjects listed below. Two of the three elective subjects After being admitted to the course, full-time students must be selected from different strands. Students who are required to pursue studies for at least two academic have completed a research subject in the first year may years and not more than four academic years. Part-time elect to do another research subject. Students who have students are required to pursue studies for at least four not yet completed one of the research subjects and who academic years and not more than six academic years. gain entry to the second year are required to choose either 485-646 Research Methods in Education External Mode of Delivery (including Part B module, Researching VET) or 468-820 Some subjects within this course are also offered in Quantitative Analysis in VET. external (on-line) mode of delivery. Students wishing to Assessment and Evaluation Strand undertake subjects offered in external (on-line) mode of 476-661 Assessment Design and Analysis delivery should first check that they meet the 476-662 Competency and Performance Assessment requirements to study externally. Refer to the subject 476-664 Advanced Measurement and Psychometrics descriptions and the Faculty s General Information 476-694 Educational Measurement, Assessment and section of this Handbook for details. Evaluation 476-695 Assessment for Reporting and Student Course Enquiries Learning Education Faculty Office, Alice Hoy Building 481-809 Program Evaluation: Forms and Approaches The University of Melbourne Victoria 3010 Australia 481-810 Evaluating Large Scale Programs Tel: (+61 3) 8344 8285

481-811 Evaluating for Management and Development E-mall: enqulries)edfac.unimelb.edu.au 481-815 Survey Design and Analysis Program Co-ordinator 482-620 Evaluation Theory Ian Roos, Centre for Human Resource Development and 482-621 Knowledge Use in Change Management Training Room GS31, Alice Hoy Building Tel: (+61 3) 8344 5385 Policy and Context Strand E-mail: [email protected] 468-603 Adult Education and Professional Practice 468-620 Current Issues in Education and Training Learning and Vocational Curriculum Strand 468-605 Vocational Learning MASTER OF YOUTH,

4.33 HIGHER DEGREE COURSES 2002

Y have participated in high level and systematic HEALTH, EDUCATION AND analysis of practical problems related to education in WELFARE their profession through the application of appropriate discipline analysis and research To commence in 2003. methodology in a manner which has strong potential for changing professional practice; This is a full fee paying one year full-time equivalent course to be offered in a part-time mode. ✓ made a contribution to the wider theoretical and/or professional debates in the relevant field of study. The course is designed to provide the knowledge, skills and processes to enable education, health and welfare professionals to engage in effective cross-sectoral work Entrance Requirements with young people. The course is a collaborative An applicant is eligible for entry into either stream of the initiative of the Faculty of Education(Youth Research Doctor of Education if the applicant has: Centre and PGDES- Student Welfare Program) and the ✓ completed a Masters degree or equivalent in the Faculty of Medicine, Dentistry and Health Sciences discipline of Education or a cognate field relevant to (Centre for Adolsecent Health and Mental Health the proposed area of study; and Services for Kids and Young People.) ✓ has a documented record of at least five full-time For further enquiries please contact : equivalent years of professional or teaching Professor Johanna Wyn experience in a field relevant to the proposed area of Youth Research Centre study. Tel: 8344 9643 Students are initially admitted to probationary E-mall: [email protected] candidature. or Liz Davies The Centre for Adolsecent Health Tel: 9345 6682 E-mail: [email protected] DOCTOR OF EDUCATION (COURSEWORK CLASSIFIED) DOCTOR OF EDUCATION This course is offered on a fee-paying basis only. Course Structure Course Code Coursework (5 x 25 point subjects) 125 points 300AA Doctor of Education (Research Classified) Professional Project Proposal 12.5 points 300CW Doctor of Education (Coursework Classified) Professional Project 37.5 points Research Seminar 12.5 points 300SS Doctor of Education (off-shore Thailand Thesis Proposal stream) 12.5 points Thesis - 25, 000 - 30,000 words 100 points Overview Refer to the Subject Description section of this The Doctor of Education is an advanced professional Handbook for details about these subjects. doctorate for experienced professionals with Department of Language. Literacy and Arts educational responsibilities. Carefully designed to Education parallel their regular work, the course enables 483-606 Language, Teaching and Culture experienced educators to carry out advanced academic 483-610 The Arts and Cognition and professional study which has direct relevance to their professional role. It is undertaken over three years 483-625 Genre Analysis and Education on a full-time basis or six years on a part-time basis. 483-626 Language Education:Functional Grammar 483-636 Teaching English in the International Context Course Objectives 483-640 Postmodern Education:Texts and the Arts Students who have completed the Doctor of Education 483-804 Researching Language Classrooms should have: Department of Learning and Educational Development ✓ advanced their knowledge in areas of special 466-681 Early Childhood Curriculum significance to their profession; 472-774 Research-based Inclusive Practices ✓ achieved an advanced level of education and 472-775 Management of Instruction and Behaviour professional development in respect to the operation, design and development of Victorian, Australian and 476-674 Transitional Planning and Vocational other systems of education; Preparation for Persons with Disabilities 476-675 Contemporary Issues in Disability and ✓ been involved effectively in a program of study and Education research directly related to their professional settings ct on and educational responsibilities; 476-678 Adolescent Psychology and its Impa Education

4.34 HIGHER DEGREE COURSES 2002

476-680 Stress and Coping in Education: Children, demonstrating a level of scholarship that exceeds that Parents and Teachers expected of Masters students In relation to conceptual 476-692 Reflection and Metacognition in Learning and sophistication, the scope and depth of the work Teaching undertaken, independent thinking, and level of oral Department of Education Policy and Management contribution. 468-607 Learning in the Postmodern Workplace Refer to the Subject Description section of this 468-844 Designing Vocational Programs Handbook for details about these subjects. 481-803 Creating the Learning Organisation Subjects that may be undertaken In external (on-line) or 482-704 Management and Policy in Educational external (correspondence) mode of delivery are marked Reform by an asterisk. 482-716 Current Issues in Education 482-811 Analysing Educational Performance 482-707 Leadership Learning and Educational Development: Department of Sdence and Mathematics 466-613 Early Childhood Language and Literacy* 485-623 Education for a Technological World 466-678 Reconceptualizing Early Childhood 485-703 Coordination of the Curriculum: Theory and Development* Practice 466-679 The Politics of Early Childhood 485-824 Teaching Mathematics with CAS 466-681 Early Childhood Curriculum* 485-850 key Issues in Mathematics Education 476-621 Curriculum Improvement 476-643 Approaches to Trauma and Grief In Thesis Proposal and Thesis Proposal Presentation Educational Settings The thesis proposal will be presented to an 476-644 Managing Conflict in Educational Settings appropriately convened examining panel, with 476-661 Assessment Design and Analysis membership as follows: 476-662 Competency and Performance Assessment 1f The student s supervisor (who chairs the panel); and 476-678 Adolescent Psychology and its Impact on ✓ at least two other academic members of staff of the Education University of Melbourne. 476-680 Stress and Coping in Education: Children, Parents and Teachers The panel may request further work on the thesis proposal and/or subsequent presentation to the panel 476-685 Administering Programs for the Gifted as a normal element of the examination process. The 476-688 Teaching for Effective Learning student is advised in writing of the outcome of the 476-689 Curriculum Design decision as to whether they are able to progress to the 476-692 Reflection and Metacognition in Learning and thesis. Teaching 476-693 Professional Development, Appraisal and Change 476-694 Educational Measurement, Assessment and DOCTOR OF EDUCATION Evaluation 476-695 Assessment and Reporting for Student (RESEARCH CLASSIFIED) Learning 476-699 The Study of Learning Course Structure 477-807 Policy Analysis, Program Management and Probationary Candidature (100 points) Leadership in Special Education and In the probationary period, students are required to Integration successfully complete studies totaling 100 points. This 477-808 Assessing Special Needs and Planning includes the preparation, formal presentation and Programs satisfactory defence of a thesis proposal: Education Policy and Management ✓ Coursework (3 x 25-point subjects) 75 points 468-601 Management Learning* ✓ Thesis Research Seminar (482-717) 12.5 points 468-603 Adult Education and Professional Practice 468-607 Learning in the Postmodern Workplace ✓ Thesis Proposal 12.5 points 468-812 Development and Change In Organisations Students select three 25-point subjects from the list 468-840 Strategic Thinking below in the light of a chosen field of professional 468-844 Designing Vocational Programs* interest or specialisation. The subjects are designed to 481-803 Creating the Learning Organisation assist students to become fully conversant with the most up-to-date developments in the chosen field. 481-806 Management of Resources In Education Students should select a supervisor on admission to the 481-807 Human Resource Management In Education course and are advised to select subjects in consultation 481-809 Program Evaluation: Forms And Approaches* with the supervisor. 481-810 Evaluating Large Scale Programs* The demarcation between Masters level and Doctoral 481-811 Evaluation for Management and work is indicated primarily by the Doctoral student Development*

A10 4.35 HIGHER DEGREE COURSES 2002

481-812 Qualitative Methods* and 482-717 Thesis Research Seminar (12.5 points). 481-813 Quantitative Methods* Once enrolled, students are required to present their 481-815 Survey Design And Analysis thesis proposal to an examining panel by the end of the semester in which they are enrolled. Students who do not 482-620 Evaluation Theory* present their thesis proposal to an examining panel by 482-621 Information Use in Change Management* the end of the semester in which they are enrolled may 482-676 Managing Cultural Diversity request to re-enrol in the thesis proposal for another 482-678 Cross-Cultural Communication in Education semester; however, the thesis proposal must be 482-704 Management and Policy in Educational presented to an examining panel by the end of the Reform* second semester of enrolment or the student s progress 482-707 Leadership will be reviewed by the Faculty s Unsatisfactory Progress 482-716 Current Issues in Education Committee. 482-717 Thesis Research Seminar Arrangements for thesis proposal presentations and 482-801 Education Planning and Workplace Change examination are made by the Faculty Office upon advice 482-805 Marketing in Education from the supervisor and student. The membership of the 482-811 Analysing Educational Performance panel which examines the thesis proposal is as follows: 482-825 Assessment and Development of Educational ✓ the student s supervisor (who chairs the panel); Administrators ✓ a member of the Faculty s Research and Graduate 482-827 Human Resource Development Studies Committee; 482-899 Education Policy and Policy Processes ✓ the Head of the Department which provides the Language, Literacy and Arts Education: supervisor for the student or the nominee of the 483-603 Innovation and Change in Language Head; Education 1F a member of the education profession who may not 483-604 Teaching Second Language Speaking Skills* necessarily be employed in a post-secondary 483-606 Language, Teaching and Culture education institution. 483-610 The Arts And Cognition Following the presentation, the panel forwards its 483-620 Assessment in the Language Classroom* recommendations to the Faculty s Research and 483-621 Critical Literacy: Social Theory and Literacy Graduate Studies Committee which decides whether the Education student may proceed to confirmed candidature. The 483-625 Genre Analysis and Education* panel may request further work on the thesis proposal 483-626 Language Education: Functional Grammar* and/or subsequent presentation to the panel as a 483-636 Teaching English in the International Context normal element of the examination process. The student is advised in writing of the outcome of the decision by 483-640 Postmodern Education: Texts and the Arts the Research and Graduate Studies Committee. 483-641 Teaching English for Academic Purposes Confirmed Candidature (200 points) 483-804 Researching Language Classrooms During confirmed candidature, students complete a Sdence, Mathematics and Computer Education: doctoral thesis which constitutes a significant piece of 485-613 How Children Learn Mathematics research and makes a significant contribution to theory 485-620 The Mathematics Classroom and practice in education. The merit of the thesis is 485-621 Restructuring Science Education judged by traditional canons of academic excellence as well as by its ability to apply research findings, new 485-622 Learning Science in a Computer Age analyses, syntheses, and interpretations to appropriate 485-623 Education for a Technological World professional purposes. The thesis offers an original 485-624 Recent Developments: Science and contribution to the promotion of those purposes, to the Technology improvement of practice in educational institutions, or to 485-703 Coordination of the Curriculum: Theory and professional development within the education sector Practice generally. It should be approximately 55,000 words in 485-805 Teaching for Numeracy length. 485-822 Technology Enriched Mathematics Education Students must enrol in 200 points of thesis during 485-831 Educational Programming Environments confirmed candidature, unless reduced candidature has 485-832 Developing Multimedia been approved (refer to Period of Candidature for 485-836 New Visions for Teaching and Learning details). 485-837 Computers and Curriculum* 485-850 Key Issues in Mathematics Education 485-866 Developing an Effective Maths Curriculum Thesis Proposal and the Thesis Proposal GENERAL INFORMATION FOR Presentation The final component of probationary candidature is the DOCTOR OF EDUCATION thesis proposal, culminating in a thesis proposal presentation. Students enrol in the thesis proposal (12.5 COURSES points) after having completed 75 points of coursework

4.36 HIGHER DEGREE COURSES 2002

Period of Candidature Please refer to the Faculty s General Information section of this Handbook, under Unsatisfactory Progress, for an The minimum total period of candidature is normally outline of the University process in dealing with three years (36 months) full-time or six years (72 students who fall into these categories. months) part-time. The course regulations allow a maximum total period of candidature of four years (48 months) full-time or eight years (96 months) part-time. Research Areas of The Faculty of Education An on-campus residency period of one year full-time or two years part-time is required, to be devoted to Please refer to the Faculty s General Information section advanced study and research in the University. This of this Handbook for details on the Departments and period of on-campus residency is defined as a period Research Centres of the Faculty. during which the student is available to make systematic For a more detailed outline of Faculty of Education staff use of the facilities provided by the University as and their areas of research expertise, refer to the required. These facilities include not only supervision Faculty's Research Profile and Information Guide for and physical resources, but also such formal research Research Students. training as may be required. Students who make exceptional progress with their Information Guide for Research Students thesis may apply to have their period of confirmed It is essential that all thesis research students obtain a candidature reduced by up to one year full-time or two copy of the Information Guide for Research Students years part-time. In these cases, the student s total before commencing the thesis. The publication is free of enrolment for the thesis may be less than 200 points, charge and available from the Hawthorn and Faculty but not less than 100 points. To apply for reduced Offices. candidature, confirmed students should forward a written request to the Faculty Office, enclosing a letter Supervision of recommendation for reduced candidature from the supervisor. Students should obtain a supervisor shortly after admission to the course and must register the name of their supervisor with the Faculty Office as soon as the Part-time Students matter Is finalised. Students who require assistance In The standard part-time enrolment is 25 points per obtaining a supervisor should obtain a copy of the semester or SO points over the year. In the probationary Information Guide for Research Students, for details on period, part-time students are not permitted to the research areas of Faculty of Education academic undertake more than 75 points in a twelve month staff. Students should finalise the topic of their thesis period. Students who wish to enrol on a part-time basis with their supervisor as early as possible. are required to provide evidence that employment commitments are such as to allow an average of one day External Mode of Delivery per week to devote to doctoral studies. Some subjects within this course are offered In external (on-line) or external (correspondence) mode of delivery. Full-time Students It is possible to undertake the coursework components The standard full-time enrolment is 50 points per of this course externally providing students select semester or 100 points over the year. Students who wish subjects that are available In external mode of delivery. to enrol on a full-time basis must provide evidence that The particular mode of delivery for specific subjects is their employment commitments constitute no more than listed under each subject description. Students wishing six hours in a week. For an academic this would include to undertake subjects offered in external (on-line) mode preparation and correction time. of delivery should first check that they meet the requirements to study externally. Refer to the subject Unsatisfactory Progress descriptions and the Faculty s General Information Following the confirmation of results at the end of each section of this Handbook for details. semester the enrolment of certain students comes under External students must make arrangements to meet the review as follows: 12 months full-time or 24 months part-time residency 1. Students who fail more than one 25-point subject requirement (refer to Period of Candidature above). during their probationary candidature; 2. Students who do not successfully present their thesis Course Enquiries proposal to an appropriately convened examining Education Faculty Office, Alice Hoy Building panel by the end of their second semester of The University of Melbourne Victoria 3010 Australia enrolment in the thesis proposal; Tel: (+61 3) 8344 8285 E-mail: enquiriesaledfac.unimelb.edu.au 3. Students who are recommended not to proceed with the degree by the examining panel; 4. Students who do not complete the course within four Years on a full-time basis or eight years on a part-time DOCTOR OF EDUCATIONAL basis. PSYCHOLOGY HIGHER DEGREE COURSES 2002

Course Code points) and a research thesis of 45,000 words (100 points). 316AA Doctor of Educational Psychology Full-time Progression in the Course Overview Year 1: 476-649 Working with Groups: The Individual in the The Doctor of Educational Psychology course trains Social Context (12.5 points) students in professional areas of the discipline of educational psychology. The program has three broad 476-650 Learning Processes and Problems (12.5 emphases: training, through classroom teaching, in the points) theoretical, conceptual and empirical knowledge relevant 476-651 Psychological Tests (12.5 points) to the practice of educational psychology and in the skills 476-652 Counselling Skills for Educational relevant to various areas of professional practice; Psychologists (12.5 points) supervised practical experience in the application of 476-656 Research Methods (12.5 points) knowledge and skills; and research training, including the 476-647 Practicum 1 (12.5 points) conduct of a thesis. A major objective of the course is to 476-658 Practicum 2 (12.5 points) train educational psychologists to have a strong academic 472-706 Thesis proposal (12.5 points) and research orientation in their professional activities. Year 2: The course is undertaken over three years on a full-time 476-648 Development and Differences (12.5 points) basis or six years on a part-time basis. This is a 476-653 Exceptionality: Assessment and Intervention coursework-classified course. Graduates of the Master (12.5 points) of Educational Psychology are not eligible for entry to the course. 476-654 Intervention in the Problems of Childhood and Adolescence (6.25 points) 476-655 Consultation In Educational Settings (6.25 Course Objectives points) Students who have completed the Doctor of Educational 476-659 Practicum 3 (12.5 points) Psychology should be able to: 476-660 Practicum 4 (12.5 points) ✓ demonstrate a strong grounding in the theoretical Thesis (37.5 points) and empirical basis of educational psychology; Year 3: ✓ demonstrate highly developed skills in professional 472-721 Advanced Seminar in Psycho-Educational practice; Practice (12.5 points) ✓ participate at a high level in the systematic analysis of 472-720 Practicum 5 (373 points) practical problems in educational psychology; Thesis (50 points) ✓ undertake a substantial piece of original research in Refer to the Subject Description section of this educational psychology that is informed by Handbook for details on these subjects. knowledge of educational psychology practice and by Part-time Progression In the Course a high level of professional skill in educational Year 1: psychology. 476-650 Learning Processes and Problems (12.5 points) Entrance Requirements 476-651 Psychological Tests (12.5 points) An applicant may be eligible for entry into the Doctor of 476-652 Counselling Skills for Educational Educational Psychology if the applicant: Psychologists (12.5 points) ✓ has completed an approved degree with honours at 476-656 Research Methods (12.5 points) H2A level or above in psychology, or an approved 476-647 Practicum 1 (12.5 points) equivalent; or 472-706 Thesis proposal (12.5 points) ✓ is currently enrolled in the Master of Educational Year 2: Psychology degree and has successfully completed 476-649 Working with Groups: The Individual in the the following three subjects at H2A level or above: Social Context (12.5 points) 476656 Research Methods; 476652 Counselling 472-706 Thesis proposal (12.5 points) Skills for Educational Psychologists; and 476649 Working with Groups: The Individual in the Social 476-658 Practicum 2 (12.5 points) Context. Year 3: Entry is also subject to supervision and resource 476-648 Development and Differences (12.5 points) availability. 476-653 Exceptionality: Assessment and Intervention (12.5 points) Graduates of the Master of Educational Psychology are 476-654 Intervention In the Problems of Childhood and not eligible for entry to the course. Adolescence (6.25 points) 476-655 Consultation in Educational Settings (6.25 Course Structure points) Students are required to complete a total of 300 points, Thesis (12.5 points) comprising ten compulsory subjects (totalling 112.5 points) together with five field practica (totalling 87.5 Year 4: ISOMER DEGREE COURSES 2002 HIGHER DEGREE COURSES

476-659 Practicum 3 (12.5 points) Period of Candidature 476-660 Practicum 4 (12.5 points) The minimum total period of candidature is normally 472-722 Thesis (25 points) three years (36 months) full-time or six years (72 months) part-time. The course regulations allow a Year 5: maximum total period of candidature of four years (48 472-720 Practicum 5 (37.5 points) months) full-time or eight years (96 months) part-time. Thesis (25 points) An on-campus residency period of one year full-time or Year 6: two years part-time is required, to be devoted to 472-721 Advanced Seminar in Psycho-Educational advanced study and research in the University. This Practice (12.5 points) period of on-campus residency is defined as a period Thesis (25 points) during which the student is available to make systematic Refer to the Subject Description section of this use of the facilities provided by the University as Handbook for details on these subjects. required. These facilities Include not only supervision and physical resources, but also such formal research Thesis Proposal Presentation/Confirmation of training as may be required. Candidature Full-time students are required to present their thesis proposal to an examining panel by the end of Semester Part-time Students 2 in Year 1. Part-time students are required to present The standard part-time enrolment Is 25 points per their thesis proposal to an examining panel by the end semester or 50 points over the year. In the probationary of Semester 2 in Year 2. Students who do not present period, part-time students are not permitted to their thesis proposal to an examining panel by these undertake more than 75 points in a twelve month deadlines may request permission to re-enrol in the period. Students who wish to enrol on a part-time basis thesis proposal for another semester, however, the are required to provide evidence that employment thesis proposal must be presented to an examining commitments are such as to allow an average of one day panel by the end of the following semester (30 June) or per week to devote to doctoral studies. the student s progress will be reviewed by the Faculty s Unsatisfactory Progress Committee. Full-time Students Arrangements for thesis proposal presentations and The standard full-time enrolment Is 50 points per examination are made by the Faculty Office upon advice semester or 100 points over the year. Students who wish from the supervisor and student. The membership of the to enrol on a full-time basis must provide evidence that panel which examines the thesis proposal is as follows: their employment commitments constitute no more than six hours in a week. For an academic this would include V the student s supervisor (who chairs the panel); and preparation and correction time. V at least two other academics nominated by the supervisor. Unsatisfactory Progress Following the presentation, the panel forwards its Following the confirmation of results at the end of each recommendations to the Faculty s Research and semester the enrolment of certain students comes under Graduate Studies Committee which decides whether the review as follows: student may proceed to confirmed candidature. The 1. Students who fail more than one subject during their panel may request further work on the thesis proposal probationary candidature; and/or subsequent presentation to the panel as a normal element of the examination process. The student 2. Students who do not successfully present their thesis is advised in writing of the outcome of the decision by proposal to an appropriately convened examining the Research and Graduate Studies Committee. panel by the end of Semester 1 of Year 2 (for full-time students) or Semester 1 of Year 3 (for part-time Confirmed Candidature students); Confirmed candidates complete a doctoral thesis which constitutes a significant piece of research and makes a 3. Students who are recommended not to proceed with significant contribution to theory and practice In the degree by the examining panel; education. The merit of the thesis is judged by 4. Students who do not complete the course within 4 traditional canons of academic excellence as well as by years on a full-time basis or 8 years on a part-time its ability to apply research findings, new analyses, basis. syntheses, and interpretations to appropriate professional purposes. The thesis offers an original Please refer to the General Information section at the contribution to the promotion of those purposes, to the front of this Handbook, under Unsatisfactory Progress improvement of practice in educational institutions, or for an outline of the Faculty process In dealing with to professional development within the education sector students who fall Into these categories. generally. R should be approximately 45,000 words in length. Information Guide for Research Students Students must enrol in 100 points of thesis during It Is essential that all thesis research students obtain a confirmed candidature, unless reduced candidature has copy of the Information Guide for Research Students been approved. before commencing the thesis. The publication Is free of charge and available from the Faculty Office.

1D017MO 4.39 HIGHER DEGREE COURSES HIGHER DEGREE COURSES 2002

Supervision Students must obtain a supervisor shortly after admission to the course and must register the name of their supervisor with the Faculty Office as soon as the matter is finalised. Students should approach the course co-ordinator to discuss supervision arrangements. Details regarding the research interests of staff available to be supervisors may be found in the Information Guide for Research Students. Students should finalise the topic of their thesis with their supervisor as early as possible.

External Mode of Delivery This course is not offered in external mode of delivery.

Course Enquiries Education Faculty Office, Alice Hoy Building The University of Melbourne Victoria 3010 Australia Tel: (+61 3) 8344 8285 E-mail: [email protected] Program Co-ordinator Erica Frydenberg, Department of Learning and Educational Development Room 3.43, 234 Queensberry Street Td: (+61 3) 8344 9541 E-mail: [email protected]

DOCTOR OF PHILOSOPHY (EDUCATION)

Enquiries This three-year full-time or equivalent research course is administered by: School of Graduate Studies 1888 Building, The University of Melbourne Parkville Victoria 3052, Australia. Please direct all enquiries to the School of Graduate Studies Tel: (+61 3) 8344 8789. Detailed descriptions of Faculty of Education subjects are listed below in numerical order. Details for each subject were correct at the time of printing. In exceptional circumstances, the Faculty may vary the detail of a subject. The offering of any subject may be dependent on adequate enrolments in that subject. For details on course requirements, refer to the course sections of this Handbook. Students may access timetabling details for these subjects via the University s Student Information System (SIS) on the website address: http://sis.unimelb.edu.au

The ig d me 5.1 SUBJECT DESCRIPTIONS 2002

460-811 PROFESSIONAL Description: A study of some major current area of concern in educational policy and/or practice. Students DEVELOPMENT STUDIES 1 examine appropriate theoretical frameworks that Available In these courses: PGDipProfStud, illuminate the area, and consider the implications for PGCertProfStud their own practice. They undertake a program of Offered: Parkville Campus, Semester 1, 2 or Summer classes, reading, investigative work and attendance at professional development activities to develop their (by arrangement) knowledge and understanding of the area examined. Credit points: 12.5 Assessment Assignments totalling 3000 words HECS-band: 1 (100 per cent). Staff. TBA Contact: 15-18 hours 460-814 PROFESSIONAL Description: A study of some major current area of DEVELOPMENT STUDIES 4 concern in educational policy and/or practice. Students examine appropriate theoretical frameworks that Available In these courses: PGDipProfStud, illuminate the area, and consider the implications for PGCertProfStud their own practice. They undertake a program of Offered: Parkville Campus, Semester 1, 2 or Summer classes, reading, investigative work and attendance at (by arrangement) professional development activities to develop their Credit points: 12.5 knowledge and understanding of the area examined. HECS-band: 1 Assessment: Assignments totalling 3000 words (100 per cent). Staff. TBA Contact: 15-18 hours 460-812 PROFESSIONAL Description: A study of some major current area of concern in educational policy and/or practice. Students DEVELOPMENT STUDIES 2 examine appropriate theoretical frameworks that Available In these courses: PGDipProfStud, illuminate the area, and consider the implications for PGCertProfStud their own practice. They undertake a program of classes, reading, investigative work and attendance at Offered: Parkville Campus, Semester 1, 2 or Summer professional development activities to develop their (by arrangement) knowledge and understanding of the area examined. Credit points: 12.5 Assessment Assignments totalling 3000 words HECS-band: 1 (100 per cent). Staff TBA Contact 15-18 hours 466-613 EARLY CHILDHOOD Description: A study of some major current area of LANGUAGE AND LITERACY concern In educational policy and/or practice. Students examine appropriate theoretical frameworks that illuminate the area, and consider the implications for Available In these courses: DEd, MEd, MEarlyChild, their own practice. They undertake a program of PGDipProfStud, PGCertProfStud, classes, reading, investigative work and attendance at PGDipEdStud(EarlyChiid) professional development activities to develop their Offered: Either Parkville Campus or external knowledge and understanding of the area examined. (correspondence) mode Assessment Assignments totalling 3000 words Credit points: 25 (100 per cent). HECS-band: 1 Staff: Kevin Fell 460-813 PROFESSIONAL Contact for DEd students: 36 hours for internal mode DEVELOPMENT STUDIES 3 students. External mode students can expect a total Available In these courses: PGDipProfStud, workload of approximately 240 hours. PGCertProfStud Contact for all other students: 30 hours for internal Offered: Parkville Campus, Semester 1, 2 or Summer mode students. External mode students can expect a (by arrangement) total workload of approximately 288 hours. Credit points: 12.5 Description: This subject examines early influences on language and literacy by considering the role of HECS-band: 1 developmental theory in explaining language Staff TBA acquisition and early reading. It considers both the underpinning Contact 15-18 hours cognitive/linguistic processes language/literacy development and the structural and

1►,e me SUWIECT DESCRIPTIONS 2002

interactional factors within families which contribute to Offered: Either Parkville Campus or external literacy outcomes. It also examines research on early (correspondence) mode childhood curriculum practices which support children s Credit points: 25 emerging literacy. Students are expected to evaluate different explanations of how children acquire language HECS-band: 1 and become literate by reference to current research. Staff: Kevin Fell They are also required to review early childhood curriculum practices and evaluate their effectiveness in Contact for DEd students: 36 hours for internal mode achieving literacy outcomes.The subject will evaluate students. External mode students can expect a total national and state early literacy policies and early workload of approximately 240 hours. intervention strategies. Contact for all other students: 30 hours for Internal Assessment for DEd students: Two 4000 word essays mode students. External mode students can expect a (50 per cent each) total workload of approximately 288 hours. Assessment for all other students:Two 3000 word Description: This subject involves an In-depth study of essays (50 per cent each) the process of development during the early childhood period. It emphasises the significance of a cross-cultural perspective in understanding contexts of development. 466-620 ETHICS IN RESEARCH ON It involves a critical appraisal of current theory, research and debates about the effects of experience on THE YOUNG development and detailed study of the diverse contexts This subject is not offered in 2002 of contemporary childhood. Comparisons of home-care and daycare environments as contexts of development Available in these courses: MEd, MEarlyChild, serve as the focus point from which these central PGDipProfStud, PGCertProfStud, PGDi pEdStud(EarlyCh i Id) themes are explored. Depending upon student interest, specific topics may include: current interpretations of Offered: Either Parkville Campus or external the role of heredity and experience on development; the (correspondence) mode relationship between social and cognitive competence in Credit points: 25 determining life outcomes; analysis of differing goals of early childhood caregiving and the complexity and HECS-band: 1 diversity of contemporary contexts of childhood; Staff: Margaret Coady concepts of resilience and vulnerability. Contact 30 hours for internal mode students. External Assessment for DEd students: One major assignment of mode students can expect a total workload of 4000 words (50 per cent) and a research proposal and approximately 240 hours. project of 4000 words (50 per cent). Description: A study of ethical implications of using Assessment for all other students: Assignment of persons under 18 years of age as research subjects. 6000 words and seminar presentation. (100 per cent). Relevant ethical frameworks, including frameworks using feminist perspectives, are considered. Examples are taken from a large range of research, including both 466-679 THE POLITICS OF EARLY quantitative and qualitative research. Particular topics to CHILDHOOD be covered may include the extent and limits of parental consent; questions raised by surrogate decision making by parents, guardians or professionals; developmental Available In these courses: DEd, MEd, MEarlyChild, differences in children's understanding of the research PGDipProfStud, PGCertProfStud, process and ability to consent; ethical questions In the PGDipEdStud(EarlyChild) use of particular theories of child development; the use Offered: Parkville Campus, Semester 2 of deception in research with children; ethical problems in using institutional and organizational codes of ethics Credit points: 25 in regulating ethics; moral mis-education of children HECS-band: l using the research process; ethical issues raised by particular vulnerabilities such as illness, homelessness, Staff: Manjula Waniganayake, Kevin Fell family dysfunction. Contact for DEd students: 36 hours Assessment A seminar paper of 1500 words (25 per Contact for all other students: 30 hours cent) and an assignment of 4500 words (75 per cent) Description: This subject aims to Identify, describe and analyse key political assumptions underlying current policy directions In early childhood. It reviews the socio- 466-678 RECONCEPTUALIZING EARLY political changes In Australian society which have CHILDHOOD DEVELOPMENT impacted on early childhood policy, development and This subject is not offered in 2002 delivery. Students are expected to critically evaluate links between early childhood policy and practice in Available in these courses: DEd, MEd, MEarlyChild, service design, delivery and evaluation and assess the PGDipProfStud, PCCertProfStud, usefulness and limitations of early childhood research PCDi pEdStud(EariyCh i ld) on policy development and delivery. The subject SUBJECT DESCRIPTIONS 2002

emphasises the universality of the ideas which inform education (0-8years). The study of these issues involves the debate about human and social services in the post- a critical examination of current policy developments in welfare state, particularly concepts such as the free early childhood curriculum and the educational, socio- market, user pays and contractual models of service political and developmental assumptions embedded delivery. Both national and international perspectives on within these developments using current research the issues are explored. Topics may include: literature concerning early childhood curriculum, child implications of social diversity and family change and its development and learning and teaching and educational relevance for public policy; changing forms of state policy. Issues to be studied may include: the changing regulation and quality assurance; the changing role of foci of developmental curriculum, early literacy, the early childhood professional; parent participation multiculturalism, gender equity, parent involvement in and governance in early childhood services; private and learning, early intervention and evaluating exemplary public sector involvement in early childhood services. curriculum models. At the completion of this study Assessment Assignments totaling 6000 words. students should be able to critically analyse the nexus between research in early childhood curriculum, learning and teaching and relevant policy developments 466-680 NEGOTIATED PROJECT IN and their relationship to broader educational strategies being implemented in Australia and internationally. EARLY CHILDHOOD Assessment for DEd students: (1) A 5000-word Available In these courses: MEd, PGDipProfStud, assignment (65 per cent); (2) a research paper of 2000 PGCertProfStud, PGDipEdStud(EarlyChild) words (25 per cent); (3) a 1000-word abstract (10 per Offered: Either Parkville Campus or external cent). (correspondence) mode, Semester 1 or 2 Assessment for all other students: A 5000-word Credit points: 25 assignment (80 per cent) and a 1000-word abstract (20 per cent). HECS-band: 1 Co-ordinator. Bridie Raban Contact To be arranged with the supervisor. Student is 466-682 FACILITATING FAMILY responsible for obtaining a supervisor. FUNCTIONING Description: An individually negotiated project in which Available In these courses: MEd, MStudWelf, the student undertakes a theoretical study, a PGDipProfStud, PGCertProfStud, professional study such as a special teaching program, a PGDipEdStud(EarlyChild) research or development study taken within or outside Offered: Parkville Campus, Semester 2 the Faculty. The study must relate to the area of early childhood development or education, and must Credit points: 25 demonstrate an In-depth understanding of the issue HECS-band: 1 Identified and of the relevant literature, and an ability to Staff: Erica Frydenberg examine critically the issues involved and to express these issues in a clear, coherent and logical manner. Contact: 30 hours Assessment The type of work submitted for assessment Description: The theoretical and empirical literature on depends on the type of negotiated project undertaken. normal family functioning and family stressors is It may take the form of an essay, report, reflective reviewed to identify critical elements that facilitate journal or extensive literature review of 6000 words or adaptive family functioning and the relationships equivalent (100 per cent). between family functioning and child outcomes. The research on processes by which professionals can optimise family functioning is analysed, focussing on 466-681 EARLY CHILDHOOD parent/child, sibling, and professional/parental CURRICULUM relationships. An ecological systems model informs the subject, with an examination of the impact of contextual This subject is not offered in 2002 factors, supports within and outside the family, and Available In these courses: DEd, MEd interactive effects. The implications of a family centred model of service provision are analysed. Offered: External (correspondence) mode Assessment: A 6000 word project (100 per cent). Credit points: 25 HECS-band: 1 Staff: Glenda MacNaughton 466-684 EARLY CHILDHOOD Contact for DEd students: A total workload of INTERVENTION:ADVANCED approximately 240 hours. INTERDISCIPLINARY STUDY OF POLICY Contact for all other students: A total workload of AND PRACTICE approximately 288 hours. Available In these courses: MEd, PGCertProfStud, Description: A study of a number of curriculum issues of PGDipProfStud current importance to the field of early childhood Offered: Parkville Campus, Semester 2

5.4 SUBJECT DESCRIPTIONS 2002

Credit points: 25 466-839 PARENT GUIDANCE IN EARLY HECS-band: 1 INTERVENTION Staff: Margaret Brown Available In these courses: MEd, PCDipProfStud, Contact 30 hours PGCertProfStud, PGDipEdStud(Earlylnt) Description: Issues in intervention for young children Offered: Parkville Campus, Semester 2 with developmental disabilities, and their families. The Credit points: 12.5 impact of developmental disabilities on young children is examined in the light of an in-depth knowledge of early HECS-band: 1 childhood development and key issues in early childhood Staff: Margaret Brown curriculum development including the use of children's play to conduct naturalistic child centred assessment and Contact 30 hours intervention. Interdisciplinary teaching helps participants Description: This subject addresses the impact of acquire an understanding of the perspective and childhood disability and atypical development on contribution of other disciplines in early intervention, contemporary family life; current policies and practices leading to participation in interdisciplinary assessment in the provision of services to families of children with and intervention programs for young children with special needs; principles and practices (including delayed development. Critical management and counselling) involved in working in partnership with leadership elements that facilitate team, service and parents of children with special needs within the context interagency collaboration are examined and coordination of family-centred practice; the rights of the child and the processes, including transition and child and family roles, rights and responsibilities of parents in relation to service coordination are reviewed. Students participate their child with special needs; the roles and in critical debates on the history and key arguments in responsibilities of the early intervention worker in early intervention, examining the underlying discipline relation to issues of information, privacy, and based sources of theory and research. They are actively confidentiality; the development of Individual Family involved in critiques of current policy and practice in Service Plans. early intervention, and examine the critical elements involved in the evaluation of early childhood Assessment Assignments equivalent to 3000 words intervention. (100 per cent). Assessment: Evaluation of an interdisciplinary assessment and intervention plan 2000 words (20 per cent); examination 2000 words (30 per cent); essay on 466-840 CHILDREN one critical debate in early intervention 2000 words (50 WITH COGNITIVE AND per cent). SOCIOEMOTIONAL NEEDS Available In these courses: MEd, PGDipProfStud, 466-838 ASSESSMENT AND PGCertProfStud, PGDipEdStud(Earlylnt) PROGRAMMING IN EARLY Offered: Parkville Campus, Semester 1 INTERVENTION Credit points: 12.5 Available in these courses: MEd, PGDipProfStud, HECS-band: 1 PGCertProfStud, PGDipEdStud(Earlylnt) Staff: Anna Bortoli Offered: Parkville Campus, Semester 2 Contact: 30 hours Credit points: 12.5 Description: This subject addresses the effect of a range HECS-band: 1 of conditions on cognitive and socioemotional Staff: Anna Bortoli development in young children including autism, and the range of Intellectual and social abilities; Contact 30 hours contemporary theories of cognitive and socio-emotional Description: This subject examines the principles and development in relation to observational, Informal and applications of sequential and developmental teaching, formal developmental assessment procedures; the use formal and informal assessments. The subject focuses on of assessment In determining program planning for programme planning that is inclusive for children young children; contemporary theory on the attending specialist or mainstream settings. Programming development of play, its relationships with these two techniques that focus on goal setting, individual major domains of development, and the Important role education plans and instructional strategies, adapting the of play for intervention; parent-child and child-child play teaching material, activity and the learning environment Interactions; the development of attention and are discussed in depth. The importance of evaluation, attentional characteristics in young children with a alternative assessment techniques and reporting to range of disabling conditions. parents and professionals is discussed. Evaluation Assessment Assignments equivalent to 3000 words focuses on the child in the program, the program and its content and teaching styles. The area of transition is (100 per cent). addressed within a curriculum framework. Assessment Assignments equivalent to 3000 words (100 per cent).

Theeryy d me SUBJECT DESCRIPTIONS 2002

466-842 THEORIES AND PRACTICES 466-844 PROFESSIONAL PRACTICE IN IN EARLY INTERVENTION EARLY INTERVENTION 1 Available In these courses: MEd, PGDipProfStud, Available in these courses: PGDipEdStud(Earlylnt) PGCertProfStud, PGDipEdStud(Earlylnt) Offered: Parkville Campus, Year-long Offered: Parkville Campus, Semester 2 Credit points: 12.5 Credit points: 12.5 HECS-band: 1 HECS-band: 1 Staff: Anna Bortoli Staff: Margaret Brown Contact: 23 days practicum placement Contact: 30 hours Special note: Students must contact the School Description: This subject addresses current theories and Experience and Professional Practice Unit by the end of principles underpinning early intervention practice; the the first week of the Semester to discuss placement. ention for infants and range of models in early interv Description: This subject involves 23 days of practicum children with differing special needs; transdisciplinary placement that is divided into two practicum placements. team support, resource and guidance needs of parents, The first, an eight-day placement in an approved special carers and teachers providing inclusive education for education setting, is required so that students have the young children and students with special learning needs opportunity to observe and interact with children with in both specialist and mainstream settings; local and atypical development, to observe teaching strategies and international policies and regulations for early to gain an understanding of the educational philosophy intervention service provision for infants, preschoolers guiding the curriculum. The second, a fifteen-day and young school-aged children with special learning placement in an approved educational setting is required needs; principles of transdisciplinary, inclusive so that students have the opportunity to observe and educational practice and the role of the early assess a small group of children In a selected area of intervention educator in this. development and based on the observation and Assessment: Assignments equivalent to 3000 words assessment, plan and implement an individualised (100 per cent). programme for one child within the group. Individual and group tutorial sessions are held to discuss issues relating to practicum placements. 466-843 NEUROLOGICAL AND Assessment Satisfactory completion of a minimum of SENSORY DISABILITY 23 days supervised teaching (70 per cent), and assignments totalling 1500 words (30 per cent). Available In these courses: MEd, PGDipProfStud, PGCertProfStud, PGDipEdStud(Earlylnt) Offered: Parkville Campus, Semester 1 466-845 PROFESSIONAL PRACTICE IN Credit points: 12.5 EARLY INTERVENTION 2 HECS-band: l Available In these courses: PGDipEdStud(Earlylnt) Co-ordinator. Margaret Brown Offered: Parkville Campus, Year-long Contact: 30 hours Credit points: 12.5 Description: This subject addresses anatomy and HECS-band: l development of the central nervous system, and the Staff: Anna Bortoli visual and auditory systems in particular; diagnoses, types and developmental consequences of intellectual Contact: 23 days practicum placement disability or acceleration, visual and auditory Special note: Students must contact the School impairment (ranging from mild to profound), physical Experience and Professional Practice Unit by the end of disability; educational needs and provision, and the first week of the Semester to discuss placement. teaching approaches and techniques for students with intellectual, auditory and/or visual impairment; special Description: This subject involves a 23-day practicum support programmes, teaching and classroom placement that is divided into a 21-day placement in an management strategies and transdisciplinary approved educational setting and a two-day parent approaches for inclusion into regular educational guidance workshop. This subject gives students the settings. opportunity to assess, plan and implement individualised programmes for children with a range of Assessment: Assignments equivalent to 3000 words special needs, adopt programmes in main stream (100 per cent). settings, provide support and guidance to parents and to work within a trans/multi-disciplinary team. Individual and group tutorial sessions are held to discuss issues relating to practicum placement. Assessment: Satisfactory completion of a minimum of 21 days supervised teaching and two days of a parent

The mer p!d<_- 5.6 me SUBJECT DESCRIPTIONS 2002

guidance workshop (60 per cent), and assignments plan appropriate learning environments for young totalling 1500 words (40 per cent). children. Assessment: Assignments and case study analysis totalling 3000 words or equivalent (100 per cent). 466-846 FOUNDATION STUDIES IN EARLY CHILDHOOD Available In these courses: MEd, MEarlyChild, 466-848 MANAGEMENT GDipProfStud, PGCertProfStud, PGDipEdStud(EarlyChild) IN EARLY CHILDHOOD SERVICES Offered: Either Parkville Campus or external Available In these courses: MEd, MEarlyChild, (correspondence) mode, Semester 1 PGDipProfStud, PGCertProfStud, Credit points: 25 PGDipEdStud(EarlyChild) Offered: External (correspondence) mode, Semester 1 HECS-band: 1 Staff. Jennifer Standish, Christine Ure Credit points: 12.5 Contact 30 hours for internal students. External mode HECS-band: 1 students can expect a total workload of approximately Staff: Glenda MacNaughton. 240 hours. Contact: a total workload of approximately 120 hours Description: An in-depth and critical appraisal of Description: A case-study approach Is used to examine selected key theories of child development from an selected feminist and postmodernist theoretical interdisciplinary perspective, in particular examining the perspectives on management in early childhood relationship between the brain and development of services. Specific case studies are chosen in the light of complex behaviours including language, cognition, student experiences and expertise and set in the context memory and spatial and emotional aspects of of current government policies, but may include: behaviour. Current research is used to provide a managing formal meetings, group decision-making, contemporary understanding of the effects of team management in culturally diverse settings, constitutional and environmental factors affecting early electronic workplace communications and managing childhood development. interviews. These case studies help students to Assessment Written work equivalent to 6000 words understand how management communication derives (100 per cent). from and contributes to workplace relationships and to Prescribed text Berndt, T. Child Development. critically apply a range of theoretical perspectives to Madison: Brown & Benchmark. 1997. decision-making and communication practices In early childhood services. Assessment: Written assignments totalling 3000 words 466-847 LEARNING ENVIRONMENTS (100 per cent). IN THE EARLY YEARS Available In these courses: MEd, MEarlyChild, 466-849 SOCIAL CONTEXTS OF EARLY PGDipProfStud, PGCertProfStud, PGDi pEdStud(EarlyChild) CHILDHOOD Offered: External (correspondence) mode, Semester 2 This subject Is not offered in 2002 Credit points: 12.5 Available In these courses: MEd, MEarlyChild, PCDipProfStud, PGCertProfStud, HECS-band: 1 PCDipEdStud(EarlyChild) Staff: Kay Margetts Offered: Either Parkville Campus or external Contact A total workload of approximately 120 hours (correspondence) mode Description: This subject analyses the role of the Credit points: 12.5 learning environment as a reflection of educational HECS-band: 1 beliefs and a determinant of instruction and curriculum. The relationship between classroom environments and Staff: Glenda MacNaughton educational outcomes is examined through the study of Contact 15 hours for internal mode students. External set topics including place identity, the components of mode students can expect a total workload of environments: physical space, time, social groupings, approximately 120 hours. and organisational features. Students are Introduced to Description: An exploration of sociological dimensions a range of environmental assessment procedures and of early childhood with particular emphasis on young are expected to critically assess early childhood children s constructions of their social world and the environments and evaluate the effect of the Influence of early childhood settings, families and the environment on children's learning. A range of cultural and communications Industries on these structured and unstructured classrooms and outdoor constructions. An analysis of the policy implications for settings for children aged 0-8 years Is considered. government and non-government bodies of the Students are given the opportunity to apply principles of empirical data on these Influences. Students learn how classroom environmental design and learning theory to SUBJECT DESCRIPTIONS 2002

to critically analyse the changing nature of young Contact: 15 hours for internal mode students. External children's family contexts and to appreciate the social mode students can expect a total workload of and cultural Influences on young children's approximately 120 hours. understandings of their social world with particular Description: This subject examines in depth aspects of reference to the family. They also learn to Identify and the development of the young child up to about the age critically apply selected sociological perspectives to the of three years. Content includes theoretical and research analysis of children's constructions of their social world. perspectives on the significance of infancy for the Assessment An essay of approximately 3000 words course of subsequent development with emphasis on (100 per cent) or equivalent to be negotiated with the emotional development. Students are encouraged to lecturer. consider emotion-centred curricula and how early childhood professionals can develop learning environments that nurture all aspects of psychological 466-850 THEORIES OF PARENTING development in the first years of life. Students are expected to lead and contribute to class discussions and AND THE FAMILY debate in formal seminars and demonstrate an in depth Available In these courses: MEd, MEarlyChild, knowledge of infant development in the social, PGDipProfStud, PGCertProfStud, emotional or cognitive domains. Psychological, PGDipEdStud(EarlyChild) sociological and/or anthropological perspectives on Offered: Either Parkville Campus or external infancy are considered. Topics may include: the (correspondence) mode, Semester 1 development and significance of attachment relationships; the nature of emotional control and Credit points: 12.5 regulation; empathy and emotional development in at- HECS-band: 1 risk groups such as maltreated children; the interdependence of cognition and affect. Staff: Margaret Coady Assessment: A review of a research art Contact 15 hours for internal mode students. External icle based on a mode students can expect a total workload of class presentation, equivalent 1000 words, (33 per cent) approximately 120 hours. and a personal vision paper equivalent 2000 words (66 per cent), or other written assignments totalling 3000 Description: A study of the changing nature of childhood words. and families and of the consequent changes in the role Prescribed texts: Hyson, M.C. (1994) The emotional of parents. Topics to be considered may include: an development of young children: Building an emotion- analysis of the social forces Influencing the nature of centred curriculum. N.Y.: Teachers College Press. Lally, childhood and of parenting; a study of the relationship J. R. (Ed.) (1990) Infant/todoler caregiving: A guide to between parents and the professionals affecting the social-emotional growth and development.. Sacramento, upbringing of their children; a study of the relationship Calif: California Department of Education. Sroufe, L.A. of both social theories and child development theories (1996) Emotional development: The organisation of to the provision of advice by professionals and in emotional life in the early years. Cambridge: CUP. parenting manuals; an evaluation of sources of parental advice; an analysis of the use of parenting programs In R. (ed.) Teaching and Learning in Vocational Education attempts to prevent child abuse; a consideration of the and Training, Social Science Press, Australia (1997). role of the law in families; a study of the role of culture in parental behaviour, an analysis of the bases of social and political controversies about the role of both male 468-601 MANAGEMENT LEARNING and female parents; an assessment of the effects of Available In these courses: DEd, MEd, MTrng&Dvt, rt to be given these controversies on the kinds of suppo PGDipProfStud, PGCertProfStud, PGDipEd&Tmg, to parents. PGCertEd&Trng Assessment Written assignments totalling 3000 words Offered: Either Parkville Campus or external (on-line) (100 per cent). mode, Semester 1 Credit points: 25 466-851 INFANCY AND THE FIRST HECS-band: 1 YEARS OF LIFE Staff: David Beckett This subject is not offered in 2002 Contact for DEd students: 36 hours for internal mode Available In these courses: MEd, MEarlyChild, students. External mode students can expect a total PCDipProfStud, PGCertProfStud, workload of approximately 240 hours. PGDipEdStud(EarlyChild) Contact for all other students: 30 hours for Internal Offered: Parkville Campus or external (correspondence) mode students. External mode students can expect a mode total workload of approximately 240 hours. Credit points: 12.S Special requirements: External mode students must have access to the required computing and Internet HECS-band: 1 facilities detailed in the Faculty s General Information Staff: Shame Rolfe section of this Handbook.

MLI[DVumo

SUBJECT DESCRIPTIONS 2002

Description: Workplace learning needs and HECS-band: l opportunities in the light of growing expectations that Staff: Dianne Mulcahy managers will be proficient in sophisticated human resources development. Topics include: adult learning Contact 30 hours principles, group formation and leadership, learning Description: An exploration and critique of learning environments (as shaped by local and international theories and pedagogical and curriculum practices policies), relationships between management education relevant to VET contexts In the light of current trends and training and work, and the emergence of knowledge such as the notion of lifelong learning. Topics Include: productivity in organisation settings. current arrangements for learning, for example, Assessment for DEd students: A literature review of problem-based learning, on- and off-the-job learning, 3000 words (40 per cent) and major assignment of 5000 action learning, competency-based training, self-paced words (60 per cent). learning and vocational learning In schools; particular categories of learning, for example, adult learning, Assessment for all other students: A minor assignment transformative learning and skill learning; and of 2000 words in which participants analyse three processes associated with learning, for example Identity rticles on a content area (40 per cent); current journal a change and learning transfer. Recently published papers and a major assignment of 4000 words on an written from a number of different theoretical appropriate topic to be negotiated with the lecturer (60 perspectives are selected for study, giving particular per cent). emphasis to those from cognitive, critical, and socio- cultural frameworks. Reflection Is expected on professional practices In workplaces or organisations 468-603 ADULT EDUCATION AND with which students are familiar and narrative and PROFESSIONAL PRACTICE action learning methods for exploring the development Available In these courses: DEd, MEd, MTrng&Dvt, of new practices are studied and enacted. PGDipProfStud, PGCertProfStud, PCDipEd&Trng, Assessment A seminar paper of 2000 words (33 per PGCertEd&Tmg cent) and an assignment of 4000 words or an equivalent Offered: Parkville Campus, Semester 2 individually negotiated project (67 per cent). Credit points: 25 HECS-band: 1 468-607 LEARNING IN THE Staff: David Beckett POSTMODERN WORKPLACE Contact for DEd students: 36 hours Available In these courses: DEd, MEd Contact for all other students: 30 hours Offered: Parkville Campus, Semester 1 Description: An analysis of debates in adult education as Credit points: 25 they are engaged by vocational education and training HECS-band: 1 (VET) policy, looking, for example, at lifelong learning, Staff•. Dianne Mulcahy competence-based training, enterprise-driven skill formation and the like; connecting these debates with Contact for DEd students: 36 hours broader implications drawing upon, respectively, liberal, Contact for all other students: 30 hours socially-critical and postmodern scholarship; focussing on specific workplaces where practice deals In these Description: A study of recent research on workplace implications; clarifying appropriate professionalism learning from various perspectives with particular given the above. attention to postmodern perspectives. Concepts and themes include: postmodemity and emerging workplace Assessment for DEd students: A literature review of practices; knowledge work and knowledge management; 4000 words (50 per cent) and a case study of 4000 the rise of work based learning; the enterprise as a key site words (50 per cent). of learning; competencies and workplace learning; Assessment for all other students: A literature review of competence and the question of knowledge-ability; the approaches and perspectives In adult education as these transformation of adult and vocational learning pertain to one site of practice (3000 words; 50 per cent); Institutions; working Identities, including Identities for a case study of professional practice which engages the teachers and trainers; work process knowledge and tension between adult education and aspects of learning through work; work as curriculum and vocational education and training (VET) policy and pedagogical implications for teachers and trainers. The delivery (3000 words; 50 per cent). focus Is on locating work and learning practices within particular theoretical frameworks that produce different and multiple understandings of such practices. 468-605 VOCATIONAL LEARNING Assessment for DEd students: A literature review of Available In these courses: MEd, MTrng&Dvt, 4000 words outlining one area of research on workplace PCDipProfStud, PGCertProfStud, PGDipEd&Trng, learning (50 per cent) and a discussion paper of 4000 PGCertEd&Tmg words investigating an aspect of this learning (50 per Offered: Parkville Campus, Semester 2 cent) Credit points: 25

5.9 SUBJECT DESCRIPTIONS 2002

Assessment for all other students: A briefing paper of 500 literature), a professional study (for example, a words outlining one area of current workplace learning, mentored internship in industry of at least three months discussing the content which has shaped it (10 per cent); duration), a research or development project, or an a class paper of 1500 words reviewing the literature on the approved relevant educational course or experience relationship of either learning, or management, or conducted outside the Faculty of Education. technology, or policy development with work (30 per Assessment: Depending on the type of project cent); and a case study of 4000 words demonstrating an undertaken: either a literature review, research report or application of the notion of work-based learning in the project report of 6000 words (100 per cent); or a light of concepts provided in class (60 per cent) detailed report of the project activity of 6000 words, or equivalent, together with a report from the project mentors (100 per cent). 468-620 CURRENT ISSUES IN EDUCATION AND TRAINING Available in these courses: MEd, MTrng&Dvt, 468-811 LEADERS AND AGENTS OF PGDipProfStud, PGCertProfStud, PGDipEd&Trng, CHANGE PGCertEd&Trng Available In these courses: MEd, MTrng&Dvt, Offered: Parkville Campus, Semester 1 PGDipProfStud, PCCertProfStud, PGDipEd&Trng, Credit points: 25 PCCertEd&Trng HECS-band: 1 Offered: Parkville Campus, Semester 2 Staff: David Beckett Credit points: 25 Contact: 30 hours HECS-band: 1 Special note: This subject cannot be taken for credit If Staff: Ian Roos 468-611 International Vocational Education, 468-612 Contact 30 hours Orientations to Education and Training, or 468-817 Description: The influence of education and training in Contexts of Vocational Education has been completed. individual, group and organisational change; leadership Description: An examination of significant topical theories, roles, styles and effectiveness; organisation developments in or proposals for educational practice in development and other change theories; industrial adult and lifelong learning, in a variety of political, social relations issues in organisational change; consultancy and organisational contexts of VET; analysis of roles and processes in the context of change; and theoretical assumptions underlying education and barriers to change. training policy both nationally and internationally; and Assessment: A class paper of 1500 words (25 per cent) implications of educational research for educators and in which students critically analyse journal articles managers of education and training. related to issues of leadership and/or change and an Assessment: Two papers of approximately 3000 words assignment of 4500 words, or an individually negotiated (50 per cent each) in which the student demonstrates project, in which students demonstrate sound sound knowledge and critical understanding of the knowledge and critical understanding of issues related designated topic, specifying its relevance to current to leadership and change (75 per cent) educational policy and/or practice. A 6000-word essay may be undertaken by negotiation with the lecturer in charge of the subject. 468-812 DEVELOPMENT AND CHANGE IN ORGANISATIONS 468-621 SPECIAL PROJECT Available in these courses: DEd, MEd, MTrng&Dvt, PCDipProfStud, PCCertProfStud, PCDipEd&Trng, (VOCATIONAL EDUCATION AND PCCertEd&Trng TRAINING) Offered: Parkville Campus, Semester 1 Available In these courses: MEd, PGDipProfStud, Credit points: 25 PGCertProfStud, PGDipEd&Trng, PCCertEd&Trng HECS-band: 1 Offered: Parkville Campus or External (correspondence) mode, Semester 1 or 2 Staff: Paul Hanrahan Credit points: 25 Contact for DEd students: 36 hours HECS-band: 1 Contact for all other students: 30 hours Co-ordinator. Ian Roos; student is responsible for Description: The political, economic and social context obtaining a supervisor. of workplace learning in Australia; current forces for and against change in organisations; formal and informal Contact To be negotiated with supervisor. processes and practices which influence organisations; Description: An individually negotiated project in which the assumptions and principles of technological, the student undertakes a theoretical study (for example, political and normative re-educative models of change; a substantial critical review of a particular body of contemporary strategies for change, including team-

OumO SUBJECT DESCRIPnONS 2002

based structures, re-engineering and quality approaches; presentation of descriptive statistics e.g. in student and and different perspectives on change. trainee movements; analysis of statistical association and association v causation; time-series analysis; Assessment for DEd students: A case study of 3000 analysis of trends e.g. in training costs and benefits; words (40 per cent) and a critical analysis of 5000 words introduction to statistical software packages. (60 per cent). Assessment: Assignments up to 3000 words (50 per Assessment for all other students: A case study of 1500 cent) and a major statistical project equivalent to 3000 words examining workplace change (25 per cent) and an assignment of 4500 words or an equivalent individually words (50 per cent). negotiated project (75 per cent). 468-827 HUMAN RESOURCE 468-814 INFORMATION TECHNOLOGY STRATEGIES AND SOCIETY Available In these courses: MEd, MTrng&Dvt, Available in these courses: MEd, MlnfoTech, PGDipProfStud, PGCertProfStud, PGDipEd&Trng, MTrng&Dvt, PGDipCompEdPGDipProfStud, PGCertEd&Trng PGCertProfStud, PGDipEd&Trng, PGCertEd&Trng Offered: Either Parkville Campus or external (on-line) Offered: External (on-line) mode, Semester 1 mode, Semester 1 Credit points: 25 Credit points: 25 points HECS-band: 1 HECS-band: 2 Staff. Ted Clark Staff: Paul Hanrahan Conta Contact A total workload of approximately 240 hours. ct: 30 hours for internal mode students. Special requirements: All students who wish to Special requirements: External mode students must undertake this subject must obtain the approval of the have access to the required computing and Internet subject lecturer as a thorough grounding in the technical facilities detailed in the Faculty s General Information sect aspects of information and communications technology ion of this Handbook. is required. External mode students must have access to Description: The eclectic concept of human resource the required computing and Internet facilities detailed in management (HRM) and its strategic contribution to the Faculty s General Information section of this individual and organisational performance; mapping the Handbook. field of human resource management and a specific Description: Critical cultural analysis of the use of exploration and analysis of its conceptual relationships information and communications technology; historical with management, rewarding and development of and theoretical perspectives on computer-mediated personnel; examination of contemporary developments communication in education and training; strategic in human resource management and their strategic policy and issues in relation to information technology; influence upon corporate, and individual performance in and possible and probable futures in Information the changing world of work. technology in education and training. Assessment: An analytical essay (topic negotiable) of Assessment Two 3000 word essays or equivalent 2000 words (30 per cent) and the compilation of a projects (50 per cent each). corporate human resource management strategic plan that addresses a human resource development issue within a workplace (4000 words) (70 per cent).

468-820 QUANTITATIVE ANALYSIS IN 468-839 ON-LINE EDUCATION AND VET TRAINING Available In these courses: MEd, MTrng&Dvt, Available In these courses: MEd, MlnfoTech, PGDipProfStud, PGCertProfStud, PGDipEd&Trng, PGCert MTrng&Dvt, PGDipCompEdPGDipProfStud, Ed&Tmg PGCertProfStud, PGDipEd&Trng, PGCertEd&Trng Offered: Parkville Campus, Semester 2 Offered: External (on-line) mode, Semester 2 Credit points: 25 Credit points: 25 HECS-band: 1 HECS-band: 1 Coordinator. Ian Roos Staff: Ted Clark Contact 30 hours Contact: A total workload of approximately 240 hours Special requirement: All students must obtain written Special requirements: Students must be competent approval from the lecturer prior to enrolment. computer users with a sound knowledge of application packages and knowledge of file manipulation Description: A review of official numerical data sources procedures, and must have access to the required for vocational education and training in Australia; basic computing and Internet facilities detailed in the Faculty s data collection techniques; basic data management and General Information section of this Handbook.

Me SUBJECT DESCROMONS 2002

Description: Survey of information technologies used in facilities detailed in the Faculty s General Information industry settings for educational communications. section of this Handbook. Software packages for enabling model communications Description: Program design models and frameworks applicable to relevant workplace practices. Strategies for and methodologies; issues and implications of program a workplace implementation plan for online delivery designs based on key competencies and work-based using the Internet and other communications methods competencies; accommodating needs of particular client The practical application of theory Is emphasised. groups; for example, school, TAFE and industry groups; Assessment A concept proposal for online delivery in a strategic curriculum implementation planning; and vocational education setting (40 per cent); development implications for staff training. and implementation of an online delivery system (60 per Assessment for DEd students: A literature review of cent). 3000 words (40 per cent) and a major assignment of 5000 words (60 per cent). 468-840 STRATEGIC THINKING Assessment for all other students: A seminar paper of Available In these courses: DEd, MEd, MTrng&Dvt, 1500 words (25 per cent) and an assignment of 4500 PGDipProfStud, PGCertProfStud, PGDipEd&Trng, words or individually negotiated project (75 per cent). PGCertEd&Trng Offered: Parkville Campus, Semester 2 468-854 TRAINING AND Credit points: 25 DEVELOPMENT IN COMMUNITIES OF HECS-band: 1 PRACTICE Staff: Carol Lewis-Shaw Available in these courses: MTrng&Dvt Contact for DEd students: 36 hours Offered: Parkville Campus, Semester 2 Contact for all other students: 30 hours Credit points: 25 Description: The broad context of philosophical, HECS-band: 1 planning and political processes associated with administrative activity at policy level; the influence of Staff: Ian Roos political, economic and organisational theory at this Contact: Three seminar sessions throughout the level and the emerging influence of developments in semester to allow participants to report on the progress vocational education, technology, leadership and values of the project. Additional individual contact to be theory; focus on the development of the cognitive skills negotiated with the lecturer. of analysis, synthesis and evaluation required for Prerequisite and/or co-requisIe: 468-123 The Practising strategic thinking within this context using selected Professional frameworks, methods and techniques of conceptual analysis, rational analysis and values analysis. Description: This is a workplace-based individual project. It provides an ordered, reflective, critical Assessment for DEd students: An essay of 4000 words (50 per cent) and the development of a strategic plan, or exposition of workplace practice that firmly situates it in equivalent individually negotiated assignment of 4000 a particular community and evaluates such practice in words (50 per cent). the light of current theories, policies or strategies of professional training and development. This is not a Assessment for all other students: Assignments research project or minor thesis, but is a professional equivalent to 6000 words in total. practice assignment. The specific focus/topic is negotiable depending on the context of practice available to the student. 468-844 DESIGNING VOCATIONAL Assessment: A major project equivalent to 6000 words PROGRAMS and focused on training and development in the Available In these courses: DEd, MEd, workplace (100 per cent) Offered: Either Parkville Campus or external (on-line) mode, Semester 2 472-601 WORKING WITH Credit points: 25 CHALLENGING BEHAVIOUR HECS-band: 1 This subject is not offered in 2002 Staff: Pam St. Leger Available In these courses: MEd, MEarlylnt, Contact for DEd students: 36 hours for internal mode PGDipProfStud, PGCertProfStud students. External mode students can expect a total Offered: Parkville Campus workload of approximately 240 hours. Credit points: 25 points Contact for all other students: 30 hours for internal mode students. External mode students can expect a HECS-band: 1 total workload of approximately 240 hours. Staff: Anna Bortoli Special requirements: External mode students must Contact: 42 hours have access to the required computing and Internet SUBJECT DESCRIPTIONS 2002

Description: This subject addresses current research for the development of auditory function and spoken relating to the origins of challenging behaviour in young language communication in hearing impaired children. children; implications of challenging behaviour on Assessment: Satisfactory completion of 45 days of subsequent development; self concept, self esteem and supervised teaching with formal assessment by the peer relationships in young children exhibiting supervisor (70 per cent) and a comprehensive log book challenging behaviour, assessment of challenging (30 per cent). behaviour; theories of behaviour management; models of intervention and the range of strategies and techniques for intervention; applying behavioural intervention in the classroom in inclusive and specialist 472-720 EDUCATIONAL PSYCHOLOGY settings; the roles of the child, family, teacher and PRACTICUM 5 specialists in this process; evaluation of the efficacy of Available In these courses: DEdPsych the intervention programme for the child. Offered: Parkville Campus, Year-long Assessment Assignments equivalent to 6000 words Credit points: 37.5 (100 per cent). HECS-band: 1 Co-ordinator. Erica Frydenberg 472-616 DEVELOPING AUDITORY FUNCTION IN HEARING IMPAIRED Contact: 90 days of practicum CHILDREN Prerequisite: 476-660 Practicum 4 This subject is not offered in 2002 Special note: Students must contact the Practicum Co- ordinator by the end of the first week of the Semester to Available In these courses: MEd, MEdHearinglmp, discuss placement. PCDipProfStud, PCCertProfStud Description: The fifth placement represents the final set Offered: Parkville Campus of training experiences for the student. In conjunction Credit points: 25 with the Field Supervisor and the Practicum Placement Co-ordinator, a range of experiences are designed. HECS-band: 1 Students are required to conduct themselves In an Staff: Margaret Brown, Field Rickards autonomous professional manner In the development of Contact: 36 hours major policy and projects in the educational psychology context. Prerequisites: 477-802 Assessment and Teaching of Assessment: Successful completion of the formal Speech to Hearing Impaired Students and 477-803 Assessment and Teaching of Language to Hearing requirements of the placement including attendance for Impaired Students, or equivalent the required number of days. Submission of major project report (10096). Description: Topics include: concepts critical to Prescribed Texts: Francis, R. & Cameron, C. (1997) The understanding auditory function; auditory experience in Professional Psychology Handbook. Melbourne:: the habilitation of a child with hearing loss; emerging auditory development; assessment of auditory skills; MacMillan. Francis, R. (1999). Ethics for Psychologists. Melbourne: Australian Council for Educational Research speech perception development, auditory-verbal and other approaches to developing auditory skills. Assessment One practical assignment equivalent to 472-721 ADVANCED SEMINAR IN 3000 words (50 per cent); and one theoretical and practical assignment equivalent to 3000 words (50 per PSYCHO-EDUCATIONAL PRACTICE cent). Available In these courses: DEdPsych Offered: Parkville Campus, Year-long 472-617 ADVANCED PRACTICUM FOR Credit points: 12.5 HEARING IMPAIRED CHILDREN HECS-band: 1 Available In these courses: MEdHearinglmp (Streams 1B Contact: 24 hours and 2B only) Staff. Erica Frydenberg Offered: Parkville Campus, Year-long Prerequisites: Successful completion of all Year 1 and Credit points: 25 Year 2 subjects HECS-band: 1 Description: Students develop a specialised knowledge of standard assessment techniques and Intervention Staff. Margaret Brown, Louise Paatsch strategies In respect of specific areas In psychology such Contact 45 days supervised practicum plus 18 hours of as child abuse, school refusal, ADHD, autism, seminars depression, stress and coping etc. Advanced systemic assessment and Intervention Is a feature of the Description: Supervised placement in auditory/oral seminars. settings to allow students to develop teaching strategies

Maczou 5.13 fi1A SURJECT DESCRIPTIONS 2002

Assessment: An essay and a case report of not more enabling the individual to learn in an inclusive than 3000 words each (50 per cent each). Satisfactory classroom and to live in the community are gathered class participation, which may include a presentation is from current research findings. Ethical considerations also required. and legislation guiding the choice of methods and techniques for managing student behaviour are Prescribed Texts: Carr, A. (2000) . Edit. What works explored. The educational needs of students with with children and adolescents. London. Routledge. intellectual disabilities and those with various forms of Gutkin, T.B. & Reynolds, C. (1999). (3rd ed.) The behavioural difficulties, including AD/HD and Autism Handbook of School Psychology. New York: John Wiley form the major focus. and Sons. Assessment for DEd students: A paper in the form of a publishable journal article of 8000 words where 472-774 RESEARCH-BASED INCLUSIVE possible based on a trial of one of the methods of techniques. (100 per cent). PRACTICES Assessment for all other students: A paper in the form of This subject is not offered in 2002 a publishable journal article of 6000 words where Available In these courses: DEd, MEd, MSpecEd possible based on a trial of one of the methods of techniques (100 per cent). Offered: Parkville Campus Prescribed texts: Cooper, P. & Bilton,K.(Eds.) (1999). Credit points: 25 ADHA: Research, Practice and Opinion. London, HECS-band: 1 England:Whurr Publishers Ltd. Contact: 36 hours Mastropieri, M.A. & Scruggs, T.E. (2000). The Inclusive Staff: Daryl Greaves Classroom: Strategies for Effective Instruction. Upper Saddle River, NJ: Pearson Education. Description: A rationale for the use of research findings to support the use of teaching practices for students with exceptional needs is explored. Present large-scale 472-801 ADULT LEARNING IN research projects in education are examined. Implications are drawn for current practices for students LEARNING ORGANISATIONS 1 with additional educational needs. Students are Available In these courses: MEd, PGDipProfStud, encouraged to pursue research evidence to support PCCertProfStud their own educational practices. Topics include Offered: Parkville Campus, Semester 2 appropriate research techniques to examine the efficacy of teaching practices, data collection procedures for Credit points: 12.5 individual and group differences, the role of theory in HECS-band: 1 guiding the development of research topics, large scale Contact: 15 hours studies in literacy and numeracy. Staff: Anne Jasman Assessment for DEd students: A paper in the form of a publishable journal article of 8000 words (100 per cent). Description: The critical elements of change; professional development; strategic intentions, thinking Assessment for all other students: A paper in the form of and planning; management; and leadership which a publishable journal article of 6000 words (100 per underpin learning at an individual and organisational cent). level is explored in the following topics: learning for Prescribed texts: McLoughlin, J.A. (2001). Assessing adults within the changing work environment; strategic students with special needs (5th Ed.) NJ:Merrill/Prentice intentions, thinking, planning and action; professional Hall. development models for change. Assessment: Written work equivalent to 3000 words 472-775 MANAGEMENT OF (100 per cent). INSTRUCTION AND BEHAVIOUR This subject is not offered in 2002 472-802 ADULT LEARNING IN Available In these courses: DEd, MEd,MSpecEd LEARNING ORGANISATIONS 2 Offered: Parkville Campus Available in these courses: MEd, PGDipProfStud, PGCertProfStud Credit points: 25.0 Offered: Parkville Campus, Semester 2 HECS-band: 1 HECS-band: 1 Contact: 36 hours Credit points: 12.5 Staff. Daryl Greaves Staff. Anne Jasman Description: Research-based practices for the effective management of teaching and learning is discussed in Contact: 15 hours relationship to contemporary theories. Specialised techniques for the development of behaviours aimed at SUBJECT DESCRIPTIONS 2002

Prerequisite: Successful completion of, or concurrent Description: Topics include: anatomy and physiology; enrolment in, 472801 Adult Learning in Learning general sequence of speech development; assessment Organisations 1 of speech production; teaching techniques in speech production; general sequence of spoken language Description: Critical elements of change including: change agents and the importance of processes for development; teaching techniques in language development, implementation and evaluation; production. professional teams - roles and responsibilities in change Assessment One practical assignment equivalent to management; leadership and management of learning 3000 words (50 per cent); and one theoretical and for adult professionals and the organisation. practical assignment equivalent to 3000 words (50 per Assessment Written work equivalent to 3000 words cent). (100 per cent). 476-615 EDUCATIONAL AUDIOLOGY 472-853 TEACHING AND LEARNING AND SENSORY AIDS FOR THE ENVIRONMENT Available in these courses: MEd, MEdHearinglmp, PGDipProfStud, PGCertProfStud Available in these courses: MEnvironment Offered: Parkville Campus, Semester 1 or 2 Offered:Parkville Campus, Summer HECS-band: 1 Credit points: 25 Credit points: 12.5 HECS-band: 1 Staff. John Baird Staff: Field Rickards Contact 18 hours Contact 36 hours Description: The purpose of this subject is to Prerequisite: 477-801 Audiology in Education, or encourage individuals to reflect upon and analyse the equivalent influence of their teaching on the quality of learning Description: Topics include: anatomy and physiology of within the context of environmental education. It the ear; screening and diagnostic methods in infants and examines the links between learning and particular young children; hearing aids for hearing impaired teaching strategies, and various models and approaches children; selection, evaluation and educational to learning and teaching that foster effective strategies; educational amplification; the perception of environmental education. speech by students with Impaired hearing; cochlea Assessment A critique of some contemporary implants; selection, programming and trouble shooting. theories of teaching and learning to criteria developed Assessment: An essay of 3000 words (50 per cent); and in the subject (2000 words, 40 per cent); and a report a practical project of 3000 words (50 per cent). describing personal action related to the design and implementation of an innovation to implement effective teaching and learning of environmental 476-621 CURRICULUM IMPROVEMENT education (2000 words, 60 per cent). This subject is not offered in 2002 Prescribed Texts: Teaching and Learning for the Available in these courses: DEd, MEd, PGDipProfStud, Environment. Collected Readings PGCertProfStud Offered: Parkville Campus 476-614 DEVELOPING SPOKEN Credit points: 25 LANGUAGE IN HEARING IMPAIRED HECS-band: 1 STUDENTS Staff: Gaell Hildebrand, Maxine Cooper This subject is not offered in 2002 Contact for DEd students: 36 hours Available In these courses: MEd, MEdHearinglmp, Contact for all other students: 30 hours PGDipProfStud, PGCertProfStud Special note: This subject may not be undertaken by Offered: Parkville Campus students who have already completed 476-691 Credit points: 25 Perspectives on Curriculum or 476-638 Gender ion Through the Curriculum. HECS-band: 1 Construct Description: This subject is designed to meet the needs Staff: Field Rickards, Louise Paatsch of educators who are aiming to Improve their curriculum Contact 36 hours practices. It develops from the core subject, 476-689 Prerequisites: 477-802 Assessment and Teaching of Curriculum Design, and is particularly relevant to Speech to Hearing Impaired Students, and 477-803 curriculum coordinators and course developers who rt Assessment and Teaching of Language to Hearing wish to enhance their expe ise In curriculum critique Impaired Students, or equivalent and development from an Informed basis. The dynamic nature of curriculum planning, Implementation and evaluation Is explored through Issues and trends at

Rf6 SUBJECT DESCRIPTIONS 2002

local, systemic, national and international levels. A discussion of language teaching and learning processes combination of practical and theoretical perspectives and applications for students with impaired hearing. draw on literature that critiques current curriculum Assessment: One practical assignment equivalent to practices, such as teacher narratives of experience and 3000 words (50 per cent) and one assignment covering aspects of critical, post-modern and feminist theories, theory and practice equivalent to 3000 words (50 per and show how these offer a spectrum of possibilities for cent). curriculum improvement. As well as providing the tools for students to analyse and critique curriculum principles, policies and practices, this subject also 476-623 EARLY INTERVENTION FOR creates opportunities for students to use action-based models of curriculum improvement to focus on a HEARING IMPAIRED CHILDREN negotiated area such as: curriculum structures; new This subject is not offered in 2002 learning theories about ways of knowing; integrated Available In these courses: MEd, MEdHearinglmp, curriculum; transition stages within schooling; PGDipProfStud, PGCertProfStud innovative learning technologies; gender; indigenous studies; multiculturalism and Australia's role in Asia and Offered: Parkville Campus the Pacific region; environmental issues and/or another Credit points: 25 curriculum dimension that is of concern to the student within their own context. HECS-band: 1 Assessment for DEd students: Two papers on theoretical Staff: Margaret Brown and practical perspectives, each of 1500 words, a paper Contact: 36 hours reflecting a curriculum project of 3000 words, and an Description: This subject addresses early childhood additional research task of 2000 words. Each of these development theories and their application to early three papers must be completed at a pass or better intervention for hearing impaired children; models of level as a necessary condition for passing the subject as early intervention for hearing impaired children; a whole. principles of parent focussed early intervention; Assessment for all other students: Two papers on preverbal and verbal developments and their analysis in theoretical and practical perspectives, each of 1500 hearing impaired preschoolers; research into caregiver- words, and a paper reflecting a curriculum project of child interactions; analysis of caregiver-child 3000 words. Each of these three papers must be interactions; research relating to play and social completed at a pass or better level as a necessary development in hearing impaired preschoolers; analysis condition for passing the subject as a whole. of peer interactions; strategies for intervention in play and social development; programming for hearing impaired children within a family centred practice 476-622 ADVANCED LANGUAGE philosophy. ASSESSMENT AND TEACHING FOR Assessment: One essay or case study of approximately HEARING IMPAIRED STUDENTS 3000 words (50 per cent); and a practical assignment equivalent to 3000 words (50 per cent). Available In these courses: MEd, MEdHearinglmp, PGDipProfStud, PGCertProfStud Offered: Either Parkville Campus, Semester 2 or external 476-641 IMPROVING CLASSROOM (Perth) mode LEARNING AND TEACHING THROUGH Credit points: 25 MULTIMEDIA HECS-band: 1 This subject is not offered in 2002 Staff: Kate Leigh, Margaret Brown Available in these courses: MEd, PGDipProfStud, Contact 36 hours PGCertProfStud Prerequisites: 477-802 Assessment and Teaching of Offered: Parkville Campus Speech to Hearing Impaired Students, and 477-803 Credit points: 25 Assessment and Teaching of Language to Hearing HECS-band: 1 Impaired Students. Staff: Keith Pigdon Description: Contact: 30 hours This subject is normally run intensively, including a visiting scholar with specialist knowledge of spoken or Prerequisites: Completion of, or concurrent enrolment in signed language. Topics will be selected from: advanced another subject from the Learning, Teaching and theory of communication and language development Assessment Unit subjects at Masters level. of hearing impairment on and analysis of the impact Special requirements: Students undertaking this subject developmental processes at all ages; advanced topics in must be competent computer users, with a sound assessment of communication and language; knowledge of either the Macintosh or Windows communication and language sampling; issues related interface. Experience with graphics or imaging software to the evaluation process; advanced techniques in language analysis; literacy development; advanced

5.16 paci;„MO SUBJECT DESCRIPTIONS 2002

would be an advantage. Knowledge of programming is 476-644 MANAGING CONFLICT IN not necessary. EDUCATIONAL SETTINGS Special notes: This is a quota subject. This subject may Available In these courses: DEd, MEd, MStudWelf, not be undertaken by students who have already MYouthHealthEdWelf, PGDipProfStud, PGCertProfStud completed either 476-845 Evaluating Multimedia for Learning and Teaching or 476-885 Designing a Offered: Parkville Campus, Semester 1 Multimedia Package. Credit points: 25 Description: The focus of this subject is the current and HECS-band: 1 potential influence of multimedia on learning and teaching practices and outcomes. Recent advances are Staff: TBA investigated in terms of their educational rationale, Contact 36 hours purpose and potential influence on classroom teaching Description: Topics include: definitions and classical The investigation includes a design and and learning. theories of conflict, human needs theory; research on implementation component that requires students to co-operative, competitive and conflict processes; types confront issues related to the contribution of multimedia of conflict In schools; evaluation of the management of to worthwhile curriculum design and implementation. conflict in schools at administration, staff and student Assessment One paper of 3000 words, reviewing and levels; third party intervention; the mediation process: critically evaluating research and wider literature in the history and research; evaluation of applications of areas of design and evaluation in multimedia-assisted mediation in education. learning (SO per cent). The design and part production Assessment for DEd students: A 6000-word assignment of a project, equivalent to 3000 words, that or equivalent project (75 percent), and a research paper demonstrates student knowledge and skills in designing of 2000 words (25 per cent). a multimedia package that is built explicitly on a valid, relevant educational rationale (50 per cent). Assessment for all other students: A 6000-word assignment or equivalent project (100 per cent). 476-643 APPROACHES TO TRAUMA AND GRIEF IN EDUCATIONAL 476-645 MULTIVARIATE RESEARCH SETTINGS METHODS Available In these courses: MEd, MAssess&Eval, Available In these courses: DEd, MEd, MStudWelf, MEdHearinglmp, MEarlyChild, MEarlylnt, MGiftedEd, MYouth HealthEdWelf, PGDipProfStud, PGCertProfStud MSpecEd, MStudWelf, MTrng&Dvt, PGDipProfStud, Offered: Parkville Campus, Semester 2 PGCertProfStud, PGDipAssess&Eval Credit points: 25 Offered: Parkville Campus, Semester 1 HECS-band: 1 Credit points: 25 Staff. TBA HECS-band: 1 Contact 36 hours Staff: Esther Care Special note: This is a quota subject with an enrolment Contact 30 hours limit of 25. Description: A good understanding of data collection Description: Topics include: definitions, foundations methods and basic statistics Is assumed. The and stages of uncomplicated (normal) and complicated appropriate application of multivariate analysis methods (pathological) grief; responses to trauma and grief is a strong focus of the subject. The Interdependence of across the life-cycle, particularly focusing on children measurement, design, and analysis in research is and adolescents; conceptual models of trauma and grief; emphasised. Practical aspects of data management and physiological, psychological, social, political and analysis (using SPSS 10.0 for Windows) are Included In community reactions to trauma and grief; cross-cultural the laboratory component. The importance of theory issues of grief and trauma; grief counselling and support underlying hypothesis testing Is high-lighted. Topics interventions; school organisational responses to critical include: selection of appropriate techniques for incident stress; compassion fatigue; youth suicide, answering research questions; focus on describing prevention, intervention, and post-vention; current group differences; specific techniques — multivariate policies and programs; post-traumatic stress disorder; analyses of variance, discriminant analysis, emergency management processes for schools. multidimensional scaling; and Interpretation and Assessment for DEd students: A 6000-word assignment presentation of analysis results. or equivalent projects (75 per cent) and a research paper Assessment: Written reports totalling 6000 words of 2000 words (25 per cent). (100 per cent). Assessment A 6000-word assignment or equivalent Prescribed text: Hair, J.F.,Anderson, R.E., Tatham, R.L. projects (100 per cent). & Black, W.C. (1998). Multivariate data analysis. NJ: Prentice Hall. SUBJECT DESCRIPTIONS 2002

476-646 DIFFERENCES IN professionals and contemporary issues in educational INTELLIGENCE AND ACHIEVEMENT practice. Assessment: Students are required to successfully This subject Is not offered in 2002 complete the formal requirements of the placements Available In these courses: MEd, PGDipProfStud, including attendance for the required number of days. PGCertProfStud Assessment occurs on a continuous basis throughout Offered: Parkville Campus the placement process. A combination of measures is applied to gain an understanding of the student's Credit points: 25 progress which include: completion of a log book HECS-band: 1 including a written description of the placement setting including its location and operations within the Staff. Esther Care organisational system and the role of the educational Contact: 30 hours psychologist within that setting (approximately 2500 Description: This subject comprises a study of the words; 50 per cent); and formal assessment by the field relationship between intelligence and achievement. It is supervisor (50 per cent). based on 'state of the art" research into the nature of intelligence, and findings of standardised achievement testing in Australia over the past decade. In the study of 476-648 DIFFERENCES intelligence, the roles of biological bases, heredity, and Available In these courses: DEdPsych, MEdPsych environment are considered. The study of achievement Offered: Parkville Campus, Semester 1 utilises outcome data from tracking programs and select entry. The interaction of intelligence and achievement Credit points: 12.5 forms a focus of study. Issues relevant to the individual HECS-band: 1 are illustrated through focus on educationally relevant psychological constructs such as values, learning style, Staff: Esther Care and interests. Contact: 24 hours Assessment: An examination and written reports to Description: Mainstream and current research in the totalling 3500 words. fields of personality, intelligence and interests is investigated. Emphasis is placed on gaining in-depth knowledge of important models within these fields, 476-647 EDUCATIONAL PSYCHOLOGY such that students understand the professional PRACTICUM 1 implications of utilising psychological measures based on these models. Available in these courses: DEdPsych, MEdPsych Assessment: Written reports totalling 6000 words (100 Offered: Parkville Campus, Year-long per cent). Credit points: 12.5 Prescribed texts: Flanagan, D.P., Genshaft, J.L., & HECS-band: 1 Harrison, P.L. (1987). Contemporary Intellectual Assessment, Hillsdale, NY: Guildford Press. Co-ordinator. Vicki McKenzie Matthews, G. & Deary, IJ.(1998) Personality Traits. Contact: 30 days practicum, plus three hours of lectures Cambridge University Press. Special note: Students must contact the Practicum Co- ordinator by the end of the first week of the Semester to discuss placement. 476-649 WORKING WITH GROUPS: Description: In this placement the supervisor, in THE INDIVIDUAL conjunction with the Practicum Placement Co-ordinator, IN THE SOCIAL CONTEXT offers a designed set of training experiences which are undertaken with the supervisor. The experiences are Available in these courses: DEdPsych, MEdPsych determined by the opportunities that arise naturally in Offered: Parkville Campus, Semester 1 the field. The involvement of the student Is judged by Credit points: 12.5 the supervisor. Generally the student visits a number of educational sites; observes and conducts assessment, HECS-band: 1 ttends meetings; creates interviews, consultations; a Staff: Erica Frydenberg individual behavioural progress charts; researches key issues; experiences the varied opportunities and Contact: 24 hours challenges of the workplace; reflects on matters of Description: A general review of systems theory and professional importance; collects resource materials for practice is presented, with the particular focus of future professional use. The placement provides an assisting participants to understand the social system understanding of the breadth and depth of the role of and to develop interventions in that context. The the educational psychologist. It facilitates the sessions cover: communication in groups (selective development of an appreciation of complex professional perception and culture, perception and communication, issues, ethics and identity. There are up to three lectures understanding communication in groups); membership covering issues of ethics, working with allied in formal and informal organisations (multiple

5.18 The MBI oume SUBJECT DESCRIPTIONS 2002

memberships, group norms, group pressure and 476-651 PSYCHOLOGICAL TESTS deviancy, the power of groups, conformity, compliance Available In these courses: DEdPsych, MEdPsych and obedience and the goals of a group); surface and hidden agendas; leadership; a systemic view of small Offered: Parkville Campus, Semester 2 group behaviour, group problem solving and decision Credit points: 12.5 making; the use of humour in groups; the family as a microcosm of a group; supportive structures and HECS-band: 1 processes within groups. Since learning, development Staff: Esther Care and adaptation of the individual occurs within varieties of social contexts, namely the school, the family, the Contact: 24 hours peer group, the role of the support systems within the Description: Psychological tests and testing in school, the family and the community are considered. educational settings are considered from functional and School and family as systems are examined. Since contextual viewpoints, with emphasis on usage of test systems work in education is heavily informed by family results. Test construction and psychometric issues, links systems work and training in family therapy readily between theory and measure, reporting and ethics, are generalises to work with other groups, the family as a covered through examining specific tests. Hands-on system is addressed. practice with mainstream tests (intelligence, development and personality) is used as the primary Assessment Two parts to the Assessment: (1) an analysis of a selected problem and an interpretation of vehicle for learning. its genesis, maintenance and possible solution in Assessment: Written reports totalling 6000 words (100 systemic terms (3000 words; 60 per cent); and (2) a per cent). detailed analysis of a selected topic that relates to the Prescribed texts: Anastasi, A. (1996). Psychological prescribed or recommended reading (2000 words; 40 testing, New York, Macmillan • per cent). Flanagan, D.P., Censhaft, J.L. , & Harrison, P.L (1997). Prescribed texts: Napier, R. W., and Gershenfeld, M. K. Contemporary intellectual assessment. New York: (1999). Groups: Theory and Experience, Boston, Gilford Press. Houghton Mifflin. Coding, G. (1992). The History and Principles of Family Therapy. Melbourne:Victorian Association of Family 476-652 COUNSELLING SKILLS FOR Therapy. EDUCATIONAL PSYCHOLOGISTS Available In these courses: DEdPsych, MEdPsych 476-650 LEARNING PROCESSES AND Offered: Parkville Campus, Semester 1 PROBLEMS Credit points: 12.5 Available in these courses: DEdPsych, MEdPsych HECS-band: 1 Offered: Parkville Campus, Semester 2 Staff: Erica Frydenberg Credit points: 12.5 Contact 24 hours HECS-band: 1 Description: The counselling skills of attending, minimal Staff: John Munro encouragers, open questioning, reflective listening, empathic listening, immediacy, confrontation, and Contact 24 hours summarising are introduced in the context of a number Description: This subject reviews contemporary theories of models of the counselling process including that of of learning, individual differences In learning, Gerald Egan. Counselling skills are taught within a competence versus performance, cognitive and social framework of relationship building with the client, influences on the means by which individuals display which entails appreciation of the key aspects of the knowledge, the development, implementation and counsellor's attitudes, in particular communication of evaluation of appropriately-referenced instructional genuineness and respect. Participants are also procedures, developmental trends in the acquisition of introduced to intervention strategies applicable once the knowledge in the areas of literacy, the psychology of counselling relationship has been established. There is learning disabilities, the assessment of learning also a review of the role of values and ethics in the disabilities and the design and implementation of counselling interview. Students are asked to examine effective intervention. Throughout the focus is on how and articulate their own values, investigating the these issues can inform the work of the educational influence of these values on their practice as psychologist. counsellors. Difficult issues such as those relating to cross-cultural counselling are addressed as students Assessment Two papers each of 2500 to 3000 words examine the issue of 'value free' counselling. The mode (50 per cent each). of instruction is largely experiential with development Prescribed text Driscoll, M.P. 1994, Psychology of of approaches to counselling skills supported by the use learning for Instruction, Boston, Allyn and Bacon. of video feedback and small and large group demonstrations, and student participation. Students are introduced to real-life cases from an educational context SUBJECT DESCRIPTIONS 2002

and are asked to contribute case material from their own Prescribed texts: Ashman, A., and Elkins, J. (Eds.) 2001. educational experience as appropriate. The program Educating children with special needs, 3rd edn. New draws upon established psychological theory and York, Prentice Hall. practice and is therefore supported by extensive literature. The unit lays the foundation for much of the work of a practising psychologist. 476-654 INTERVENTION IN THE Assessment: A videotape of a counselling interview, PROBLEMS OF CHILDHOOD AND demonstrating competence in the basic counselling ADOLESCENCE skills (60 per cent), and a paper of 1000 to 2000 words (40 per cent). Available In these courses: DEdPsych, MEdPsych Prescribed texts: Corey, C. 1991, Theory and Practice of Offered: Parkville Campus, Semester 2 Counselling and Psychotherapy, (4th Ed) Pacific Grove, Credit points: 6.25 Brooks Cole. Corey, G. 1991, Manual for the theory and HECS-band: 1 practice of counselling and psychotherapy, (4th Ed.) Pacific Grove, Brooks Cole. Corey, M., and Corey, G. Staff: Erica Frydenberg 1989, Becoming a helper, Pacific Grove, Brooks Cole. Contact: 12 hours Cowie, H., and Pecherek, A. 1994 Counselling: Approaches and issues in education, London, Fulton. Description: This unit builds on the assessment, Egan, G. 1993, The skilled helper. (5th Ed.) Pacific Grove, counselling and social context units and has the twin aims Brooks Cole. Egan, G. 1993, Exercises In helping skills, of focusing on theory and research as they relate to the (5th Ed.) Pacific Grove: Brooks Cole. Gazda, C.M., treatment of problems of childhood and adolescence. The Asbury, F.R., Balzer, F.R., Childers, W.C., and Walters, underlying consideration is prevention rather than cure. R.P. 1991, Human relations development: A manual for For that reason there is an emphasis on developing educators. (4th Ed.) Massachusetts, Allyn and Bacon. resilience and psychosocial competence in young people. The Australian Psychological Society, 1994, Code of The content of the unit deals with an introduction to professional conduct. major approaches such as: Adlerian Psychotherapy, Cognitive Behaviour Therapy, Gestalt Therapy, Systems Theory and Humanistic Psychotherapy. A limited number 476-653 EXCEPTIONALITY: of approaches to intervention from early childhood (e. g. Play Therapy), through to adulthood (e.g. Cognitive ASSESSMENT AND INTERVENTION Behaviour Therapy), are considered in greater detail. Available In these courses: DEdPsych, MEdPsych These approaches are examined as they contribute to the treatment of the major developmental problems of Offered: Parkville Campus, Semester 2 childhood and adolescence and their manifestations in an Credit points: 12.5 educational setting, such as, for example, depression and HECS-band: 1 ADHD. Assessment of the problem involves a systemic approach using DSM IV diagnostic criteria. An Staff Daryl Greaves understanding of the genesis and maintenance of Contact 24 hours problems, taking into account the social context, is the basis for selecting the most appropriate tools for Description: This subject provides relevant information intervention. The focus is on the development of to enable educational psychologists to work with resilience and psychosocial competence, one aspect of children and adolescents with exceptional needs in which is coping. regard to identification of exceptionality and appropriate assistance. This includes current policies Assessment: A paper of 2000 words (100 per cent). and practices in regard to assessment, interventions, Prescribed text: Kratochwill, T.R., and Morris, R. 1993, and recommendations to parents and other Handbook of Psychotherapy with children and professionals working with these individuals. The adolescents, Boston, Allyn and Bacon. subject Is concerned with the full range of exceptionality. An examination of key concepts for those with exceptionality is undertaken which includes 476-655 CONSULTATION IN definitions, characteristics, symptoms, and likely developmental consequences. Psychological aspects EDUCATIONAL SETTINGS and issues arising from the identification of such Available In these courses: DEdPsych, MEdPsych Individuals are considered in the context of current Offered: Parkville Campus, Semester 2 government policies of inclusion and research based educational theories. Particular emphasis is placed on Credit points: 6.25 ice delivery, and assessment, program implications, serv HECS-band: 1 support In meeting the developmental needs of these Individuals. The role of the educational psychologist Staff: Erica Frydenberg when working with exceptional individuals, their Contact hours: 12 hours parents, and multidisciplinary teams is explored. Description: The unit deals with the role of the educational Assessment Written assignments of not more than 5000 psychologist as a consultant in helping to maximise to words are required (100 per cent). develop an organisational policy and intervention

The mO SUBJECT DESCRIPTIONS 2002

programs on a topics such as discipline, bullying, dealing Prerequisite: 476-656 Research Methods with trauma, or integration. The program addresses the Description: Completion of the research project is issues relating to negotiation and consultation, gaining intended to give students an appreciation of the entry into an organisation and the role of the consultant as processes involved in research, practical skills a collaborative problem solver who works in some development, and the capacity to evaluate published circumstances directly and in others indirectly in providing research in the field of Interest. As advised by the services to an educational community. There is an supervisor, the student studies appropriate research emphasis on developing the skills that enable an methodology and carries out a review of relevant educational psychologist negotiate a consultation in an literature and research for an Investigative study educational setting; consult with parents and teachers to resulting in the preparation of a report. The project increase their effectiveness in resolving the psychological offers students the opportunity to study in more depth and learning problems of children and adolescents; to themes discussed in previous subjects, and to apply become a change agent in an organisation (in particular a these to an area of particular interest. Although the work school); and to deliver a consultation in a team. may rely to some extent on the work of others, it should Assessment The assessment is in two parts: A consultation be a new presentation which may involve collecting package to an organisation in the form of a program that primary data from the field, evaluating or formulating a addresses contemporary issues of concern to the construct, or making a theoretical contribution. The educational system (60 per cent), and an unseen task taken result should give clear evidence of research skills and from practice that requires students to respond to case critical judgment. examples (40 per cent). Assessment: The project is assessed through the Prescribed text Erchul, W. P. & Martens, B. K. (1997). submission of a research proposal (hurdle requirement), School Consultation: Conceptual and empirical bases of an application for ethics clearance (hurdle requirement), practice. New York: Plenum. and a report structured in two parts: a publishable article, and a technical supplement (totalling between 10,000 and 12,000 words; 100 per cent). 476-656 RESEARCH METHODS Prescribed text: American Psychological Association Available In these courses: DEdPsych, MEdPsych 1994 Publication manual, (4th ed.). APA Washington DC. Offered: Parkville Campus, Semester 1 Credit points: 12.5 476-658 EDUCATIONAL PSYCHOLOGY HECS-band: 1 PRACTICUM 2 Staff•. Esther Care Available In these courses: DEdPsych, MEdPsych Contact 24 hours Offered: Parkville Campus, Year-long Description: An integrated approach to research in the Credit points: 12.5 field of educational and developmental psychology. The HECS-band: 1 Interdependence of measurement, design, and analysis is emphasised. Practical aspects of data management Co-ordinator. Vicki McKenzie and analysis (using SPSS 10.0 for Windows) is included Contact: 30 days of practicum, plus up to three hours of in the laboratory component. Specific multivariate lectures techniques are studied — their selection, use, interpretation, and reporting. Datasets relevant to the Prerequisite: 476-647 Practicum 1 practice of educational psychology are used to Inform Special note: Students must contact the Practicum Co- exercise hypotheses and analyses. ordinator by the end of the first week of the Semester to Assessment Written reports totalling 6000 words (100 discuss placement. per cent). Description: In this placement, the supervisor In Prescribed Texts: Hair, J.F., Anderson, R.E, Tatham, conjunction with the Practicum Placement Co-ordinator R.L & Black, W.C.(1998) Multivariate Data Analysis. Nl offers a designed set of training experiences to the :Prentice-Hall. student. The training experience, undertaken with the supervisor, is built upon the activities observed In Practicum 1. The practicum placement Is generally in the 476-657 MASTER OF EDUCATIONAL same location as Practicum 1. The experiences are determined by the opportunities which arise naturally in PSYCHOLOGY RESEARCH PROJECT the field. The involvement of the student Is Judged by Available In these courses: MEdPsych the supervisor. Generally, the student visits a number of rves and conducts assessment, Offered: Parkville Campus, Year-long educational sites; obse Interviews, consultations; attends meetings, creates Credit points: 50.0 Individual behavioural progress plans and reports upon HECS-band: 1 their outcomes where appropriate. The placement provides the opportunity to carry out the tasks of an Staff. Esther Care educational psychologist under supervision. Contact 24 hours plus individual supervision Opportunities to receive feedback are built Into the task design. There are up to three lectures covering the me m sly rne 5.2t I SUBJECT DESCRIPTIONS 2002

Issues of ethics, working with allied professionals and 476-660 EDUCATIONAL PSYCHOLOGY contemporary Issues in educational practice. PRACTICUM 4 Assessment: Students are required to successfully Available In these courses: DEdPsych, MEdPsych complete the formal requirements of the placements including attendance for the required number of days. Offered: Parkville Campus, Year-long Assessment occurs on a continuous basis throughout Credit points: 12.5 the placement process. A combination of measures is applied to gain an understanding of the student's HECS-band: 1 progress which include: completion of a log book Co-ordinator. Vicki McKenzie including an account of a prescribed task derived Contact: 35 days of practicum, plus up to three hours of directly from the field placement (approximately 1500 lecutres. words; 30 per cent); formal assessment by the field supervisor (70 per cent). Prerequisite: 476-659 Practicum 3 Special note: Students must contact the Practicum Co- ordinator by the end of the first week of the Semester to 476-659 EDUCATIONAL PSYCHOLOGY discuss placement. PRACTICUM 3 Description: This placement represents the final set of Available In these courses: DEdPsych, MEdPsych training experiences for the student. In conjunction with the Field Supervisor and the Practicum Placement Co- Offered: Parkville Campus, Year-long ordinator, a range of experiences are designed. These Credit points: 12.5 include: Independent assessment and reporting HECS-band: 1 services; attendance at professional meetings; experience with other agencies and interdisciplinary Co-ordinator. Vicki McKenzie team work; consultation with a range of personnel; Contact: 30 days of practicum, plus up to three hours of project design, implementation and development; lectures professional development as appropriate. Students are required to conduct themselves in an autonomous Prerequisite: 476-658 Practicum 2 professional manner; undertake a wide range of Special note: Students must contact the Practicum Co- individual assessments, report appropriately and ordinator by the end of the first week of the Semester to develop successful interventions based on data gained; discuss placement. develop projects around issues of concern; with a range of professions Description: In this placement a range of experiences communicate and consult appropriate to the setting are designed by the Field and agencies and have an appreciation of the value of Supervisor and Practical Placement Co-ordinator. These team work when appropriate; utilise the combination of include familiarisation of a unique setting through an education and psychology to enhance practice. There induction process; independent experiences in are up to three lectures covering issues in ethics in individual services -- observation, assessment, practice, legal requirements of an educational interviewing and reporting; program implementation; psychologist, writing for legal and other practitioners. increased access to professional issues — confidentiality, Assessment: Students are required to successfully ethics, identity, networks; professional literature and complete the formal requirements of the placements research. During this placement students are required to including attendance for the required number of days. conduct themselves in a professional manner with an Assessment occurs on a continuous basis throughout appropriate degree of autonomy; undertake psycho- the placement process. A combination of measures is educational assessments independently and effectively applied to gain an understanding of the student s report on their findings to a range of audiences; progress which include: completion of a log book undertake small group discussions, interviews, including an account of a small field project which programs and interventions with appropriate involves a consultation process directly derived from negotiation, documentation and evaluation and display the field placement (1500 words; 30 per cent); formal sensitivity and skills in counselling, interviewing assessment by the field supervisor (70 per cent). problem solving, and consultation tasks. There are up to three lectures covering ethical issues in professional practice and the skills required in report writing. 476-661 ASSESSMENT DESIGN AND Assessment: Students are required to successfully ANALYSIS complete the formal requirements of the placements Available In these courses: DEd, MEd, MAssess&Eval, the required number of days. including attendance for MTrng&Dvt, PGDipProfStud, PGCertProfStud, Assessment occurs on a continuous basis throughout PGDipAssess&Eval the placement process. A combination of measures is applied to gain an understanding of the student's Offered: Either Parkville Campus or external (on-line) progress which include: completion of a log book mode, Summer including an account of a case study derived directly Credit points: 25 from the field placement (approximately 1500 words; HECS-band: 1 30 per cent); formal assessment by the field supervisor (70 per cent). Staff: Patrick Griffin, Kelvin Lai

1522 SUBJECT DESCRIPTIONS 2002

Contact for DEd students: 36 hours for internal mode recognition of prior learning (RPL) policies and practices; students. External mode students can expect a total strategies for competency assessment; assessment for workload of approximately 240 hours. instrument and process design; assessment systems; Contact for all other students: 30 hours for internal technical issues of interpretation and application of performance assessment monitoring performance mode students. External mode students can expect a assessment systems; technical Issues of Interpretation total workload of approximately 240 hours. and application or performance assessment; Prerequisites: Any quantitative methods subject of 25 measurement model applied to performance points, or approved equivalent. assessment; application of item response theory to Special requirements: External mode students must performance assessment and profiles and competency have access to the required computing and Internet assessment of individuals and groups. facilities detailed in the Faculty s General Information Assessment for DEd students: A report of 5000 words section of this Handbook. (65 per cent) on the development of a performance or Description: Topics include: assessment strategies, competency assessment system (the report should be assessment instrument design; domain specification written in a journal article format suitable for publication and definition; test preparation, assessment task in an assessment or measurement journal); and a paper development; scoring approaches, strengths and of 3000 words, suitable for publication In a professional weaknesses, item response theory (one, two and three journal, evaluating an aspect of a current parameter models) analysis, application, and implementation of competency or performance interpretation of item response and classical analyses of assessment (35 per cent). data, using data to improve instruction, designing data Assessment for all other students: A performance bases, item banks, adaptive testing, assessment assessment field project with a report of 4000 words (70 systems, competency based on assessment, test per cent); and a seminar presentation and paper equating, and dimensions of learning. equivalent to 2000 words (30 per cent) Assessment for DEd students: A report of 5000 words Prescribed texts: Griffin, P. and Gillis S. (1996) (Eds) on the design, development, administration and Workplace Assessment, Reading guide. Melbourne, calibration of an assessment instrument, presented in a Assessment Research Centre. Griffin, P. and Gillis, S. format suitable for publication in an assessment or (1996) (Eds) Workplace Assessment, Workshop Manual. measurement journal (65 per cent); and a discussion Melbourne, Assessment Research Centre. Griffin, P. and paper, not exceeding 3000 words, on approaches to Gillis, S. (1996) Workplace Assessment: Primer, Reading assessment within a specific discipline (35 per cent). Guide. Melbourne, Assessment Research Centre. Assessment for all other students: Development and calibration of an item set, based on field work data, included in a report of 6000 words or equivalent (100 476-664 ADVANCED MEASUREMENT per cent). AND PSYCHOMETRICS Available In these courses: MEd, MAssess&Eval, MTrng&Dvt, PGDipProfStud, PGCertProfStud, 476-662 COMPETENCY AND PGDipAssess&Eval PERFORMANCE ASSESSMENT Offered: Parkville Campus, Semester 2 Available In these courses: DEd, MEd, MAssess&Eval, MTmg&Dvt, PGDipProfStud, PGCertProfStud, HECS-band: 2 PGDipAssess&Eval Staff: Patrick Griffin, Kelvin Lai Offered: Either Parkville Campus or external (on-line) Credit points: 25 mode, Semester 2 Contact 36 hours Credit points: 25 Prerequisite: 476-661 Assessment Design and Analysis HECS-band: 1 Special requirements: Advanced skills in assessment Staff: Patrick Griffin, Shelley Gillis design and analysis, test equating and interpretation, Contact for DEd students: 36 hours for internal mode and a high level of statistical and mathematical skills. students. External mode students can expect a total Description: This unit Is Intended to provide an workload of approximately 240 hours. advanced understanding of item response modelling Contact for all other students: 30 hours for internal and psychometric theory. The subject examines item mode students. External mode students can expect a response theory from an advanced perspective, total workload of approximately 240 hours. including the development of single and multiple parameter models, their specification, estimation and Special requirements: External mode students must evaluation. It focuses on procedures for calibration and have access to the required computing and Internet banking tasks based on rating and criterion referenced facilities detailed in the Faculty s General Information scales, constructed response and judgement-based section of this Handbook. assessments as well as multiple choice tasks. Computer Description: A study of performance and competency- applications linked to Item response models and the based assessment; assessment outside schools, other specific purposes In psychometric analysis include industry, higher education, further education; test equating and adaptive and on-line assessment.

331 SUBJECT DESCRIPTIONS 2002

Assessment: Two papers/reports of 3000 words each training are studied. Students are expected to analyse (50 per cent each). and synthesise information in a selected area. Prescribed texts: Andrich, D. (1988) Rasch Models for Assessment Two written assignments of 4000 words Measurement. Sage Publications. Hambleton, R.K., each (50 per cent each), or a paper of 8000 words Swaminathan, H., & Rogers, H,J. (1991) Fundamentals of approved by the lecturer(s) based on a class presentation Item Response Theory. Newbury Park, California: Sage (100 per cent). Publications. Prescribed texts: Hallahan, D.P., & Kaufmann,J.M. (2000). Exceptional Learners: Introduction to Special Education 476-674 TRANSITIONAL PLANNING (8th edition). Needham Heights, MA: Allyn & Bacon. Scruggs, T.E., & Mastropieri, MA. (2000). The Inclusive AND VOCATIONAL PREPARATION FOR Classroom:Strategies for Effective Instruction. Columbus, PERSONS WITH DISABILITIES OH:Prentice Hall. Available In these courses: DEd, MEd, MSpecEd, Offered: Parkville Campus, Semester 2 476-676 THEORIES AND RESEARCH IN Credit points: 25 CHILD DEVELOPMENT HECS-band: 1 Available in these courses: MEd, PGDipProfStud, Staff: lshwar Desai PGCertProfStud Contact 36 hours Offered: Parkville Campus, Semester 2 Description: This subject focusses on conceptual issues, Credit points: 25 methods, and procedures for assessing the vocational HECS-band: 1 potential and skills of persons with disabilities, and the techniques and resources currently available to facilitate Staff: Kay Margetts their vocational adjustment and employment. Special Contact: 30 hours attention Is given to the development of school to work Description: This course provides a strong foundational transitional programs and the strategies for developing base in the general research and theory of normal child effective work and employment related skills and development. Students also attain a practical att itudes. In addition, the limits and benefits of various understanding of children's emerging physical employment models and programs such as supported, competencies and evolving comprehension of cognitive transitional and competitive employment are explored. and social realities. The course includes in-depth Assessment: Two written assignments of 4000 words examination of theoretical perspectives including each, (50 per cent each), or a paper of 8000 Maturationist, Piagetian Cognitive Developmental Theory, wordsapproved by the lecturer based on a class and Vygotskian Sociocultural Theory. Child-caregiver presentation (100 per cent). relations are explored from the perspective of Attachment Theory. Prescribed text: Sitlington, P.L., Clarke, G.M., & Kolstoe, O.P. (2000). Transition Education and Services for Assessment: One 3000 word assignment or project (50 Adolescents with Disabilities (3rd edition). Needham per cent); and a two-hour examination (50 per cent). Heights, MA: Allyn & Bacon. 476-678 ADOLESCENT PSYCHOLOGY 476-675 CONTEMPORARY ISSUES IN AND ITS IMPACT ON EDUCATION DISABILITY AND EDUCATION Available In these courses: DEd, MEd, MStudWelf Available In these courses: DEd, MEd, MSpecEd, Offered: Parkville Campus, Semester 2 Offered: Parkville Campus, Semester 2 Credit points: 25 Credit points: 25 HECS-band: 1 HECS-band: 1 Staff: Erica Frydenberg Staff. lshwar Desai Contact for DEd students: 36 hours Contact 36 hours Contact for all other students: 30 hours Description: This subject focusses on current issues Description: e major emphasis of the subject Is on related to the delivery of programs and services to Th persons with disabilities. Depending upon the student's developmental theories of adolescence. Topics also deal lation to biological area of specialisation, emphasis is placed on a study of with the adolescent in school in re persons with intellectual, physical, social-emotional, change and sexual development, social and cognitive The and/or learning disabilities. A number of selected development and psychological disturbances. reports, policy documents, curriculum frameworks, psychological impact of the home, the school and the peer e stresses faced by adolescence theoretical writings, and practices in other parts of the group are considered. Th world which may have implications for local program are considered and in particular there is an emphasis on ss. development,service delivery models and personnel how young people cope with stre SUBJECT DESCRIPTIONS 2002

Assessment for DEd students: An essay, literature Contact for DEd students: 36 hours review or book review of 3000 words (40 per cent); a Contact for all other students: 30 hours case study of empirically based project report of 3000 words (35 per cent) and a research paper of 2000 words Description: A study of the recognition, symptoms and (25 per cent). definition of stress and coping. Physiological mediation models and theory of stress and coping, e.g. cognitive, Assessment for all other students: An essay, literature learning theory and sources of stress within education review or book review of 3000 words (50 per cent); and and other settings; effects of stress including teacher a case study of empirically based project report of 3000 and administrator dysfunction, burnout, cardiac and words (50 per cent). other diseases. A major emphasis of the subject is the Prescribed Texts: Heaven,P.C.(1994). Contemporary development of effective coping strategies. The role Adolescence: A social psychological approach. attitudes play in minimising or Increasing stress are Melboume:MacMillan.Frydenberg, E.(1997) Adolescent considered. Students compare and contrast common coping: Theoretical and research perspectives. London: coping skills which children, parents and teachers can Routledge.Feldman, S.& Elliott, G. (1990) At the employ to manage their stress. The ways in which social Threshold: The Developing Adolescent. Harvard support can be formalised in school settings as a buffer University Press- to stress are discussed. There is a focus on Identifying ways in which organisations and administrators can reduce stress and the ways in which they can design 476-679 APPLICATIONS curriculum Initiatives to facilitate coping. OF EDUCATIONAL PSYCHOLOGY IN Assessment for DEd students: A major assignment of THE CLASSROOM 4000 words and a research project of 4000 words (50 per cent each), and an oral class presentation addressing This subject is not offered in 2002 the content of one of the two assignments (oral Available In these courses: MEd, PGDipProfStud, presentation constitutes 20 per cent of the assessment PGCertProfStud for that assignment). Offered: Parkville Campus Assessment for all other students: An assignment of Credit points: 25 approximately 4000 words (65 per cent); and a project of 2000 words (35 per cent). HECS-band: l Prescribed Texts: Frydenberg, E.(1997) Adolescent Staff: John Munro coping: Theoretical and research perspectives. London: Contact 30 hours Routledge. Description: This subject identifies a range of issues in contemporary educational psychology, reviews and 476-681 ASSESSING INDIVIDUAL analyse them and identifies implications that they make for effective classroom practice. Issues Include cognitive DIFFERENCES IN LEARNING styles and preferences, memory storage and retrieval, This subject Is not offered In 2002 locus of control, motivation, adjustment and Available In these courses: MEd, PGDipProfStud, contemporary psychoeducational assessment. PGCertProfStud Contemporary educational programmes and curriculum practices are analysed and evaluated in terms of this Offered: Parkville Campus perspective and policy implications examined. Credit points: 25 Assessment An analytic examination of 2500 words of HECS-band: 1 a current issue in educational psychology and its practical implications for teaching (50 per cent); and a Staff: John Munro report of 2500 words descriving a research project Contact: 30 hours examining a current Issue in educational psychology in Description: Individual differences in learning occur in the classroom (50 per cent). all areas of human performance. This subject develops a model for the assessment of Individual differences in learning by examining the assessment both of individual 476-680 STRESS AND COPING IN differences in learning outcomes In a range of areas and EDUCATION: CHILDREN, PARENTS of the processes mediating these outcomes. The AND TEACHERS assessment model is referenced on an information- processing model for understanding Individual This subject is not offered in 2002 differences in learning. Topics examined include: Available in these courses: DEd, MEd, MStudWelf learner knowledge and management of the assessment process; purposes for assessing Individual differences in Offered: Parkville Campus learning; different types of assessment formats and Credit points: 25 contexts, the information processing demands of each; HECS-band: 1 the Interaction between assessment tasks and learner knowledge; the assessment of individual differences in Staff: Erica Frydenberg, Daryl Greaves the processing, organising, storage and retrieval of

Mairwu R18 SUBIECT DESCRIPrIONS 2002

information; the assessment of individual differences in Description: This subject deals with highly significant learning outcomes; learner differences in the developments in vocational psychology. Topics include mechanisms through which knowledge is displayed; and the contributions of Donald Super, John Holland and the types of scaling models for describing individual Linda Gottfredson to the field of vocational psychology; differences in learning, the assumptions made by applied Australian research relating to these theories; various scoring procedures used. measures (surveys tests, questionnaires) used in the Assessment: A critical examination (6000 words) of a field of vocational psychology; and professional applications with adolescents and adults in educational current issue/topic in the assessment of individual contexts. differences in learning and its practical implications for teaching and education. Assessment: Written reports totalling 6000 words (100 per cent). 476-682 CURRENT ISSUES IN GIFTED EDUCATION 476-684 INTRODUCTION TO GIFTED This subject is not offered in 2002 DEVELOPMENT AND EDUCATION This subject is not offered in 2002 Available In these courses: MEd, MGiftedEd, PGDipProfStud, PGCertProfStud, Available In these courses: MEd, PGDipProfStud, PGDi pEdStud(GiftedDvt) PGCertProfStud Offered: Parkville Campus Offered: Parkville Campus Credit points: 12.5 Credit points: 25 HECS-band: 1 Staff: Anne O Mullane Staff: Anne O Mullane Contact: 36 hours Contact: 18 hours Special note: This subject may not be undertaken by students who have already completed either 476-893 Prerequisites: 476-893 Foundation Studies in Gifted Foundation Studies in Gifted Education or 476-895 Education and 476-895 Developmental Psychology of Developmental Psychology of Giftedness. Giftedness, or approved equivalents. Description: An overview of the theoretical, historical Description: This subject addresses topical issues, and developmental contexts pertaining to the field. recent developments and emerging trends in gifted education. Delivery is in seminar format, and may Assessment: Two papers totalling approximately 3000 include some specialist visiting lecturers when the words (30 per cent each) and two two-hour opportunity presents. The content involves the analysis examinations (20 per cent each). of current issues for theoretical, policy, organisational and curriculum implications. Possible topics include: the impact of new information technologies; new research 476-685 ADMINISTERING PROGRAMS in the neurosciences and genetics; gender and minority FOR THE GIFTED issues; the changing roles of gifted people in society; This subject is not offered in 2002 tall poppies; metacognition and pedagogy; self-esteem of gifted children; new government policies on gifted Available In these courses: DEd, MEd, MGiftedEd, education and talent development. These analyses PGDipProfStud, PGCertProfStud employ both Australian and international perspectives. Offered: Parkville Campus Assessment One 2000-word assignment (60 per cent) Credit points: 25 and one seminar paper equivalent to 1000 words (40 per cent). HECS-band: l Prescribed text: Landvogt, J. (1 998). Probing Deeper: Staff: Anne O Mullane Issues in Gifted Education. Melbourne: Hawker Contact: 36 hours Brownlow Education. Prerequisites: completion of the Postgraduate Diploma of Educational Studies (Gifted Development), or 476-683 CURRENT ISSUES IN approved equivalent VOCATIONAL PSYCHOLOGY Description: This subject emphasises the development of new structures for school-wide and district-wide Available In these courses: MEd, PGDipProfStud, implementation of gifted education policies based on PCCertProfStud both government direction and school and community Offered: Parkville Campus, Semester 2 needs. Topics include: understanding and securing Credit points: 25 change concerned with gifted education; conducting a needs analysis for gifted students; program HECS-band: 1 organisation for a differentiated curriculum; roles of Staff: Esther Care teachers and administrators of gifted education programs; and gifted education program evaluation. Contact 30 hours

ilia gard _. 5.26 R10 SUBJECT DESCRIPTIONS 2002

Assessment for DEd students: Two 2500 word I doing? Why am I doing it? What is my theory of teaching assignments (30 per cent each), a two-hour examination and learning? It also examines the links between equivalent to 1000 words (15 per cent) and a research learning and particular teaching strategies, various paper of 2000 words (25 per cent). models and approaches to learning and teaching, and practical classroom/workplace implementation of Assessment for all other students: Two 3000-word specific teaching strategies. assignments (50 per cent each). Assessment for DEd students: A critique of some Prescribed text Wilson, P. (1996). Challenges and contemporary theories of teaching and learning Changes in Policies and Thinking in Gifted Education in Australia. Melbourne: Hawker Brownlow Education. according to criteria developed In the subject (2500 words, 30 per cent); a report describing personal action related to design and implementation of an Innovation 476-686 THE NEUROPSYCHOLOGY to improve effective classroom teaching and learning (3500 words, 45 per cent); and a research paper of 2000 OF GIFTEDNESS words (25 per cent). This subject is not offered in 2002 Assessment for all other students: A critique of some Available in these courses: MEd, MGiftedEd, contemporary theories of teaching and learning PGDipProfStud, PGCertProfStud according to criteria developed in the subject (2500 describing personal Offered: Parkville Campus words, 40 per cent); and a report action research related to design and implementation of Credit points: 25 an innovation to improve effective classroom teaching HECS-band: 1 and learning (3500 words, 60 per cent). Staff•. TBA Contact 36 hours 476-689 CURRICULUM DESIGN Prerequisites: completion of the Postgraduate Diploma Available In these courses: DEd, MEd, PGDipProfStud, of Educational Studies (Gifted Development), or PGCertProfStud approved equivalent Offered: Parkville Campus, Semester 1 Description: This subject presents research findings and Credit points: 25 explanatory theories in the neurosciences which inform our understanding of the nature and development of HECS-band: l high cognitive abilities. Experimental work in memory, Staff: Gaell Hildebrand emotions, information processing, genetics, Contact for DEd students: 36 hours neurophysiology and consciousness all contribute to a neuropsychological account of human cognition in Contact for all other students: 30 hours general, and giftedness in part icular. Data gathered Description: A study of the various ways in which from new techniques of neuroimaging has added greatly curriculum programs can be conceptualized, structured to our understanding of brain functioning, and its and implemented. The study uses the curriculum psychological correlates, including linguistic functioning literature, eg. teachers' voices, curriculum documents, and mathematical reasoning. Possible implications of change theories, etc. to examine the assumptions, this science for education of the gifted are a constant strengths and weaknesses of case studies of theme. developments and their Implementation. Assessment Two 3000-word assignments (50 per cent Assessment for DEd students: An analysis of the major each). Ideas involved in curriculum development, Including an examination and review of the literature (3500 words, 45 per cent); an analysis of a curriculum development 476-688 TEACHING FOR EFFECTIVE and/or its Implementation and impact (2500 words, 30 LEARNING percent); and a research paper of 2000 words (25 per Available In these courses: DEd, MEd, PGDipProfStud, cent). PGCertProfStud Assessment for all other students: An analysis of the Offered: Parkville Campus, Semester 1 major ideas involved in curriculum development, including an examination and review of the literature Credit points: 25 (3500 words, 60 per cent); and an analysis of a HECS-band: l curriculum development and/or Its implementation and impact. (2500 words, 40 per cent). Staff: John Baird Contact for DEd students: 36 hours Contact for all other students: 30 hours Description: The purpose of this subject is to encourage individuals to reflect upon and analyse the influence of their teaching on the quality of learning. It addresses four key questions: Why am I in this classroom? What am 476-692 REFLECTION AND

5.27 SUBJECT DESCRIPTIONS 2002

METACOGNITION IN LEARNING AND Assessment for all other students: A written submission TEACHING of 4500 words that reports on and critically evaluates an appraisal/professional development program (75 per Available In these courses: DEd, MEd cent); and a class presentation of 1500 words or Offered: Parkville Campus, Semester 2 equivalent (25 per cent). Credit points: 25 HECS-band: 1 476-694 EDUCATIONAL Staff: John Baird, Jeni Wilson MEASUREMENT, ASSESSMENT AND Contact for DEd students: 36 hours EVALUATION Contact for all other students: 30 hours Available In these courses: DEd, MEd, MAssess&Eval, MTrng&Dvt, PGDipProfStud, PGCertProfStud, Description: In the study of thinking generally, and of PGDi pAssess&Eval learning and teaching in particular, reflection and metacognition are two focuses that have assumed Offered: Either Parkville Campus or external (on-line) prominence over the past two decades. Reflection builds mode, Semester 2 upon a long history of educational enquiry; Credit points: 25 metacognition, by contrast, is a recent conception. In this subject, the nature and development of interest in HECS-band: 1 these topics are reviewed, and their role and importance Staff: Patrick Griffin, Kelvin Lai for improving the quality of classroom learning and Contact for DEd students: 36 hours for internal mode teaching is considered. students. External mode students can expect a total Assessment for DEd students: A written submission of workload of approximately 240 hours. 4000 words (55 per cent), a class presentation of 2000 Contact for all other students: 30 hours for internal words (20 per cent), and a research paper of 2000 words mode students. External mode students can expect a (25 per cent). total workload of approximately 240 hours. Assessment for all other students: A written submission Special requirements: External mode students must of 4000 words (70 per cent) and a class presentation of have access to the required computing and Internet 2000 words (30 per cent). facilities detailed in the Faculty s General Information section of this Handbook. 476-693 PROFESSIONAL Description: This subject provides an overview of the nature of educational measurement, assessment and DEVELOPMENT, APPRAISAL AND evaluation by contrasting various perspectives, CHANGE purposes, models and procedures used in evaluation Available In these courses: DEd, MEd, PGDipProfStud, and monitoring programs. It provides for an analysis PGCertProfStud from both conceptual and practical viewpoints, using such techniques as classical test theory; test bias, Offered: Parkville Campus, Semester 2 reliability and validity; test and assessment task Credit points: 25 construction; normative and criterion referenced interpretations; formative, summative and diagnostic HECS-band: 1 assessment; application and use of item response Staff•. Anne Jasman theory; and the design implementation, analysis and Contact for DEd students: 36 hours evaluation of assessment procedures. Recent international trends will be used to provide a conceptual Contact for all other students: 30 hours basis for critical evaluation of some contemporary Description: The professions generally recognise the initiatives in the field. Both qualitative and quantitative importance of staff development and appraisal. There is aspects of measurement will be addressed and growing acknowledgement in teaching of the links emphasis will be placed on the appreciation of quality between appraisal, the professional development of monitoring through practical exercises and reviews of teachers and change in schools. This subject explores large assessment data files. the connections between teacher appraisal processes, Assessment for DEd students: A report of 5000 words professional development and school change. It on the implementation of a current assessment system examines trends in these areas in terms of or model. The paper should be written in a journal contemporary purposes and practices for improvement article format suitable for publication in an assessment in the work of schools and teachers. or measurement journal (65 per cent); and a critique of Assessment for DEd students: A written submission of 3000 words of an aspect of current assessment 4500 words that reports on and critically evaluates an procedure or instrument demonstrating theoretical appraisal/professional development program (60 per understanding of models and techniques (35 per cent). cent); a class presentation of 1500 words or equivalent Assessment for all other students: Two papers of 3500 (15 per cent); and a research paper of 2000 words (25 words (50 per cent each). per cent). SUBJECT DESCRIPTIONS 2002

ASSESSMENT AND of the Integrative Study Is determined through 476-695 consultation with staff. STUDENT LEARNING REPORTING FOR Assessment: A written paper of 6000 words (100 per Available In these courses: DEd, MEd, MAssess&Eval, cent). MTrng&Dvt, PGDipProfStud, PGCertProfStud, PGDipAssess&Eval Offered: Parkville Campus, Semester 2 476-697 SPECIAL STUDY Credit points: 25 IN LEARNING AND EDUCATIONAL HECS-band: 1 DEVELOPMENT Staff: Gael! Hildebrand, Jeni Wilson, Patrick Griffin Available In these courses: MEd, PGDipProfStud, PGCertProfStud Contact for DEd students: 36 hours for internal mode students. External mode students can expect a total Offered: Parkville Campus, Semester 1 or 2 workload of approximately 240 hours. Credit points: 25 Contact for all other students: 30 hours for internal HECS-band: 1 mode students. External mode students can expect a Co-ordinator. Esther Care; student Is responsible for total workload of approximately 240 hours. obtaining a supervisor Description: This subject focuses on the relationship between learning and assessment procedures and how, Contact 30 hours by building on this relationship, both learning and Objectives: On completion of this subject students assessment may be improved. It begins with an should be able to elaborate on understandings arising exploration of the varying purposes, principles and from earlier studies and from workplace experiences policies of assessment and reporting and considers regarding effective learning, assessment and special trends and perspectives at local, systemic, national and education, through either a program of international levels; innovations in assessment and lectures/seminars or intensive blocks In consultation reporting; shifting conceptions of validity and reliability; with a staff member. ways that assessment practices can be utilised to Description: An examination of specific aspects In the strengthen the links between accountability, improved study of the lnterelations among learning, assessment learning outcomes, policies and quality and excellence. and special education that have been identified as Students then apply the lessons of their critical currently important, given policy developments for evaluation of assessment and reporting to the design schools. and evaluation of assessment and reporting policies and practices in an educational program. Assessment A written paper of 6000 words (100 per cent). Assessment for DEd students: Tasks totalling 6000 words (80 per cent) on matters related to a critical appraisal of assessment and reporting policy and 476-698 PROFESSIONAL practices, plus a research paper of 2000 words on an assessment and reporting issue (20 per cent). DEVELOPMENT: COLLABORATION AND Assessment for all other students: Tasks totalling CONSULTANCY 6000 words on matters related to a critical appraisal of This subject Is not offered in 2002 assessment and reporting policy and practices (100 per Available In these courses: DEd, MEd, PGDipProfStud, cent). PGCertProfStud Offered: Parkville Campus 476-696 INTEGRATIVE STUDY IN Credit points: 25 LEARNING AND EDUCATIONAL HECS-band: 1 DEVELOPMENT Staff. Anne Jasman Available In these courses: MEd, PGDipProfStud, Contact for DEd students: 36 hours PGCertProfStud Contact for all other students: 30 hours Offered: Parkville Campus, Semester 1 or 2 Description: There is growing acknowledgement that for Credit points: 25 teacher professional development to be effective and HECS-band: 1 lasting, It requires collaboration between teachers. themselves or between teachers and others based Co-ordinator. Esther Care; student is responsible for outside the school. This subject focuses on the role of obtaining a supervisor collaboration — as consultancy, mentoring and Contact 30 hours collaborative action research — for school-based teacher Description: This subject arises out of the work In professional development. subjects of the department and which involves study of Assessment for DEd students: A written submission of an aspect of the student's professional work. The nature 4500 words that reports on and critically evaluates a professional development program Involving

wozou 6.29 MO SUBJECT DESCRIPTIONS 2002

collaboration (50 per cent); a class presentation of 1500 Contact: 6 hours of planning meetings, plus 25 days of words or equivalent (20 per cent); and a research project practicum/observation of 2000 words (30 per cent). Prerequisites and/or corequisites: 476-891 Social and Assessment for all other students: A written submission Emotional Aspects of Giftedness, 476-892 Classroom of 4500 words that reports on and critically evaluates a Strategies for Gifted Education, 476-893 Foundation professional development program involving Studies in Gifted Education, 476-894 Systems and collaboration (75 per cent); and a class presentation of Models of Gifted Education, 476-895 Developmental 1500 words or equivalent (25 per cent). Psychology of Giftedness, and 476-896 Giftedness Throughout the Lifespan, or approved equivalents. Special note: Students must contact the School 476-699 THE STUDY OF LEARNING Experience and Professional Practice Unit by the end of This subject is not offered in 2002 the first Semester to discuss placement. Available In these courses: DEd, MEd, PGDipProfStud, Description: In this subject students undertake 25 days PCCertProfStud of teaching practicum, during which they keep a log of Offered: Parkville Campus class activities, observe individual differences in pupil characteristics, behaviours and performance as well as Credit points: 25 subject matter coverage, classroom management, HECS-band: 1 teaching strategies, and teacher/pupil interactions. Direct teaching responsibility commences as early as Staff: John Munro possible, depending on the previous teaching Contact for DEd students: 36 hours experience of the student. Contact for all other students: 30 hours Assessment: Satisfactory completion of 25 days of teaching practicum (30 per cent), supported by Description: This broad-based subject is intended to presentation of a structured log of observations made provide an introduction to the study of the process of on each teaching day with reflections and evaluation of learning. It examines various contemporary theories of the work undertaken (equivalent to 1500 words, 30 per learning and their implications for improvement In the cent), and one assignment of 1500 words (40 per cent). quality of learning in classrooms. Topics include: the dimensions or elements of theories of learning (for Prescribed text: Braggett, E. (1994). Developing example, the integration of cognitive, affective and Programs for Gifted Students — A Whole School contextual elements within theories of learning); Approach. Melbourne: Hawker Brownlow Education. understanding the variety of ways of learning; the influence of existing knowledge on learning; and strategies for changing one's knowledge base. 476-806 READING RECOVERY Throughout the development of these topics, students TEACHING AND TUTORING are encouraged to draw on their existing knowledge and to implement the content in the contexts of their work PRACTICU M as educators. They are led to develop their personal Available In these courses: PGDipEdStud(ReadRec) frameworks for analysing the learning process. Offered: Parkville Campus, Year-long Assessment for DEd students: A report, presented both Credit points: 25 orally (equivalent to 2000 words, 20 per cent) and in writing (4000 words, 55 per cent) that critically HECS-band: 1 examines a current topic in learning and teaching and its Staff: Heather Turpin, Bridie Raban classroom/workplace implications; and a research paper of 2000 words (25 per cent). Contact: Placement in a primary school as approved by the Faculty for the morning sessions each week Assessment for all other students: A report, presented throughout the school year; weekly in-service sessions both orally (equivalent to 2000 words, 30 per cent) and held at the university, and regular field trips across in writing (4000 words, 70 per cent) that critically Victoria. examines a current topic in learning and its classroom/workplace implications. Description: The aim of this research practicum is to become proficient in all aspects of the Reading Recovery teaching procedures, whilst developing the skills 476-803 PRACTICUM IN GIFTED required for effective Reading Recovery tutoring. The students are involved in the practicum on a daily basis EDUCATION in respect to their teaching. The tutoring component Available in these courses: PGDipEdStud(GiftedDvt) requires that the students participate in field trips, working with Reading Recovery teacher training groups Offered: Parkville Campus, Semester 2 across Victoria. Credit points: 12.5 Assessment: Students are required to document all the HECS-band: 1 essential Reading Recovery program data keep a weekly Staff: TBA reflective journal (3000 words or equivalent) (30 per cent); and submit a case study (3000 words) of the work

The 5.30 mo SUBJECT DESCRIPTIONS 2002

done with a Reading Recovery student during Semester Contact 30 hours 1 (70 per cent). Description: This subject provides the opportunity for the students to develop their understandings of curriculum, teaching and learning as they relate to 476-809 ISSUES IN LITERACY working with older 'at risk' literacy students and adult DIFFICULTIES learners. The experience of a practical application of Available In these courses: PGDipEdStud(ReadRec) modified Reading Recovery strategies, through a case study of an older 'at risk' student, Is monitored and Offered: Parkville Campus, Semester 1 analysed with reference to relevant theory and/or Credit points: 25 literature. The students systematically research specific teaching strategies and reflect on these with a view to HECS-band: 1 future improvement, both as a Reading Recovery Staff: Bridie Raban teacher and tutor. This informs the understanding of the Contact 30 hours dimensions of the role of the Reading Recovery tutor along with an examination of the literature on Description: This subject studies recent research, theory professional development and teacher change. issues and academic debate related to literacy difficulties and intervention programs. The topics Assessment: A class presentation of 1500 words or covered include: prevention of literacy difficulties; equivalent (30 per cent); and a written submission of identification strategies; early intervention; individual 4500 words (70 per cent). tutoring/teaching; research and program evaluation. Assessment Two critiques of 1500 words each on set 476-819/820/821 LEARNING articles: i) a critical evaluation of a Research Report; and ii) a critical report of an Intervention Program (50 per DISABILITIES/DISABILITIES AND cent); a report, presented both orally (1000 words, 30 IMPAIRMENTS PROFESSIONAL per cent) and in writing (2000 words, 20 per cent) that PRACTICE (YEAR-LONG) critically examines, in the light of current research and literature, one agency which provide assistance to Available In these courses: PGDipEdStud(Dislmp) struggling readers and writers in Australian society. (LrngDis) Offered: Parkville Campus, Year-long 476-814 LEARNING, LITERACY AND Credit points: 4.2 points each part (12.6 total) READING RECOVERY HECS-band:1 Staff: Daryl Greaves Available in these courses: PGDipEdStud(ReadRec) Contact Offered: Parkville Campus, Semester 1 : A 15-day placement of supervised professional practice for each part (contributing to a total of 45 days). Credit points: 25 Students must contact the School Experience and HECS-band: 1 Professional Practice Unit by the end of the first week of Semester 1 to discuss placement. Staff: Bridie Raban Prerequisite and/or corequlslte: 476-864 Understanding Contact 30 hours and Teaching Students with Disabilities or 476-888 Description: The focus of this subject. Is on relating Foundation Studies in the Education of Students with theories of learning and thinking, reading and writing to Learning Disabilities the Reading Recovery program. This subject provides a Description: For these three subjects, students vehicle for students to re-examine and refine their undertake three rounds of 15 days of observation and teaching assumptions, expectations and practices, and supervised professional practice in at least two different develops a broad repertoire for assisting the school types of settings. These settings provide course community to identify the links between classroom participants with the opportunity to design, Implement practices and the Reading Recovery program. and evaluate programs for students with special needs. Assessment Class presentation (2000 words; 40 per Assessment: Satisfactory completion of professional cent) and a written submission (4000 words; 60 per practice in three settings with 15 days In each one. cent). Students are required to submit a written report on each placement. It Includes: a 500 word statement of the setting's policies and programs and its modus operandl 476-816 RESEARCHING OLDER AT to achieve them; an outline of 10 program plans and a RISK LITERACY STUDENTS rationale for the choice of the methods and strategies Available In these courses: PGDipEdStud(ReadRec) used In each session and a 500 word evaluative statement concerning the effectiveness of the teaching Offered: Parkville Campus, Semester 2 and learning strategies used In the lesson plans. Credit points: 25 Prescribed text: Cole, P. and Chan, L. Methods and HECS-band: 1 Strategies for Special Education, Prentice-Hall, Sydney, 1990. Staff: Bridie Raban SUBJECT DESCRIPTIONS 2002

476-822 COUNSELLING IN 476-845 EVALUATING MULTIMEDIA EDUCATIONAL CONTEXTS 1 FOR LEARNING AND TEACHING Available In these courses: PGDipEdStud(StudWelf) This subject is not offered in 2002 Offered: Parkville Campus, Semester 1 Available In these courses: MEd, PGDipProfStud, Credit points: 12.5 PGCertProfStud HECS-band: 1 Offered: Parkville Campus Staff: TBA HECS-band: 1 Contact 30 hours Staff: Keith Pigdon Description: In this subject students explore the Credit points: 12.5 teacher s welfare role, assess the relevance of a specific Contact: 15 hours psycho-educational model of helping for educational Special requirement: Competence in either the settings and develop interpersonal and counselling Macintosh or Windows environment. skills appropriate to the teacher's role. Students explore and assess the importance of values and professional Special notes: This is a quota subject. This subject may accountability in the helping process and critically not be undertaken by students who have completed evaluate the research on effective helping. Through 476-641 Improving Classroom Learning and Teaching participation in the unit students practice and develop Through Multimedia. the appropriate skills for implementing the problem- Description: This subject involves an investigation of the solving model of counselling. Students are introduced to current and potential influence of multimedia on selected psychological theories relevant to helping. learning and teaching practices and outcomes. Recent Assessment Assignments equivalent to 3000 words developments are investigated in terms of their (100 per cent). educational rationale, purpose and potential influence on classroom teaching and learning. Prescribed text: Egan, G. (1998). The skilled helper: A systematic approach to effective helping. 6th Edn, Assessment A paper of 3000 words, reviewing and Belmont, California: Brooks/Cole. critically evaluating research and wider literature in the areas of design and evaluation in multimedia-assisted learning (100 per cent). 476-831 COUNSELLING IN EDUCATIONAL CONTEXTS 2 476-852 INTERPERSONAL AND GROUP Available in these courses: PGDipEdStud(StudWelf) PROCESSES Offered: Parkville Campus, Semester 2 Available In these courses: PGDipEdStud(StudWelf) Credit points: 12.5 Offered: Parkville Campus, Semester 1 HECS-band: 1 Credit points: 12.5 Staff: TBA HECS-band: 1 Contact 30 hours Staff. TBA Prerequisite: 476-822 Counselling in Educational Contact: 30 hours Contexts 1 Prerequisite: 476-831 Counselling in Educational Description: This unit builds on the basic theories of Contexts 2 counselling explored in 476-822 Counselling in Educational Contexts 1. The additional models of Description: In this subject students develop an counselling introduced include Rational-emotive understanding of group dynamics, group effectiveness, Therapy and Solution-Oriented Therapy. These models leadership in groups and group processes relevant to are evaluated for their relevance to helping In an student learning and welfare. Students develop the skills educational setting. The advanced helping skills of necessary to conducting effective groups and improving challenging, goal setting and strategy development are the functioning of dysfunctional groups. Furthermore, taught through practical exercises and role-plays. Areas students explore theories of assertiveness, conflict for specific application of models and skills include the management and mediation, and critically evaluate their discipline/welfare interview and youth suicide. relevance to educational settings and student welfare. The skills and process of assertiveness and conflict Assessment Assignments equivalent to 3000 words (100 per cent). management are taught through a variety of role-plays and workshops. Assessment: Two 1500-word assignments or equivalent projects (each worth 50 per cent). Prescribed text: Johnson, D.W., and Johnson, F.P. (1999) Joining together group theory and group skills. 7th Edn. New Jersey: Prentice Hall.

5.32 TheiVialmme SUBJECT DESCRIPTIONS 2002

476-858 RESEARCH PROJECT IN 476-860 SCHOOL-COMMUNITY STUDENT WELFARE PARTNERSHIPS AND STUDENT Available In these courses: PGDipEdStud(StudWelf) WELFARE Offered: Parkville Campus, Semester 2 Available In these courses: PGDipEdStud(StudWelf) Credit points: 25 pts Offered: Parkville Campus, Semester 2 HECS-band: 1 Credit points: 12.5 Contact 30 hours HECS-band: 1 Staff: TBA Staff: TBA Prerequisite: 476-862 Organisational Change and Contact: 30 hours Student Welfare Prerequisite: 476-859 The Socio-political Context of Description: Students develop, implement and evaluate Student Welfare an appropriate student welfare related change in their Description: This subject explores the concept of own school or organisation, using an action-research community and critically reflects on the nature of model. At the completion of the subject 476-862 community in Australian society. An examination of the Organisational Change and Student Welfare, students schools' place in community is undertaken with the have defined a special interest area and developed a introduction of the current theoretical approaches to research proposal for approval. Seminars focus on school and community partnerships. The linkages methodology, progress and the development of a formal between school and community are critically analysed sea re rch report. Students are required to present their utilising current research and programs. The unit change project in the final seminar. This subject requires introduces procedures, principles, barriers and ethics students to apply the appropriate knowledge of that underpin the development of collaborative communication, group dynamics and program relationships between schools, community based development to the process of change and to critically welfare services and other professionals. Students reflect on their own role as change agent. develop the ability to map their own school community, Assessment A project report of 6000 words (100 per understand the specific services and culture of key cent). welfare agencies and develop strategies which would strengthen their school's linkages with community organisations. 476-859 THE SOCIO-POLITICAL Assessment: Assignments equivalent to 3000 words CONTEXT OF STUDENT WELFARE (100 per cent). Available in these courses: PGDipEdStud(StudWelf) Offered: Parkville Campus, Semester 1 476-862 ORGANISATIONAL CHANGE Credit points: 12.5 AND STUDENT WELFARE HECS-band: 1 Available In these courses: PGDipEdStud(StudWelf) Staff: TBA Offered: Parkville Campus, Semester I Contact 30 hours Credit points: 12.5 Description: In this subject students explore the values, HECS-band: 1 ideologies and assumptions influencing social policy Staff. TBA and evaluate the impact of government social policy in relation to education in general and student welfare In Contact: 30 hours particular. Systems theory and Egan's People in Prerequisite: 476-860 School-Community Partnerships Systems framework are introduced as tools to critically and Student Welfare analyse the interplay between student welfare and social issues. The impact of changes in the structures of Description: This subject explores models of school family, childhood, and adolescence in contemporary organisation, effective school systems, school culture. It Australian society are analysed to develop an uses these tools to analyse student welfare policies and understanding of their links to student welfare and processes. Students are encouraged to use these frameworks to clarify their own student welfare role In schools. The exploration of gender, ethnicity, socio- economic status and disability are included as integral their specific educational setting. The unit introduces aspects to understanding the socio-political dimensions theories of change and a process of analysing organisational change within schools. Students explore of student welfare. school based policy development In student welfare and Assessment A major assignment equivalent to 3000 identify those factors which contribute to effective words (100 per cent). Implementation within schools. The unit prepares students to undertake 476-858 Research Project in Student Welfare and encourages them to Identify a particular area of Innovation or change In their own setting.

16.33 SUBJECT DESCRIPTIONS 2002

Assessment: One 3000 word assignment or equivalent 476-881 PROFESSIONAL projects (100 per cent). DEVELOPMENT FOR IMPROVEMENT This subject is not offered in 2002 476-864 UNDERSTANDING AND Available In these courses: MEd, PGDipProfStud, TEACHING STUDENTS WITH PGCertProfStud DISABILITIES Offered: Parkville Campus Available In these courses: MEd, MSpecEd, Credit points: 12.5 PGDipProfStud, PGCertProfStud, PGDipEdStud(Dislmp) HECS-band: l Offered: Parkville Campus, Semester 1 Staff: Anne Jasman Credit points: 12.5 Contact: 15 hours HECS-band: 1 Description: The professions generally recognise the Staff: Ishwar Desai importance of staff development and appraisal. There is Contact: 18 hours growing acknowledgment in teaching of the links between appraisal, the professional development of Description: This subject is concerned with the range of teachers and change in schools. This module explores disabling conditions that may interfere with learning the connections between teacher appraisal processes, and the impact these have on the child, the family and professional development and school change. In the school. Key concepts and issues related to disability, particular it examines trends in these areas in terms of including definitions, characterisitcs, etiology and contemporary moves to middle schools as one way to symptoms associated with particular types of disabling improve the work of schools and teachers. conditions are explored. Particular emphasis is placed on their implications for early identification, Assessment: A paper of 3000 words that reports on and assessment, program planning and service delivery and critically evaluates an appraisal/professional support. development program (100 per cent). Assessment A one-hour written examination (30 per cent) and written assignment(s) totalling approximately 476-884 TEACHING AND LEARNING IN 2000 words (70 per cent). THE MIDDLE SCHOOL: RESPONDING TO INDIVIDUAL DIFFERENCES 476-874 INCLUSIVE CURRICULUM Available In these courses: MEd, PGDipProfStud, STRATEGIES FOR STUDENTS WITH PGCertProfStud DISABILITIES Offered: Parkville Campus, Semester 1 Available In these courses: MEd, MSpecEd, Credit points: 12.5 PGDipProfStud, PGCertProfStud, PGDipEdStud(Disimp) HECS-band: 1 Offered: Parkville Campus, Semester 1 Staff: John Munro Credit points: 12.5 Contact: 15 hours HECS-band: 1 Description: This subject involves an analysis of the Staff. Ishwar Desai individual learning characteristics of particular groups Contact 18 hours of students with a particular focus on the middle school level and their implications for effective teaching in Description: This subject focuses on the curricular needs contemporary classrooms. Topics include an of students with disabilities at different developmental examination of variation in ways of learning across the and educational levels, eg. early childhood, primary, middle school span, the individual learning secondary and in further education. Activities designed characteristics of student sub-groups (this includes to foster conceptual and technical skills required to variation In learning ability, motivation to learning and design and implement effective programs for the cognitive style), the design and implementation of integration of disabled persons into educational and teaching procedures appropriate for catering to community settings are considered in detail. This individual differences in learning in a range of key subject assists students to develop a cohesive approach learning areas and appropriate assessment and to program design, implementation and evaluation. reporting procedures and the organisation of classes to Assessment A one-hour written examination (30 per benefit optimally from multiple individual differences. cent) and a written assignment totalling approximately Contemporary issues in middle school education such 2000 words (70 per cent). as alienation from school, adolescence, discipline, classroom organisation and school effectiveness are examined from the perspective of individual differences in learning. Assessment: A paper of 3000 words examining the individual learning characteristics of a particular group

5.34 Theta o -_me SUß1ECr DESCRIPTIONS 2002

of students and its implications for effective teaching, 476-888 FOUNDATION STUDIES IN curriculum design and implementation (100 per cent). THE EDUCATION OF STUDENTS WITH LEARNING DISABILITIES 476-885 DESIGNING A MULTIMEDIA Available In these courses: MEd, MSpecEd, PACKAGE PGDipProfStud, PGCertProfStud, PCDipEdStud(LrngDis) This subject is not offered in 2002 Offered: Either Parkville Campus or external (on-line) mode, Semester 1 Available In these courses: MEd, PGDipProfStud, PGCertProfStud Credit points: 12.5 Offered: Parkville Campus HECS-band: 1 Credit points: 12.5 Staff Bob Pillay HECS-band: 1 Contact: 18 hours for internal students. External mode students can expect a total workload of approximately Staff: Keith Pigdon 120 hours over the semester. Special note: This subject may not be undertaken by Special requirements: External mode students must students who have already completed 476-641 have access to the required computing and Internet, Improving Classroom Learning and Teaching Through facilities detailed in the Faculty s General Information Multimedia. section of this Handbook. Description: This is a practical subject that requires Description: This subject focuses on the theories and students to confront the issues related to the strategies advanced by educators to solve learning contribution of multimedia to teaching and learning through the design of a multimedia package that is build problems. Issues related to assessment and program explicitly on a valid educational rationale. planning and intervention in the field of learning disabilities are considered. Interdisciplinary Assessment A product equivalent to 3000 words that collaboration and parent involvement and participation demonstrates student skills in designing a multimedia are also addressed. package that is built explicitly on a valid educational rationale (100 per cent). Assessment: A one-hour written examination (30 per cent) and written assignment(s) totalling approximately 2000 words (70 per cent). 476-886 INSTRUCTIONAL METHODS AND STRATEGIES FOR STUDENTS 476-889 LEARNING DISABILITIES: WITH DISABILITIES LITERACY Available in these courses: MEd, MSpecEd, Available In these courses: MEd, MSpecEd, PGDipProfStud, PGCertProfStud, PGDipEdStud(Dislmp) PGDipProfStud, PGCertProfStud, PGDipEdStud(LrngDis) Offered: Parkville Campus, Semester 1 Offered: Parkville Campus, Semester 1 Credit points: 12.5 Credit points: 12.5 HECS-band: 1 HECS-band: 1 Staff: Daryl Greaves Staff: John Munro Contact 18 hours Contact: 18 hours Description: A broad range of instructional methods and Description: This subject reviews contemporary theories strategies which are appropriate for classroom use with and explanations of literacy learning disabilities and learners who have disabilities are examined. The subject their implications for diagnosis and intervention. It focuses on the development, Implementation and reviews a range of procedures for literacy diagnosis at evaluation of behavioural, metacognitive, cooperative the primary and secondary levels, develops a framework and computer assisted instructional methods. Some for intervention and examines ways of teaching conceptual and methodological aspects of behavioural students who have literacy difficulties. research and intervention are studied. Assessment: One written assignment totalling 3000 Assessment Written assignments totalling 3,000 words words (100 per cent). (100 per cent). Prescribed text: P.G. & Chan, L.K.S., Methods and Strategies for Special Education, Sydney: Prentice Hall, 1990. SUBJECT DESCRIPTIONS 2002

476-890 LEARNING DISABILITIES: Recommended Reading: Delisle, J.R.(1992) Guiding the Social and Emotional Development of Gifted Youth. NUMERACY NY:Longman. Available In these courses: MEd, MSpecEd, Milgram, R.M.(Ed.)(1991) Counseling Gifted and PGDipProfStud, PGCertProfStud, PGDipEdStud(LrngDis) Talented Children: A Guide for Teachers, Counselors, Offered: Parkville Campus, Semester 1 and Parents.Norwood, NJ:Ablex. Credit points: 12.5 HECS-band: 1 476-892 CLASSROOM STRATEGIES Staff: John Munro FOR GIFTED EDUCATION Contact: 18 hours Available In these courses: PGDipEdStud(GiftedDvt) Description: This subject reviews current theories of Offered: Parkville Campus, Semester 1 learning disabilities in numeracy and their implications for instruction. Relevant diagnostic and instructional Credit points: 12.5 models are analysed in terms of their theoretical bases, HECS-band: l empirical support and implications for implementation. Staff: Anne O Mullane Contemporary numeracy education programs and practices for use with students who have numeracy Contact: 18 hours disabilities are analysed and evaluated. In addition, Description: This subject provides an introduction to the strategies for the provision of assistance at the need for differentiated instruction for the intellectually systematic, school and classroom levels are examined. gifted and the ways in which it can be provided, eg., Assessment: One written assignment totalling 3000 acceleration, enrichment, extension, mentoring, and words (100 per cent). within and between subject differentiation. Differentiation of content, processes and products is addressed, as well as modifications in environment (ie., 476-891 SOCIAL AND EMOTIONAL grouping strategies, classroom management, teacher/student relationship) to promote optimal ASPECTS OF GIFTEDNESS learning. Differentiation of all Key Learning Areas is Available In these courses: PGDipEdStud(GiftedDvt) considered, with a particular focus on English, mathematics and science. The impact of different levels Offered: Parkville Campus, Semester 1 and types of intellectually gifted students on school Credit points: 12.5 provisions are explored. HECS-band: 1 Assessment: Two assignments of 1500 words (50 per Staff: Anne O Mullane cent each) based on reflections and evaluations of teaching experiences with gifted students. Contact 18 hours Prescribed text: Maker, J. & Neilson, A. B. (1996). Description: This subject presents an exploration of the Curriculum Development and Teaching Strategies for social and emotional issues intrinsic to the development Gifted Learners. Austin, TX: Pro-Ed. of high potential. Topics Include: overview of social and emotional development of gifted children and the implications for their parents and teachers; introduction to theoretical models of development of exceptionality; 476-893 FOUNDATION STUDIES IN specific guidance issues for gifted students, including GIFTED EDUCATION self-concept, school achievement and Available in these courses: PGDipEdStud(GiftedDvt) underachievement, and adjustment to the school context, and specific affective needs of gifted Offered: Parkville Campus, Semester 1 adolescents. A particular concern is special groups Credit points: 12.5 within the gifted population, including gifted learning HECS-band: 1 disabled, gifted ESL and gifted children from cultural minorities. The subject has a strong practical emphasis Staff: Anne O Mullane including appropriate counselling interventions for Contact: 18 hours gifted students, and individual and group counselling techniques. Description: Through an historical survey, this subject introduces definitions of giftedness and talent, together Assessment: One assignment of 1500 words which with the characteristics of gifted children and their incorporates a profile of developmental issues analysed educational needs. Programs, provisions and means of in terms of relevant literature and recommending identification are outlined, and school curriculum issues appropriate counselling interventions (60 per cent), and both in Australia and internationally are reviewed. The a two-hour examination equivalent to 1500 words (40 social-emotional needs of gifted children are also per cent). presented. Students taking this subject have Prescribed text:Silverman, L.K. (Ed.) (1996). Counseling opportunities to interact with gifted children and their the Gifted and Talented. (2nd ed.) Denver:Love. parents and teachers. SUBJECT DESCRIPTIONS 2002

Assessment An essay of 1500 words (60 per cent), and the development of giftedness and the unfolding of log book report on an observation of a community gifted talent. It includes explorations of the classical stage education program, equivalent to 1500 words (40 per theories and evaluation of the extent of their cent). applicability to the study of giftedness and talent. This includes discussions of phenomenological, neo- Prescribed text Davis, C. A. & Rimm, S. B. (1998). Piagetian, and contextual developmental theories. This Education of the Gifted and Talented. (4th Ed). Needham subject also introduces relevant research findings on the Heights, MA. Allyn & Bacon. development of high intellectual potential. Assessment: One assignment of 3000 words (100 per 476-894 SYSTEMS AND MODELS OF cent). GIFTED EDUCATION Prescribed text: Clark, B. (1992). Growing Up Gifted (4th This subject is not offered in 2002 Ed.). Columbus: Merrill. Available in these courses: PGDipEdStud(GiftedDvt) Offered: Parkville Campus 476-896 GIFTEDNESS THROUGHOUT Credit points: 12.5 THE LIFESPAN HECS-band: 1 Available In these courses: PGDipEdStud(GiftedDvt) Staff: Anne O Mullane Offered: Parkville Campus, Semester 2 Contact 18 hours Credit points: 12.5 Description: This subject examines the major HECS-band: 1 organisational constructs which have been developed to Staff: Anne O Mullane order the knowledge about educating gifted students according to unified and coordinated sets of principles. Contact 18 hours Topics include: analysis and evaluation of a variety of Description: This subject provides a longitudinal systems and models, the backgrounds which led to their perspective on gifted development, looking at development, and assumptions underlying each; giftedness from infancy to adult maturity and placing examination of the qualititative and quantitative the phase of formal education in a wider context. modifications to basic curriculum which each model Utilising theory and research, issues discussed include suggests; critical review of the research regarding the gifted development in early childhood; giftedness and effectiveness of each model in its application to gifted life stages and transistions; the relationship between education; assesssment of advantages and disadvantages giftedness and creativity; and personality, moral and of applying each model in the Australian context. spiritual development in the gifted. Particular use Is Assessment One assignment of 1500 words (60 per made of case study and biographical data to examine cent), and a two-hour examination equivalent to 1500 relationships between intellectual and motivational words (40 per cent). characteristics and the development of gifted potential, as well as the familial, educational, social and cultural Prescribed textMaker, CJ. & Neilson, A.B. (1995) influences on gifted development and achievement Teaching Models in Education of the Gifted. (2nd ed.) through the lifespan. Austin, TX:Pro-ed. Assessment: Two assignments of 1500 words each; 1)a Recommended Reading : Renzulli, J. S. (Ed.) (1986). case study of the early development of a gifted child or Systems and Models for Developing Programs for the a small research study or critical review focused on Gifted and Talented. Mansfield, CT: Creative Learning giftedness and educational transition and 2) a Press. biographical study. Prescribed text: Harrison, C. (1999), Giftedness in Early 476-895 DEVELOPMENTAL Childhood. Sydney: University of New South Wales, Cerric. Sternberg, R.J. & Davidson, J.E. (Eds.) (1986). PSYCHOLOGY OF GIFTEDNESS Conceptions of Giftedness. NY:Cambridge University Available In these courses: PCDipEdStud(GiftedDvt) Press Offered: Parkville Campus, Semester 1 Recommended Reading:Feldman, D.H. (Ed.) (1982). Developmental Approaches to Giftedness and Credit points: 12.5 Creativity. San Francisco: Josey-Bass. HECS-band: 1 Staff: Anne O Mullane Contact 18 hours Description: This subject is a foundation course in the study of the education of gifted and talented children. Over the last twenty years, research and scholarship pertaining to giftedness and talent have been strongly influenced by developmental psychology. This subject Is an introductory investigation of current thought about

The me d SUBJECT DESCRIPTIONS 2002

476-897 COMPREHENSIVE 476-899 LISTENING, PROGRAMMING FOR THE GIFTED SPEECH AND LANGUAGE Available In these courses: PGDipEdStud(GiftedDvt) DEVELOPMENT Offered: Parkville Campus, Semester 2 Available In these courses: MEd, MEdHearinglmp, PGDipProfStud, PGCertProfStud, PGDipEdStud(Hearlmp), Credit points: 12.5 PGDipEdStud(EI) HECS-band: 1 Offered: Either Parkville Campus or external (Perth) Staff: Anne 0 Mullane mode, Semester 1 Contact: 18 hours Credit points: 12.5 Prerequisites and/or corequlsites: 476-891 Social and HECS-band: 1 Emotional Aspects of Giftedness, 476-892 Classroom Staff. Margaret Brown Strategies for Gifted Education, 476-893 Foundation Studies in Gifted Education, 476-894 Systems and Contact: 30 hours Models of Gifted Education, 476-895 Developmental Description: This subject addresses contemporary Psychology of Giftedness, and 476-896 Giftedness theories and research into the processes involved in the Throughout the Lifespan, or approved equivalents. acquisition of listening, speech, language and Description: This subject addresses the design of communication development in typcially developing comprehensive articulated whole school programming children throughout the early childhood and primary meeting the unique intellectual, academic and social- school years; research into the effects of sensory emotional needs of gifted students. It integrates impairment and other disabling conditions on the differentiated classroom practices and community-based interrelationship of these processes; observation, education programs. Continuity of programming from classification and assessment of preverbal and verbal prep into tertiary education is emphasised, as well as behaviours in normally developing and atypically inclusion of affective education addressing issues of developing infants and preschoolers, including early asynchronous development throughout the school vocal and gestural development, the emergence of years. communicative intent, first words and the transition to word combinations and rule-based language and speech; Assessment One assignment of 1500 words (60 per parent-child interaction and techniques for the cent), and a two-hour examination equivalent to 1500 assessment of parent-child interaction; the development words (40 per cent). of signed language and Auslan; multimodal Prescribed text: Van Tassel-Baska, J. (1994). communication systems and their applications. Comprehensive Curriculum for Gifted Learners (2nd Ed). Assessment: One two hour examination (50 per cent) Sydney: Allyn and Bacon. and one essay of 1500 words (50 per cent).

476-898 FOUNDATION STUDIES IN 477-801 AUDIOLOGY IN EDUCATION DEAF EDUCATION Available In these courses: MEd, MEdHearingimp, Available In these courses: MEd, MEdHearingimp, PGDipProfStud, PGCertProfStud, PGDipEdStud(Hearimp) PGDipProfStud, PGCertProfStud, PGDipEdStud(Hearimp) Offered: Either Parkville Campus or external (Perth) Offered: Either Parkville Campus or external mode mode, Semester 1 (Perth), Semester 1 Credit points: 12.5 Credit points: 12.5 HECS-band: l HECS-band: 1 Staff. Field Rickards Staff. Field Rickards Contact: 30 hours Contact 30 hours Prerequisite (part-time students) or corequisite (full-time Description: Topics include an introduction to the students): 476-898 Foundation Studies in Deaf acoustics of speech; anatomy, physiology and pathology Education of the ear; the assessment of hearing function; bilingual/bicultural education for hearing impaired Description: Topics include hearing aids and cochlear students; the impact of hearing impairment on audition implants; their function and use; the acoustics of speech and communication; contemporary issues in education and its application to auditory development and of students with impaired hearing; educational systems, auditory programs; an introduction to speech teaching approaches and methods of communication perception in hearing impaired children and its and their implications for students with Impaired implications for teachers practice; and classroom hearing. acoustic environments and their influence on spoken language input to students with impaired hearing. Assessment One 1.5-hour examination (40 per cent), two essays of 1000 words each (60 per cent). Assessment: One two-hour examination (50 per cent) and one essay of 1500 words (50 per cent).

5.38 SUBJECT DESCRIPTIONS 2002

477-802 ASSESSMENT AND TEACHING 477-804 TEACHING LEARNING AND OF SPEECH TO HEARING IMPAIRED HEARING IMPAIRMENT STUDENTS Available In these courses: MEd, MEdHearinglmp, Available in these courses: MEd, MEdHearinglmp, PCDipProfStud, PGCertProfStud, PGDipEdStud(Hearlmp) PCDipProfStud, PCCertProfStud, PGDipEdStud(Hearlmp) Offered: Either Parkville Campus or external (Perth) Offered: Either Parkville Campus or external (Perth) mode, Semester 2 mode, Semester 2 Credit points: 12.5 Credit points: 12.5 HECS-band: 1 HECS-band: 1 Staff: Margaret Brown Staff. Louise Paatsch Contact 30 hours Contact 30 hours Prerequisites: 476-898 Foundation Studies in Deaf Prerequisites: 476-898 Foundation Studies in Deaf Education and 476-899 Listening, Speech and Language Education, and 476-899 Listening, Speech and Language Development, or approved equivalents. Development. Description: Topics include, theories, models and Description: This subject addresses anatomy and approaches in early intervention; the hearing impaired physiology involved in speech production; articulatory student with additional disabilities, literacy phonetics; theories, principles and issues relating to the development; teacher effectiveness models; assessment and teaching of speech to hearing impaired individualised educational programming. students; the application of acoustic phonetics to Assessment: One paper of 3000 words (100 per cent). assessment and teaching of speech; techniques for sampling and assessing speech; the application of audition and other sensory modalities in speech remediation; approaches and strategies for speech remediation. 477-805 PROFESSIONAL PRACTICE Assessment One two hour examination (50 per cent) (HEARING IMPAIRED) 1 and one assignment of 1500 words (50 per cent). Available In these courses: PGDipEdStud(Hearlmp) Offered: Either Parkville Campus or external (Perth) mode, Year-long 477-803 ASSESSMENT AND TEACHING Credit points: 12.5 OF LANGUAGE TO HEARING IMPAIRED HECS-band: 1 STUDENTS Staff: Louise Paatsch Available In these courses: MEd, MEdHearinglmp, PGDipProfStud, PGCertProfStud, PGDipEdStud(Hearlmp) Contact 12 hours, plus 20 days practicum placement Offered: Either Parkville Campus or external (Perth) Prerequisites (part-time students) or corequisites (full- mode, Semester 2 time students): 476-898 Foundation Studies In Deaf Education and 476-899 Listening, Speech and Language Credit points: 12.5 Development, or approved equivalents. HECS-band: 1 Special note: Students must contact the Practicum Co- Staff: Margaret Brown, Kate Leigh ordinator by the end of the first week of Semester 1 to discuss placement. Contact 30 hours Prerequisites: 476-898 Foundation Studies in Deaf Description: One placement In an approved setting to Education and 476-899 Listening, Speech and Language provide an opportunity for an introduction to the Development, or approved equivalents. practice of the education of students with Impaired hearing, with an emphasis on directed observation and Description: Topics include, theoretical constructs interaction with students with Impaired hearing. One underlying assessment and intervention in language and placement in an approved setting to commence teaching communication; sampling and analysis of pragmatics, both individuals and groups of students with Impaired discourse, syntax and semantics; interpreting the hearing, In both preplanned sessions and Incidental results of language and communication assessment and work. A tutorial program which Includes planning and determining goals for intervention; determining preparation for practicum placements; feedback on appropriate teaching contexts and strategies. placement; audiological Issues In the classroom, and Assessment One two-hour examination (SO per cent) researching the literature. Weekly workshops In the use and one assignment of 1500 words (50 per cent). of AUSLAN are provided for those students who do not have skill in this area. Assessment: Satisfactory completion of a minimum of 20 days supervised teaching (70 per cent) and one Practicum Report of 1000 words (30 per cent). SUBJECT DESCRIPTIONS 2002

477-806 PROFESSIONAL PRACTICE evaluate policy, program management and leadership (HEARING IMPAIRED) 2 skills are also covered. Available In these courses: PGDipEdStud(Hearlmp) Assessment for DEd students: A written paper of 8000 words on a topic to be determined in consultation with Offered: Either Parkville Campus or external (Perth) the lecturer (100 per cent). mode, Year-long Assessment for all other students: Two written Credit points: 12.5 assignments each of approximately 3000 words (50 per HECS-band: 1 cent each) or a written paper of 6000 words based on a class presentation (100 per cent). Staff. Louise Paatsch Contact: 12 hours, plus 25 days practicum placement including a 2 day counselling workshop 477-808 ASSESSING SPECIAL NEEDS Prerequisites (part-time students) or corequisites (full- AND PLANNING PROGRAMS time students): 476-898 Foundation Studies in Deaf Available in these courses: DEd, MEd, MSpecEd, Education and 476-899 Listening, Speech and Language PGDipProfStud, PGCertProfStud, PGDipEdStud(Dislmp), Development, or approved equivalents. PGDipEdStud(LrngDis) Special note: Students must contact the Practicum Co- Offered: Parkville Campus, Semester 2 ordinator by the end of the first week of Semester 1 to discuss placement. Credit points: 25 Description: One placement in an approved setting to HECS-band: 1 provide an opportunity for an introduction to the Staff: Bob Pillay practice of the education of students with impaired Contact: 36 hours hearing, with an emphasis on directed observation and interaction with students with impaired hearing. One Description: This subject is designed to develop the placement In an approved setting to commence teaching conceptual and technical skills required to identify the both individuals and groups of students with impaired instructional needs of students with special needs. hearing, in both preplanned sessions and incidental Distinctions are made between procedures for work. A tutorial program which includes planning and placement into specialised settings and assessment for preparation for practicum placements; feedback on instructional programming. The use, analysis and placement; topics related to curriculum and educational interpretation of a range of formal and informal management of hearing Impaired students; deaf studies; assessment measures and strategies, for example, bilingual/bicultural education for hearing impaired norm-referenced, criterion referenced, ecological, students;audiological issues and counselling skills. observational and attitude assessment are covered. Workshops in the use of AUSLAN and other sign Family issues related to assessment and program approaches are provided for those students who do not planning are also addressed. Practicum work is provided have skill in this area. to enable students to gain experience in the interpretation of assessment data and the translation of Assessment: Satisfactory completion of a minimum of these data into appropriate instructional plans. 25 days supervised teaching (70 per cent) and one communication profile of 1000 words (30 per cent). Assessment for DEd students: A 4000-word written assignment (45 per cent) plus two practicum projects equivalent to 2000 words (30 per cent) and a research 477-807 POLICY ANALYSIS, PROGRAM paper of 2000 words (25 per cent). MANAGEMENT AND LEADERSHIP IN Assessment for all other students: A 4000-word written assignment (60 per cent) plus two practicum projects SPECIAL EDUCATION AND equivalent to 2000 words (40 per cent). INTEGRATION Prescribed text: McLoughlin, J.A. and Lewis, R.B. Available In these courses: DEd, MEd, MSpecEd, Assessing Special Students (3rd Ed.) New York, PGDipProfStud, PGCertProfStud, PGDipEdStud(Dislmp), Macmillan, 1994. PGDipEdStud(LrngDis) Offered: Parkville Campus, Semester 2 Credit points: 25 481-803 CREATING THE LEARNING HECS-band: 1 ORGANISATION Available in these courses: DEd, MEd Staff: Ishwar Desai Offered: Parkville Campus, Semester 2 Contact 36 hours Staff. Gabriele Lakomski Description: This subject critically examines educational and social policies and practices in the field of disability Credit points: 25 and education. Key factors that impact on the HECS-band: 1 management of programs, leadership roles and attitudes are considered. Appropriate techniques to Contact for DEd students: 36 hours Contact for all other students: 30 hours

5.40 SUBJECT DESCRIP iONS 2002

Description: This subject provides an introduction to longer piece of research. The essential difference is that what is meant by a learning organisation and a project treats with a subject more limited in size and organisational learning . The term learning scope than is normal for a minor thesis. A project may organisation has become increasingly popular in also focus on what in an another context may constitute organisational theory and the management and change part of a longer study, such as detailed and annotated literatures. An organisation, firm, or school that is literature review; the translation from another language capable of learning is deemed to be better at adapting to of a key document together with an introduction rapidly changing external circumstances and become Incorporating an expert commentary on the significance more productive and efficient in accomplishing its goals. of the document; the construction and possible field In talking about an organisation that learns, the subject testing of a data collection instrument for a longer examines the various reasons for learning; the meaning study; the discussion of a research methodology; the of organisational as separate from individual learning; design of a model; the development of a conceptual the different levels and type of learning, as well as framework or theoretical construct drawing on the structures and processes which either facilitate or scholarly literature; the analysis of an emergent policy hinder the learning which happens in organisations. Of together with a critical review of the documents in particular importance are the concepts -of the which the policy is enunciated. distribution of cognitive labour and socially distributed Assessment: A report or reports totalling 6000 words cognition which indicate that learning happens at all (100 per cent). organisational levels. Some suggestions are made on how such organisational learning can be structured more efficiently in school, and non-school organisations alike. 481-806 MANAGEMENT OF RESOURCES IN EDUCATION Assessment for DEd students: A paper of 6000 words (75 per cent) and a research paper of 2,000 words (25 Available In these courses: DEd, MEd, PGDipProfStud, per cent), presented to a group of students in cognate PGCertProfStud, PGDipEdAdmin fields. Offered: Parkville Campus, Semester 1 Assessment for all other students: A paper of 6000 Co-ordinator. Ibtisam Abu-Duhou words (100 per cent). Credit points: 25 Recommended text: Argyris, C. and Schon, D. HECS-band: 1 Organizational Learning II, Reading, MA: Addison- Wesley, 1996. Contact for DEd students: 36 hours Contact for all other students: 30 hours 481-805 PROJECT (EDUCATION Description: The first part of this subject, on Resources and Outcomes in Education, provides an extensive POLICY AND MANAGEMENT) examination of evidence of the relationship between the Available In these courses: MEdMgmt, MEd, allocation of resources and outcomes in education. PGDipProfStud, PGCertProfStud, PGDipEdAdmin Implications for policy making at different levels Is Offered: Parkville Campus, Summer, Semester 1 or 2 explored. The second part, on Budgeting in Education, is concerned with budgeting, accounting and the Co-ordinator. Lawrie Drysdale; student is responsible for management of information, with particular attention to obtaining a supervisor these for self-managing schools or other educational Credit points: 25 institutions in the public and private sectors. Each module draws on a range of concepts in this field of HECS-band: 1 study, with particular attention given to theories of Contact To be negotiated with the supervisor political economy and considerations of efficiency, effectiveness and equity. Contemporary approaches to Description: The project may take the form of a reading course or an appropriate investigative study. The public and private sector funding of education are candidate proposes an investigation or Investigations examined, with particular attention to the role of which he or she wishes to carry out under the government. While an Australian setting is assumed, international comparisons are provided In key areas. supervision of a staff member who has expertise In the area. The candidate must submit a proposal for Assessment for DEd students: One paper of 6000 words consideration at the beginning of the semester. (75 per cent) and a research paper of 2000 words (25 Composing and refining the proposal is seen as part of per cent), presented to a group of students in cognate the project. On the acceptance of the proposal by the fields. supervisor, the candidate carries out the investigation, Assessment for all other students: Two papers of 3000 with the supervisor to whom the and has regular contact words each (50 per cent each). candidate reports progress and from whom he or she receives academic advice on the way the investigation is developing. The completion of the project Is marked by the submission of a research document or paper, reporting on the findings of the investigation on which the project was based. The same scholarly conventions are expected as in a thesis reporting the outcomes of a

5.41 lí16 SUBJECT DESCRIVTIONS 2002

481-807 HUMAN RESOURCE lecturers. Topics covered include: conflicting views on its nature and purposes; alternative purposes MANAGEMENT IN EDUCATION (summative, formative, illuminative); forms and Available In these courses: DEd, MEd, PGDipProfStud, approaches adopted by external and internal evaluators; PGCertProfStud, PGDipEdAdmin evaluation and performance auditing; responsive Offered: Parkville Campus, Semester 2 evaluation; links between evaluation, decision-making and action; planning evaluations; an introduction to Co-ordinator. Lawrie Drysdale various qualitative and quantitative evaluation Credit points: 25 techniques in data management; reporting evaluation findings; evaluation ethics and standards; and a critical HECS-band: 1 appraisal of selected Australian evaluation studies. Contact for DEd students: 36 hours Assessment for DEd students: (1) Planning of an Contact for all other students: 30 hours evaluation brief, or the design of an evaluation, or a Description: This subject examines the changing role, critical review of a completed evaluation, or the conduct functions and activities of human resource management of a small-scale evaluation, preferably within a real in an educational setting, and explores current issues, setting (6000 words, 75 per cent); (2) a research paper complexities and future challenges. Content areas of 2000 words (25 per cent); internal students will present this paper to a group of students in cognate include human resource policy and planning; job evaluation and selection, work design, staffing fields. practices, working terms, conditions and employment; Assessment for all other students: Planning of an performance management; remuneration; staff training; evaluation brief, or the design of an evaluation, or a productivity issues and staff relations. The subject also critical review of a completed evaluation, or the conduct addresses issues of industrial relations and productivity, of a small-scale evaluation, preferably within a real including world s best practice, bench marking, total setting (6000 words, 100 per cent). quality management systems and quality assurance. Prescribed text: Owen, J. M. with Rogers, P. Program Assessment for DEd students: Two papers of 3000 Evaluation: Forms and Approaches (2nd Ed). Allen and words (37.5 per cent each) or one paper of 6000 words Unwin, Sydney, 1999. (75 per cent); and a research paper of 2000 words (25 per cent), presented to a group of students in cognate fields. 481-810 EVALUATING LARGE SCALE Assessment for all other students: Two papers of 3000 PROGRAMS words (50 per cent each), or one paper of 6000 words Available In these courses: DEd, MEd, MAssess&Eval, (100 per cent). MTrng&Dvt, PGDipProfStud, PGCertProfStud, PGDipAssess&Eval 481-809 PROGRAM EVALUATION: Offered: Either Parkville Campus or external (on-line) mode, Semester 1 FORMS AND APPROACHES Credit points: 25 Available In these courses: DEd, MEd, MAssess&Eval, MTrng&Dvt, PGDipProfStud, PGCertProfStud, HECS-band: 1 PGDipAssess&Eval Staff•. Neil Day, John Owen Offered: Either Parkville Campus or external (on-line) Contact for DEd students: 36 hours for internal mode mode, Semester 1 students. External mode students can expect a total Credit points: 25 workload of approximately 240 hours. HECS-band: 1 Contact for all other students: 30 hours for internal mode students. External mode students can expect a Staff: John Owen, Neil Day total workload of approximately 240 hours. Contact for DEd students: 36 hours for internal mode Special requirements: External mode students must students. External mode students can expect a total have access to the required computing and Internet workload of approximately 240 hours. facilities detailed in the Faculty s General Information Contact for all other students: 30 hours for internal section of this Handbook. mode students. External mode students can expect a Description: A critical analysis and application of total workload of approximately 240 hours. theory-based and realist approaches to evaluating Special requirements: External mode students must large-scale education, health and other social programs. have access to the required computing and Internet Topics include: the social and political context of large- facilities detailed in the Faculty s General Information scale interventions; developing a normative theory for section of this Handbook. a large-scale program using concept mapping and Description: A conceptual overview of theories, issues related approaches; program theories and program and recent practice in evaluation. An inductive/case logics; research designs for evaluating large-scale study approach is used in which recent evaluation programs; program monitoring and the appropriate practice is analysed using frameworks developed by the uses of performance indicators; impact evaluation and the development of causative program theories using

The gr d Re SURJECT DESCRIPTIONS 2002

quasi-experimental, structural modelling, case-study carry out a critique of the methods used (6000 words, and mixed-method approaches. 100 per cent). Assessment for DEd students: A practical report of 8000 words demonstrating understanding of the application of evaluation strategies to large-scale 481-812/ 481-681 QUALITATIVE programs. METHODS Assessment for all other students: A practical report Available In these courses: DEd, MEd, MAssess&Eval, of 6000 words demonstrating understanding of the MEarlyChild, MEarlylnt, MEdHearinglmp, MCiftedEd, application of evaluation strategies to large-scale MSpecEd, MStudWelf, MTrng&Dvt, PGDipProfStud, programs. PGCertProfStud, PGDipAssess&Eval Offered: Either Parkville Campus or external (on-line) mode, Semester 2 481-811 EVALUATION FOR Credit points: 25 MANAGEMENT AND DEVELOPMENT HECS-band:1 Available in these courses: DEd, MEd, MAssess&Eval, MTrng&Dvt, PGDipProfStud, PGCertProfStud, Staff: Rosalind Hurworth PGDipAssess&Eval, PGDipEdAdmin Contact for DEd students: 36 hours for internal mode Offered: Either Parkville Campus or external (on-line) students. External mode students can expect a total mode, Semester 2 workload of approximately 240 hours. Credit points: 25 Contact for all other students: 30 hours for internal mode students. External mode students can expect a HECS-band: 1 total workload of approximately 240 hours. Staff: John Owen, Rosalind Hurworth Special requirements: External mode students must Contact for DEd students: 36 hours for internal mode have access to the required computing and Internet students. External mode students can expect a total facilities detailed in the Faculty s General Information workload of approximately 240 hours. section of this Handbook. Contact for all other students: 30 hours for internal Description: Approaches to the collection, display and mode students. External mode students can expect a analysis of qualitative data in education and social total workload of approximately 240 hours. program evaluation are examined using current Special requirements: External mode students must evaluations as models. Topics include: orientations to, have access to the required computing and Internet and criticisms of, qualitative approaches; planning qualitative data colle facilities detailed in the Faculty s General Information ction using particular strategies section of this Handbook. and methods of data collection (such as interviews, focus groups, participant observation, case study, Description: The subject is based on an assumption that document analysis, and the use of visual media); the use leaders and managers need timely, systematic of systematic methods of data reduction, display and information for use in decision-making about programs content analysis (using both hand methods and (and policies) for which they are responsible. The focus is appropriate computer packages); and Issues of rigour on internal evaluations within organisations (for example and trustworthiness associated with conclusions drawn schools, government agencies and businesses) which from qualitative analysis. Methods by which qualitative have adopted a learning organisation focus. Students are findings can be reported to various audiences are also exposed to program planning techniques such as Logical considered. Framework Analysis, program logic, and evaluability assessment. Other topics include evaluative techniques to Assessment for DEd students: (1) Two assignments develop and improve programs. These include needs equivalent to 3000 words (75 per cent); (2) a research assessment; translation of policy Into local action; paper of 2000 words (25 per cent) — internal students development of policy from Innovative practice; and will present this paper to a group of students in cognate various approaches to implementation including action fields. research. Students are exposed to a range of data Assessment for all other students: Two assignments management approaches and reporting, via case studies equivalent to 3000 words (50 per cent each). used during class sessions. Assessment for DEd students: undertake a small scale evaluation based on an evaluation form, and carry out a 481-813/481-681 QUANTITATIVE critique of the approaches or methods used (6000 METHODS words, 75 per cent), and a research paper of 2000 words Available in these courses: DEd, MEd, MAssess&Eval, (25 per cent) - internal students will present this paper MEarlyChild, MEarlylnt, MEdHearinglmp, MGiftedEd, to a group of students in cognate fields. MSpecEd, MStudWelf,MTrng&Dvt, PGDipProfStud, Assessment for all other students: undertake a small PGCertProfStud, PGDipAssess&Eval scale evaluation based on an evaluation form, and carry Offered: Either Parkville Campus, Semester 1 or Summer out a critique of the approaches or methods used; or, or external (on-line) mode, Semester 1 develop a program logic for a specific intervention, and Credit points: 25

Tn6 SUBJECT DESCRIPTIONS 2002

HECS-band: i Special requirements: External mode students must Staff: Gerald Elsworth, Neil Day have access to the required computing and Internet facilities detailed in the Faculty s General Information Contact for DEd students: 36 hours for internal mode section of this Handbook. students. External mode students can expect a total workload of approximately 240 hours. Description: This subject is designed to enable students to apply knowledge acquired in previous subjects in the Contact for all other students: 30 hours for internal Postgraduate Diploma or Masters of Assessment and mode students. External mode students can expect a Evaluation to a social or educational problem. Students total workload of approximately 240 hours. apply this knowledge to a project of relevance to them Special requirements: External mode students must in the workplace. The substantive content varies have access to the required computing and Internet depending on the nature of the project. All students are facilities detailed in the Faculty s General Information expected to use process skills such as: negotiating the section of this Handbook. In addition, external mode project, managing information, using appropriate students must also have a PC/IBM computer and SPSS communication skills, and being aware of political Academia (student version) software available from agendas amongst clients. University Computer Supplies at a discount rate upon Assessment: An evaluation report of approximately provision of student number. 12000 words (100 per cent). Description: An examination of various methods of collection, display and analysis of quantitative data In program evaluation. Topics include: design of 481-815 SURVEY DESIGN AND quantitative research strategies consistent with ANALYSIS evaluation questions and objectives; survey design and Available In these courses: DEd, MEd, MAssess&Eval, sampling in evaluation research; experimental and MTrng&Dvt, PGDipProfStud, PCCertProfStud, quasi-experimental designs; development and testing of PGDipAssess&Eval questionnaires and other data collection instruments; item selection, reliability and validity of construct Offered: Parkville Campus, Semester 2 measures; exploratory and confirmatory statistical Prerequisite: 481-813 Quantitative Methods analysis including multi-variate techniques; methods for displaying and reporting analyses of quantitative data Credit points: 25 for various audiences. The subject emphasises the use HECS-band: 2 of standard micro-computer packages and involves the Staff: Neil Day, Gerald Elsworth parallel development of computing skills and non- mathematical understanding of quantitative approaches Contact for DEd students: 36 hours in evaluation. Contact for all other students: 30 hours Assessment for DEd students: Four exercises of 750 Description: The focus of this subject is on current words (37.5 per cent); an exercise of 3000 words (37.5 theory of sample survey design and analysis and its per cent); and a research paper of 2000 words (25 per practical application to national and local-level cent) — internal students will present this paper to a education surveys conducted in a policy and evaluation group of students in cognate fields. context. Topics covered encompass the range of Assessment for all other students: Four exercises of 750 concepts and skills necessary to complete successfully a words (50 per cent), and an exercise of 3000 words (50 large-scale survey, and to analyse, interpret and report per cent). the results effectively. They include: the appropriateness of surveys in various decision-making Prescribed texts: Bryman, A. and Cramer, D. contexts; sampling frames; simple and complex sample Quantitative Data Analysis with SPSS for Windows. designs and the design effect; consideration of sample Routledge Kegan Paul, London, 1997. Pedhazer, EJ. and size from statistical and field operations points of view; Pedhazer S.L Measurement, Design and Analysis: An questionnaires as structured communications; field- Integrated Approach. Lawrence Erlbaum, Hillsdale NI, work strategies; data analysis for complex surveys 1991. including the use of general and specialised computer packages (SPSS, MLWin, Interactive LISREL and/or EQS, SUDAAN); reporting the results of survey research to 481-814 PROJECT IN ASSESSMENT OR maximise understanding and impact; policy implications EVALUATION of poor survey design and inappropriate data analysis. Available In these courses: MAssess&Eval (Streams lA Assessment for DEd students: (1) Four brief practical and 2A ), PGDipAssess&Eval exercises of 750 words each (37.5 per cent); (2) an Offered: Either Parkville Campus or external (on-line) exercise of 3000 words (37.5 per cent) concerning mode, Semester 1 or 2 aspects of the design and analysis of a policy-related survey in the student's local context; (3) a research Credit points: 25 paper of 2000 words (25 per cent), presented to a group HECS-band: 1 of students In cognate fields. Co-ordinator Rosalind Hurworth, Shelley Gillis Assessment for all other students: Four brief practical Contact: By negotiation with the supervisor exercises of 750 words (12.5 per cent each) and an

5.44 SUBJECT DESCRIPTIONS 2002

exercise of 3000 words (50 per cent) concerning aspects Staff. John Owen of the design and analysis of a policy-related survey in Contact for DEd students: 36 hours for internal mode the student s local context. students. External mode students can expect a total workload of approximately 240 hours. 482-620 EVALUATION THEORY Contact for all other students: 30 hours for internal mode students. External mode students can expect a Available In these courses: DEd, MEd, MAssess&Eval, total workload of approximately 240 hours. MTrng&Dvt, PGDipProfStud, PGCertProfStud, PGDipAssess&Eval Special requirements: External mode students must have access to the required computing and Internet Offered: Parkville Campus or external (on-line) mode, facilities detailed in the Faculty s General Information Semester 2 section of this Handbook. Credit points: 25 Description: An analysis of ways in which information is HECS-band: 1 accessed and used in organisations such as schools, Staff: Gerald Elsworth, Neil Day government departments and local agencies. Review of policy and program implementation and factors Contact for all students: affecting implementation. Evaluation utilisation is Special requirements: Students must have access to the examined within the broader context of information required computing and Internet facilities detailed in the sources in decision making. Topics include: types of Faculty s General Information section of this Handbook. knowledge including working, craft, local, research and evaluation knowledge, and their use by individuals and Description: Deriving from a conception of evaluation as organisations; meanings of knowledge utilisation such explanatory social inquiry, this subject encourages the as conceptual and instrumental use; key concepts in systematic analysis and application to evaluation change theory such as adoption, implementation, practice of three facets of evaluation theory: knowledge dissemination and diffusion; internal and external construction in evaluation (empiricism, constructivism, dissemination; factors affecting the spread and use of realism); program theory; and theories of valuing new knowledge particularly research and evaluation (including ethical issues in evaluation). From the based knowledge; roles and limitations of research and analysis it is anticipated that students will develop a evaluation in promoting change; case studies of coherent theory of evaluation practice relevant to their effective dissemination and use of new knowledge in own professional context and be able to appraise Australian settings. critically competing evaluation approaches and models. Extensive use is made of a range of writing from major Assessment for DEd students: An investigation of the evaluation theorists (including Campbell, Cronbach, use of information across a system or organisation, or House, Pawson and Tilley, Rossi and Chen, Scriven, development and trialling of a dissemination and/or Stake, and Weiss) as well as original evaluation reports utilisation plan (6000 words, 75 per cent); and a from the fields of education, health and social welfare. research paper of 2000 words (25 per cent) — internal students will present this paper to a group of students Assessment for DEd students: Two papers of 1500 ln cognate fields. words (37.5 per cent), an evaluation proposal of 3000 words (37.5 per cent), and a research paper of 2000 Assessment for all other students: An Investigation of words (25 per cent); internal students will present this the use of information across a system or organisation, paper to a group of students in cognate fields. or development and trialling of a dissemination and/or utilisation plan (6000 words, 100 per cent). Assessment for all other students: Two papers of 1500 words each (25 per cent each) and an evaluation Prescribed text: Rogers, E.M. Diffusion of Innovations proposal of 3000 words (50 per cent). (4th Ed). The Free Press, New York, 1995. Prescribed texts: Shadish W.R., Cook, T.D. and Leviton, LC. Foundations of Program Evaluation: Theories of Practice, Sage, Newbury Park, CA 1990. Pawson, R. and 482-622 SOCIAL CONTEXT AND Tilley, N. Realistic Evaluation. Sage, London, 1990. EDUCATIONAL OUTCOMES House, ER. and Howe, K.R., Values in Evaluation and This subject is not offered in 2002 Social Research. Sage, Thousand Oaks, CA, 1999. Available In these courses: MEd, PGDIpProfstud, PGCertProfStud 482-621 KNOWLEDGE USE IN CHANGE Offered: Parkville Campus MANAGEMENT Credit points: 25 Available in these courses: DEd, MEd, MAssess&Eval, HECS-band: 1 MTrng&Dvt, PGDipProfStud, PGCertProfStud, Co-ordi nator.TBA PGDipAssess&Eval Contact 30 hours Offered: Either Parkville Campus, Summer or external (on-line) mode, Semester 1 Description: This subject explores current research data on the Impact of social context Issues for school Credit points: 25 management. High profile research staff in education HECS-band: 1 policy and management employ a range of criteria such

s.as SUBJECT DESCRIPnONS 2002

as student health and well-being, post-compulsory Schooling, Canberra: Goanna Print. Briggs, F and education and training, and employment destinations, Hawkins, R (1997) Child Protection: A Guide for to discuss the implications of research on schooling Teachers and Child Care Professionals, Australia: Allen outcomes for school policy and management in relation and Unwin. Department of Health and Family Services to issues of student diversity — for example, gender, (1996) Mental Health Education in Australian Secondary rurality and non-English speaking backgrounds. The Schools, Canberra: Australian Government Publishing contribution to management of student diversity Services. Dwyer, P, Stokes, H, Tyler, D and Holdsworth, strategies such as inclusive schooling, full-service R (1998) Negotiating Staying and Returning, Youth schooling and other innovatory management models is Research Centre, University of Melbourne. discussed. Assessment: A paper of 6000 words (100 per cent) in which the student prepares a policy and program 482-632 STRATEGIC LEADERSHIP AND proposal for school management which accounts for MANAGEMENT research data on social context factors and outlines an Available In these courses: MEdMgt evaluation strategy. Offered: Either Parkville Campus or external (on-site by Prescribed texts: Dwyer, P. and Wyn, J. Post-compulsory negotiation) mode, Semester 1 or 2. Please obtain a Education Policy in Australia and its Impact on timetable from the Faculty Office late in 2001 to confirm Participant Pathways and Outcomes in the 1990 s. offerings. (1998) Journal of Education Policy. Teese, R., Davies, M., Charlton, M. and Polesel, J. Who wins at Schools: Which Credit points: 12.5 Boys, Which Girls, in Kenway, J. (Ed) Will Boys be Boys: HECS-band: 2 Education in the Context of Gender Reform, (1997) Staff: Brian Caldwell Australian Curriculum Studies Association, Canberra. Withers, G. and Russell, J. Educating for Resilience: Contact: 18 hours Prevention and Intervention Strategies for Young People Description: Forces shaping developments in education at Risk (1998) Catholic Education Office, Melbourne. and training in national and international settings; strategic leadership; strategic managements; matching budget priorities to strategic directions; innovation and 482-623 RESPONSIVE MIDDLE abandonment. SCHOOLING Assessment: Papers totalling 5000 words (100 per cent). This subject is not offered in 2002 Available In these courses: MEd, MStudWelf, PGDipProfStud, PGCertProfStud 482-633 POLICY ANALYSIS AND Offered: Parkville Campus PUBLIC ACCOUNTABILITY Available in these courses: MEdMgt Credit points: 25 Offered: Either Parkville Campus or external (on-site by HECS-band: 1 negotiation) mode, Semester 1 or 2. Please obtain a Staff. TBA timetable from the Faculty Office late in 2001 to confirm Contact 30 hours offerings. Description: The subject begins with a discussion of Credit points: 12.5 common health, welfare and learning issues for young HECS-band: 1 people in Australia and other countries. Particular Staff: Richard Teese, David Beckett attention is given to social theories for their capacity to explain causes and correlates of student disaffection, Contact: 18 hours and the preventative role of the school and teachers in Description: Policy processes in context; social, cultural partnership with other community agencies. There is a and political contexts for policy; educational policy strong focus on the sorts of issues this raises for policy, formulation, implementation and evaluation; programs and school organisation for the middle school frameworks for accountability; indicators of policy years. Case studies are introduced to illustrate particular performance; modern accountability systems; issues, and research on a number of recent programs resourcing and equity in education. designed to improve schooling for this age group, are presented. Students are encouraged to design and Assessment: Paper or papers totalling 5000 words in the present their own programs in relation to the current form of proposals for a policy project in a setting of and future well-being of middle school students. professional interest (100 per cent). Assessment: A 6000-word paper (100 per cent) in consultation with the co-ordinator on the topic of a personal program evaluation, a summary of which will be presented in class for discussion. Prescribed texts: Australian Curriculum Studies Association (1996) From Alienation to Engagement: Opportunities for Reform in the Middle Years of

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Prescribed texts: Scheerens, J., and Bosker, R. (1997). 482-634 PROGRAM DESIGN AND The foundations of educational effectiveness. EVALUATION Pergamon, Oxford, 1997. Stoll, L., and Fink, D. Changing Available in these courses: MEdMgt our schools. Open University Press, Buckingham, 1996. Offered: Either Parkville Campus or external (on-site by negotiation) mode, Semester 1 or 2. Please obtain a timetable from the Faculty Office late in 2001 to confirm 482-636 THE ECONOMICS AND offerings. FINANCE OF EDUCATION AND Credit points: 12.5 TRAINING HECS-band: 1 Available In these courses: MEdMgt Staff: John Owen Offered: Either Parkville Campus or external (on-site by negotiation) mode, Semester 1 or 2. Please obtain a Contact 18 hours timetable from the Faculty Office late In 2001 to confirm Description: A study of different program development offerings. frameworks including objectives hierarchies and Credit points: 12.5 program logic diagrams; links between program design and overarching policies. The use of proactive and HECS-band: 2 clarificative evaluation forms in developing and Co-ordinator. Ibtisam Abu-Duhou clarifying programs. An analysis of approaches to monitoring and impact and the application of qualitative Contact: 18 hours and quantitative methods. Roles of internal and external Description: Economic approach to decision making; evaluators in undertaking various phases of operations of markets and bureaucracies as resource development and evaluation, strategies for ensuring allocators; economics models of education that program provision and evaluation are supported by development; principles of education and training management. finance; cost studies; cost-benefit analysis in education; Assessment An evaluation of a program based on its education production functions. logic (design), or the development of an evaluation Assessment Two papers of 2500 words each (50 per brief/plan, or a critique of an evaluation already cent each). undertaken (5000 words, 100 per cent). The assessment Prescribed texts: Ashton, D. and Green, F., Education, should normally be related to the workplace. Training and the Global Economy, Edward Elgar, 1996. Prescribed text Owen, J.M. with Rogers, P. Program Centre for the Economics of Education and Training, Evaluation: Forms and Approaches (2nd Ed). Allen and Monash-ACER, (1995) The Economics of Education and Unwin, Sydney, 1998. Training. Australian Government Publishing Service, 1995. 482-635 EFFECTIVENESS AND IMPROVEMENT 482-637 PERSONNEL AND EMPLOYEE Available in these courses: MEdMgt RELATIONS Offered: Either Parkville Campus or external (on-site by Available In these courses: MEdMgt negotiation) mode, Semester 1 or 2. Please obtain a Offered: Either Parkville Campus or external (on-site by timetable from the Faculty Office late in 2001 to confirm negotiation) mode, Semester 1 or 2. Please obtain a offerings. timetable from the Faculty Office late In 2001 to confirm offerings. Credit points: 12.5 Credit points: 12.5 HECS-band: 1 HECS-band: 2 Staff: Peter Cuttance Staff. Lawrie Drysdale, Paul Hanrahan Contact 18 hours Description: This subject explores and critically Contact 18 hours appraises the main findings of research Into educational Description: This subject focuses on human resource effectiveness and school improvement, with a particular management as sustained competitive advantage for emphasis on conceptual, technical and ethical Issues organisational effectiveness; analyses the current associated with the notion of value added performance context of change as it impacts on organisation and job indicators. It also examines the knowledge base on design; explores current strategies for improving initiatives aimed at improving educational effectiveness productivity and efficiency; examines the legislative and and on the role of leaders in improving learning legal environment as it applies to human resources and outcomes. Candidates are given a significant employee relations; audits the trends in human resource opportunity to apply this knowledge through designing management and development; and identifies best their own strategy for improving learning outcomes. practice in people management strategies in both educational and other settings. Assessment Papers totalling 5000 words (100 per cent). SUBJECT DESCRIPTIONS 2002

Assessment Paper or papers totalling 5000 words (100 482-640 CURRICULUM AND per cent). ASSESSMENT Prescribed text: Mabey, C., Salaman, G., Storey, J. Available In these courses: MEdMgt Human Resource Management: A Strategic Introduction (2nd Ed.). Blackwell, Oxford, 1998. Offered: Either Parkville Campus or external (on-site by negotiation) mode, Semester 1 or 2. Please obtain a timetable from the Faculty Office late in 2001 to confirm 482-638 ORGANISATION AND offerings. CULTURE Credit points: 12.5 Available In these courses: MEdMgt HECS-band: 1 Offered: Either Parkville Campus or external (on-site by Staff.- Patrick Griffin negotiation) mode, Semester 1 or 2. Please obtain a Contact: 18 hours timetable from the Faculty Office late in 2001 to confirm offerings. Description: This course involves an analysis of the forces shaping the curricula of educational institutions Credit points: 12.5 and a critical appraisal of the main features of HECS-band: 2 curriculum and standards frameworks, including Staff: Gabriele Lakomski national goals and targets. Candidates also consider the setting of priorities and managing the curriculum, Contact 18 hours accountability and systems for assessing and Description: Organisations are made up of people, and monitoring student progress, curriculum evaluation and people live in specific cultures. Understanding the future directions for defining curricula appropriate to cultural contexts of organisations is important if we the emerging needs of young people. want to understand how teaching, learning and Assessment: Papers totalling 5000 words (100 per cent). management happen. This subject focuses on the importance of the cultural context of organisations in education and training and how this affects the way an 482-641 MASTER OF EDUCATIONAL organisation does business, how it learns and how it solves, or fails to solve, Its problems. MANAGEMENT PRACTICUM Available In these courses: MEdMgt Assessment Papers totalling 5000 words (100 per cent). Participants may wish to develop an organisational Offered: Either Parkville Campus or external (on-site by learning plan for their specific organisation; explain why negotiation) mode, Semester 1 or 2. Please obtain a organisational learning is a cultural process; or outline timetable from the Faculty Office late in 2001 to confirm some of the obstacles which may prevent an offerings. organisation from learning. Additional topics may be Credit points: 12.5 also be considered in consultation with staff. HECS-band: 1 Co-ordinator. Lawrie Drysdale 482-639 INFORMATION TECHNOLOGY Contact: Field experience arranged in a setting of AND LEARNING professional interest. A minimum of 80 hours in a Available In these courses: MEdMgt placement is required. Offered: Either Parkville Campus or external (on-site by Description: This subject requires participants to design, negotiation) mode in Semester 1 or 2. Please obtain a implement and evaluate a project that relates in a timetable from the Faculty Office late in 2001 to confirm significant way to their professional interests in the offerings. context of the course. The subject is designed to encourage participants to engage in a significant field- Credit points: 12.5 based project in an area of professional interest arising HECS-band: 2 from their work in the different subjects of the course. Staff: David Gurr The setting, local or international, is chosen for Its relevance to professional interests of students. A Contact 18 hours mentor is assigned. Description: This subject examines past, current and Assessment: A report of a project related to the expected future developments in information and practicum totalling 5000 words (100 per cent). communication technology in education, and learning and management applications of technology. Best practice illustrations and simulations are used. 482-642 RESEARCH METHODS IN Assessment Report of 5000 words on a project in or EDUCATIONAL MANAGEMENT related to a setting of professional interest (100 per cent). The project is constrained by a capacity to design Available In these courses: MEdMgt (Stream 1 A only) and implement it within the time frame of the subject. Offered: Either Parkville Campus or external (on-site by negotiation) mode, Semester 1 or 2. Please obtain a

5.48 TheFili °r__mO SUBJECT DESCRIPTIONS 2002

timetable from the Faculty Office late In 2001 to confirm Communication in Education, or equivalent; or students offerings. who have experience in institutions with culturally diverse populations such as schools, hospitals, factories Credit points: 12.5 and other business settings; or students who will be HECS-band: 1 teaching NES overseas born students at secondary or Co-ordinator. David Curr tertiary level. Contact 18 hours Description: This subject examines the theory and practice of cross-cultural communication In Description: This subject examines the research organisations with a culturally diverse population (such approaches appropriate to the fields of studies in as schools, hospitals, factories, public facilities, etc). It educational management and leadership. An overview includes developing skills of observation and of investigative methods is provided, followed by a documentation of cultural differences in communication more detailed study of both quantitative and qualitative and developing practical strategies to facilitate cross- methods. cultural communication. The theory of cross-cultural Assessment A research report and/or a research communication Is used in a critical review of proposal of 5000 words (100 per cent). contemporary case studies. Assessment for DEd students: A class paper of 2000 words (25 per cent); a case study analysis of 4000 words 482-644 RESEARCH PROJECT IN or negotiated equivalent (50 per cent); and a research EDUCATIONAL MANAGEMENT paper of 2000 words (25 per cent), presented to a group Available In these courses: MEdMgt (Stream lA only) of students in cognate fields. Offered: Either Parkville Campus or external (on-site by Assessment for all other students: A class paper of 2000 negotiation) mode, Year-long words (40 per cent) and a case study analysis of 4000 words or negotiated equivalent (60 per cent). Credit points: 37.5 HECS-band: 1 Co-ordinator. David Curr, student is responsible for 482-678 CROSS-CULTURAL obtaining a supervisor COMMUNICATION IN EDUCATION Contact to be negotiated with the supervisor Available in these courses: DEd, MEd, PCDipProfStud, PCCertProfStud, PCDipEdStud(TESOL), Prerequisite or corequislte: 482-642 Research Methods PCDipEdStud(Modern Languages Education), in Educational Management Offered: Parkville Campus, Semester 1 Description: Completion of the research project is intended to give candidates an appreciation of the Credit points: 25 processes involved in research, practical skills HECS-band: 1 development and in-depth exploration of a particular Staff: Irene Donohoue-Clyne area. The student will select an appropriate topic, carry out a review of the relevant literature and undertake an Contact for DEd students: 36 hours investigative study resulting in the preparation of a Contact for all other students: 30 hours report. The project will offer the candidate the opportunity to study in depth an area of professional Description: This subject Is designed to challenge interest relevant to the field of educational students understanding of culture and communication management. in a culturally diverse society, and to develop skills to improve cross-cultural communication. It draws on an Assessment A research report involving a total of interdisciplinary knowledge base. Students are Involved 15,000 words (100 points). in documenting and exploring the educational Implications of cultural differences In attitudes and beliefs about education, teachers and learning, 482-676 MANAGING CULTURAL discipline and childrearing. There Is observation and DIVERSITY discussion of cross-cultural communication styles Available in these courses: DEd, MEd, PCDipProfStud, including non-verbal communication, discourse patterns PCCertProfStud and classroom Interactions. The Influence of culturally different concepts of time, authority, communication Offered: Parkville Campus, Semester 2 rituals, traditions, gender and age on communication Credit points: 25 with parents and members of ethnic communities Is examined. HECS-band: l Assessment for DEd students: Two fieldwork Staff: Irene Donohoue-Clyne assignments of 1000 words each Involving Interviews Contact for DEd students: 36 hours and observation (30 per cent); a paper of 4000 words on a negotiated topic (45 per cent); and a research paper of Contact for all other students: 30 hours 2000 words (25 per cent), presented to a group of Special note: This subject would be suitable for students students In cognate fields. who have completed 482-678 Cross-Cultural

5.49 SUBJECT DESCRIPTIONS 2002

Assessment for all other students: Two fieldwork Offered: Either Parkville Campus in Semester 2, or assignments of 1000 words each involving interviews external (on-site by negotiation) mode in Semester 1 or and observation (40 per cent) and a paper of 4000 2 words on a negotiated topic (60 per cent). Credit points: 25 HECS-band: 1 482-704 MANAGEMENT AND POLICY Co-ordinator. TBA; taught by specialist visiting lecturers IN EDUCATIONAL REFORM and faculty staff Available In these courses: DEd (Thailand stream only) Contact: 36 hours Offered: External (on-site in Thailand), Semester 1 or 2 Description: The subject is normally offered by Credit points: 25 specialist visiting lecturers. The content varies in accordance with the expertise of the lecturer. In general, HECS-band: 1 however, it deals with highly significant topical Staff: David Beckett developments or proposals in educational practice, analysing their theoretical, policy and organisational Contact: 36 hours contexts, and their relevance to the educational Description: An exploration of common features in researcher and/or to the practising educator. education reform movements internationally, with Assessment: A paper or papers totalling approximately particular reference to Australia, the United Kingdom and 8000 words in which the candidate demonstrates sound the USA, and the way those reforms have affected the knowledge of a particular aspect of aspects of the management of schools, school systems, and national content of the subject, provides a critical assessment of policies. the designated topic, and specifies its relevance to Assessment: A paper of approximately 8000 words on a current educational policy and/or practice. Participation topic to be negotiated with the seminar convenor. It is as specified by the visiting lecturer. expected that where it is possible, the paper will have relevance to the research issue to be addressed in the candidate s doctoral thesis. Candidates are expected to 482-717 DOCTOR OF EDUCATION participate fully in class; to present class reports and THESIS RESEARCH SEMINAR reviews of Important research and writings in the field covered by the course. Available In these courses: DEd Offered: Either Parkville Campus or external (on-site by negotiation) mode, Semester 1 or 2 482-707 LEADERSHIP Credit points: 12.5 Available in these courses: DEd, MEd HECS-band: 1 Offered: Either Parkville Campus in Semester 1, or Co-ordinator Gabriele Lakomski external (on-site by negotiation) mode in Semester 1 or 2 Contact: 20 hours Credit points: 25 Description: This doctoral seminar is designed to introduce candidates to the most advanced HECS-band: 1 developments in the area of research methodology in Co-ordinator. David Gurr, Gabriele Lakomski order to facilitate the planning of the doctoral thesis Contact for DEd students: 36 hours with regard to methodological choice. In addition to discussing the nature, scope and function of research Contact for MEd students: 30 hours methodology and its theoretical vocabulary, the Description: The starting point for this seminar is a (Kuhnian) notion of paradigms in educational research review of theories in leadership, with detailed attention is introduced and critically examined. The subject also being given to current and emerging issues in provides a broad overview of quantitative research, its leadership in educational organisations, Including the scope and significance. Finally, the notion of educational contribution of leaders to outcomes. The seminar also research characterised by coherence criteria is raises critical issues about the field of Leadership discussed for the conduct of research in terms of studies, both from within the field and from alternative organizing and structuring the doctoral thesis. perspectives on leadership. Assessment: A paper totalling 4000 words which Assessment for DEd students: A paper of 8000 words on demonstrates an appropriate level of understanding of a topic approved by the lecturers (100 per cent). the objectives as applied to a specific problem or issue Assessment for MEd students: A paper of 6000 words on (100 per cent). a topic approved by the lecturers (100 per cent). 482-801 EDUCATION PLANNING AND 482-716 CURRENT ISSUES IN WORKPLACE CHANGE EDUCATION Available in these courses: DEd, MEd, PGDipProfStud, Available in these courses: DEd PGCertProfStud, PGDipEdAdmin

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Offered: Parkville Campus, Semester 2 Staff. Lawrie Drysdale HECS-band: 1 Contact for DEd students: 36 hours Co-ordinator. Ibtisam Abu-Duhou Contact for all other students: 30 hours Credit points: 25 Description: This subject explores the evolution and application of modern marketing as it applies to Contact for DEd students: 36 hours educational settings. Aspects such as the marketing Contact for all other students: 30 hours concept, market orientation, marketing management, Description: This subject is comprised of two modules. relationships marketing, services marketing, and The first module addresses a range of concepts, models marketing strategy are explored In educational and theories in educational planning and the organisations. The subject also examines the strategic management of change. The second module examines market planning process in education and developing changes in the workplace in education, including and applying marketing information systems In changes derived from developments in industrial educational organisations. relations, organisational restructuring, and technology. Assessment for DEd students: Two papers of 3000 The educational administrator s role as a strategic words (37.5 per cent each) or one paper of 6000 words planner and change agent is also considered. (75 per cent), and a research paper of 2000 words (25 Assessment for DEd students: One 6000-word paper (75 per cent), presented to a group of students in cognate per cent), and a research paper of 2000 words (25 per fields. cent) presented to a group of students in cognate fields. Assessment for all other students: Two papers of 3000 Assessment for all other students: Two papers of 3000 words (50 per cent each) or one paper of 6000 words words (50 per cent each) or one 6000-word paper (100 (100 per cent). per cent). 482-807 CURRICULUM LEADERSHIP 482-804 INTERACTIVE PROCESSES AND MANAGEMENT FOR HEALTH EDUCATION Available In these courses: MEd, PGDipProfStud, Available In these courses: MEd, MStudWelf, PGCertProfStud, PGDipEdAdmin MYouth,HE&Welf, PGDipProfStud, PGCertProfStud Offered: Parkville Campus, Summer and Semester 2 Offered: Parkville Campus, Semester 2 Credit points: 12.5 Credit points: 12.5 HECS-band: 1 HECS-band: 1 Staff: Lawrie Drysdale Staff: Johanna Wyn, Helen Cahill Contact: 15 hours Contact 15 hours Description: This subject focuses on the leadership and Description: This subject involves the analysis of group management competencies necessary to create an processes, interactive learning structures, leadership effective environment to enhance student learning and and facilitation of groups. It addresses the theory and success. Topics Include: teaching and learning practice of using group processes as a tool for personal methodologies, assessing student needs, staff and social learning in areas that are particularly relevant development, curriculum administration and structure, to educators and health practitioners. Participants will computer-based learning, organisational culture, and have the opportunity to gain familiarity with newly assessment and reporting. developed health education programs that are currently Assessment: Written assignment or project equivalent to being employed in schools and other settings, nationally 3000 words (100 per cent). and internationally. The subject aims to skill participants for advanced leadership of health and education programs that employ highly interactive methodologies. 482-809 LEADING A LEARNING it also aims to skill participants in the management of cross-sectoral health and education initiatives. COMMUNITY Available In these courses: MEd, PGDipProfStud, Assessment One class presentation with accompanying PGCertProfStud, PGDipEdAdmin paper of 1500 words (50 per cent) and one major essay or equivalent paper 1500 words (50 per cent). Offered: Parkville Campus, Summer and Semester 2 Credit points: 12.5 482-805 MARKETING IN EDUCATION HECS-band: 1 Available in these courses: DEd, MEd, PGDipProfStud, Staff: David Curr, Lawrie Drysdale PGCertProfStud, PGDipEdAdmin Contact: 15 hours Offered: Parkville Campus, Semester 1 Description: This subject examines the leadership necessary for developing a learning community. Credit points: 25 Candidates focus on topics and skills such as HECS-band: 1

The govou fl]9 SUBJECT DESCRIPTIONS 2002

collaborative decision-making and problem solving; HECS-band: 1 conflict management and negotiation; and team Contact for DEd students: 36 hours processes. Understanding of the Importance of setting standards, performance monitoring and feedback are Contact for all other students: 30 hours also examined. Description: The subject examines the approach to staff Assessment: An assignment of 3000 words (100 per assessment, selection and development using cent). assessment centre methodology. Students learn the competencies necessary to become trained assessors in an assessment centre, and to apply these skills in that 482-811 ANALYSING EDUCATIONAL setting. The subject also examines skill dimensions for effective educational leadership and management, and PERFORMANCE the assessment centre process as a means of measuring This subject is not offered in 2002 these skills. Students learn and examine multiple Available In these courses: DEd, MEd assessment techniques and activities for measuring management and leadership behaviour and evaluating Offered: Parkville Campus performance. Knowledge of feedback skills and the Staff: TBA development of growth plans are also considered. Credit points: 25 Assessment for DEd students: Two papers of 3000 words, or one paper of 6000 words or equivalent HECS-band: 1 portfolio of writing or reports (75 per cent); and a Contact for DEd students: 36 hours research paper of 2000 words (25 per cent), presented Contact for all other students: 30 hours to a group of students in cognate fields. Assessment for all other students: Two papers of 3000 Description: This subject is organised into two parts. The first concerns a knowledge of current research and words (SO per cent each), or one paper of 6000 words or development initiatives for improving educational equivalent portfolio of writing or reports (100 per cent). outcomes and for establishing system- and school- based approaches to monitoring educational performance. The second part focuses on the 482-827 HUMAN RESOURCE international research literature on educational DEVELOPMENT effectiveness, improvement and quality assurance In Available in these courses: DEd, MEd, PGDipProfStud, education. Students review theoretical frameworks PGCertProfStud, PGDipEdAdmin developed to account for recent findings in the field of school and teacher effectiveness research and critically Offered: Parkville Campus, Semester 1 evaluate approaches to school improvement. Co-ordinator. Lawrie Drysdale, Paul Hanrahan Assessment for DEd students: A paper of 3000 words Credit points: 25 demonstrating sound knowledge of a particular aspect HECS-band: 1 of performance monitoring, quality assurance, educational effectiveness or school improvement (37.5 Contact for DEd students: 36 hours per cent); a report of 3000 words on a project Contact for all other students: 30 hours undertaken by the candidate (37.5 per cent); and a research paper of 2000 words (25 per cent), presented Description: The subject examines the role, importance to a group of students in cognate fields. and scope of human resource development for both the individual and the organisation in an educational Assessment for all other students: A paper totalling setting. Aspects of human resource development such approximately 3000 words in which the candidate as training and development, organisational demonstrates sound knowledge of a particular aspect of development and learning, performance management, performance monitoring, quality assurance, educational career development, self-management and succession effectiveness or school improvement (50 per cent); and planning are covered. In particular the subject focuses a report equivalent to 3000 words on a project on issues of training and development including adult undertaken by the candidate (50 per cent). learning principles, frameworks and model for effective professional development, program design, and program implementation. 482-825 ASSESSMENT AND Assessment for DEd students: Two papers of 3000 DEVELOPMENT OF EDUCATIONAL words (37.5 per cent each), or one paper of 6000 words ADMINISTRATORS (75 per cent), and a research paper of 2000 words (25 This subject Is not offered in 2002 per cent), presented to a group of students in cognate fields. Available In these courses: DEd, MEd, PGDipProfStud, PGCertProfStud, PGDipEdAdmin Assessment for all other students: Two papers of 3000 words (50 per cent each), or one paper of 6000 words Offered: Parkville Campus (100 per cent). Co-ordinator. Lawrie Drysdale Credit points: 25 SUBJECT DESCRIPTIONS 2002

482-829 PERSONAL experience In ways of improving questioning and fostering metacognitive, critical and creative thinking AND INTERPERSONAL PROCESSES FOR skills; facilitating discussions involving complex social EDUCATIONAL LEADERS and ethical issues, and drawing up a draft curriculum Available in these courses: MEd, PGDipProfStud, document to incorporate the above. PGCertProfStud, PGDipEdAdmin Assessment: A paper totalling approximately 3000 words in which the candidate designs a unit of work for Offered: Parkville Campus, Summer their setting which demonstrates strategies, resources Co-ordinator Lawrie Drysdale and approaches which foster improved thinking and Credit points: 12.5 dialogue in specific fields of curriculum (100 per cent). HECS-band: 1 Contact 15 hours 482-844 EDUCATION, TECHNOLOGY Description: This subject addresses development and AND CHANGE understanding of self and others, interpersonal Available In these courses: MEd, PCDipProfStud, relationships, management of organisation and PGCertProfStud, PGDipEdAdmin individual stress, conflict management and negotiation skills. Offered: Parkville Campus, Summer Assessment One paper of 3000 words (100 per cent). Credit points: 12.5 Staff: David Gurr 482-832 CURRENT THINKING ABOUT HECS-band: 1 THINKING Contact: 15 hours This subject is not offered in 2002 Special note: This subject may not be undertaken by students who have completed 482-854 Information Available In these cou rses: MEd, PGDipProfStud, Technology and the Educational Administrator, as these PGCertProfStud two subjects share common elements. Offered: Parkville Campus Description: This subject examines the role of Credit points: 12.5 technology in relation to student learning, school organisation and school change. Topics include trends HECS-band: 1 in information and communication technologies In Staff: Susan Wilks education, technology and student learning, strategic Contact 15 hours planning, and future directions. Case studies are used to support each topic. Description: Particular attention is paid to the classroom environments, programs and resources which foster Assessment: A project equivalent to 3000 words (100 higher cognitive levels, dialogical skills, sound per cent). reasoning and improved questioning skills. International and local literature reflecting the current research trends are reviewed. 482-848 LEADING THE EDUCATIONAL Assessment A paper of 3000 words In which the ORGANISATION candidate demonstrates a sound knowledge of at least Available In these courses: MEd, PGDipProfStud, one cognitive theory and its associated practical PGCertProfStud, PGDipEdAdmin approaches (100 per cent). Offered: Parkville Campus, Semester 2 Co-ordinator. David Gurr, Lawrie Drysdale 482-833 DESIGNING A THINKING Credit points: 25 CURRICULUM HECS-band: 1 This subject is not offered in 2002 Contact: 30 hours Available In these courses: MEd, PGDipProfStud, Special note: This is considered a core subject In the PGCertProfStud field of educational administration. All candidates who Offered: Parkville Campus Intend specialising in this field should take this subject, as well as 482-898 Managing the Educational Credit points: 12.5 Organisation, before proceeding to other subjects. HECS-band: 1 Description: The subject Is concerned with leadership Staff: Susan Wilks and the professional setting in which It Is exercised. Themes addressed include leadership theories, roles, Contact 15 hours and styles; qualities of leadership sought by Description: This subject offers candidates the organisations; gender and leadership; selection of oPPortunity•to design educational modules appropriate leaders; leaders in literature; social and political for their own setting. They are given first-hand contexts for leadership; strategic leadership; and SUBJECT DESCRIPTIONS 2002

leadership and educational outcomes for students. and school organisation; and building a team capacity for Findings from research and case studies of effective strategic leadership. educational leadership are examined. Assessment: A written paper, report or project of Assessment: Assignment(s) equivalent to 6000 words approximately 3000 words or equivalent (100 per cent). (100 per cent). Prescribed text: Caldwell, BJ. and Spinks, J.M. Beyond the Self Managing School, Falmer Press, London, 1998. 482-854 INFORMATION TECHNOLOGY AND THE EDUCATIONAL 482-891 UNDERSTANDING HUMAN ADMINISTRATOR RESOURCES MANAGEMENT: PEOPLE Available In these courses: MEd, PGDipProfStud, LEADERSHIP PGCertProfStud, PGDipEdAdmin Available In these courses: MEd, PGDipProfStud, Offered: Parkville Campus, Semester 2 PGCertProfStud, PGDipEdAdmin Staff: David Gurr Offered: Parkville Campus, Summer Credit points: 25 Credit points: 12.5 HECS-band: 1 HECS-band: 1 Contact: 30 hours Co-ordinator. Lawrie Drysdale Special note: This is a quota subject with an enrolment Contact: 15 hours limit of 20 per semester. Description: A study of human resource management Special note: This subject may not be undertaken by policy and planning, current issues in human resource students who have completed 482-844 Education, management in education, human resource functions and Technology and Change, as these two subjects share activities including job evaluation and selection, work common elements. design, staffing practices, working terms, conditions and employment; performance management; remuneration; Description: This subject includes a study of the staff training, productivity issues and staff relations. developments in information technology in education, with identification of forces which are shaping policy In Assessment: A paper of 3000 words addressing the the field; a review of research on the impact of course objectives (100 per cent). information technology, including the impact on the role of the educational administrator; and, discussion of future trends. The course also features the range of 482-892 SCHOOL EFFECTIVENESS exemplary practices in the use of information AND IMPROVEMENT technology and critiques of developments from a range This subject is not offered in 2002 of perspectives. Case studies and simulations are used. Available In these courses: MEd, PGDipProfStud, Assessment: Two papers of 3000 words (50 per cent PGCertProfStud, PGDipEdAdmin each), or one paper of 6000 words (100 per cent). There is flexibility in the assessment to incorporate the use of Offered: Parkville Campus appropriate technology to facilitate the communication Credit points: 12.5 of ideas. HECS-band: 1 Staff: TBA 482-890 LEADERSHIP IN ACTION: Contact: 15 hours STRATEGIC LEADERSHIP Description: This subject focuses on the international Available In these courses: MEd, PGDipProfStud, research literature on educational effectiveness, PGCertProfStud, PGDipEdAdmin improvement and quality assurance in education. Offered: Parkville Campus, Summer Candidates review theoretical frameworks developed to account for recent findings in the field of school and Credit points: 12.5 teacher effectiveness research and critically evaluate HECS-band: 1 approaches to school improvement. Co-ordinator. Lawrie Drysdale Assessment: A paper of 3000 words in which the Contact: 15 hours candidate demonstrates a sound knowledge of a particular aspect of performance indicators, quality Description: political, economic, technological, cultural, assurance or educational effectiveness (100 per cent). demographic, legal and educational forces shaping education and schools; characteristics and capacities of strategic leaders; strategic management, including techniques for strategic planning, formation of strategic intent, and entrepreneurship; management of strategic dilemmas, strategies for leadership in learning, teaching SURIECr DESCRIPTIONS 2002

482-894 USING THE WEB FOR Assessment: Two papers of 3000 words (50 per cent TEACHING AND LEARNING: EMERGING each) or one paper of 6000 words (100 per cent). TECHNOLOGIES Available in these courses: MEd, PGDipProfStud, 482-899 EDUCATION POLICY AND PGCertProfStud, POLICY PROCESSES Offered: Parkville Campus, Semester 1 or 2 Available In these courses: DEd, MEd, PGDipProfStud, Credit points: 12.5 PGCertProfStud, PGDipEdAdmin HECS-band: 1 Offered: Parkville Campus, Semester 1 Staff. TBA Staff: David Beckett Contact 15 hours Credit points: 25 Special requirement Students must be competent in the HECS-band: 1 use of desktop computers. Contact for DEd students: 36 hours Description: This subject is geared towards the Contact for all other students: 30 hours requirements of teachers who are keen to explore Description: The subject as a whole considers policy electronic environments as a means to extend and analysis as a field, and what models are used for the enhance learning opportunities for students. policy-making process, and the factors which go into the Participants are provided with temporary e-mail making and implementing of policy. Educational policy accounts in order to gain hands-on experience with a making in Australia at institutional, system, and national range of tools and are expected to contribute to levels and in some overseas countries are used as electronic discussions and conferences especially set up illustrations, as are topical events and current policy for the duration of the workshop. Topics covered documents. Lifelong learning and professional practices include: current tre nds in on-line education; e-mail, across a range of educational policy settings are listservers, conferencing; new learning environments particular emphases. integrated with the World Wide Web; principles of teaching on-line; technical considerations; interactivity Assessment for DEd students: Two papers of 3000 words and software helper applications ; on-line interactive (37.5 per cent each), or one paper of 6000 words (75 per multimedia and simulations; accounting for individual cent), and a research paper of 2000 words (25 per cent), learning styles; future on-line directions/examples of presented to a group of students in cognate fields. Students are world best practice. expected to lead the discussion on selected topics in class sessions. Assessment Preparation of a resource pack equivalent to 3000 words consisting of annotated suitable web Assessment for all other students: Two papers of 3000 sites for use in teaching (100 per cent). words (SO per cent each), or one paper of 6000 words (100 per cent). Students are expected to lead the discussion on selected topics In class sessions. 482-898 MANAGING THE EDUCATIONAL ORGANISATION 483-603 INNOVATION AND CHANGE Available In these courses: MEd, PCDipProfStud, IN LANGUAGE EDUCATION PGCertProfStud, PCDipEdAdmin Available In these courses: DEd, MEd, PGDipProfStud, Offered: Parkville Campus, Semester 1 PGCertProfStud, PGDipEdStud(TESOL) (TESOL/Modern Co-ordinator. Lawrie Drysdale, David Gurr Languages Education) (Modern Languages Education) Offered: Parkville Campus, Semester 2 Credit points: 25 Credit points: 25 HECS-band: 1 HECS-band: 1 Contact 30 hours Staff. Sophie Arkoudis Special note: This is considered a core subject In the field of educational administration. All candidates who Contact: 36 hours intend specialising in this field should take this subject, Description: A study of key directions and innovations in as well as 482-848 Leading the Educational language and literacy policy and programming in Organisation, before proceeding to other subjects. Australia. Topics include: the evolution of language and Description: This subject is concerned with building a literacy teaching programs in Victoria/Australia; current framework of knowledge to gain an understanding of issues in language education policy and planning; the organisations. Particular attention is given to the roles of Interface between first and second language education; individuals, groups and teams, and to organisational and the process involved in initiating and managing structures. The subject explores current issues affecting change in language and literacy education at a variety of organisations and provides an opportunity for the levels, including professional development and exploration of a range of organisational arrangements institutional reform. that are now making their appearance in different Assessment for DEd students: A 2000-word written settings. paper comparing and critically evaluating different SUBJECT DESCRIPTIONS 2002

Interpretations of the origins and development of a 483-606 LANGUAGE TEACHING AND particular initiative in language and/or literacy policy or programming (25 per cent); and an in-depth empirical CULTURE investigation of the impact of a current innovation or Available in these courses: DEd, MEd, MModLang, change in language education on a particular aspect of a MTESOL, program, including recommendations for change, Offered: Parkville Campus, Semester 1 totalling 6000 words (75 per cent). Credit points: 25 Assessment for all other students: A paper of 1500 words on a specific aspect of language and literacy HECS-band: 1 education policy and/or programming (25 per cent); a Staff. Jane Orton literature-based assignment which surveys and critiques the impact of a current innovation or change in language Contact for DEd students: 36 hours education of 4500 words (75 per cent). Contact for all other students: 30 hours Special requirement: Some experience in language 483-604 TEACHING SECOND teaching is required LANGUAGE SPEAKING SKILLS Description: A study of the notion of culture, its relationship to linguistic and interactional meaning, and Available In these courses: DEd, MEd, MModLang, of the inherently bicultural nature of the language MTESOL, PGDipProfStud, PGCertProfStud, classroom. The subject develops understanding of the PGDipEdStud(TESOL) (Modern Languages Education) language learner's task to integrate the intercultural and Offered: External (on-line) mode, Semester 2 the linguistic, and of the consequent demands on the learning environment and processes for it to be Credit points: 25 successful. A range of strategies for achieving HECS-band: 1 integrated linguistic and cultural learning in classrooms Staff: Jane Orton are examined. Assessment for DEd students: Written work to a total of Contact for DEd students: 36 hours (external students 8000 words comprising (1) a class paper on one aspect of can expect a total workload of approximately 240 language and culture of significance for a specified set of hours) second language learners (40 per cent); and (2) an Contact for all other students: 30 hours (external assignment comprising the principles and concrete plans students can expect a total workload of approximately for an elaborated teaching activity integrating linguistic 240 hours) and intercultural development (60 per cent). Special requirements: Students must have access to the Assessment for all other students: Written work to a required computing and Internet facilities detailed in the total of 6000 words comprising (1) a class paper on one Faculty s General Information section of this Handbook. aspect of language and culture of significance for a specified set of second language learners (40 per cent); Prerequisites: A pass in a language at tertiary level, or an approved equivalent. and (2) an assignment comprising the principles and concrete plans for an elaborated teaching activity Description: A study of the task of achieving a integrating linguistic and intercultural development (60 'competent presentation of self' in a second language. per cent). The subject focuses on the phonological, somatic and pragmatic aspects of spoken interaction and their relationship to verbal expression. Teaching techniques 483-610 THE ARTS AND COGNITION to enable learners to develop competency by integrating Available In these courses: DEd, MEd verbal and non-verbal elements are examined. Students are expected to work in depth on the specific challenges Offered: Parkville Campus, Semester 2 in these areas that the language they teach presents to Credit points: 25 learners. HECS-band: l Assessment for DEd students:Assignments totaling 8000 words. Staff. Lee Emery Assessment for all other students: A theoretical paper of Contact for DEd students: 36 hours 1500 words outlining the potential value of a selected Contact for all other students: 30 hours methodology to the classroom based inquiry relevant to the student (30 per cent) , and a negotiated classroom Description: A study of research into the nature of based research project of 4500 words (70 per cent). artistic thought. Piaget s developmental theories are analysed and are appraised in relation to theories of Prescribed text: Specific language materials to be symbolic processing, and multiple intelligences. Topics advised. include the nature of creativity, tacit knowledge, intuition, metaphoric thinking, symbolic interactionism and emotional intelligence. Assessment for DEd students: A seminar presentation and written summary of 1000 words (15 per cent) and a

The M61>DOum1 SUBJECT DESCRIPTIONS 2002

major paper of 7000 words (85 per cent). Students must Genesee, F. and Upshur, J. Classroom-based evaluation demonstrate a high level of analytical and evaluative skills in second language evaulation, Cambridge, CUP, 1996. in the review of any literature and in the development of ideas and arguments. Assessment for all other students: A class presentation 483-621 CRITICAL LITERACY: SOCIAL equivalent of 1000 words (15 per cent) and a paper of THEORY AND LITERACY EDUCATION approximately 5000 words (85 per cent). Available In these courses: DEd, MEd, MModLang, Prescribed text A collection of readings. PGDipProfStud, PGCertProfStud, PGDipEdStud(TESOL) (Modern Languages Education) Offered: Parkville Campus, Semester 2 483-620 ASSESSMENT Credit points: 25 IN THE LANGUAGE CLASSROOM HECS-band: 1 Available In these courses: DEd, MEd, MModLang, MTESOL, PGDipProfStud, PGCertProfStud, Staff: Ray Misson, Julie Hamston PGDipEdStud(TESOL) (Modern Languages Education) Contact for DEd students: 36 hours Offered: Either Parkville Campus or external (on-line) Contact for all other students: 30 hours mode, Semester 1 Description: A study of the socio-cultural framing of Credit points: 25 literacy in contemporary society, with special emphasis HECS-band: 1 on the concept of critical literacy. Topics include: literacy as a social and cultural construct; literacy and Staff: Kieran O'Loughlin conceptions of self and person; the shaping force in Contact for DEd students: 36 hours for internal mode language use of class, ethnicity and gender; literacy and students. External mode students can expect a total power; the social implications of the language of workload of approximately 240 hours. textbooks and other classroom materials; strategies for the development of a critical social awareness of Contact for all other students: 30 hours for internal language in students. In following through these topics mode students. External mode students can expect a students are Introduced to the contributions of major total workload of approximately 240 hours. figures such as Bourdieu, Freire, Gee, Heath, Street and Prerequisite and/or Corequlslte:483-829 Language and Said. Language Acquisition, or an approved equivalent. Assessment for DEd students: Assignments totalling Special requirements: External mode students must have 8000 words (100 per cent). access to the required computing and Internet facilities Assessment for all other students: An essay of detailed in the Faculty s General Information section of approximately 2000 words on theoretical aspects of this Handbook. critical literacy (33 per cent), and a negotiated project of Description: A study of the theory and practice of approximately 4000 words on an aspect of critical classroom-based language assessment. Topics include: literacy related to classroom practice (67 per cent). the purposes of language assessment, models of communicative language ability and their implications for assessment, the design of assessment Instruments, 483-625 GENRE ANALYSIS AND assessing speaking, listening, reading and writing skills, self and peer assessment, establishing criteria for the EDUCATION evaluation of assessment instruments, current trends This subject Is not offered In 2002 and ethics in language assessment. Participants are Available In these courses: DEd, MEd, MModLang, encouraged to evaluate existing assessment MTESOL, instruments and to develop appropriate assessment Offered: Either Parkville Campus or external (on-line) tools for their own teaching contexts. mode Assessment for DEd students: Description and evaluation of an existing language assessment Credit points: 25 instrument (2000 words; 25 per cent); and a HECS-band: 1 theoretically oriented paper on a current issue or trend Staff. Frances Christie in language assessment (6000 words; 75 per cent). Contact for DEd students: 36 hours for internal mode Assessment for all other students: A class paper of 1500 students. External mode students can expect a total words evaluating a specific assessment instrument or workload of approximately 240 hours. technique (25 per cent) and a negotiated project of 4500 words involving the design, trial and evaluation of an Contact for all other students: 30 hours for Internal assessment instrument for the classroom (75 per cent) . mode students. External mode students can expect a total workload of approximately 240 hours. Prescribed texts: Brindley G. (Ed), Language Assessment in Action, NCELTR, 1995. Cohen, A. Assessing Language Special requirements: External mode students must Ability in the Classroom, Boston, MA: Heinle and Heinle, have access to the required computing and Internet 1994. Weir, C.J. Understanding and Developing facilities detailed in the Faculty s General Information Language Tests, New York, Prentice Hall, 1993. section of this Handbook. SUBJECT DESCRIPTIONS 2002

Prerequisites: 483-626 Language Education: Functional discourse, as these are relevant to the development of Grammar an educational linguistics. Topics include: a brief review Description: A detailed study and analysis of genres, of the history of the emergence of the theory, and of its both spoken and written, with particular relevance to particular claims to contribute to language and learning educational contexts. The theoretical framework will be theory, as well as educational theory more generally; drawn from systemic functional linguistic theory, notions of three metafunctions in language, and of the though other contemporary approaches to genres will ways in which each of the three metafunctions is said to be considered. Topics include: notions of context of contribute to the construction of meaning in language; situation and context of culture and their impact on the notions of discourse and of the resources with which ways different texts types or genres build their language builds different texts, both spoken and written; differences between spoken and written meanings; the manner in which texts vary with respect to field, tenor and mode, and the relationship of these language, and the important consequences of these differences for teaching both oral language and literacy three to the three metafunctions in language; the manner in which different areas of knowledge are in schools. constructed in different genres; the manner in which Assessment for DEd students: An analysis of 3000 different genres combine to create the larger unities of words of two sample texts, demonstrating familiarity macrogenres; questions of ideologies in language, with the principles of linguistic analysis taught (30 per especially written texts; development of educational cent); and a substantial assignment of 5000 words, programs with a focus on genres, for students of various involving both detailed analysis and interpretation of a ages, both first and second language. sample of texts, spoken and written, and an evaluation of the relevance of the analysis and interpretation for Assessment for DEd students: An analysis of 3000 educational purposes (70 per cent). words of two sample texts demonstrating familiarity with the principles of linguistics analysis taught (30 per Assessment for all other students: Two written cent); and a substantial assignment of 5000 words, assignments each of approximately 3000 words (50 per involving both detailed analysis and interpretation of a cent each). sample of written texts and an evaluation of the Prescribed text: Eggins, S. Introduction to Systemic relevance of the analysis and interpretation for Functional Linguistics, Cassell Academic, London, 1994. education purposes (70 per cent). Assessment for all other students: Two written assignments each of approximately 3000 words (50 per 483-633 LITERATURE FOR YOUNG cent each). PEOPLE IN THE CLASSROOM Prescribed texts: Christie, F. and Martin, J.R. (Eds) Genres This subject is not offered in 2002 and Institutions: Social Processes in the Workplace and Available In these courses: MEd, PGDipProfStud, School, Cassell Academic, London, 1997. Eggins, S. PCCertProfStud Introduction to Systemic Functional Linguistics, Cassell Academic, London, 1994. Offered: Parkville Campus Credit points: 25 483-626 LANGUAGE EDUCATION: HECS-band: 1 FUNCTIONAL GRAMMAR Staff: Pam Maclntyre Available In these courses: DEd, MEd, MModLang, Contact: 30 hours MTESOL, Description: A study of fictional texts written for young Offered: Either Parkville Campus or external (on-line) people, and their use in the classroom in the context of mode, Semester 1 recent narrative and textual theory. Texts studied cover the range from picture books to young adult novels, Credit points: 25 with an emphasis on recent Australian texts. Topics HECS-band: 1 include: theoretical perspectives on narrative, narrative Staff. Frances Christie genres, socio-cultural positioning of texts and readers; the significance of fictional texts in school programs; for DEd students: 36 hours for internal mode Contact determinants for the selection of particular texts for students. External mode students can expect a total particular groups; questions of valuation of texts; workload of approximately 240 hours. personal and social concerns in texts; strategies for Contact for all other students: 30 hours for internal developing understanding of and response to texts in mode students. External mode students can expect a the classroom. total workload of approximately 240 hours. Assessment: An essay of approximately 2000 words (33 Special requirements: External mode students must per cent); and a negotiated project of approximately have access to the required computing and Internet 4000 words (67 per cent). facilities detailed in the Faculty s General Information Prescribed texts: Students will be expected to purchase section of this Handbook. a number of texts for children and young adults to be Description: A study of systemic functional linguistic studied intensively. An initial list will be provided before approaches to the study of English grammar and the first class.

5.58 SUBJECT DESCRIPTIONS 2002

483-634 PROJECT IN MODERN This subject is not offered in 2002 LANGUAGES EDUCATION Available in these courses: DEd, MEd, MModLang, MTESOL Available In these courses: MEd, MModLang, PGDipProfStud, PGCertProfStud, PGDipEdStud (Modern Offered: Parkville Campus Languages Education) Credit points: 25 Offered: Parkville Campus, Semester 1 or 2 HECS-band: 1 Credit points: 25 Staff: Jane Orton HECS-band: 1 Contact for DEd students: 36 hours Staff: Jane Orton Contact for all other students: 30 hours Contact To be negotiated with the supervisor Special requirement: Some experience in language Prerequisite: At least one other subject in the Language teaching is required and Literacy education area Description: The subject examines two main topics Spedal requirement Students must obtain the approval central to the teaching of English in a world where its of the staff member before enrolment. use is increasingly widespread: the 'internal' problem of constructing a common meaning base across societies Description: A negotiated study that provides students where English serves many purposes, and the 'external' with an opportunity to develop a critical and informed problem of a teacher of English being an agent of social awareness of themselves as learners and initiate, change. The link between a language and its meaning monitor and evaluate their own professional base in society is established and successive views over development through a structured program which the past 20 years of English as an international or world builds on and extend interests developed in other language are studied. The politics and economics of the subjects in Language and Literacy Education. spread of English is examined, as well as charges of Assessment A reflective journal covering the period of linguistic imperialism and hegemony. Students need to the professional development activity of 1500 words demonstrate understanding of the issues presented and (25 per cent); and an essay or project on an issue arising be able to assess a given context of English teaching out of the activity to be negotiated with lecturers of with respect to the issues and propose ethical, 4500 words (75 per cent). linguistically and interculturally sound procedures for teaching. Assessment for DEd students: Two 4000-word essays 483-635 ADVANCED PROJECT (50 per cent each). STUDIES IN THE ARTS Assessment for all other students: Two 3000-word Available in these courses: MEd, PGDipProfStud, essays (50 per cent each). PGCertProfStud Prescribed text: A collection of readings. Offered: Parkville Campus, Semester 1 or 2 Credit points: 25 483-637 RESEARCHING ARTS HECS-band: 1 EDUCATION Staff•. Ros McMillan, Lee Emery, Kate Donelan Available In these courses: MEd, PGDipProfStud, Contact 30 hours PGCertProfStud Description: This subject is designed to enable Offered: Parkville Campus, Semester 1 practitioners in arts education to undertake an advanced practical study in the discipline of either dance, drama, Credit points: 25 music or the visual arts. The practical folio is determined HECS-band: 1 through negotiation with a designated staff supervisor Co-ordinator. Kate Donelan at the beginning of the semester. The student writes a study proposal which outlines the ideas, skills and Contact 30 hours expressive purpose of the project. Regular negotiation Special note: This subject cannot be taken for credit if with the supervisor occurs during the work process 483-637 Teaching and Researching the Arts was culminating in a final presentation of the project and the completed prior to 2001. theoretical exposition. Description: A study of qualitative methods of Inquiry Assessment Performance or folio presentation of the appropriate for researching arts education in a work 4500 words (75 per cent) and a theoretical contemporary context. The subject examines exposition paper of approximately 1500 words (25 per Interpretive research methodologies as they inform the cent). reflective practice of arts educators. Current approaches to researching drama, dance, music and visual arts In educational settings are critically examined. Topics 483-636 TEACHING ENGLISH IN THE include qualitative methods of data collection, analysis INTERNATIONAL CONTEXT and interpretation and the writing of interpretive and

The grazu nie SUBJECT DESCRIPTIONS 2002

reflexive research reports. Arts practitioners as Prescribed text: A collection of readings. researchers In their own classrooms, schools and community settings are a focus of the subject. Students select an area of inquiry relevant to their arts education 483-640 POSTMODERN EDUCATION: context and design and implement a small-scale study TEXTS AND THE ARTS incorporating a reflective practitioner s stance. This subject is not offered in 2002 Assessment: A written paper and seminar presentation of approximately 2000 words (30 per cent), and a paper Available In these courses: DEd, MEd of approximately 4000 words (70 per cent). Offered: Parkville Campus Prescribed text: A collection of readings. Credit points: 25 HECS-band: 1 483-638 THE ART OF VISUAL Staff: Lee Emery, Ray Misson LITERACY Contact for DEd stuents: 36 hours Available In these courses: MEd, PGDipProfStud, Contact for all other students: 30 hours PGCertProfStud Special note: This subject cannot be taken for credit if Offered: Parkville Campus, Semester 1 483-638 Postmodernism and Arts Education or 483-645 Texts, Cultural Studies and the Classroom has been Credit points: 25 completed. HECS-band: i Description: A study of the various aspects of recent Staff: Wes Imms, Pam McIntyre postmodern theory with particular reference to its Contact 30 hours implications for teaching reading and writing and the Arts. Topics include: theories of postmodernism; Description: Explores how children construct meaning structuralism and poststructuralism, ideology and through the visual narrative of picture books, through subjectivity; theories of gender, class ethnicity and connoisseurship of the world they perceive, and through sexuality; what it means to teach from a postmodern aesthetic understandings of the visual arts. perspective in the literacy and arts classrooms. Assessment An essay of approximately 2000 words Assessment for DEd students: Assignments totalling (33 per cent) and a negotiated project of approximately 8000 words (100 per cent). 4000 words (67 per cent). Assessment for all other students: Assignments totalling Prescribed text:Anstey, Michelle & Geoff Bull. Reading 6000 words (100 per cent). the Visual. Sydney: Harcourt, 2000 Prescribed text: A collection of readings.

483-639 CONTEMPORARY ARTS 483-641 TEACHING ENGLISH FOR PRACTICE AND CURRICULUM ACADEMIC PURPOSES Available In these courses: MEd, PGDipProfStud, PCCertProfStud Available In these courses: DEd, MEd, PGDipProfStud, PGCertProfStud Offered: Parkville Campus, Semester 2 Offered: Parkville Campus, Semester 2 Credit points: 25 Credit points: 25 HECS-band: 1 HECS-band: 1 Staff: Kate Donelan Staff•. Kieran O Loughlin Contact 30 hours Contact for DEd students: 36 hours Description: A study of contemporary practice in the arts relevant to curriculum design and pedagogy. Students Contact for all other students: 30 hours will critically analyse trends in the teaching of drama, Prerequisite: 483-888 TESOL Methodology and music and visual art in Australia and internationally in Curriculum Design, or approved equivalent the context of social, cultural and historical conceptions of performing and visual arts. Through focusing on arts Description: A study of the theory and practice of education practices and associated theories students teaching English for academic purposes (EAP). Building will explore and critique developments In the field. on general TESOL methodology and curriculum design Topics include: new and emerging art forms, cross-arts principles, topics in this subject will include: the scope and multi-disciplinary arts; arts technologies and of EAP; needs analysis, syllabus and course design; multimedia; non-western art forms, multicultural arts student learning styles; methods and materials; and intercultural performance; arts literacy, new teaching speaking and listening; reading and writing in literacies and critical pedagogy within arts education. EAP contexts; assessment and evaluation. A range of EAP contexts will be examined including the upper Assessment: Class presentation equivalent to 2000 secondary, pre-tertiary and tertiary contexts in both words (30 per cent), and written work of approximately Australia and overseas. 4000 words (70 per cent). SUBJECT DESCRIPTIONS 2002

Assessment for DEd students: A 4000-word written Available In these courses: DEd, MEd, MModLang, paper critically examining a key methodological or MTESOL curriculum design issue in designing an EAP program Offered: Either Parkville Campus or external (on-line) (50 per cent); a 4000-word paper describing the design mode, Semester 2 of an EAP program for a particular audience and context (SO per cent). Credit points: 25 Assessment for all other students: A 3000-word written HECS-band: 1 paper critically examining a key methodological or Staff: Kristina Love curriculum design issue in designing an EAP program (50 per cent); a 3000-word paper describing the design Contact for DEd students: 36 hours. External mode of an EAP program for a particular audience and context students can expect a total workload of approximately (SO per cent). 240 hours. Prescribed text: Jordan, R.R. English for academic Contact for all other students:30 hours. External mode purposes: a guide and resource book for teachers. students can expect a total workload of approximately Cambridge University Press, 1997. 240 hours. Prerequisite and/or corequlsites: 483-829 Language and Language Acquisition, or an approved equivalent. 483-642 PROFESSIONAL PRACTICE: Special requirements: External mode students must have TESOL (INTERNATIONAL) access to the required computing and Internet facilities Available to international students only In these detailed in the Faculty s General Information section of courses: MEd, MTESOL, PGDipProfStud, PGCertProfStud, this Handbook. PGDipEdStud(FESOU (TESOL/Modern Languages Description: A study of approaches to and evaluation of Education), PGCertEdStud(TESOL) classroom research into current issues in language Offered: Parkville Campus, Year-long learning in primary, post primary and adult contexts. Topics include the study and investigation of teacher Credit points: 12.5 and learner beliefs, teacher and learner roles and HECS-band: 1 teaching and learning styles, the content and structure Coordinator. Kieran 0 Loughlin of the language lesson, teacher and learner language use in the classroom, and input and interaction in the Contact 12 hours plus 22 days of supervised language classroom. Classroom research is integrated observation into the subject at all levels. Special note: This subject is offered to international Assessment for DEd students:Assignments totaling students only, as a replacement for 483-830 8000 words (100 per cent). Professional Practice: TESOL Students must contact the School Experience and Professional Practice Unit by the Assessment for all other students: A theoretical paper end of the first week of the Semester to discuss of 1500 words outlining the potential value of a placements. selected methodology to the classroom based Inquiry relevant to the student (30 per cent), and a negotiated Prerequisite and/or corequlsites: 483-888 Methodology classroom-based research project of 4500 words (70 and Curriculum Design: TESOL, or approved equivalent per cent). Description: Students undertake placements totalling 22 Prescribed texts: Nunan, D. Research Methods in days of supervised observation and program Language Learning, Cambridge University Press, 1992. involvement in the settings relevant to their current or McDonough, J and McDonough, S. Research Methods for intended English language teaching work. English Language Teachers, Arnold, 1997. Assessment Satisfactory completion of 22 days of supervised observation work together with satisfactory completion of a logbook which includes a detailed record of observations and other program Involvement together with a written report on a designated segment of the teaching experience. Total assessment equivalent 483-829 LANGUAGE AND LANGUAGE to 3000 words (100 per cent). ACQUISITION Prescribed texts: Ur, P. (1996) A Course In Language Available in these courses: MEd, MModLang, MTESOL, Teaching, Cambridge, Cambridge University Press. PGDipProfStud, PGCertProfStud, PGDIpEdStud(TESOL) Wajnrb, R. (1992) Classroom Observation Tasks, (TESOL/Modern Languages Education) (Modern Cambridge, Cambridge University Press. Harmer, J. Languages Education), PGCertEdStud(TESOL) (Modern (1991) The Practice of English Language Teaching, Languages Education) Longman. Offered: Parkville Campus, Semester 1 Credit points: 25 483-804 RESEARCHING LANGUAGE HECS-band: 1 CLASSROOMS Staff: Kieran O'Loughlin

The Lvi4y,r d rne sst SUBJECT DESCRIPTIONS 2002

Contact: 36 hours development; the establishment of collaborative relationships with other staff members and the wider Special note: This subject may not be undertaken by school community and self-reflection and critical students who have already completed either 483-838 evaluation of one s own practice. Investigating Language and Literacy Acquisition, or 483- 839 Language, Literacy and Learning. Assessment: Successful classroom performance and the ability to operate independently both within the Description: A study of the nature of the language classroom and within the wider school community as learning task, Including an analysis of spoken and judged by Faculty staff in conjunction with school written language, its acquisition and its use in bilingual supervisors along with satisfactory completion of lesson and multilingual settings, together with an introduction plan logbooks, including a record of observations and to the implications of this for language teaching classes taught, self-evaluations and a substantially methodology and lesson-planning. original unit of work consisting of at least five lesson Assessment: Written assignments totalling 6000 words plans together with detailed introductory notes and a (100 per cent). written report on a designated segment of the teaching Prescribed texts: Derewianka, B. A Grammar experience. Total assessment equivalent to 3000 words Companion, PETA, 1998. Thornbury, S. About Language, (100 per cent). Cambridge University Press, 1997. Ellis, R. Second Prescribed texts: Ur, P. A Course in Language Teaching, Language Acquisition, Oxford, Oxford University Press, Cambridge University Press, 1996. Wajnryb, R. 1997. Lightbown, P.M. and Spada, N. How Languages Classroom Observation Tasks, Cambridge University are Learned, Oxford, Oxford University Press, 1999. Press, 1992.

483-830 PROFESSIONAL PRACTICE: 483-850 PROFESSIONAL PRACTICE: TESOL MODERN LANGUAGES EDUCATION Available in these courses: MEd, MTESOL, Available in these courses: MEd, MModLang, PGDipProfStud, PGCertProfStud, PGDipEdStud(TESOL) PCDipProfStud, PGCertProfStud, PGDipEdStud(Modern (TESOL/Modern Languages Education) , Languages Education) (TESOL/Modern Languages PGCertEdStud(TESOL) Education), PGCertEdStud(Modern Languages Offered: Parkville Campus, Year-long Education) Credit points: 12.5 Offered: Parkville Campus, Year-long HECS-band: 1 Credit points: 12.5 Staff: Kieran O'Loughlin HECS-band: 1 Contact: up to 12 hours, plus 22 days supervised Staff: Jane Orton teaching practice and observation Contact: 2 hours, plus 22 days supervised teaching practice and observation Prerequisite and/or corequisite: 483-888 Methodology and Curriculum Design: TESOL, or approved equivalent. Prerequisite and/or corequisite: 483-889 Methodology and Curriculum Design: Modern Languages Education, Special note: This subject Is a requirement for local or approved equivalent. students who intend to teach in Australian schools. International students must enrol in the alternative Special note: Students must contact the School subject 483-642 Professional Practice: TESOL Experience and Professional Practice Unit by the end of (International) unless given permission by the Course the first week of the Semester to discuss placement. Co-ordinator to undertake 483-830 Professional Description: Students undertake 22 days supervised Practice: TESOL instead. All enrolling students must teaching practice and observation in the sectors in contact the School Experience and Professional Practice which they wish to qualify, together with peer Unit by the end of the first week of the Semester to observations and school-based field work. discuss placement. Assessment: Successful classroom performance and the Description: Students undertake 22 days supervised ability to operate independently both within the teaching practice and observation in the sectors in classroom and within the wider school community as which they wish to qualify, together with peer judged by Faculty staff in conjunction with school observations and school-based field work. Teaching practice incorporates appropriate modelling of the supervisors; along with satisfactory completion of rvations target language, both spoken and written; the design, lesson plan logbooks, including a record of obse implementation and evaluation of lessons and units of and classes taught, self-evaluations; a substantially work for students at a variety of language levels, the original unit of work consisting of at least five lesson adaptation of existing materials and development of plans together with detailed introductory notes; and a original work to meet student needs and Interests; the written report on a designated segment of the teaching evaluation and development of appropriate TESOL experience. Total assessment equivalent to 3000 words programs, Including needs analysis, syllabus design, (100 per cent). program organisation and evaluation; the monitoring, documentation and reporting of students' language 483-871 PROFESSIONAL PRACTICE:

5.62 The ggyouf soma DESCRIPTIONS 2002

ALBE Credit points: 12.5 This subject is not offered in 2002 HECS-band: 1 Available in these courses: MEd, PGDipProfStud, Staff: Kieran O'Loughlin PGCertProfStud, PGDipEdStud(ALBE) (TESOL/ALBE) Contact: 30 hours Offered: Parkville Campus, Year-long Prerequisite and/or corequisite: 483-829 Language and Credit points: 12.5 Language Acquisition, or approved equivalent. HECS-band: 1 Description: A study of the nature of the TESOL methodology and curriculum design and evaluation In Staff: Kieran O Loughlin both child and adult English language learning contexts. Contact: 2 hours, plus 22 days supervised teaching Topics include the socio-cultural context of TESOL, practice and observation including educational, cultural, historical and intergroup Issues; different approaches to TESOL learning and Prerequisite and/or corequisite: 483-890 Methodology teaching, needs analysis, curriculum design, the and Curriculum Design: ALBE, or approved equivalent. planning and evaluation of units of work, strategies, Special note: Students must contact the School techniques and resources for learning and teaching Experience and Professional Practice Unit by the end of speaking, listening, reading and writing; assessment the first week of the Semester to discuss placement. and reporting; the design, implementation and Description: Students undertake 22 days supervised evaluation of TESOL programs, including bilingual teaching practice and observation in the sectors in programs; and the role of the ESOL teacher in the which they wish to qualify, together with peer workplace and wider educational community. observations and school-based field work. Teaching Assessment Assignments totalling 3000 words (100 per practice incorporates appropriate modelling of English cent). language and literacy skills, both spoken and written; the design, implementation and evaluation of lessons Prescribed texts: Hedge, T. Teaching and Learning in the and units of work for students at a variety of literacy and Language Classroom, Oxford, Oxford University Press, education levels, the adaptation of existing materials 2000. Nunan, D. Second Language Teaching and and development of original work to meet student Learning, Heinle and Heinle, 1999. Ur, P. A Course In needs and interests; the evaluation and development of Language Teaching, Cambridge, Cambridge University appropriate adult literacy and basic education (ALBE) Press, 1996. programs, including needs analysis, syllabus design, program organisation and evaluation; the monitoring, documentation and reporting of students' language and 483-889 METHODOLOGY AND literacy development; the establishment of collaborative CURRICULUM DESIGN: MODERN relationships with other staff members and the wider LANGUAGES EDUCATION school community and self-reflection and critical evaluation of one s own practice. Available In these courses: MEd, MModLang, PCDipProfStud, PGCertProfStud, PGDipEdStud(Modern Assessment Successful classroom performance and the Languages Education) (TESOL/Modern Languages ability to operate independently both within the Education), PGCertEdStud(Modern Languages classroom and within the wider school community as Education) judged by Faculty staff in conjunction with school supervisors along with satisfactory completion of lesson Offered: Parkville Campus, Semester 2 plan logbooks, including a record of observations and Credit points: 12.5 classes taught, self-evaluations and a substantially HECS-band: 1 original unit of work consisting of at least five lesson plans together with detailed introductory notes and a Staff: Jane Orton written report on a designated segment of the teaching Contact 24 hours experience. Total assessment equivalent to 3000 words Prerequisite and/or corequisite: 483-829 Language and (100 per cent). Language Acquisition, or approved equivalent. Prescribed text Gittins, R. An Introduction to Literacy Description: A study of the educational potential of Teaching, Adult Literacy and Basic Skills Unit, London, modern language learning and the design and 1993. evaluation of policy, programs, curriculum and teaching practices which attempt to realise this potential. The subject Includes examination of the Victorian VCE Study 483-888 METHODOLOGY AND Design and Curriculum Standards Framework. Students CURRICULUM DESIGN: TESOL are expected to plan and evaluate programs of work in a Available In these courses: MEd, MTESOL, language of their choice, with reference to content, PCDiPProfStud, PGCertProfStud, PGDipEdStud(TESOL) classroom organisation, methodology and resources, (TESOL/Modern Languages Education) , language acquisition and educational development. PGCertEdStud(TESOL) Assessment A practical article of 1500 words (50 per Offered: Parkville Campus, Semester 2 cent); and a practical exercise on curriculum design of SUBJECT DESCRIPTIONS 2002

1500 words (50 per cent). Participation in class on this which can help individuals construct deep and exercises and discussion are required. sound mathematical knowledge and develop strong Prescribed texts: Victorian Board of Studies, The LOTE problem solving abilities. This subject examines the Curriculum and Standards Framework, Curriculum practical consequences for teaching and curriculum of Corporation, Carlton, 1995. Vale, D. et.al. Pocket ALL: A knowledge of students thinking and problem solving User's Guide to the Teaching of Languages and ESL, and introduces participants to research findings and Curriculum Corporation Carlton 1991. methodologies, including clinical interviewing. The subject is suitable for primary, secondary and tertiary teachers. 483-890 METHODOLOGY AND Assessment for DEd students: Participation in weekly CURRICULUM DESIGN: ALBE seminars, including short presentations as arranged; an oral presentation of 1000 words of results of a pilot This subject is not offered in 2002 study using task-based interviews (12 per cent); a Available In these courses: MEd, PGDipProfStud, research proposal of 3000 words which involves the PGCertProfStud, PGDipEdStud(ALBE) (TESOL/ALBE) clinical interviewing above as a pilot study (38 per cent); a literature review of 4000 words of a clearly defined Offered: Parkville Campus area of research in mathematics education (50 per cent). Credit points: 12.5 Assessment for all other students: Participation in HECS-band: 1 weekly seminars, including short presentations as Staff. TBA arranged; an oral presentation of 1000 words of results of a pilot study using task-based interviews (16 per Contact: 24 hours cent); a research proposal of 2500 words which involves Prerequisite and/or corequlsite: 483-829 Language and the clinical interviewing above as a pilot study (42 per Language Acquisition, or approved equivalent. cent); a literature review of 2500 words of a clearly defined area of research in mathematics education (42 Description: A study of the nature of adult literacy and per cent). basic education (ALBE) methodology and curriculum design and evaluation in both workplace and educational contexts. Topics include the socio-cultural 485-620 THE MATHEMATICS context of ALBE, including educational, cultural, historical and intergroup issues; different approaches to CLASSROOM ALBE learning and teaching, needs analysis, curriculum Available In these courses: DEd, MEd, design, the planning and evaluation of units of work, PCDipMath&MathEd, PGDipProfStud, PGCertProfStud strategies, techniques and resources for learning and Offered: Parkville Campus, Semester 1 teaching speaking, listening, reading and writing; assessment and reporting; the design, implementation Credit points: 25 and evaluation of ALBE programs, including special HECS-band: 1 needs programs; and the role of the ALBE teacher in the workplace and wider educational community. Staff. David Clarke Contact for DEd students: 36 hours Assessment: A practical article of 1500 words (50 per cent); and a practical exercise on curriculum design of Contact for all other students: 30 hours 1500 words (50 per cent). Minimum 80 per cent Description: The focus of this unit is the school attendance and participation in class exercises and mathematics classroom and the theories of learning and discussion are required. instruction by which educationalists attempt to understand the practice and outcomes of classroom participation. Theories of teacher professional 485-613 HOW CHILDREN LEARN development are also studied to the extent that these MATHEMATICS inform any analysis of classroom practice and teacher This subject is not offered in 2002 innovation. Students study both the results of classroom research and the methods by which these results are Available in these courses: DEd, MEd, obtained. Students are required to demonstrate critical PGDipMath&MathEd, PGDipProfStud, PGCertProfStud skills in the comparison and evaluation of different Offered: Parkville Campus theories and different research methods, and practical Credit points: 25 skills in the use of a subset of these research methods in actual mathematics classrooms. HECS-band: 1 Assessment for DEd students: Students must submit two Staff. Kaye Stacey major assignments of 4000 words each (50 per cent Contact for DEd students: 36 hours each). In addition, students are required to make an oral Contact for all other students: 30 hours presentation to the class addressing the content of one of the above assignments. Student performance in this Description:Teaching mathematics successfully requires oral presentation will constitute part of the student s understanding mathematical ideas from the point of assessment for that assignment. view of the learner, and then designing teaching based

5.64 SUBJECT DESCRIPTIONS 2002

Assessment for all other students: Students have the Offered: Parkville Campus option of two major assignments of 3000 words each Credit points: 25 (50 per cent each) or four minor assignments of 1500 words each (25 per cent each). HECS-band: l Staff: Christina Hart 485-621 RECONSTRUCTING SCIENCE Contact for DEd students: 36 hours EDUCATION Contact for all other students: 30 hours Available in these courses: DEd, MEd, PCDipProfStud, Description: In this subject, students will examine the PCCertProfStud literature on children s learning in science teaching. Students will consider the variety of applications of Offered: Parkville Campus, Semester 1 computers in science learning, including data logging Credit points: 25 and the use of electronic resources for communication and accessing information. The challenges posed by HECS-band: I such technologies to traditional teaching approaches, Staff: Rod Fawns and the questions raised about the selection of Contact for DEd students: 36 hours curriculum content and materials will be critically discussed. The Implications for issues such as Contact for all other students: 30 hours assessment and equity will also be considered. Students Description: Consideration of the appraisal and reform will apply the new insights they develop to the design of of the science curriculum both in Australia and overseas a teaching sequence in science. at primary, secondary and tertiary levels. The study is Assessment for DEd students: (1) Participation in weekly particularly directed to participants who are assumed to seminars (10 per cent); (2) a critical review of the have a leadership role in science education reform and literature on theories of science learning and professional development in their institution. It includes approaches to researching science learning (3000 consideration of the arguments for the reconstruction of words, 30 per cent); (3) an examination of the science education in the context of changing patterns of applications for technology in science teaching (1500 social participation and vocational expectations of words, 20 per cent); (4) development and presentation science teaching, cognition and participation as public of a lesson sequence and reflective commentary goals, images of science and science teachers, demonstrating the application of learning theories, professional appraisal and the subject department as the approaches to researching children s learning, or the use prime locus of curriculum reform, social organization of technology (3000 words , 40 per cent). and professional development in secondary schools. Each student undertakes an intensive program of Assessment for all other students: (1) Participation in directed reading tailored to his or her personal weekly seminars (10 per cent); (2) a critical review of the requirements leading to the presentation of colloquia literature on theories of science learning and Papers. approaches to researching science learning (1800 words, 30 per cent); (3) an examination of the Assessment for DEd students: (1) Participation in weekly applications for technology in science teaching (1200 seminars, including short presentations (equivalent to words, 20 per cent); (4) development and presentation 2000 words, 25 per cent); (2) a presentation of a of a lesson sequence and reflective commentary literature review in a clearly defined area of research demonstrating the application of learning theories, (3000 words, 37 per cent); and (3) a retrospective approaches to researching children s learning, or the use account of an aspect of science curriculum or research of technology (2500 words , 40 per cent). proposal which addresses a particular question which arose in the literature and in professional practice (3000 words, 38 per cent). 485-623 EDUCATION FOR A Assessment for all other students: (1) Participation in TECHNOLOGICAL WORLD weekly seminars, including short presentations (equivalent to 2000 words, 33 per cent); (2) a Available In these courses: DEd, MEd presentation of a literature review in a clearly defined Offered: Parkville Campus, Semester 2 area of research (2000 words, 33 per cent); and (3) a Credit points: 25 retrospective account of an aspect of science curriculum or research proposal which addresses a particular HECS-band: 1 question which arose in the literature and In Staff: Rod Fawns, Roger Cross professional practice (2000 words, 34 per cent). Contact for DEd students: 36 hours Contact for all other students: 30 hours 485-622 LEARNING SCIENCE IN A Description: Consideration and appraisal of the COMPUTER AGE development of curricula to meet the challenges of a This subject is not offered in 2002 technological age in areas such as health, technology, science and outdoor and environmental education at Available In these courses: DEd, MEd, PCDipProfStud, primary, secondary and tertiary levels. The study is PCCertProfStud based around the need to reconstruct pedagogy and SUBJECT DESCRIP IONS 2002

revitalise infrastructure in the context of changing social Assessment for all other students: Participation in and cultural beliefs and public understanding, as well as weekly seminars, including short presentations (2000 Increasing technological capability and environmental words, 34 per cent) and one of the following (4000 pressures. Topics include personal knowledge, words, 66 per cent): (1) redevelopment of a curriculum pedagogical relations and narrative identity in teaching; unit integrating recent advances in science and orientations to reflective practice and competence based technology; (2) a Masters level research proposal; or (3) assessment in informal educational contexts; a review of technologically rich curriculum materials and partnerships, positions and collaboration in teaching, research literature for a specific school science or learning and professional development; situative and technology strand. cognitive psychological frameworks for educational research and professional practice. Each student undertakes an Intensive program of directed reading 485-643 NEGOTIATED PROJECT IN tailored to his/her personal requirements leading to the SCIENCE AND MATHEMATICS presentation of colloquia papers. EDUCATION Assessment for DEd students: (1) Participation in weekly Available In these courses: MEd, PGDipProfStud, seminars, including short presentations (2000 words, 25 per cent); (2) a presentation of a literature review on PGCertProfStud a particular theme (3000 words, 37 per cent); and (3) a Offered: Parkville Campus, Semester 1 or 2 presentation of a research proposal in the form of a Credit points: 25 retrospective account of curriculum development in this area (3000 words, 38 per cent). HECS-band: 1 Assessment for all other students: (1) Participation In Staff: from the Department of Science and Mathematics weekly seminars, including short presentations (2000 Education; student is responsible for obtaining a words, 33 per cent); (2) a presentation of a literature supervisor. review on a particular theme (2000 words, 33 per cent); Contact: To be negotiated with the supervisor and (3) a presentation of a research proposal in the form Description: An individually negotiated project in which of a retrospective account of curriculum development in the student undertakes a theoretical study (eg., a this area (2000 words, 34 per cent). substantial critical review of a particular body of literature), a professional study (eg., a special teaching assignment of at least three months duration), a 485-624 RECENT DEVELOPMENTS: research or development project, or a relevant approved SCIENCE AND TECHNOLOGY course of training conducted outside the Faculty of This subject Is not offered in 2002 Education. Available In these courses: DEd, MEd, PGDipProfStud, Assessment: To be negotiated with the supervisor and PGCertProfStud depending on the type of project undertaken, either a literature review, research report or project report of Offered: Parkville Campus 6000 words (100 per cent); or a detailed report of the Credit points: 25 project activity of 6000 words together with a report from the project supervisor (100 per cent); or a HECS-band: l reflective journal covering the period of the professional Staff: Roger Cross development activity of 1500 words (25 per cent) plus Contact for DEd students: 36 hours an essay or project of 4500 words on an issue arising out of the activity to be negotiated with the supervisor Contact for all other students: 30 hours (75 per cent). Description: This subject studies and evaluates new curriculum materials and models published locally and overseas which are designed to facilitate the instruction 485-646/681/683 RESEARCH and learning of recent advances in scientific and METHODS IN EDUCATION technological knowledge and procedures. The emphasis is on strengthening pedagogical content knowledge In Available In these courses: MEd, MlnfoTech, these areas, based on sound theoretical and conceptual MModLang, MTESOL, MTrngDvt, MEdHearinglmp, literary sources, and their integration into classroom MGiftedEd, MSpecialEd, MEarlyChild, MEarlylnt, instruction and school curriculum. MStudWelf, MTESOL, PGDipEd&Trng, PGDipProfStud, PGCertProfStud Assessment for DEd students: Participation in weekly seminars, including short presentations (2000 words, Offered: Summer - Part A and Part B (Qualitative 25 per cent) and one of the following (6000 words, 75 Methods and Quantitative Methods); Semester 1 - Part A per cent): (1) redevelopment of a curriculum unit and Part B (Qualitative Methods, Quantitative Methods, integrating recent advances in science and technology; Reflective Practice and Action Research, and (2) a Doctoral level research proposal; or (3) a review of Researching Vocational Education and Training); technologically rich curriculum materials and research Semester 2 - Part A (both on-campus and on-line), Part B literature for a specific school science or technology (Qualitative Methods, Quantitative Methods, and strand. Researching Vocational Education and Training available on-line; Researching VET also available on campus).

5.66 the gi d--

SUBJECT DESCRIPTIONS 2002

Credit points: 25 Staff: Rod Fawns HECS-band: 1 Contact 36 hours Co-ordinator. David Clarke Description: The seminars provide opportunities for icipants to explore conflicting conceptions of Contact 30 hours part curriculum — platform, deliberation and design — as they Special requirements: External mode students must relate to their particular field or institutional context. have access to the required computing and Internet Each student undertakes an extensive program of facilities detailed in the Faculty s General Information directed reading tailored to his or her personal section of this Handbook. requirements in current change management, Special note: This subject is offered under various professional development or pedagogical reform. subject codes (485-646, 485-681, 485-683) depending Amongst the ideas examined in the literature and in on the course and stream in which the student is practice are teacher personal professional knowledge, enrolled. Students in the Master of Early Childhood, collaboration and the persistence of privacy; the use of Master of Early Intervention, and Master of Student curriculum narratives In professional development and Welfare, and Stream IA students in the Master of appraisal; levels of shared decision making; discipline Education, Master of Education of the Hearing impaired, subcultures, content as context; subject departments as Master of Gifted Education, Master of Information prime loci for institutional reform; persistent social Technology in Education, Master of Modern Languages movements in curriculum reform; the impact of Education, Master of Special/Integrated Education and ideological swings; the centralization of curricular Master of TESOL enrol in subject code 485-681. Master control and the decentralization of management and of Education Stream 2 students enrol in subject code bureaucracy. 485-683. All other students undertaking the subject Assessment for DEd students: A maximum of three enrol in subject code 485-646. small writing tasks modelling modes of curriculum Description: The subject is divided into two parts, Part A research — biography, interview, sociological survey — and Part B. In Part A, students undertake a common totalling 3000 words; a paper of approximately 3000 course of study. In Part B, students select one module of words dealing with an aspect of one of the major topics study relevant to their proposed thesis topic under the of the course (sample topics will be provided); and an in- direction of their supervisor. These modules are listed class assignment of approximately 2000 words in the below under Part B. Both Part A and Part B must be final session. undertaken in the same semester. Assessment for MEd students: A maximum of 3 small Part A Contact 15 hours writing tasks modelling modes of curriculum research — biography, interview, sociological survey — totalling Pan A Description: Topics include: an overview of the 3000 words (50 per cent); a paper of approximately methods of disciplined inquiry; historical and 3000 words dealing with an aspect of one of the major philosophical methods; ethnographic research and case topics of the course (sample topics will be provided) (50 study methods; survey methods; quasi experimental per cent). methods; introduction to information resources for research. Part A Assessment An essay of 3000 words (50 per 485-802 UPDATING PHYSICS cent). TEACHING IN THE MIDDLE SCHOOL Part B Contact 15 hours This subject Is not offered in 2002 Part B Description: The Part B modules available include Available In these courses: PGDipProfStud, Qualitative Methods, Quantitative Methods, Reflective PGCertProfStud Practice and Action Research, and Researching Vocational Education and Training. Note that not all Part Offered: Parkville Campus B modules are offered every semester. An information Staff: Jo Sadler package is available from the Faculty Office from Credit points: 12.5 December. HECS-band: 1 Part B Assessment A paper of 3000 words (50 per cent). Students undertaking a major thesis of 40,000 words Contact 18 hours may be required to undertake an oral defence of the Description: This subject enables participants to extend research proposal. their knowledge of physics through Investigating the key concepts and smart teaching ideas In units developed by outstanding teachers. Hands-on 485-703 CO-ORDINATION OF THE workshops, lectures and excursions provide the CURRICULUM background from which participants develop, trial and evaluate teaching activities appropriate to their own Available In these courses: DEd, MEd classes. Teaching strategies, learning theory and Offered: Parkville Campus, Semester 1 resources Including appropriate information Credit points: 25 technologies are reviewed and evaluated. HECS-band: 1

giaAu 5.67 t7f6 SUBJECT DESCRIPTIONS 2002

Assessment The development, trialing and evaluation Assessment: The development, trialing and evaluation of a unit of work appropriate to the specific physics of a unit of work appropriate to the topics covered (3000 topics studied (3000 words). words). Prescribed texts: Victorian Board of Studies, Curriculum Prescribed text: Victorian Board of Studies, Curriculum and Standards Framework ll: Sciences, Melbourne, 2000. and Standards Framework I1: Health and Physical Education, Melbourne, 2000. 485-803 SEXUALITY ISSUES AND THE SCHOOL 485-805 TEACHING FOR NUMERACY This subject is not offered in 2002 Available in these courses: DEd, MEd, PGDipMath&MathEd, PGDipProfStud, PGCertProfStud Available In these courses: PGDipProfStud, PGCertProfStud Offered: Parkville Campus, Semester 2 Offered: Parkville Campus Credit points: 25 Credit points: 12.5 HECS-band: 1 HECS-band: l Staff: Helen Chick Staff: Val Webster Contact for DEd students: 36 hours Contact: 18 hours Contact for all other students: 30 hours Description: A study of human sexuality in the school Description: This unit considers issues associated with environment. Topics selected from: school policy in the learning, teaching and assessment of numeracy. A regard to sexuality education including sexual central focus is to determine what it means to be harassment, STD and HIV/AIDS prevention education; numerate; examination of this question leads to a sexuality education practice related to the CSF Health consideration of the relationship between numeracy and and Physical Education learning areas; the role of mathematics, whether or not numeracy can be parents and of community educators; the gendered measured, and why numeracy has become a central construction of sexuality; adolescent health and Issue in education at this time. Students study and sexuality and sexual behaviour; goals and effectiveness evaluate national and international programs and reform of sexuality education; issues of sexual and movements intended to improve numeracy levels, and consider recent research results. In particular, students reproductive health including sexual violence and homelessness. investigate teaching practices and identify resources and strategies which enhance the learning and teaching Assessment A paper on a controversial issue in school of numeracy. sexuality education equivalent to 1500 words (50 per Assessment for DEd students: A critique or evaluation of cent) and the outline of a sexuality education program a numeracy program (2500 words), a minor assignment for use in a primary or postprimary school equivalent to (2000 words) and a major assignment (3500 words). 1500 words (50 per cent). Assessment for all other students: A critique or evaluation of a numeracy program (2000 words), a 485-804 OUTDOOR EDUCATION IN minor assignment (1000 words) and a major assignment THE PRIMARY SCHOOL (3000 words). This subject is not offered in 2002 Available In these courses: PGDipProfStud, 485-806 COMMUNICATING SCIENCE PGCertProfStud This subject is not offered in 2002 Offered: Parkville Campus Available in these courses: PGDipProfStud, Credit points: 12.5 PCCertProfStud HECS-band: 1 Offered: Parkville Campus Staff: Stewart Dickinson Credit points: 12.5 Contact: 18 hours as a two day program, conducted as HECS-band: 1 a weekend field trip including an overnight camp. Staff: Museum Victoria and the Department of Science Description: This subject equips participants to and Mathematics Education understand the role of outdoor education in the context Contact: 15 hours of the Curriculum and Standards Framework and to use the outdoors as a unique teaching medium to enrich the Prerequisites: An approved teaching qualification integrated curriculum. Topics include the relationship Description: The program is designed to develop skills between humans and nature; the contributions of in the communication of science and technology in both education to understand the natural environment; teachers and their students. Areas covered include: aesthetic responses to the natural world. individual learning styles; using objects to link the familiar with the unknown; oral presentation skills and strategies for developing these in students; written

met MO SUBJECT DESCRIPTIONS 2002

presentation skills including writing scientific articles, Hands-on workshops, lectures and excursions provide and creative writing (science fiction); the development the background from which participants develop, trial of posters and classroom displays; basic design and evaluate teaching activities appropriate to their own principles; effective use of learning technologies classess. Teaching strategies, learning theory and including the Internet, CDRom, video and Powerpoint resources including appropriate Information presentations. Areas of science and technology content technologies are reviewed and evaluated. include Astronomy, Force and Movement, Light and Assessment The development and testing of a unit of Sound, Materials, and Life and Living. work including student assessment appropriate to the Assessment Development of an 8- to 10-week unit of biological science studies (4000 words, 70 per cent; oral work for the classroom, equivalent to 3000 words, to presentation to the class, 30 per cent). include rationale, content, delivery method and Prescribed text: Victorian Board of Studies (1999) evaluation; or production of a classroom exhibition, Curriculum and Standards Framework II, Melbourne. poster display, or publication demonstrating collaborative teacher-student development, together with documentation and evaluation of the process equivalent to 3000 words. 485-817 EARTH AND SPACE SCIENCE CURRICULUM STUDY Available In these courses: PGCertScienceTeaching 485-815 CHEMICAL SCIENCE Offered: Parkville Campus, Semester 2 CURRICULUM STUDY Credit points: 12.5 Available in these courses: PGCertScienceTeaching HECS-band: l Offered: Parkville Campus, Semester 1 Staff: Rod Fawns, Jo Sadler Credit points: 12.5 Contact: 18 hours HECS-band: l Description: This subject enables participants to extend Staff: Rod Fawns, Jo Sadler their knowledge of science through Investigating Contact 18 hours science ideas related to the strand of the Science Curriculum and Standards Framework, Earth and Space Description: This subject enables participants to extend Science. Hands-on workshops, lectures and excursions their knowledge of science through investigating provide the background from which participants science ideas related to the strand of the Science develop, trial and evaluate teaching activities Curriculum and Standards Framework, Chemical appropriate to their own classess. Teaching strategies, Science. Hands-on workshops, lectures and excursions learning theory and resources including appropriate provide the background from which participants Information technologies are reviewed and evaluated. develop, trial and evaluate teaching activities appropriate to their own classess. Teaching strategies, Assessment: The development and testing of a unit of learning theory and resources including appropriate work including student assessment appropriate to the information technologies are reviewed and evaluated. biological science studies (4000 words, 70 per cent; oral presentation to the class, 30 per cent). Assessment The development and testing of a unit of work including student assessment appropriate to the Prescribed text: Victorian Board of Studies (1999) biological science studies (4000 words, 70 per cent; oral Curriculum and Standards Framework II, Melbourne. presentation to the class, 30 per cent). Prescribed text: Victorian Board of Studies (1999) Curriculum and Standards Framework II, Melbourne. 485-818 BIOLOGICAL SCIENCE CURRICULUM STUDY This subject is not offered in 2002 485-816 PHYSICAL SCIENCE Available In these courses: PGCertScienceTeaching CURRICULUM STUDY Offered: Parkville Campus This subject is not offered in 2002 Credit points: 12.5 Available in these courses: PGCertScienceTeaching HECS-band: 1 Offered: Parkville Campus Staff: Rod Fawns, Jo Sadler Credit points: 125 Contact 18 hours HECS-band: 1 Description: This subject enables participants to extend Staff: Rod Fawns, Jo Sadler their knowledge of science through investigating Contact 18 hours science Ideas related to the strand of the Science Curriculum and Standards Framework, Biological Description: This subject enables participants to extend Science. Hands-on workshops, lectures and excursions their knowledge of science through investigating provide the background from which participants science ideas related to the strand of the Science develop, trial and evaluate teaching activities Curriculum and Standards Framework, Physical Science. appropriate to their own classess. Teaching strategies,

giartmf 619 rne 1 SUBJECT DESCRIPTIONS 2002

learning theory and resources including appropriate Staff: Christina Hart information technologies are reviewed and evaluated. Contact: 42 hours Assessment: The development and testing of a unit of Special Note:Credit may not be gained for this subject in work including student assessment appropriate to the the MEd/DEd if 485-622 Learning Science in a Computer biological science studies (4000 words, 70 per cent; oral Age is also taken, because of the significant overlap in presentation to the class, 30 per cent). content. Prescribed text: Victorian Board of Studies (1999) Description:This subject covers the following content: Curriculum and Standards Framework Il, Melbourne. research findings on children s learning about energy, and its various manifestations and uses; teaching approaches that facilitate meaningful learning about 485-819 TEACHING ABOUT FORCE energy at middle school level; the role of practical work AND MOTION IN GENERAL SCIENCE in learning and teaching about energy and different Available In these courses: PGCertScEdn(Physics) forms of energy; the applications of computers in learning about energy and its different forms, including Offered: Parkville Campus, Semester 1 uses of data-logging and electronic resources for Credit points: 25 communication and accessing information; issues of access and equity in the teaching and learning of HECS-band: 1 physics; social responsibility and the place of physics in Staff: Christina Hart the modern world; historical development of ideas about energy; energy transfers and energy Contact: 42 hours transformations; internal energy and heating as an Special Note: Credit may not be gained for this subject energy transfer; heating processes (convection, in the MEd/DEd if 485-622 Learning Science in a conduction and radiation); light and sound as forms of Computer Age is also taken, because of the significant energy, use of sensors and data loggers to make and overlap in content. record measurements of temperature , and light, and Description:This subject covers the following content: sound intensities; reflection of light by plane and curved research findings on children s learning about forces mirrors; refraction of light; images formed by lenses and and motion; teaching approaches that facilitate mirrors; colour as a consequence of the selective meaningful knowledge about forces and motion; the absorption and reflection of light; polarisation of light; applications of computers in learning about forces and DC (direct current) series and parallel circuits; energy motion, Including uses of data-logging and electronic transfer in DC circuits; current, voltage and power; resources for communication and accessing electronic systems and components; electromagnetic information; assessment strategies that support and effects; domestic electricity and the power supply rv enhance the teaching and learning of physical science, system; electrical safety; energy and conse ation of and encourage the development of students skills in energy resources; nuclear physics; communication communicating and investigating; epistemological systems. views of the nature of physics; historical development of Assessment: A two-hour examination, projects and ideas about motion, forces and astronomy:forces that other written assignments equivalent in total to 6000 act on contact (pushes or pulls, friction, normal reaction words. force, bouyant forces) and field forces (gravity, Prescribed text Students will be provided with a list of electrostatic attraction and repulsion; magnetic recommended readings and a manual containing course attraction and repulsion); forces as Interactions notes. (Newton s Third law); balanced and unbalance d forces (Newton s First law); use of force sensors; simple machines (gears, pulleys and levers) and mechanical advantage; velocity acceleration (Newton s Second law); 485-822 TECHNOLOGY ENRICHED structure and evolution of the solar system; structure MATHEMATICS EDUCATION and evolution of the universe. This subject is not offered in 2002 Assessment:A two-hour examination, projects and other Available In these courses: DEd, MEd, written assignments equivalent in total to 6000 words. PGDipMaths&MathsEd, PGDipProfStud, PGCertProfStud Prescribed text: Students will be provided with a list of Offered: Parkville Campus recommended readings and a manual containing course notes. Credit points: 25 HECS-band: l 485-820 TEACHNG ABOUT ENERGY IN Staff: Gary Asp GENERAL SCIENCE Contact for DEd students: 36 hours Available In these courses: PGCertScEd(Physics) Contact for all other students: 30 hours Offered: Parkville Campus, Semester 2 Special note: This subject may not be undertaken by students who have completed 485-893 Technology Credit points: 25 Enriched Mathematics Teaching 1 or 485-894 HECS-band: 1 Technology Enriched Mathematics Teaching 2. 5.70 The Mewo umo SUBJECT DESCRIPTIONS 2002

Description: A study of the use of technology enriched National Council for Educational Technology (1994). The learning and teaching within the school mathematics A-level Curriculum of the Future the Impact of curriculum. The present and potential role, status, Computer Algebra Systems. Coventry:NCET. impact and contributions to school mathematics education of teaching strategies, curriculum materials and programs incorporating the use of calculators 485-828 TEACHING INFO TECH AT and/or computers. The impact on the school SENIOR LEVELS mathematics curriculum and patterns of student thinking about mathematics, arising from the availability Available In these courses: MEd, MlnfoTech, MTrngDvt, and classroom use of technology. Design of and results PGDipCompEd, PGDipProfStud, PGCertProfStud, from relevant research studies are discussed. PGDipEdTrng, PGCertEdTrng Assessment for DEd students: Assignments involving the Offered: Parkville Campus, Semester 2 use of technology for mathematical tasks, the preparation of short evaluative reports of assigned readings, the Staff John Warner development and evaluation of classroom activities Credit points: 25 (equivalent in total to 3000 words, 34 per cent); a 4000 word literature review on a topic of research involving the HECS-band: 1 use of technology for the teaching and learning of Contact 36 hours mathematics (50 per cent); the written and oral Prerequisites: 485-831 Educational Programming presentation of a proposal for a research project on an Environments and 485-835 Information Management aspect of technology-enriched mathematics instruction and Education, or equivalent (1000 words, 16 per cent). Special note: This subject cannot be undertaken by Assessment for all other students: Minor assignments students who have completed 485-829 Teaching With involving skills in the use of technology for mathematical Information Technology tasks, analysis and reports from reading, development and evaluation of classroom activities (50 per cent, Description: The use of computers for educational equivalent in total to 3000 words); major assignment purposes with emphasis on current research and involving the design, conduct and report of action- educational philosophies of learning and teaching; current research on an aspect of technology-enriched and potential uses in key learning areas. Implications for mathematics instruction (50 per cent, equivalent in total schools of technological change, resourcing and policy. to 3000 words). Technology and individual learning styles, thinking strategies, problem solving and attitudes to learning. Curriculum content, teaching methods, assessment and resource materials in the information technology learning area in secondary schools with particular emphasis on the 485-824 TEACHING MATHEMATICS VCE Information Technology study design. WITH CAS Assessment: A literature review of 1500 words relating Available in these courses: DEd, MEd teaching style to the use of computers in education (25 Offered: Parkville Campus, Year-long per cent); a group seminar presentation equivalent to 1200 words based on a written paper on aspects of Credit points: 25 school policy for information technology (20 per cent); HECS-band: l an assignment related to the discipline content of the VCE Information Technology study design, equivalent to Staff: Kaye Stacey 2000 words (33 per cent); and an assignment of 1300 Contact for DEd students: 48 hours words relating to the teaching of information processing and management in the CSF or VCE (22 per cent). Contact for all other students: 48 hours Special computer skills required: Basic ability with graphic calculators and mathematical software. All fee paying students must provide a self-contained portable computer algebra system (handheld or laptop). Description: Teaching with mathematics with computer algebra systems (CAS). Principles influencing changes to curriculum, pedagogy, assessment and practical consequences. Underlying mathematics, pedagogical use of animations etc. Assessment for DEd students: Assignments totalling 8000 words Assessment for all other students:Assignments totalling 6000 words 485-829 TEACHING WITH Prescribed texts: Berry, J., Monaghan, J., Kronfellner, M. INFORMATION TECHNOLOGY & B., Kutzler, B. (eds.) The State of Computer Algebra in Mathematics Education. Lund, Sweden:Chartwell-Bratt.

5.71 Rf6 SU8JECT DESCRIPTIONS 2002

Available in these courses: MEd, MlnfoTech, MTrngDvt, Description: The place in teaching and administration of PGDipCompEd, PGDipProfStud, PGCertProfStud, generic software tools such as word processors, PGDipEdTrng, PGCertEdTrng databases, graphics packages, communications Offered: Either Parkville Campus or external (on-line) packages and spreadsheets. The manipulation of data using integrated packages. Presentation and publishing mode, Semester 2 using hypermedia. Development of skills in the use of Credit points: 25 each software tool in the context of curriculum and/or HECS-band: i administrative applications. Review of current literature and Investigation of trends in educational applications of Staff. John Murnane generic software tools. Educational recording and Contact 30 hours for internal mode students. External reporting packages. mode students can expect a total workload of Assessment: Four assignments, demonstrating approximately 240 hours. competence in the use of two software tools, and a Special requirements: External mode students must negotiated study of a specialist software application in a have access to the required computing and Internet subject area of the student's choice, equivalent in total facilities detailed in the Faculty s General Information to 6000 words. section of this Handbook. Special note: The subject cannot be undertaken by students who have completed 485-828 Teaching Info 485-831 EDUCATIONAL Tech at Senior Levels PROGRAMMING ENVIRONMENTS Description: An introduction to the use of computers for Available in these courses: DEd, MEd, MlnfoTech, educational purposes with emphasis on current research MTrngDvt, PGDipCompEd, PGDipProfStud, and educational philosophies of learning and PGCertProfStud, PGDipEdTrng, PGCertEdTrng approaches to learning and teaching; current and Offered: Parkville Campus, Semester 2 potential uses in key learning areas. Implications for schools of technological change, resourcing and policy; Credit points: 25 consideration of relevant state and federal policies. HECS-band: 1 Overview of educational software, evaluation issues and Staff. John Murnane strategies. Introduction to telecommunications and the Internet. The relationship between technology and Contact: 48 hours individual learning styles, thinking strategies, problem Special requirements: Students are assumed to have a solving and attitudes to learning. good acquaintance with the Macintosh and/or Windows Assessment An essay, a literature review, a research environment and competency with at least one major project, and a presentation of a written paper, computer application such as word processing, equivalent in total to 6000 words. spreadsheet or Web editing. Description: A study of the technologies which underpin information management and processing: types of 485-830 SOFTWARE ENVIRONMENTS computer systems and architectures; leading-edge FOR LEARNING applications of computer systems; a study of modern computer languages as a vehicle for learning and Available in these courses: MEd, PGDipCompEd, problem solving across the school system (eg. PGDipProfStud, PGCertProfStud Microworlds, HyperTalk, Visual Basic); the expression of Offered: Either Parkville Campus or external (on-line) problem solutions in algorithmic form; the information mode, Semester 1 system software development cycle. Related robotics Credit points: 25 and programmed control applications that meet the requirements of the Technology CSF. Issues associated HECS-band: l with the teaching of programming and computer Staff: John Warner controlled systems. Contact 48 hours for internal mode students. External Assessment for DEd students: A series of short essays mode students can expect a total workload of analysing aspects of the use of a general educational approximately 240 hours. programming environment in the classroom supported Special requirements: Competence in using a computer by appropriate examples of programming exercises and with a graphical user interface, saving and manipulating workshop activities equivalent to 3200 words (40 per files and competence in word processing are mandatory cent); assignment and workshop activities involving a for this subject. External mode students must have multimedia tool equivalent to 1000 words (12.5 per access to the required computing and Internet facilities cent); an essay relating the employment of simple detailed in the Faculty s General Information section of automated and robotic technology to problem solving this Handbook skills in the general curriculum together with appropriate examples equivalent to 2000 words (25 per Special note: This subject cannot be undertaken by cent); and a 1800 word essay (22.5 per cent). students who have completed 485-887 Introduction to Software Tools or 485-888 Advanced Software Tools. Assessment for all other students: Programming assignment and workshop activities utilising a suitable

5.72 ms iourne SUBJECT DESCRIPTIONS 2002

general educational programming enviroment Contact 36 hours for internal mode students. External equivalent to 2500 words (41 per cent); assignments mode students can expect a total workload of and workshop activities involving a multimedia tool, approximately 240 hours. equivalent to 1000 to words (17 per cent); assignments Special requirements: Students will be assumed to have and workshop activities in a robotics environment, covered the material contained In 485-830 Software equivalent to 1500 words (25 per cent); and a 1000 Tools in Education. External mode students must have word essay (17 per cent). access to the required computing and Internet facilities detailed in the Faculty s General Information section of this Handbook 485-832 DEVELOPING MULTIMEDIA Description: The role of graphics visual presentation and Available In these courses: DEd, MEd, MlnfoTech, multi-media in human communication. Principles of MTmgDvt, PGDipCompEd, PGDipProfStud, interface design and interactive graphical PGCertProfStud, PGDipEdTmg, PGCertEdTrng communication. Applications of graphics and multi- Offered: Parkville Campus, Semester 2 media in education. Technology used in schools for delivery of telecommunications; resources, information Credit points: 25 retrieval and publishing on the World Wide Web and the HECS-band: 1 Internet. Access, equity and ethical issues involved In Staff: Dianne Chambers this technology. Implications for teachers and students. Current state-wide, national and international projects Contact 36 hours (eg I`EARN). Prerequisites: 485-830 Software Environments for Assessment: An assignment involving the creation and Learning, and 485-829 Teaching With Information educational use of an individual Website, ready for Technology, or equivalents publication on the Internet, an essay on an application of Description: Contemporary developments and research telecommunication technology to education, and a in educational software, especially multimedia negotiated production of a multimedia product, applications; its place in current theories of teaching and equivalent in total to 6000 words. learning. Advanced software evaluation: strategy and approaches; human factors engineering. Research and analysis of educational software requirements. 485-835 INFORMATION Psychological factors in interface design. Writing MANAGEMENT AND EDUCATION specifications for the design of educational software. Multimedia development environments: comparative Available In these courses: MEd, MlnfoTech, MTrngDvt, evaluation of development tools and delivery systems. PGDipCompEd, PGDipProfStud, PGCertProfStud, Prototyping, testing and evaluation. Investigation of PGDipEdTrng, PGCertEdTrng ethical and equity issues in software design. Offered: Parkville Campus, Semester 1 Assessment for DEd students: An essay of 1200 words Credit points: 25 (15 per cent); specification of the design of an HECS-band: 1 innovative example of educational software, equivalent to 1200 words (15 per cent); a team-based software Staff: John Warner development project 2800 words (45 per cent), Contact 36 hours including an individual report on the design process of 800 words; and an essay of 2000 words (25 per cent). Description: Programming in contemporary languages. Principles of systems analysis and problem solving Assessment for all other students: An essay of 1200 using information technology; management information words (20 per cent); specification of the design of an systems: data dictionaries and data bases; the innovative example of educational software, equivalent information systems used in schools and in small and to 1200 words (20 per cent); and a team-based software large organisations; computer network models and the development project 2800 words (60 per cent), nature of information storage, retrieval and processing; including an individual report on the design process of data interpretation and representation. Management 800 words. Information Systems. Problem solving using information technology and information management. Information systems for school administration. 485-833 TELECOMMUNICATIONS AND Assessment Programming assignments and workshop MULTIMEDIA activities demonstrating competency with the selected Available in these courses: MEd, MlnfoTech, MTrngDvt, programming language(s) equivalent to a total of 2000 PGDipCompEd, PGDipProfStud, PGCertProfStud, words (34 per cent); a case study of an Information PGDipEdTrng, PGCertEdTrng system equivalent to 2000 words (33 per cent); and a problem-solving project equivalent to 2000 words (33 Offered: Either Parkville Campus or external (on-line) per cent). mode, Semester 1 Credit points: 25 HECS-band: 1 485-836 NEW VISIONS FOR TEACHING Staff: John Warner AND LEARNING matzfm rne SUBJECT DESCRIPTIONS 2002

Available In these courses: DEd, MEd, MlnfoTech, Technology with a specialisation in one of these areas. MTrngDvt, PGDipCompEd, PGDipProfStud, A detailed investigation of the role and use of computers PGCertProfStud, PGDipEdTrng, PGCertEdTrng in a selected area of the curriculum (eg. robotics, LOTE, music, science, mathematics, humanities). Educational Offered: Parkville Campus, Semester 2 policy with regard to Information Technology and its Credit points: 25 effect on the primary to secondary transition. HECS-band: 1 Implications of technological change in society for the school curriculum. Staff: Anne McDougall Assessment for DEd students: Two essays, an evaluation Contact for DEd students: 36 hours of educational software and a paper — internal students Contact for all other students: 30 hours will present this paper (75 per cent); and a reflective journal (25 per cent). Equivalent in total to 8000 words. Description: An exploration of the possibilities offered by new technologies to enhance learning, and related Assessment for all other students: Two essays, an implications for change in the nature of teaching. evaluation of educational software, and a written paper Examination of the contribution made by work with — internal students will present this paper. Equivalent in computer-based techniques, and computational ideas total to 6000 words (100 per cent) from artificial intelligence, to the development of understanding of the processess of learning. Research methods, including case study approaches, for 485-850 KEY ISSUES IN investigating learning processes and outcomes of MATHEMATICS EDUCATION technology-related educational programs. This subject is not offered in 2002 Assessment for DEd students: Participation in weekly Available In these courses: DEd, MEd seminars as arranged; a literature review of a clearly defined area of research (3200 words, 40 per cent); a Offered: Parkville Campus research proposal outlining an Investigation of learning Credit points: 25 in a technology-related setting (3200 words, 40 per cent); a small pilot version of original multimedia or HECS-band: 1 educational software for educational purposes with Staff: David Clarke documentation (1600 words, 20 per cent). Contact for DEd students: 36 hours Assessment for all other students: Participation in Contact for all other students: 30 hours weekly seminars as arranged; a literature review of a clearly defined area of research (3000 words, 50 per Description: The consideration of issues affecting the cent); a research proposal outlining an investigation of direction of contemporary mathematics education. In learning in a technology-related setting (3000 words, 50 particular, those issues specific to curricular per cent). developments in Victoria are distinguished from those which reflect national or international trends. Possible topics include: changing curricular content priorities; 485-837 COMPUTERS AND the impact of technology on the school mathematics CURRICULUM curriculum; mathematical disadvantage within the school mathematics curriculum and in society in Available in these courses: DEd, MEd, MlnfoTech, general; contemporary theories of mathematics learning MTrngDvt, PGDipCompEd, PGDipProfStud, and their implications for classroom practice; the PGCertProfStud, PGDipEdTrng, PGCertEdTrng assessment of mathematics learning and teaching in Offered: Either Parkville Campus or external (on-line) schools; the place of mathematics in the contemporary mode, Semester 1 school curriculum and in the practices of the broader community. Credit points: 25 Assessment for DEd students: Two projects of 4000 HECS-band: 1 words each (50 per cent each), or one minor assignment Staff. Dianne Chambers of 3000 words and one practical project of 5000 words; Contact 36 hours for internal mode students. External and an oral presentation to the class addressing the mode students can expect a total workload of content of one of the above assignments. Student rt approximately 240 hours. performance in this oral presentation will constitute pa of the student's assessment for that assignment. Special requirements: External mode students must have access to the required computing and Internet Assessment for all other students: Two projects of 3000 facilities detailed in the Faculty s General Information words each (50 per cent each), or two minor section of this Handbook assignments of 1000 words each and one practical project of 4000 words. Prerequisite: 485-829 Teaching With Information Technology, or approved equivalent Description: An advanced examination of the use of 485-851 SCIENCE IN THE PRIMARY computers within both primary and secondary education begun in Teaching With Information SCHOOL SUBJECT DESCRIVnONS 2002

Available In these courses: PGDipProfStud, Credit points: 12.5 PGCertProfStud HECS-band: 1 Offered: Parkville Campus, Semester 1 Staff: Roger Cross Staff: Jo Sadler Contact : 18 hours Credit points: 123 Description: Students will learn the theoretical HECS-band: 2 underpinnings of environmental education through a Contact 18 hours study of the concept of environmentalism. The course will combine an introduction to theory and practice in Description: This subject enables participants to extend the field of environmental education. The growth of their knowledge of science through investigating environmental education in the modern era, since the science ideas related to specific strands of the Science publication of Rachel Carson s Silent Spring, will be Curriculum and Standards Framework, Earth and Beyond discusssed with particular reference to the landmark in the Summer Semester, and Life and Living in Semester UNESCO/ENEP environmental education conferences In 1. Hands-on workshops, lectures and excursions Belgrade (1975) and Tibilisi(1977). provide the background from which participants develop, trial and evaluate teaching activities A particular focus will be the concept of sustainable appropriate to their own classes. Teaching strategies, development and its implications for education. The learning theory and resources including appropriate rhetoric of governments, corporations and NGO s information technologies, are reviewed and evaluated. concerning conservation issues and the environment generally will be considered in terms of environmental Assessment The development, trialing and evaluation education for citizenship. of a unit of work appropriate to the specific science strand studied (3000 words). The course will provide students with some of the important strategies for the development of Prescribed text Victorian Board of Studies, Curriculum environmental education in a variety of sectors. It will and Standards Framework Il: Science, Melbourne, 2000. also provide ideas for teaching activities. In addition, the course will deal with ways of actualizing individuals or groups who wish to learn how to become involved In 485-853 NEW SCIENCE AND NEW action for the environment. APPROACHES TO TEACHING Assessment: 1. Minor assignment - (1000 words, 25 SECONDARY SCHOOL SCIENCE per cent). Examination of various stakeholders Available In these courses: PGDipProfStud, arguments surrounding an environmental Issue and PGCertProfStud relating the issue to an appropriate level of education (primary,secondary, tertiary, public). Offered: Parkville Campus, Semester 2 2. Major assignment - (3000 words , 75 per cent) Credit points: 12.5 Either : Development of an environmental education HECS-band: 1 unit with lesson plans based on Belgrade Charter for Staff: Jo Sadler Environmental Educators , or Development , in conjunction with a public body/group/ association , of Contact 18 hours an environmental issue awareness and action Description: This subject enables participants to extend programme. their knowledge of science through investigating Prescribed text: Beder, S. (1993) The nature of science ideas related to recent advances in Engineering sustainable development. Newham, Scribe. Sciences and/or advances in Life Sciences. Hands-on workshops, lectures and excursions provide the Lovelock, J. (1988). The Ages of Gala. Oxford University background from which participants develop, trial and Press. evaluate teaching activities appropriate to their own World Commission on Environment and Development. classes. Teaching strategies, learning theory and (1987) Our Common Future. Oxford:Oxford University resources including appropriate information Press. technologies are reviewed and evaluated. Assessment The development, trialing and evaluation of a unit of work appropriate to the specific science topics studied (3000 words). Prescribed text Victorian Board of Studies, Curriculum 485-855 PERCEPTION OF THE and Standards Framework Il: Sciences, Melbourne, 2000. ENVIRONMENT Available In these courses:MEnvironment 485-854 ENVIRONMENTAL Offered: Parkville Campus, Semester 1 or 2 EDUCATON Credit points: 12.5 Available in these courses:MEnvironment HECS-band: 1 Offered: Parkville Campus, Semester 1 or 2 Staff: Stewart Dickinson

5.75 SUBJECT DESCRIPTIONS 2002

Contact : 18 hours Assessment for DEd students: (1) Participation in weekly Description: Topics will include: historical perspectives seminars, including short presentations; (2) reports of on environmental perception; approaches for four data gathering exercises totalling 2000 words (20 assessment of human reponses to the built and natural per cent); (3) an essay of 3000 words which delineates environment; exploration of conceptual and an important conceptual field of school mathematics methodological frameworks used to understand and reviews the literature of children's understanding of relationships between environmental attitudes and it (40 per cent); (4) a critical review of 3000 words of the cognitive and affective meanings people associate with curriculum materials available to teach a selected the environment; social construction of landscape mathematical topic, analysed from theoretical and meaning including nature and wilderness; theories of practical perspectives (40 per cent). environmental aesthetics, psycho-evolutionary and Assessment for all other students: (1) Participation in information processing perspectives; psychological and weekly seminars, including short presentations and physiological benefits of nature including restorative reports of data gathering as arranged; (2) an essay of and transcendent experience; implications for 3000 words which delineates an important conceptual environmental cognition and affect for environmental field of school mathematics and reviews the literature protection and management; development of on children's understanding of it (SO per cent); (3) a environmental consciousness; contributions of critical review of 3000 words of the curriculum materials education processes to the development of available to teach a selected mathematical topic, environmental understandings. analysed from theoretical and practical perspectives (50 per cent). Assessment: A paper of 4000 words on a topic agreed by the lecturer. Prescribed texts: Hart, K.M. et.al. Children's Understanding of Mathematics, 11-16, John Murray, UK Prescribed texts:Berman, M.(1981). The Re- 1981. Bell, A.W. 1993. Principles for the Design of enchantment of the World. London: Cornell University Teaching. Educational Studies in Mathematics Vol 24: Press. Bourassa, S.C. (1991) The Aesthetics of 34. Crouws, (D (Ed) (1997) Handbook of research on Landscape. London: Bellhaven Press. Mathematics Teaching and Learning. New York: Daniel, T.C. & Vining, J.(1993)Methodological Issue in MacMillan. the Assessment of Landscape Quality. In I. Altman & J.F. Wohwill(eds), Human Behaviour and Environment.New York: Plenum Press, 6, 39 - 83. 485-869 DISCRETE MATHEMATICS Driver, B.L., Dustin, D., Baltic, T., Elsner, G & Peterson, C. AND MATHEMATICAL MODELLING (1966) Nature and the Human Spirit: Toward an Available in these courses: MEd, PGDipMaths&MathsEd, Expounded Land Management Ethic. State College PA: PGCertMaths&MathsEd, PGDipProfStud, PGCertProfStud Venture Publishing. Offered: Either Parkville Campus or external (on-line) mode, Semester 2 485-866 DEVELOPING AN EFFECTIVE Credit points: 25 MATHEMATICS CURRICULUM HECS-band: 2 This subject is not offered in 2002 Staff: Helen Chick Available in these courses: DEd, MEd, Contact: 54 hours for internal mode students. External PGDipMaths&MathsEd, PGDipProfStud, PGCertProfStud mode students can expect a total workload of Offered: Parkville Campus approximately 240 hours. Credit points: 25 Prerequisite: First-year calculus-based mathematics subject of 25 points or equivalent. HECS-band: 1 Special requirements: A graphic calculator of an Staff: Kaye Stacey approved type is required, and access to a suitable Contact for DEd students: 36 hours computer is necessary to complete some assignments. Contact for all other students: 30 hours Appropriate computer software is used throughout the subject. External mode students must have access to the Description: A study of the learning and teaching of required computing and Internet facilities detailed in the mathematics from early primary to upper secondary Faculty s General Information section of this Handbook. school. Children's development and difficulties in In consultation with the Department, external students important curriculum strands are examined in the must also arrange external supervision of the final context of an analysis of the major ideas in broad examination in the subject. conceptual fields. Principles for the design of teaching based on psychological studies of learning and memory. Description: An introduction to a broad range of discrete Teaching methods which address misconceptions and mathematics topics, including graph theory, Boolean promote understanding are explored, comparing and algebra, difference equations, and simple numerical contrasting approaches deriving from various methods. Examination of some established theoretical positions. This subject Is suitable for both mathematical models (both discrete and continuous). primary and secondary teachers. Methods of teaching modelling throughout the post- primary school.

5.76 memo SUBJECT DESCRIPTIONS 2002

Assessment An examination (3 hours), projects and trial and evaluation of learning activities Involving their other written assignments equivalent in total to 6000 use, and the identification and articulation of teaching and learning issues arising from this classroom words. experience. Reading in this subject focuses on reports of current practice concerning how the technology Is used 485-870 MATHEMATICAL STATISTICS for student learning of mathematics. FOR TEACHERS Assessment Mathematical tasks requiring skill In the use of calculators and/or computers (40 per cent, 1200 rses: MEd, PGDipMaths&MathsEd, Available in these cou words); development, trial and critical evaluation of a PGCertMaths&MathsEd, PGDipProfStud, PCCertProfStud technology based classroom activity (20 per cent, 600 Offered: Either Parkville Campus or external (on-line) words); review and analysis of technology enriched mode, Semester 1 curriculum materials (40 per cent, 1200 words). Credit points: 25 HECS-band: 2 485-894 TECHNOLOGY ENRICHED Staff: Gloria Stillman MATHEMATICS TEACHING 2 Special requirements: A graphic calculator of an This subject Is not offered in 2002 approved type is required, and access to a suitable es: PGDipProfStud, microcomputer may be necessary to complete some Available In these cours assignments. External mode students must have access PCCertProfStud to the required computing and Internet facilities detailed Offered: Parkville Campus in the Faculty s General Information section of this Credit points: 12.5 Handbook. In consultation with the Department, external students must also arrange external HECS-band: 1 supervision of the final examination in the subject. Staff: Gary Asp Prerequisite: First-year calculus-based mathematics Contact 18 hours subject of 25 points or equivalent. Special note: This subject may not be undertaken by Contact 54 hours for internal mode students. External students who have completed 485-822 Technology mode students can expect a total workload of Enriched Mathematics Education. approximately 240 hours. Description: This subject is concerned with the use of Description: Elementary probability. Simulation. technology tools for the teaching and learning of Random variables. Exploratory data analysis. Random mathematics, in particular geometry software and sampling. Parametric and non-parametric inference. computer algebra systems. It includes an examination of Hypothesis testing. Analysis of variance. Correlation. local and international research literature on technology Linear regression. Time series. Sample surveys. in mathematics education, with attention given to study Experimental design. Methods of teaching statistics. design, results and implications for teaching. The Assessment A three-hour examination, projects and emerging and changing patterns of student thinking other written assignments equivalent in total to 6000 arising from the availability and classroom use of words. technology are considered. Assessment Mathematical tasks requiring skill in the use of calculators and/or computers (30 per cent, 900 485-893 TECHNOLOGY ENRICHED words); development, trial and critical evaluation of a MATHEMATICS TEACHING 1 technology based classroom activity (20 per cent, 600 words); action research project exploring negotiated This subject is not offered in 2002 aspect of technology enriched mathematics Instruction Available In these courses: PGDipProfStud, and related literature review (50 per cent, 1500 words). PCCertProfStud Offered: Parkville Campus Credit points: 12.5 HECS-band: 2 485-895 TEACHING MATHS AND Staff: Gary Asp SCIENCE WITH THE INTERNET Contact 18 hours This subject Is not offered In 2002 Special note: This subject may not be undertaken by students who have completed 485-822 Technology Available In these courses: PGDIpProfStud, Enriched Mathematics Education. PGCertProfStud Offered: Parkville Campus Description: This subject is concerned with the use of technology tools for the teaching and learning of Credit points: 12.5 mathematics, in particular graphics calculators and HECS-band: 1 spreadsheets. This includes the development of Personal skill in the use of the tools, the development,

maze 6.77 me SUBJECT DESCRIPTIONS 2002

Staff. John Warner The subject code varies depending on the department Contact: 15 hours which provides the supervisor and on whether the student is doing the thesis on a full-time or part-time Special requirement: Students are assumed to have basis. Students should consult the Faculty Office for reasonable acquaintance with the Macintosh and/or code numbers. Windows interface, word processing and basic file Available in these courses: MEd (Streams 1A and 2A), manipulation. MAssess&Eval, MEdHearinglmp, MGiftedEd, MSpecialEd, Description: Technology used in schools for delivery of MEarlyChild, MEarlylnt, MStudWelf, MTESOL, telecommunications, resources, information retrieval MModLang, MlnfoTech and publishing on the World Wide Web and the Internet. Classroom practice using the Internet. Access, equity Credit points: SO points for Stream 2A students in MEd, and ethical issues involved in this technology. MEdHearinglmp, MGiftedEd, MSpecialEd, MTESOL, Implications for teachers and students. Current state- MAssess&Eval; 75 points (incorporates research wide, national and international telecommunication methodology studies) for MEarlyChild, MEarlylnt, and networks in science and mathematics classrooms. MStudWelf students, and for Stream lA students in MEd, MEdHearinglmp, MGiftedEd, and MSpecialEd, Assessment: An assignment involving the creation and MAssess&Eval, MModLang, MlnfoTech educational use of an individual Home Page on the Internet (34 per cent) and a 2000 word essay on a HECS-band: 1 specific application of Telecommunication Technology Staff: Student Is responsible for obtaining a supervisor. to education (66 per cent). Contact: The student is expected to arrange regular meetings with the supervisor at appropriate intervals. In addition the student is required to participate In MASTER S THESIS research methodology seminars as directed by the (40,000 WORDS) supervisor. The subject code varies depending on the department Description: As advised by the thesis supervisor each which provides the supervisor and on whether the student will study appropriate research methodology, student is doing the thesis on a full-time or part-time and will carry out a review of relevant literature and basis. Students should consult the Faculty Office for research to be used in an investigative study resulting in code numbers. the preparation of a thesis written in accordance with accepted scholarly conventions. The amount of work for Available In these courses: MEd (Streams 1 and 2), 16,000- to 20,000-word thesis may differ from that MlnfoTech (Stream 1) required for a 40,000-word thesis in ways which could Credit points: 100 points for Master of Education or include some of the following: limiting attention to a few Master of Information Technology in Education, Stream main questions, keeping data collection to a minimum, 1 (013AR and 327AR); 150 points (incorporates research working with groups easily available to the student methodology studies) for Master of Education, Stream 2 (which may not necessarily be those best suited for (013TH). testing hypotheses); confining the literature survey to a HECS-band: 1 level which is sufficient to place the study in its research context without claiming to be exhaustive; deliberately Staff. Student is responsible for obtaining a supervisor. speculating on the findings instead of aiming at Contact The student is expected to arrange regular generalisations. meetings with the supervisor at appropriate intervals. In Assessment: A thesis of not more than 20,000 words addition, the student is required to participate in excluding appendices, to be examined by two research methodology seminars as directed by the examiners, one of whom will be external (100 per cent). supervisor. Description: As advised by the thesis supervisor each student will study appropriate research methodology, DOCTOR OF EDUCATION THESIS and carry out a review of relevant literature and research PROPOSAL to be used in an investigative study resulting in the preparation of a thesis written in accordance with The subject code varies depending on the department accepted scholarly conventions. The thesis is expected which provides the supervisor. Students should consult to demonstrate that the candidate has mastered the the Faculty Office for code numbers. research and synthesising skills involved in making an original contribution to scholarship, although the thesis itself may not be particularly new in its field. Available In these courses: DEd(Research) Assessment: A thesis of not more than 40,000 words Offered: Parkville Campus, Semester 1 or 2 excluding appendices to be examined by two external Credit points: 12.5 examiners (100 per cent). HECS-band: 1 Staff: It is the student s responsibility to obtain a MASTER S THESIS supervisor upon admission to the course. (16,000 TO 20,000 WORDS) Contact: The student is expected to arrange regular meetings with the supervisor at appropriate intervals

L.53 The toitm o Rl& SUwECT DESCRIPTIONS 2002

Description: The purpose of writing a thesis proposal, Offered: Parkville Campus or external mode irrespective of its specific topic, is to provide a clear (correspondence), Semester 1 or 2 indication of the nature and purpose of the research to Credit points: 12.5 be undertaken. Specifically, it should contain: HECS-band: 1 (a) a clear statement of the purposes of the research which includes a statement of what kind of novel Staff: It is the student s responsibility to obtain a theoretical and/or practical solution is proposed as a supervisor upon admission to the course. result of having conducted the research; Contact: Individual supervision and a seminar (b) a justification of why the chosen topic Is a presentation. worthwhile research topic. This should include a Description: In consultation with a supervisor, the discussion regarding its relevance for the theory or student will prepare a proposal for a project that practice of education; investigates some aspect of their professional practice. (c) a reasonably comprehensive overview and critical Examples of what a professional project might be are: an discussion of what research has already been done action research project implementing an innovation in in this area, what conclusions have been reached, teaching pedagogy; evaluation of a new school and, most importantly, which issues or problems administrative structure; designing, implementing and have not been addressed to date (literature review); evaluating a new curriculum; etc. (d) a critical discussion of research methodology Assessment: Proposal of 4000 words ( 75 per cent); oral selected to conduct the proposed research defence of proposal (25 per cent). successfully. Assessment The preparation, successful explanation and satisfactory defence of a detailed proposal of PROFESSIONAL PROJECT approximately 5,000 words (100 per cent). The thesis Available In these courses: DEd(Coursework) proposal is graded on a Pass or Fail basis. Offered: Parkville Campus or external mode (correspondence), Semester 1 or 2 DOCTOR OF EDUCATION THESIS Credit points: 37.5 The subject code varies depending on the department HECS-band: 1 which provides the supervisor and on whether the Staff: It is the student s responsibility to obtain a student is doing the thesis on a full-time or part-time supervisor upon admission to the course. basis. Students should consult the Faculty Office for Contact: Individual supe code numbers. rvision. Available In these courses: DEd Description: In consultation with a supervisor, the student will design and undertake a professional Credit points: 200 points proposal, as proposed In Professional Project Proposal. HECK-band: 1 Assessment: Project report of 12, 000 - 15, 000 words Staff: it is the student s responsibility to obtain a (100 per cent) supervisor upon admission to the course. Contact The student is expected to arrange regular 472-722 DOCTOR meetings with the supervisor at appropriate intervals. In addition the student is required to participate in OF EDUCATIONAL PSYCHOLOGY research methodology seminars as directed by the THESIS supervisor. The above year-long subject code may vary. Students Description: As advised by the thesis supervisor each should consult the Faculty Office for part-time code candidate will study appropriate research methodology, numbers. and carry out a review of relevant literature and research Available In these courses: DEdPsych to be used in an investigative study resulting in the preparation of a thesis written In accordance with Credit points: 100 points accepted scholarly conventions. The thesis should be a HECS-band: 1 significant piece of research and should make a Staff: from the Department of Learning and Educational significant contribution to theory and practice in Development. Students must contact the program co- education. ordinator to arrange supervision upon entry to the Assessment A thesis of approximately 55,000 words course. excluding appendices, to be examined by two external Contact The student is expected to arrange regular examiners (100 per cent). The thesis is graded on a meetings with the supervisor at appropriate Intervals. In Pass or Fail basis. addition the student is required to participate In research methodology seminars as directed by the supervisor. PROFESSIONAL PROJECT PROPOSAL Description: As advised by the thesis supervisor each Available In these courses: DEd(Coursework) candidate will study appropriate research methodology,

me SUBJECT DESCRIPTIONS 2002

and carry out a review of relevant literature and research to be used in an investigative study resulting in the preparation of a thesis written In accordance with accepted scholarly conventions. The thesis should be a significant piece of research and should make a significant contribution to theory and practice in educational psychology. The preparation, successful explanation and satisfactory defence of a detailed proposal of approximately 5000 words will be required to be completed in Semester 2 in the first year of enrolment for full-time students and Semester 2 in the second year of enrolment for part-time students. Assessment A thesis of approximately 45,000 words excluding appendices, to be examined by two external examiners (100 per cent). The thesis is graded on a Pass or Fail basis.

5.80 460 466-847 LEARNING ENVIRONMENTS IN THE EARLY YEARS 5.7 460-811 PROFESSIONAL DEVELOPMENT STUDIES 1 5.2 466-848 MANAGEMENT IN EARLY CHILDHOOD SERVICES 5.7 460-812 PROFESSIONAL DEVELOPMENT STUDIES 2 5.2 466-849 SOCIAL CONTEXTS OF EARLY CHILDHOOD 5.7 460-813 PROFESSIONAL DEVELOPMENT STUDIES 3 5.2 466-850 THEORIES OF PARENTING AND THE FAMILY 5.8 460-814 PROFESSIONAL DEVELOPMENT STUDIES 4 5.2 466-851 INFANCY AND THE FIRST YEARS OF LIFE 5.8

466 468 466-613 EARLY CHILDHOOD LANGUAGE AND LITERACY 5.2 468-601 MANAGEMENT LEARNING 5.8 466-620 ETHICS IN RESEARCH ON THE YOUNG 5.3 468-603 ADULT EDUCATION AND PROFESSIONAL PRACTICE 5.9 466-678 RECONCEPTUALIZING EARLY CHILDHOOD 468-605 VOCATIONAL LEARNING 5.9 DEVELOPMENT 5.3 468-607 LEARNING IN THE POSTMODERN WORKPLACE 5.9 466-679 THE POLITICS OF EARLY CHILDHOOD 5.3 468-620 CURRENT ISSUES IN EDUCATION AND TRAINING 5.10 466-680 NEGOTIATED PROJECT IN EARLY CHILDHOOD 5.4 468-621 SPECIAL PROJECT (VOCATIONAL EDUCATION AND 466-681 EARLY CHILDHOOD CURRICULUM 5.4 TRAINING) 5.10 466-682 FACILITATING FAMILY FUNCTIONING 5.4 468-811 LEADERS AND AGENTS OF CHANGE 5.10 466-684 EARLY CHILDHOOD INTERVENTION: ADVANCED 468-812 DEVELOPMENT AND CHANCE IN ORGANISATIONS 5.10 INTERDISCIPLINARY STUDY OF POLICY AND 468-814 INFORMATION TECHNOLOGY AND SOCIETY 5.11 PRACTICE 5.4 468-820 QUANTITATIVE ANALYSIS IN VET 5.11 466-838 ASSESSMENT AND PROGRAMMING IN EARLY INTERVENTION 5.5 468-827 HUMAN RESOURCE STRATEGIES 5.11 466-839 PARENT GUIDANCE IN EARLY INTERVENTION 5.5 468-839 ON-UNE EDUCATION AND TRAINING 5.11 466-840 CHILDREN WITH COGNIT VE AND 468-840 STRATEGIC THINKING 5.12 SOCIOEMOTIONAL NEEDS 5.5 468-844 DESIGNING VOCATIONAL PROGRAMS 5.12 466-842 THEORIES AND PRACTICES IN EARLY INTERVENTION 5.6 468-854 TRAINING AND DEVELOPMENT IN COMMUNITIES 466-843 NEUROLOGICAL AND SENSORY DISABILITY 5.6 OF PRACTICE 5.12 466-844 PROFESSIONAL PRACTICE IN EARLY INTERVENTION 1 5.6 472 466-845 PROFESSIONAL PRACTICE IN EARLY INTERVENTION 2 5.6 472-601 WORKING WITH CHALLENGING BEHAVIOUR 5.12 466-846 FOUNDATION STUDIES IN EARLY CHILDHOOD 5.7

6.1

INDE( OF SUBJECTS IN NUMERICAL ORDER

472-616 DEVELOPING AUDITORY FUNCTION IN HEARING 476-679 APPLICATIONS OF EDUCATIONAL PSYCHOLOGY IMPAIRED CHILDREN 5.13 IN THE CLASSROOM 5.25 472-617 ADVANCED PRACTICUM FOR HEARING IMPAIRED 476-680 STRESS AND COPING IN EDUCATION: CHILDREN, CHILDREN 5.13 PARENTS AND TEACHERS 5.25 472-720 EDUCATIONAL PSYCHOLOGY PRACTICUM 5 5.13 476-681 ASSESSING INDIVIDUAL DIFFERENCES IN LEARNING 5.25 472-721 ADVANCED SEMINAR IN PSYCHO-EDUCATIONAL 476-682 CURRENT ISSUES IN GIFTED EDUCATION 5.26 5.13 PRACTICE 476-683 CURRENT ISSUES IN VOCATIONAL PSYCHOLOGY 5.26 5.14 472-774 RESEARCH-BASED INCLUSIVE PRACTICES 476-684 INTRODUCTION TO GIFTED DEVELOPMENT AND 472-775 MANAGEMENT OF INSTRUCTION AND BEHAVIOUR 5.14 EDUCATION 5.26 472-801 ADULT LEARNING IN LEARNING ORGANISATIONS 1 5.14 476-685 ADMINISTERING PROGRAMS FOR THE GIFTED 5.26 472-802 ADULT LEARNING IN LEARNING ORGANISATIONS 2 5.14 476-686 THE NEUROPSYCHOLOGY OF GIFTEDNESS 5.27 472-853 TEACHING AND LEARNING FOR THE ENVIRONMENT 5.15 476-688 TEACHING FOR EFFECTIVE LEARNING 5.27 476-689 CURRICULUM DESIGN 5.27 476 476-692 REFLECTION AND METACOGNITION IN LEARNING 476-614 DEVELOPING SPOKEN LANGUAGE IN HEARING AND TEACHING 5.28 IMPAIRED STUDENTS 5.15 476-693 PROFESSIONAL DEVELOPMENT, APPRAISAL 476-615 EDUCATIONAL AUDIOLOGY AND SENSORY AIDS 5.15 AND CHANGE 5.28 476-621 CURRICULUM IMPROVEMENT 5.15 476-694 EDUCATIONAL MEASUREMENT, ASSESSMENT AND EVALUATION 5.28 476-622 ADVANCED LANGUAGE ASSESSMENT AND TEACHING FOR HEARING IMPAIRED STUDENTS 5.16 476-695 ASSESSMENT AND REPORTING FOR STUDENT LEARNING 5.29 476-623 EARLY INTERVENTION FOR HEARING IMPAIRED CHILDREN 5.16 476-696 INTEGRATIVE STUDY IN LEARNING AND EDUCATIONAL DEVELOPMENT 5.29 476-641 IMPROVING CLASSROOM LEARNING AND TEACHING THROUGH MULTIMEDIA 5.16 476-697 SPECIAL STUDY IN LEARNING AND EDUCATIONAL DEVELOPMENT 5.29 476-643 APPROACHES TO TRAUMA AND GRIEF IN EDUCATIONAL SETTINGS 5.17 476-698 PROFESSIONAL DEVELOPMENT: COLLABORATION AND CONSULTANCY 5.29 476-644 MANAGING CONFLICT IN EDUCATIONAL SETTINGS 5.17 476-699 THE STUDY OF LEARNING 5.30 476-645 MULTIVARIATE RESEARCH METHODS 5.17 476-803 PRACTICUM IN GIFTED EDUCATION 530 476-646 DIFFERENCES IN INTELLIGENCE AND ACHIEVEMENT 5.18 476-806 READING RECOVERY TEACHING AND TUTORING 476-647 EDUCATIONAL PSYCHOLOGY PRACTICUM 1 5.18 PRACTICUM 5.30 476-648 DIFFERENCES 5.18 476-809 ISSUES IN LITERACY DIFFICULTIES 5.31 476-649 WORKING WITH GROUPS: THE INDIVIDUAL IN 476-814 LEARNING, LITERACY AND READING RECOVERY 5.31 THE SOCIAL CONTEXT 5.18 476-816 RESEARCHING OLDER AT RISK LITERACY 476-650 LEARNING PROCESSES AND PROBLEMS 5.19 STUDENTS 5.31 5.19 476-651 PSYCHOLOGICAL TESTS 476-819/820/821 476-652 COUNSELLING SKILLS FOR EDUCATIONAL LEARNING DISABILITIES/DISABILITIES AND PSYCHOLOGISTS 5.19 IMPAIRMENTS PROFESSIONAL PRACTICE (YEAR-LONG) 5.31 476-653 EXCEPT1ONALTI Y: ASSESSMENT AND INTERVENTION 5.20 476-822 COUNSELLING IN EDUCATIONAL CONTEXTS 1 5.32 476-654 INTERVENTION IN THE PROBLEMS OF CHILDHOOD AND ADOLESCENCE 5.20 476-831 COUNSELLING IN EDUCATIONAL CONTEXTS 2 5.32 476-655 CONSULTATION IN EDUCATIONAL SETTINGS 5.20 476-845 EVALUATING MULTIMEDIA FOR LEARNING AND TEACHING 5.32 476-656 RESEARCH METHODS 5.21 476-852 INTERPERSONAL AND GROUP PROCESSES 5.32 476-657 MASTER OF EDUCATIONAL PSYCHOLOGY RESEARCH PROJECT 5.21 476-858 RESEARCH PROJECT IN STUDENT WELFARE 5.33 476-658 EDUCATIONAL PSYCHOLOGY PRACTICUM 2 5.21 476-859 THE SOCIO-POLITICAL CONTEXT OF STUDENT WELFARE 5.33 476-659 EDUCATIONAL PSYCHOLOGY PRACTICUM 3 5.22 476-860 SCHOOL-COMMUNITY PARTNERSHIPS AND EDUCATIONAL PSYCHOLOGY PRACTICUM 4 5.22 476-660 STUDENT WELFARE 5.33 ASSESSMENT DESIGN AND ANALYSIS 5.22 476-661 476-862 ORGANISATIONAL CHANGE AND STUDENT WELFARE 5.33 COMPETENCY AND PERFORMANCE ASSESSMENT 5.23 476-662 476-864 UNDERSTANDING AND TEACHING STUDENTS 476-664 ADVANCED MEASUREMENT AND PSYCHOMETRICS 5.23 WITH DISABILITIES 5.34 476-674 TRANSITIONAL PLANNING AND VOCATIONAL 476-874 INCLUSIVE CURRICULUM STRATEGIES FOR PREPARATION FOR PERSONS WITH DISABILITIES 5.24 STUDENTS WITH DISABILITIES 5.34 476-675 CONTEMPORARY ISSUES IN DISABILITY AND 476-881 PROFESSIONAL DEVELOPMENT FOR IMPROVEMENT 5.34 EDUCATION 5.24 476-884 TEACHING AND LEARNING IN THE MIDDLE SCHOOL: 476-676 THEORIES AND RESEARCH IN CHILD DEVELOPMENT 5.24 RESPONDING TO INDIVIDUAL DIFFERENCES 5.34 476-678 ADOLESCENT PSYCHOLOGY AND ITS IMPACT 476-885 DESIGNING A MULTIMEDIA PACKAGE 5.35 ON EDUCATION 5.24

0.2 INDEX OF SUBJECTS IN NUMERICAL ORDER

476-886 INSTRUCTIONAL METHODS AND STRATEGIES FOR 482-636 THE ECONOMICS AND FINANCE OF EDUCATION 5.47 STUDENTS WITH DISABIUTIES 5.35 AND TRAINING 5.47 476-888 FOUNDATION STUDIES IN THE EDUCATION OF 482-637 PERSONNEL AND EMPLOYEE RELATIONS STUDENTS WITH LEARNING DISABILITIES 5.35 482-638 ORGANISATION AND CULTURE 5.48 476-889 LEARNING DISABIUTIES: LITERACY 5.35 482-639 INFORMATION TECHNOLOGY AND LEARNING 5.48 476-890 LEARNING DISABILITIES: NUMERACY 5.36 482-640 CURRICULUM AND ASSESSMENT 5.48 476-891 SOCIAL AND EMOTIONAL ASPECTS OF GIFTEDNESS 5.36 482-641 MASTER OF EDUCATIONAL MANAGEMENT 476-892 CLASSROOM STRATEGIES FOR GIFTED EDUCATION 5.36 PRACTICUM 5.48 476-893 FOUNDATION STUDIES IN GIFTED EDUCATION 5.36 482-642 RESEARCH METHODS IN EDUCATIONAL MANAGEMENT 5.48 476-894 SYSTEMS AND MODELS OF GIFTED EDUCATION 5.37 482-644 RESEARCH PROJECT IN EDUCATIONAL 476-895 DEVELOPMENTAL PSYCHOLOGY OF GIFTEDNESS 5.37 5.49 MANAGEMENT 5.37 476-896 GIFTEDNESS THROUGHOUT THE UFESPAN 482-676 MANAGING CULTURAL DIVERSITY 5.49 476-897 COMPREHENSIVE PROGRAMMING FOR THE GIFTED 5.38 482-678 CROSS-CULTURAL COMMUNICATION IN EDUCATION 5.49 5.38 476-898 FOUNDATION STUDIES IN DEAF EDUCATION 482-704 MANAGEMENT AND POLICY IN EDUCATIONAL 5.50 476-899 LISTENING, SPEECH AND LANGUAGE REFORM 5.38 DEVELOPMENT 482-707 LEADERSHIP 5.50 482-716 CURRENT ISSUES IN EDUCATION 5.50 477 482-717 DOCTOR OF EDUCATION THESIS RESEARCH 477-801 AUDIOLOGY IN EDUCATION 5.38 SEMINAR 5.50 477-802 ASSESSMENT AND TEACHING OF SPEECH TO 482-801 EDUCATION PLANNING AND WORKPLACE CHANGE 5.50 HEARING IMPAIRED STUDENTS 5.39 482-804 INTERACTIVE PROCESSES FOR HEALTH EDUCATION 5.51 477-803 ASSESSMENT AND TEACHING OF LANGUAGE TO HEARING IMPAIRED STUDENTS 5.39 482-805 MARKETING IN EDUCATION 5.51 477-804 TEACHING LEARNING AND HEARING IMPAIRMENT 5.39 482-807 CURRICULUM LEADERSHIP AND MANAGEMENT 5.51 477-805 PROFESSIONAL PRACTICE (HEARING IMPAIRED) 1 5.39 482-809 LEADING A LEARNING COMMUNITY 5.51 477-806 PROFESSIONAL PRACTICE (HEARING IMPAIRED) 2 5.40 482-811 ANALYSING EDUCATIONAL PERFORMANCE 5.52

477-807 POLICY ANALYSIS, PROGRAM MANAGEMENT 482-825 ASSESSMENT AND DEVELOPMENT OF AND LEADERSHIP IN SPECIAL EDUCATION AND EDUCATIONAL ADMINISTRATORS 5.52 5.40 INTEGRATION 482-827 HUMAN RESOURCE DEVELOPMENT 5.52 477-808 ASSESSING SPECIAL NEEDS AND PLANNING 482-829 PERSONAL AND INTERPERSONAL PROCESSES FOR 5.40 PROGRAMS EDUCATIONAL LEADERS 5.53 482-832 CURRENT THINKING ABOUT THINKING 5.53 481 482-833 DESIGNING A THINKING CURRICULUM 5.53 481-803 CREATING THE LEARNING ORGANISATION 5.40 482-844 EDUCATION, TECHNOLOGY AND CHANGE 5.53 481-805 PROJECT (EDUCATION POUCY AND MANAGEMENT) 5.41 482-848 LEADING THE EDUCATIONAL ORGANISATION 5.53 481-806 MANAGEMENT OF RESOURCES IN EDUCATION 5.41 482-854 INFORMATION TECHNOLOGY AND THE 481-807 HUMAN RESOURCE MANAGEMENT IN EDUCATION 5.42 EDUCATIONAL ADMINISTRATOR 5.54 481-809 PROGRAM EVALUATION: FORMS AND APPROACHES 5.42 482-890 LEADERSHIP IN ACTION: STRATEGIC LEADERSHIP 5.54 481-810 EVALUATING LARGE SCALE PROGRAMS 5.42 482-891 UNDERSTANDING HUMAN RESOURCES 5.54 481-811 EVALUATION FOR MANAGEMENT AND MANAGEMENT: PEOPLE LEADERSHIP 5.43 DEVELOPMENT 5.54 482-892 SCHOOL EFFECTIVENESS AND IMPROVEMENT 481-812 QUALITATIVE METHODS 5.43 482-894 USING THE WEB FOR TEACHING AND LEARNING: 481-813 QUANTITATIVE METHODS 5.43 EMERGING TECHNOLOGIES 5.55 481-814 PROJECT IN ASSESSMENT OR EVALUATION 5.44 482-898 MANAGING THE EDUCATIONAL ORGANISATION 5.55 481-815 SURVEY DESIGN AND ANALYSIS 5.44 482-899 EDUCATION POLICY AND POUCY PROCESSES 5.55

482 483 482-620 EVALUATION THEORY 5.45 483-603 INNOVATION AND CHANGE IN LANGUAGE EDUCATION 5.55 482-621 KNOWLEDGE USE IN CHANGE MANAGEMENT 5.45 483-604 TEACHING SECOND LANGUAGE SPEAKING SKILLS 5.56 482-622 SOCIAL CONTEXT AND EDUCATIONAL OUTCOMES 5.45 483-606 LANGUAGE TEACHING AND CULTURE 5.56 482-623 RESPONSIVE MIDDLE SCHOOLING 5.46 483-610 THE ARTS AND COGNITION ' 5.56 482.632 STRATEGIC LEADERSHIP AND MANAGEMENT 5.46 483-620 ASSESSMENT IN THE LANGUAGE CLASSROOM 5.57 482-633 POLICY ANALYSIS AND PUBUC ACCOUNTABILITY 5.46 483-621 CRITICAL LITERACY: SOCIAL THEORY AND 482434 PROGRAM DESIGN AND EVALUATION 5.47 LITERACY EDUCATION 5.57 5.47 482.635 EFFECTIVENESS AND IMPROVEMENT 483-625 GENRE ANALYSIS AND EDUCATION 5.57 INDE( OF SURRECTS IN NUMERICAL ORDER

483-626 LANGUAGE EDUCATION: FUNCTIONAL GRAMMAR 5.58 485-830 SOFTWARE ENVIRONMENTS FOR LEARNING 5.72 483-633 LITERATURE FOR YOUNG PEOPLE IN THE 485-831 EDUCATIONAL PROGRAMMING ENVIRONMENTS 5.72 CLASSROOM 5.58 485-832 DEVELOPING MULTIMEDIA 5.73 483-634 PROJECT IN MODERN LANGUAGES EDUCATION 5.59 485-833 TELECOMMUNICATIONS AND MULTIMEDIA 5.73 483-635 ADVANCED PROJECT STUDIES IN THE ARTS 5.59 485-835 INFORMATION MANAGEMENT AND EDUCATION 5.73 483-636 TEACHING ENGLISH IN THE INTERNATIONAL 485-836 NEW VISIONS FOR TEACHING AND LEARNING 5.74 CONTEXT 5.59 485-837 COMPUTERS AND CURRICULUM 5.74 483-637 RESEARCHING ARTS EDUCATION 5.59 485-850 KEY ISSUES IN MATHEMATICS EDUCATION 5.74 483-639 THE ART OF VISUAL LITERACY 5.60 485-851 SCIENCE IN THE PRIMARY SCHOOL 5.75 483-639 CONTEMPORARY ARTS PRACTICE AND CURRICULUM 5.60 485-853 NEW SCIENCE AND NEW APPROACHES TO TEACHING SECONDARY SCHOOL SCIENCE 5.75 483-640 POSTMODERN EDUCATION: TEXTS AND THE ARTS 5.60 485-854 ENVIRONMENTAL EDUCATION 5.75 483-641 TEACHING ENGLISH FOR ACADEMIC PURPOSES 5.60 485-855 PERCEPTION OF THE ENVIRONMENT 5.76 483-642 PROFESSIONAL PRACTICE: TESOL (INTERNATIONAL) 5.61 485-866 DEVELOPING AN EFFECTIVE MATHEMATICS 483-804 RESEARCHING LANGUAGE CLASSROOMS 5.61 CURRICULUM 5.76 483-829 LANGUAGE AND LANGUAGE ACQUISITION 5.61 485-869 DISCRETE MATHEMATICS AND MATHEMATICAL 483-830 PROFESSIONAL PRACTICE: TESOL 5.62 MODEWNG 5.76 483-850 PROFESSIONAL PRACTICE: MODERN LANGUAGES 485-870 MATHEMATICAL STATISTICS FOR TEACHERS 5.77 EDUCATION 5.62 485-893 TECHNOLOGY ENRICHED MATHEMATICS 483-871 PROFESSIONAL PRACTICE: ALBE 5.63 TEACHING 1 5.77 483-888 METHODOLOGY AND CURRICULUM DESIGN: TESOL 5.63 485-894 TECHNOLOGY ENRICHED MATHEMATICS TEACHING 2 5.77 483-889 METHODOLOGY AND CURRICULUM DESIGN: MODERN LANGUAGES EDUCATION 5.63 485-895 TEACHING MATHS AND SCIENCE WITH THE INTERNET 5.78 483-890 METHODOLOGY AND CURRICULUM DESIGN: ALBE 5.64

485 VARIOUS MASTER S THESIS (40,000 WORDS) 5.78 485-613 HOW CHILDREN LEARN MATHEMATICS 5.64 MASTER S THESIS (16,000 TO 20,000 WORDS) 5.78 485-620 THE MATHEMATICS CLASSROOM 5.64 DOCTOR OF EDUCATION THESIS PROPOSAL 5.78 485-621 RECONSTRUCTING SCIENCE EDUCATION 5.65 DOCTOR OF EDUCATION THESIS 5.79 485-622 LEARNING SCIENCE IN A COMPUTER AGE 5.65 PROFESSIONAL PROJECT PROPOSAL 5.79 485-623 EDUCATION FOR A TECHNOLOGICAL WORLD 5.65 PROFESSIONAL PROJECT 5.79 485-624 RECENT DEVELOPMENTS: SCIENCE AND TECHNOLOGY 5.66 DOCTOR OF EDUCATIONAL PSYCHOLOGY THESIS 5.79 485-643 NEGOTIATED PROJECT IN SCIENCE AND MATHEMATICS EDUCATION 5.66 485-646 RESEARCH METHODS IN EDUCATION 5.66 485-703 CO-ORDINATION OF THE CURRICULUM 5.67 485-802 UPDATING PHYSICS TEACHING IN THE MIDDLE SCHOOL 5.67 485-803 SEXUALITY ISSUES AND THE SCHOOL 5.68 485-804 OUTDOOR EDUCATION IN THE PRIMARY SCHOOL 5.68 485-805 TEACHING FOR NUMERACY 5.68 485-806 COMMUNICATING SCIENCE 5.68 485-815 CHEMICAL SCIENCE CURRICULUM STUDY 5.69 485-816 PHYSICAL SCIENCE CURRICULUM STUDY 5.69 485-817 EARTH AND SPACE SCIENCE CURRICULUM STUDY 5.69 485-818 BIOLOGICAL SCIENCE CURRICULUM STUDY 5.69 485-819 TEACHING ABOUT FORCE AND MOTION IN GENERAL SCIENCE 5.70 485-820 TEACHING ABOUT ENERGY IN GENERAL SCIENCE 5.70 485-822 TECHNOLOGY ENRICHED MATHEMATICS EDUCATION 5.70 485-824 TEACHING MATHEMATICS WITH CAS 5.71 485-828 TEACHING INFO TECH AT SENIOR LEVELS 5.71 485-829 TEACHING WITH INFORMATION TECHNOLOGY 5.72 A 477-803 ASSESSMENT AND TEACHING OF LANGUAGE TO HEARING IMPAIRED STUDENTS 476-685 ADMINISTERING PROGRAMS FOR THE GIFTED 5.26 5.39 476-678 ADOLESCENT PSYCHOLOGY AND TTS IMPACT ON 477-802 ASSESSMENT AND TEACHING OF SPEECH TO EDUCATION 5.24 HEARING IMPAIRED STUDENTS 5.39 468-603 ADULT EDUCATION AND PROFESSIONAL PRACTICE 5.9 476-661 ASSESSMENT DESIGN AND ANALYSIS 5.22 472-801 ADULT LEARNING IN LEARNING ORGANISATIONS 1 5.14 483-620 ASSESSMENT IN THE LANGUAGE CLASSROOM 5.57 472-802 ADULT LEARNING IN LEARNING ORGANISATIONS 2 5.14 477-801 AUDIOLOGY IN EDUCATION 5.38 476-622 ADVANCED LANGUAGE ASSESSMENT AND TEACHING FOR HEARING IMPAIRED STUDENTS 5.16 B 476-664 ADVANCED MEASUREMENT AND PSYCHOMETRICS 5.23 485-818 BIOLOGICAL SCIENCE CURRICULUM STUDY 5.69 472-617 ADVANCED PRACTICUM FOR HEARING IMPAIRED CHILDREN 5.13 C 483-635 ADVANCED PROJECT STUDIES IN THE ARTS 5.59 485-815 CHEMICAL SCIENCE CURRICULUM STUDY 5.69 472-721 ADVANCED SEMINAR IN PSYCHO-EDUCATIONAL 466-840 CHILDREN WITH COGNITIVE AND SOCIOEMOTIONAL NEEDS PRACTICE 5.13 5.5 476-892 CLASSROOM STRATEGIES FOR GIFTED EDUCATION 5.36 482-811 ANALYSING. EDUCATIONAL PERFORMANCE 5.52 485-703 CO-ORDINATION OF THE CURRICULUM 476-679 APPLICATIONS OF EDUCATIONAL PSYCHOLOGY 5.67 IN THE CLASSROOM 5.25 485-806 COMMUNICATING SCIENCE 5.68 476-643 APPROACHES TO TRAUMA AND GRIEF IN 476-662 COMPETENCY AND PERFORMANCE ASSESSMENT 5.23 EDUCATIONAL SETTINGS 5.17 476-897 COMPREHENSIVE PROGRAMMING FOR THE GIFTED 5.38 476-681 ASSESSING INDIVIDUAL DIFFERENCES IN LEARNING 5.25 485-837 COMPUTERS AND.CURRICULUM 5.74 477-808 ASSESSING SPECIAL NEEDS AND PLANNING 476-655 CONSULTATION IN EDUCATIONAL SETTINGS 5.20 PROGRAMS 5.40 483-639 CONTEMPORARY ARTS PRACTICE AND 482-825 ASSESSMENT AND DEVELOPMENT OF CURRICULUM 5.60 EDUCATIONAL ADMINISTRATORS 5.52 476-675 CONTEMPORARY ISSUES IN DISABIUTY AND 466-838 ASSESSMENT AND PROGRAMMING IN EARLY EDUCATION 5.24 INTERVENTION 5.5 476-822 COUNSELLING IN EDUCATIONAL CONTEXTS 1 5.32 476-695 ASSESSMENT AND REPORTING FOR STUDENT LEARNING 5.29 476-831 COUNSELLING IN EDUCATIONAL CONTEXTS 2 5.32

7.1

INDEX OF EURJECT$ IN ALPHABETICAL ORDER

476-652 COUNSEWNG SKILLS FOR EDUCATIONAL 485-831 EDUCATIONAL PROGRAMMING ENVIRONMENTS 5.72 PSYCHOLOGISTS 5.19 476-647 EDUCATIONAL PSYCHOLOGY PRACTICUM 1 5.18 481-803 CREATING THE LEARNING ORGANISATION 5.40 476-658 EDUCATIONAL PSYCHOLOGY PRACTICUM 2 5.21 483-621 CRITICAL LITERACY: SOCIAL THEORY AND LITERACY 476-659 EDUCATIONAL PSYCHOLOGY PRACTICUM 3 EDUCATION 5.57 5.22 482-678 CROSS-CULTURAL COMMUNICATION IN EDUCATION 5.49 476-660 EDUCATIONAL PSYCHOLOGY PRACTICUM 4 5.22 472-720 EDUCATIONAL PSYCHOLOGY PRACTICUM 5 482-716 CURRENT ISSUES IN EDUCATION 5.50 5.13 482-635 EFFECTIVENESS AND IMPROVEMENT 468-620 CURRENT ISSUES IN EDUCATION AND TRAINING 5.10 5.47 485-854 ENVIRONMENTAL EDUCATION 476-682 CURRENT ISSUES IN GIFTED EDUCATION 5.26 5.75 466-620 ETHICS IN RESEARCH ON THE YOUNG 476-683 CURRENT ISSUES IN VOCATIONAL PSYCHOLOGY 5.26 5.3 481-810 EVALUATING LARGE SCALE PROGRAMS 482-832 CURRENT THINKING ABOUT THINKING 5.53 5.42 476-845 EVALUATING MULTIMEDIA FOR LEARNING 482-640 CURRICULUM AND ASSESSMENT 5.48 AND TEACHING 5.32 476-689 CURRICULUM DESIGN 5.27 481-811 EVALUATION FOR MANAGEMENT AND 476-621 CURRICULUM IMPROVEMENT 5.15 DEVELOPMENT 5.43 482-807 CURRICULUM LEADERSHIP AND MANAGEMENT 5.51 482-620 EVALUATION THEORY 5.45 476-653 EXCEPTIONALITY: ASSESSMENT AND INTERVENTION 5.20 D 476-885 DESIGNING A MULTIMEDIA PACKAGE 5.35 F 482-833 DESIGNING A THINKING CURRICULUM 5.53 466-682 FACILITATING FAMILY FUNCTIONING 5.4 468-844 DESIGNING VOCATIONAL PROGRAMS 5.12 476-898 FOUNDATION STUDIES IN DEAF EDUCATION 5.38 485-866 DEVELOPING AN EFFECTIVE MATHEMATICS 466-846 FOUNDATION STUDIES IN EARLY CHILDHOOD 5.7 CURRICULUM 5.76 476-893 FOUNDATION STUDIES IN GIFTED EDUCATION 5.36 472-616 DEVELOPING AUDITORY FUNCTION IN HEARING 476-888 FOUNDATION STUDIES IN THE EDUCATION OF IMPAIRED CHILDREN 5.13 STUDENTS WITH LEARNING DISABILITIES 5.35 485-832 DEVELOPING MULTIMEDIA 5.73 476-614 DEVELOPING SPOKEN LANGUAGE IN HEARING G IMPAIRED STUDENTS 5.15 483-625 GENRE ANALYSIS AND EDUCATION 5.57 468-812 DEVELOPMENT AND CHANGE IN ORGANISATIONS 5.10 476-896 GIFTEDNESS THROUGHOUT THE LIFESPAN 5.37 " 476-648 DIFFERENCES ' 5.18 476-895 DEVELOPMENTAL PSYCHOLOGY OF GIFTEDNESS 5.37 H 476-646 DIFFERENCES IN INTELLIGENCE AND ACHIEVEMENT 5.18 485-613 HOW CHILDREN LEARN MATHEMATICS 5.64 485-869 DISCRETE MATHEMATICS AND MATHEMATICAL 482-827 HUMAN RESOURCE DEVELOPMENT 5.52 MODEWNG 5.76 481-807 HUMAN RESOURCE MANAGEMENT IN EDUCATION 5.42 VARIOUS DOCTOR OF EDUCATION THESIS 5.79 468-827 HUMAN RESOURCE STRATEGIES 5.11 VARIOUS DOCTOR OF EDUCATION THESIS PROPOSAL 5.79 482-717 DOCTOR OF EDUCATION THESIS RESEARCH SEMINAR 5.50 476-641 IMPROVING CLASSROOM LEARNING AND 472-722 DOCTOR OF EDUCATIONAL TEACHING THROUGH MULTIMEDIA 5.17 5.79 PSYCHOLOGY THESIS 476-874 INCLUSIVE CURRICULUM STRATEGIES FOR STUDENTS WITH DISABILITIES 5.34 E 466-851 INFANCY AND THE FIRST YEARS OF LIFE 5.8 466-681 EARLY CHILDHOOD CURRICULUM 5.4 485-835 INFORMATION MANAGEMENT AND EDUCATION 5.73 466-684 EARLY CHILDHOOD INTERVENTION: ADVANCED 482-639 INFORMATION TECHNOLOGY AND LEARNING 5.48 INTERDISCIPLINARY STUDY OF POLICY AND PRACTICE 5.4 468-814 INFORMATION TECHNOLOGY AND SOCIETY 5.11 466-613 EARLY CHILDHOOD LANGUAGE AND LITERACY 5.2 482-854 INFORMATION TECHNOLOGY AND THE EDUCATIONAL ADMINISTRATOR 5.54 476-623 EARLY INTERVENTION FOR HEARING IMPAIRED CHILDREN 5.16 483-603 INNOVATION AND CHANGE IN LANGUAGE EDUCATION 5.55 485-817 EARTH AND SPACE SCIENCE CURRICULUM STUDY 5.65 476-886 INSTRUCTIONAL METHODS AND STRATEGIES 485-623 EDUCATION FOR A TECHNOI.OGICAL WORLD 5.65 FOR STUDENTS WITH DISABILITIES 5.35 482-801 EDUCATION PLANNING ANI WORKPLACE CHANGE 5.50 476-696, INTEGRATIVE STUDY IN LEARNING AND 482-899 EDUCATION POLICY AND POLICY PROCESSES 5.55 EDUCATIONAL DEVELOPMENT 5.29 482-844 EDUCATION, TECHNOLOGY AND CHANGE 5.53 482-804 INTERACTIVE PROCESSES FOR HEALTH EDUCATION 5.51 476-615 EDUCATIONAL AUDIOLOGY AND SENSORY AIDS 5.15 476-852 INTERPERSONAL AND GROUP PROCESSES 5.32 476-694 EDUCATIONAL MEASUREMENT, ASSESSMENT • 476-654 INTERVENTION IN THE PROBLEMS OF AND EVALUATION S:28 CHILDHOOD AND ADOLESCENCE 5.20 INDEX OP SUBJECTS IN ALPHABETICAL ORDER

476-684 INTRODUCTION TO GIFTED DEVELOPMENT AND N EDUCATION 5.26 466-680 NEGOTIATED PROJECT IN EARLY CHILDHOOD 5.4 476-809 ISSUES IN LITERACY DIFFICULTIES 5.31 485-643 NEGOTIATED PROJECT IN SCIENCE AND MATHEMATICS EDUCATION 5.66 K 466-843 NEUROLOGICAL AND SENSORY DISABILITY 5.6 5.74 485-850 KEY ISSUES IN MATHEMATICS EDUCATION 485-853 NEW SCIENCE AND NEW APPROACHES TO 482-621 KNOWLEDGE USE IN CHANGE MANAGEMENT 5.45 TEACHING SECONDARY SCHOOL SCIENCE 5.75 485-836 NEW VISIONS FOR TEACHING AND LEARNING 5.74 L 483-829 LANGUAGE AND LANGUAGE ACQUISITION 5.61 0 483-626 LANGUAGE EDUCATION: FUNCTIONAL GRAMMAR 5.58 468-839 ON-UNE EDUCATION AND TRAINING 5.11 483-606 LANGUAGE TEACHING AND CULTURE 5.56 482-638 ORGANISATION AND CULTURE 5.48 468-811 LEADERS AND AGENTS OF CHANGE 5.10 476-862 ORGANISATIONAL CHANGE AND STUDENT WELFARE 5.33 482-707 LEADERSHIP 5.50 485-804 OUTDOOR EDUCATION IN THE PRIMARY SCHOOL 5.68 482-890 LEADERSHIP IN ACTION: STRATEGIC LEADERSHIP 5.54 482-809 LEADING A LEARNING COMMUNITY 5.51 P 466-839 PARENT GUIDANCE IN EARLY INTERVENTION 5.5 482-848 LEADING THE EDUCATIONAL ORGANISATION 5.53 485-855 PERCEPTION OF THE ENVIRONMENT 5.76 476-819/820/821 LEARNING DISABILITIES/DISABILITIES AND 482-829 PERSONAL AND INTERPERSONAL PROCESSES FOR IMPAIRMENTS PROFESSIONAL PRACTICE EDUCATIONAL LEADERS 5.53 (YEAR-LONG) 5.31 482-637 PERSONNEL AND EMPLOYEE RELATIONS 5.47 476-889 LEARNING DISABILITIES: LITERACY 5.35 485-816 PHYSICAL SCIENCE CURRICULUM STUDY 5.69 476-890 LEARNING DISABILITIES: NUMERACY 5.36 482-633 POUCY ANALYSIS AND PUBUC ACCOUNTABILTTY 5.46 466-847 LEARNING ENVIRONMENTS IN THE EARLY YEARS 5.7 477-807 POLICY ANALYSIS, PROGRAM MANAGEMENT 468-607 LEARNING IN THE POSTMODERN WORKPLACE 5.9 AND LEADERSHIP IN SPECIAL EDUCATION AND INTEGRATION 476-650 LEARNING PROCESSES AND PROBLEMS 5.19 5.40 485-622 LEARNING SCIENCE IN A COMPUTER AGE 5.65 483-640 POSTMODERN EDUCATION: TEXTS AND THE ARTS 5.60 476-803 PRACTICUM IN GIFTED EDUCATION 476-814 LEARNING, LITERACY AND READING RECOVERY 5.31 5.30 476-899 LISTENING, SPEECH AND LANGUAGE 476-881 PROFESSIONAL DEVELOPMENT FOR IMPROVEMENT 5.34 DEVELOPMENT 5.38 460-811 PROFESSIONAL DEVELOPMENT STUDIES 1 5.2 483-633 LITERATURE FOR YOUNG PEOPLE IN THE 460-812 PROFESSIONAL DEVELOPMENT STUDIES 2, 5.2 CLASSROOM 5.58 460-813 PROFESSIONAL DEVELOPMENT STUDIES 3 5.2 460-814 PROFESSIONAL DEVELOPMENT STUDIES 4 5.2 M 482-704 MANAGEMENT AND POUCY IN EDUCATIONAL 476-693 PROFESSIONAL DEVELOPMENT, APPRAISAL AND CHANGE 5.28 REFORM 5.50 476-698 PROFESSIONAL DEVELOPMENT: COLLABORATION 466-848 MANAGEMENT IN EARLY CHILDHOOD SERVICES 5.7 AND CONSULTANCY 5.29 468-601 MANAGEMENT LEARNING 5.8 477-805 PROFESSIONAL PRACTICE (HEARING IMPAIRED) 1 5.39 481-806 MANAGEMENT OF RESOURCES IN EDUCATION 5.41 477-806 PROFESSIONAL PRACTICE (HEARING IMPAIRED) 2 5.40 476-644 MANAGING CONFLICT IN EDUCATIONAL SETTINGS 5.17 466-844 PROFESSIONAL PRACTICE IN EARLY INTERVENTION 1 5.6 482-676 MANAGING CULTURAL DIVERSITY 5.49 466-845 PROFESSIONAL PRACTICE IN EARLY INTERVENTION 2 5.6 482-898 MANAGING THE EDUCATIONAL ORGANISATION 5.55 483-871 PROFESSIONAL PRACTICE: ALBE 5.63 482-805 MARKETING IN EDUCATION 5.51 483-850 PROFESSIONAL PRACTICE: MODERN LANGUAGES 482-641 MASTER OF EDUCATIONAL MANAGEMENT EDUCATION 5.62 PRACTICUM 5.48 483-830 PROFESSIONAVRACTlCE: TESOL 5.62 476-657 MASTER OF EDUCATIONAL PSYCHOLOGY 483-642 PROFESSIONAL PRACTICE: TESOL (INTERNATIONAL) 5.61 RESEARCH PROJECT 5.21 482-634 PROGRAM DESIGN AND EVALUATION 5.47 VARIOUS MASTER S THESIS (16,000 TO 20.000 WORDS) 5.78 481-809 PROGRAM EVALUATION: FORMS AND APPROACHES 5.42 VARIOUS MASTER S THESIS (40.000 WORDS) 5.78 481-805 PROJECT (EDUCATION POLICY AND MANAGEMENT) 5.41 485-870 MATHEMATICAL STATISTICS FOR TEACHERS 5.77 481-814 PROJECT IN ASSESSMENT OR EVALUATION 5.44 483-890 METHODOLOGY AND CURRICULUM DESIGN: ALB( 5.64 483-634 PROJECT IN MODERN LANGUAGES EDUCATION 5.59 483-889 METHODOLOGY AND CURRICULUM DESIGN: MODERN LANGUAGES EDUCATION 5.63 476-651 PSYCHOLOGICAÓ.TESTS 5.19 483-888 METHODOLOGY AND CURRICULUM DESIGN: TESOL 5.63 476-645 MULTNARIATE RESEARCH METHODS S.17 48,ä-812 QUALITATIVE METHODS 5.43

ne

INDEX OP SUBJECT* IN ALPHABETICAL ORDER

468-820 QUANTITATIVE ANALYSIS IN VET 5.11 485-805 TEACHING FOR NUMERACY 5.68 481-813 QUANTITATIVE METHODS 5.43 485-828 TEACHING INFO TECH AT SENIOR LEVELS 5.71 477-804 TEACHING LEARNING AND HEARING IMPAIRMENT 5.39 R 485-824 TEACHING MATHEMATICS WITH CAS 5.71 476-806 READING RECOVERY TEACHING AND TUTORING PRACTICUM 5.30 485-895 TEACHING MATHS AND SCIENCE WITH THE INTERNET 5.78 485-624 RECENT DEVELOPMENTS: SCIENCE AND TECHNOLOGY 5.66 483-604 TEACHING SECOND LANGUAGE SPEAKING SKILLS 5.56 466-678 RECONCEPTUALIZING EARLY CHILDHOOD 485-829 TEACHING WITH INFORMATION TECHNOLOGY 5.72 DEVELOPMENT 5.3 485-822 TECHNOLOGY ENRICHED MATHEMATICS EDUCATION 485-621 RECONSTRUCTING SCIENCE EDUCATION 5.65 5.70 476-692 REFLECTION AND METACOGNITION IN LEARNING 485-893 TECHNOLOGY ENRICHED MATHEMATICS TEACHING 1 5.77 AND TEACHING 5.28 485-894 TECHNOLOGY ENRICHED MATHEMATICS 476-656 RESEARCH METHODS 5.21 TEACHING 2 5.77 485-646 RESEARCH METHODS IN EDUCATION 5.66 485-833 TELECOMMUNICATIONS AND MULTIMEDIA 5.73 482-642 RESEARCH METHODS IN EDUCATIONAL 483-638 THE ART OF VISUAL LITERACY 5.60 MANAGEMENT 5.48 482-644 RESEARCH PROJECT IN EDUCATIONAL 483-610 THE ARTS AND COGNITION 5.56 MANAGEMENT 5.49 482-636 THE ECONOMICS AND FINANCE OF EDUCATION AND TRAINING 5.47 476-858 RESEARCH PROJECT IN STUDENT WELFARE 5.33 485-620 THE MATHEMATICS CLASSROOM 5.64 483-637 RESEARCHING ARTS EDUCATION 5.59 476-686 THE NEUROPSYCHOLOGY OF GIFTEDNESS 5.27 483-804 RESEARCHING LANGUAGE CLASSROOMS 5.61 466-679 THE POLITICS OF EARLY CHILDHOOD 5.3 476-816 RESEARCHING OLDER AT RISK LITERACY STUDENTS 5.31 476-859 THE SOCIO-POLITICAL CONTEXT OF STUDENT WELFARE 5.33 482-623 RESPONSIVE MIDDLE SCHOOLING 5.46 476-699 THE STUDY OF LEARNING 5.30 466-842 THEORIES AND PRACTICES IN EARLY INTERVENTION 5.6 482-892 SCHOOL EFFECTIVENESS AND IMPROVEMENT 5.54 476-676 THEORIES AND RESEARCH IN CHILD DEVELOPMENT 5.24 476-860 SCHOOL-COMMUNITY PARTNERSHIPS AND 466-850 THEORIES OF PARENTING AND THE FAMILY 5.8 STUDENT WELFARE 5.33 468-854 TRAINING AND DEVELOPMENT IN COMMUNITIES 485-851 SCIENCE IN THE PRIMARY SCHOOL 5.75 OF PRACTICE 5.12 485-803 SEXUALITY ISSUES AND THE SCHOOL 5.68 476-674 TRANSITIONAL PLANNING AND VOCATIONAL PREPARATION FOR PERSONS WITH DISABILITIES 5.24 476-891 SOCIAL AND EMOTIONAL ASPECTS OF GIFTEDNESS 5.36 5.45 482-622 SOCIAL CONTEXT AND EDUCATIONAL OUTCOMES U 466-849 SOCIAL CONTEXTS OF EARLY CHILDHOOD 5.7 476-864 UNDERSTANDING AND TEACHING STUDENTS WITH 485-830 SOFTWARE ENVIRONMENTS FOR LEARNING 5.72 DISABILITIES 5.34 468-621 SPECIAL PROJECT (VOCATIONAL EDUCATION 482-891 UNDERSTANDING HUMAN RESOURCES AND TRAINING) 5.10 MANAGEMENT: PEOPLE LEADERSHIP 5.54 476-697 SPECIAL STUDY IN LEARNING AND EDUCATIONAL 485-802 UPDATING PHYSICS TEACHING IN THE MIDDLE DEVELOPMENT 5.29 SCHOOL 5.67 482-632 STRATEGIC LEADERSHIP AND MANAGEMENT 5.46 482-894 USING THE WEB FOR TEACHING AND LEARNING: EMERGING TECHNOLOGIES 5.55 468-840 STRATEGIC THINKING 5.12 476-680 STRESS AND COPING IN EDUCATION: CHILDREN, V PARENTS AND TEACHERS 5.25 468-605 VOCATIONAL LEARNING 5.9 481-815 SURVEY DESIGN AND ANALYSIS 3.44 476-894 SYSTEMS AND MODELS OF GIFTED EDUCATION 5.37 W 5.12 T 472-601 WORKING WITH CHALLENGING BEHAVIOUR 485-820 TEACHING ABOUT ENERGY IN GENERAL SCIENCE 5.70 476-649 WORKING WITH GROUPS: THE INDIVIDUAL IN THE SOCIAL CONTEXT 5.18 485-819 TEACHING ABOUT FORCE AND MOTION IN GENERAL SCIENCE 5.70 476-884 TEACHING AND LEARNING IN11-IE MIDDLE SCHOOL RESPONDING TO INDIVIDUAL DIFFERENCES 5.34 483-641 TEACHING ENGLISH FOR ACADEMIC PURPOSES 5.60 483-636 TEACHING ENGUSH IN THE INTERNATIONAL CONTEXT 5.58 476-688 TEACHING FOR EFFECTIVE LEARNING

7.4

Library Digitised Collections

Author/s: The University of Melbourne

Title: Handbook: Faculty of Education, Postgraduate Handbook 2002

Date: 2002

Persistent Link: http://hdl.handle.net/11343/129089