Note: This is an archived Handbook entry from 2016.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2016:Semester 1, Parkville - Taught on campus.
Semester 2, Parkville - Taught on campus.
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 18 |
Total Time Commitment:
At least 50 points of study in the DEd course including the following two subjects
Study Period Commencement:
Study Period Commencement:
Semester 1, Semester 2
|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
CoordinatorProf Lyn Yates
This subject focuses on issues involved in designing and carrying out a thesis in the field of education. It assumes (and is different from) previous study of research methodology; and is intended to be undertaken in conjunction with working with their supervisor to develop their D Ed thesis proposal. In the Doctoral Research Seminar, students will consider the nature and role of a thesis project in the context of the professional and disciplinary constitution of the field of education. In this subject, students will consider questions not able to be technically defined in either methodology texts or doctoral regulations: what constitutes an adequate 'contribution to knowledge"? what voice is appropriate in the thesis writing? How is the scope of a literature review constructed? How do newcomer researchers learn to position themselves in the field? What identity demands are implicit in the task of producing a thesis? This doctoral research seminar will function alongside the preparation of the thesis proposal as a forum for students to reflect on the field they are entering and to build tacit as well as explicit knowledge about what is needed in undertaking their thesis project
On completion of this subject, students should be able to:
20 minute seminar presentation (40 per cent); Written assignment(s) totalling 3000 words (60 per cent)
This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.
Yates, L. (2004), What does good education research look like? Situating a field and its practices. Maidenhead: Open University Press.
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
|Links to further information:||http://education.unimelb.edu.au/|
Doctor of Education |
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