Research Project

Subject EDUC90420 (2016)

Note: This is an archived Handbook entry from 2016.

Credit Points: 37.5
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2016:

Semester 1, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period 29-Feb-2016 to 29-May-2016
Assessment Period End 24-Jun-2016
Last date to Self-Enrol 11-Mar-2016
Census Date 31-Mar-2016
Last date to Withdraw without fail 06-May-2016

Semester 2, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period 25-Jul-2016 to 23-Oct-2016
Assessment Period End 18-Nov-2016
Last date to Self-Enrol 05-Aug-2016
Census Date 31-Aug-2016
Last date to Withdraw without fail 23-Sep-2016


Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 54, regular meetings as negotiated with supervisor
Total Time Commitment:

510 hours

Prerequisites:

150 points of study in the Master of Teaching (Early Childhood) or Master of Teaching (Secondary) or a Masters degree in Education, with an H2A average, or equivalent.

Corequisites:
Subject
Study Period Commencement:
Credit Points:
Recommended Background Knowledge: None
Non Allowed Subjects: None
Core Participation Requirements:

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

Coordinator

Dr Sally Windsor, Dr Suzanne North

Contact

Suzanne North

suzanne.north@unimelb.edu.au

Sally Windsor

swindsor@unimelb.edu.au

Subject Overview:

Students negotiate an individual project relating to education with an individual supervisor. The project includes a critical review of relevant academic and research literature and a research project relating to educational practice.

Learning Outcomes:

On completion of this subject students will be able to:

  • Demonstrate in depth knowledge in a particular field in education;
  • Understand the theoretical context of an issue of concern in education
  • Understand the purpose of selected research methodologies
  • Use research processes with due regard to ethical procedures
  • Demonstrate a capacity to engage in reflective, critical discussion of the area of particular interest.
Assessment:

A research report (15,000 words) due end of semester (100 per cent)

This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.

Prescribed Texts:
  • Kervin, L., Vialle, W., Herrington, J. & Okely, T. (2006). Research for Educators. Melbourne: Thomson Social Science Press.
  • MacNaughton, G. Rolfe, S. & Siraj-Blatchford, I. (Eds.) (2010). Doing early childhood research: International perspectives on theory and practice. Hoboken: Taylor and Francis [Electronic Resource].
  • Mukherji, P. & Albon, D. (2010). Research Methods in Early Childhood: An Introductory Guide, Sage Publications.
  • Schwandt, T. A. (2007). The SAGE dictionary of qualitative inquiry, 3 rd edition, Los Angeles, Calif.; London: SAGE [Electronic Resource].
  • Stake, R. (2010). Qualitative research: Studying how things work, New York, Guildford Press [Electronic Resource].
Breadth Options:

This subject is not available as a breadth subject.

Fees Information: Subject EFTSL, Level, Discipline & Census Date
Generic Skills:

On completion of this subject, teacher candidates will have the knowledge, skills and understanding to enable them to:

  • Be skilled communicators who can effectively articulate and justify relationships between theory research and teaching
  • Be flexible and able to adapt to change through knowing how to learn using research processes;
  • Understand the significance of developing their practice on the basis of research evidence;
  • Work in teams with skills in cooperation, communication and negotiation to engage in reflective and critical discussion of research in education;
  • Be independent of mind, responsible, resilient, self-regulating;
  • Have a conscious personal and social values base and apply to their work

Related Course(s): Graduate Certificate in Educational Research
Master of Clinical Teaching
Master of Teaching (Early Childhood)
Master of Teaching (Secondary)
Master of Teaching (Secondary)
Master of Teaching (Secondary) Internship
Postgraduate Certificate in Educational Research

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