Project in Educational Leadership

This subject is not offered in 2013.

240 hours.

Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.

Candidates must have completed the majority of their coursework program prior to undertaking this subject

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For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Overview, Objectives, 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 the Disability Liaison Unit: http://www.services.unimelb.edu.au/disability/

This subject comprises the [AQF] Capstone experience for this course. Drawing on theory, knowledge and skills developed throughout the Master of Education (Educational Management), students will complete an individually negotiated project in which the student undertakes a theoretical study (for example, a substantial critical review of a particular body of literature), a research or workplace project, or an approved relevant educational experience. The Capstone project will culminate with students synthesizing the findings of their work in a written form such as a journal article or report. A hurdle requirement for this subject is that students will also provide an oral presentation of their findings, which should incorporate a reflection on the key learnings and understandings they have gained from their studies in the Master of Education (Educational Management).

• Carry out a substantial research-based project
• Analyze data and synthesized research findings
• Present research findings in written and verbal forms
• Produce data/findings that can be used to inform educational management practices

There are two assessment components:

• Project proposal/preliminary report equivalent to 2000 words, due mid semester, 20%
• A written task equivalent to 8000 words, due end of semester, 80%

There is one hurdle requirement:

• A 20-minute oral presentation on the research-based project, due end of semester

Burns, R.B. (2000) Introduction to Research Methods. London:Sage.

Leithwood, K. & Riehl, C. (2003) What Do We Already Know About Successful School Leadership? Paper prepared for the AERA Division A Task Force on Developing Research in Educational Leadership.

Owens, J. & Rogers, P. (1999) Program Evaluation: Forms and Approaches, London: Sage Publications.

Stoll, L., Fink, D. and Earl, L. (2003) It's About Learning It's About Time. Routledge/Falmer:London.

This subject is not available as a breadth subject.

Students will

• Enhance their skills in self-reflection, reflective observation, critical thinking, research design and program evaluation

• Apply critical thinking skills

• Apply foundational research skills to address a research question

• Demonstrate planning and time management skills

• Undertake research independently

• Demonstrate a capacity to communicate research results clearly, comprehensively and persuasively.