DOCTOR OF EDUCATION
3. Candidates for whom the panel which examined their doctoral thesis proposal recommended that they not
proceed with the degree.
Such candidates receive a letter at the end of the year requesting them to forward a written submission explaining their lack of progress. They may also be requested to appear before the Graduate Studies Student Progress Committee. The Committee's main concern is to look at the options available to enable the candidates to progress at a satisfactory rate. However, in some
circumstances, the Committee may place certain limitations on a student's enrolment or may recommend to the Academic Board that a student's enrolment be terminated because of poor academic progress.
Course Enquiries
Faculty of Education Office, Alice Hoy Building, University of Melbourne, Parkville 3052. Telephone: (03) 9344 8285.
Subject Descriptions
Detailed descriptions of the subjects are listed below in numerical order. The subject offerings, form of
presentation and contact hours detailed in each description, were correct at the time of printing. In exceptional circumstances, the Faculty may cancel subject or vary the detail of a subject. Details of any such alteration will be available from the Faculty Office and will be announced on Department) noticeboards.
476-702 PROFESSIONAL DEVELOPMENT Offered: Parkville Campus, Semester 1 Credit points: 25
Staff: Neville Johnson Contact 36 hours
Objectives: On completion of this subject candidates should be able to:
• demonstrate a sound understanding of the knowledge- base in the professional development area;
• demonstrate a mastery of professional development strategies; and
• plan for the effective transfer of these in their workplaces.
Content: Included in the themes, issues and ideas to be examined will be: teachers as learners and the planning of professional development; professional development cultures; principles of effective professional development;
case studies in system and school-level professional development; linking teacher appraisal and professional development; models of professional development; staff professional development and the process of teacher change; improving schools through in-service teacher training and professional development; improving the quality of teaching and learning through staff professional development; the school as an organisation - implications for curriculum leaders and professional development, and the role of the outsider/consultant in school-based professional development.
Assessment: A paper of 2500 words that critically appraises and evaluates some recent substantive
Professional Development initiatives and draws implications for research and educational practice. In the light of the knowledge and strategy bases examined in the seminars the candidate will present and defend in class an analysis of 5500 words dealing with a particular Professional
Development theme as a focus for empirical investigation.
150 Doctoral Courses
476-704 LEARNING AND TEACHING Offered: Parkville Campus, Semester 2 Credit points: 25
Staff: John Baird, John Munro.
Contact: 36 hours
Objectives: On completion of this subject candidates should be able to:
• demonstrate their understanding of different theoretical perspectives on students' thinking and learning;
• discuss the findings of research which has investigated how students learn particular types of subject matter;
• summarise investigations into effective teaching, relating it to perspectives on learning and thinking; and
• analyse curriculum materials and teaching methods in terms of the types of learning which they promote.
Content: Learning individually and in social settings;
theoretical perspectives on thinking and learning related to teaching in particular curriculum areas; cognitive and meta- cognitive strategies; methodologies for research on learning and teaching.
Assessment: A literature review of 3000 words on a clearly defined topic which is related to the seminars and a written report of 5000 words on a small-scale practical project on a topic to be negotiated with the seminar leader.
Participation in seminar sessions is expected.
482-702 KNOWLEDGE AND VALUES FOR ADMINISTRATIVE PRACTICE
Offered: Parkville Campus, Semester 1 Credit points: 25
Staff: Gabriele Lakomski Contact: 36 hours
Objectives: On completion of this subject candidates should be able to:
• give a critical account of the major theories which shape educational administration;
• explain the differences between them in terms of their theoretical, commitments and implications for the practice; and
• analyse select administration problems by using one or several of the major theories discussed.
Content: This subject presents an overview of the theoretical developments which have shaped the field of educational administration. It examines the most important theories with an emphasis on central Issues such as educational leadership and practice, the place of values and human subjectivity, the nature of education policy, and post modernism in educational administration. It also introduces a new conceptual framework, the new science of educational administration, which offers solutions to the practical problems in the field.
Assessment An essay of 8000 words on a topic to be.
determined in consultation with the seminar convenor.
Candidates are required to present short formal discussion papers in class.
Prescribed texts: Evers, CW and Lakomski, G, Exploring Educational Administration - Coherentist Applications and Critical Debates, Pergamon, Oxford, 1996.
482-703 PLANNING AND RESOURCE ALLOCATION IN EDUCATION
Offered: Parkville Campus, Semester 2 Credit points: 25
Staff: Ibtisam Abu-Duhou Contact: 36 hours
Objectives: On completion of this subject candidates should be able to:
■ demonstrate an understanding of theoretical perspectives;
■ describe and critically appraise current developments at national, state and local levels and in the international setting;
• analyse current and emerging Issues and their
implications for policy In education including, e.g., the financing of public and private education;
• demonstrate an understanding of at least one advanced technique; and
• identify questions for research.
Content: A range of selected theoretical perspectives related to planning and finance in education as well as more general but related considerations of economics and politics.
Accounts of current developments In different settings (international, national, state and local). The manner in which fundamental matters related to efficiency,
effectiveness, equity, choice, productivity and accountability, and concerns related to the distribution of authority and responsibility among the different levels of governance and the way In which roles of educational administrators have been affected. Consideration will also be given to—advanced techniques on planning and resource allocation.
Assessment: A paper of approximately 8000 words.
Students will be expected to participate In all sessions and to lead at least one session based on key readings.
482-704 MANAGEMENT AND POLICY IN EDUCATIONAL REFORM
Offered: Parkville Campus, Semester 1.
Credit points: 25 Staff: TBA
Contact: 36 hours
Objectives: On completion of this subject candidates should be able to:
• make a critical policy analysis of the reforms being Introduced internationally In schools and In school systems;
• demonstrate an understanding of the structural and
.
administrative consequences of the reform movement;
• develop an understanding of the theoretical underpinnings of organizational reengineering and structural reform; and
• plan and design strategies for the future of schooling which address the professional, political, and
International trends embedded In the education reform movement.
Content: An exploration of the common feature In the school reform movement Internationally, with particular reference to Australia, the United Kingdom and the USA, and the way those reforms have affected the management of schools, school systems, and national policies In education. Consideration will be given to the transition of schooling policies based on Industrial economy,
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management by means of bureaucracy, and the metaphor of schooling as a production line to schooling in a post- industrial economy in a 'borderless world', the managerial consequences of post bureaucratic structures, the
prevalence of dispersed or atomized structures, the critical role of the strategic core, and the metaphors used for schooling in a networked international context.
Assessment: A paper of approximately 8000 words on a topic to be negotiated with the seminar convenor. It is 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 participate fully in class; to present class reports and reviews of important research and writings in the field covered by the course.
482-707 LEADERSHIP
Offered: Parkville Campus, Summer Semester Credit points: 25
Staff: Brian Caldwell Contact: 36 hours
Objectives: On completion of this subject candidates should be able to:
• demonstrate their understanding of different theoretical perspectives on leadership;
• explain the findings of research which has investigated the relationship between leadership and outcomes in education;
• analyse issues related to leadership in education; and
• identify questions for research on leadership.
Content: The starting point for this seminar is a review of theories in leadership. Several sources are provided for candidates who have not cmpleted a masters or other post-graduate study in the field. More detailed attention is then given to current and emerging issues in leadership in educational organisations, including the contribution of leaders to outcomes, complementarity of leadership and management, strategic leadership, and developments in the public, private and third (civil society) sectors.
Assessment: A paper of approximately 8000 words on a topic approved by the lecturer which requires the student to demonstrate achievement of the seminar objectives.
Candidates will be expected to participate in all seminars and lead at least one seminar based on key readings.
482-708 EDUCATIONAL EVALUATION Offered: Parkville Campus, Summer Semester Credit points: 25
Staff: John Owen Contact: 36 hours
Objectives: On completion of this subject candidates should be able to:
• demonstrate a knowledge of major forms of evaluation and their underlying assumptions;
• demonstrate an understanding of the roles and
limitations of evaluation in educational decision making;
and
• demonstrate an ability to plan an evaluation in an educational setting.
Content: Roles and focus of evaluation; policy program and classroom evaluation; uses of evaluation and its implications for evaluation planning; evalutation as a social interactive process; planning evaluations; dissemination of evaluation findings and the various meanings of evaluation utilization; links between evaluation and development;
analysis of recent approches to evaluation in schools and school systems; case studies.
Assessment: A seminar presentation and analysis of 1000 words dealing with the rationale, techniques and use of a major evaluation approach in education, such as needs assesment or goal free evaluation; a seminar presentation and a critical review of 1000 words both dealing with the contribution of a well known evaluator to evaluation theory, and a project of 5-6000 words which represents the application of material covered in the seminar within a 'real' context.
Prescribed Texts: Owen, J. Mand Rogers, P . Program Evaluation: Forms and Approaches (2nd Ed). Allen and Unwin, Sydney, 1998
482-715 CASE STUDIES IN PUBLIC POLICY FORMATION
Offered: Parkville Campus, Semester 1 Credit points: 25
Staff: Peter Dwyer, Richard Teese and Johanna Wyn Contact: 36 hours
Objectives: On completion of this subject candidates should be able to:
• understand the role of policy values in shaping and interpreting the operation of education systems in their social and economic contexts;
■ understand how public policy processes define education problematics and sanction particular value constructions and outcomes; and
• develop theoretical and historical insights into the public policy process through detailed case-study research.
Content: A series of case-studies is used to examine how policy values such as accountability, quality, effectiveness and equity are expressed, shaped and endorsed (or contested) through particular processes of public policy.
This includes official enquiries and reviews, legislation, changed administrative and funding arrangements, party political programs and media treatment. The aim is to explore how education "problematics" are constructed — issues to be tackled, problems to be solved — on the shifting terrain of the education system, and the social economic context in which it operates. Case studies may include the review of the VCE (1997), students pathways, vocational education and training in schools, the review of the NSW HSC (1996-1997), the Education Reform Act in Britain (1988), and the funding of higher education in Australia (from the introduction of the HECS to the West review). Assessment will involve seminar reporting, and the writing up of a case study, addressing the key concerns of how education systems are seen to be problematic and how particular values are mobilised and made authoritative through public policy processes.
Assessment Written assessment totalling 8000 words on a case study to be decided in consultation with the seminar convenors.
Candidates will present an initial report to the seminar.
152 Doctoral Courses
482-716 CURRENT ISSUES IN EDUCATION Offered: Parkville Campus, Semester 2
Credit Points: 25
Staff: This subject will be offered by specialist visiting lecturers and faculty staff.
Contact: 36 hours
Objectives: On completion of this subject the candidates should be able to:
• critically review the literature in the particular area on which the subject focuses;
• give an account of relevant theory and practice in the area;
• identify questions for research in the area.
Content: The subject will normally be offered by specialist visiting lecturers. The content will vary in accordance with the expertise of the lecturer. In general, however, it will deal with highly significant topical developments or proposals in educational practice, analysing their theoretical, policy and organisational contexts, and their relevance to the educational researcher and/or to the practising educator.
Assessment: A paper or papers totalling approximately 8,000 words in which the candidate demonstrates sound knowledge of a particular aspect of aspects of the content of the subject, provides a critical assessment of the designated topic, and specifies its relevance to current educational policy and/or practice. Participation as specified by the visiting lecturer.
482-717 D.ED THESIS RESEARCH SEMINAR Offered: Parkville Campus, Semester 1 or 2 Credit points: 12.5
Staff: Gabriele Lakomski, Education Policy and Management staff
Contact: a minimum of 20 hours
Objectives: On completion of this subject candidates should be able to:
• demonstrate an understanding of the nature and function of research methodology in education;
• provide a critical assessment of "research paradigms" in educational research;
• give evidence of an appropriate level of understanding of how to conduct empirical and non-empirical research validly and coherently.
Content: This doctoral seminar is designed to introduce candidates to the most advanced developments in the area of research methodology. In addition to discussing the nature, scope and function of research methodology and its theoretical vocabulary, the (Kuhnian) notion of
"paradigms" in educational research is introduced and critically examined with regard to their claims to validity.
Finally, the most recent notion of educational research characterized by epistemological unity is discussed as the more appropriate framework for the conduct of research since it can advocate methodological diversity and maintain a holistic conception of research in education.
Assessment: A paper equivalent to 4000 words which demonstrates an appropriate level of understanding of the objectives as applied to a specific problem or issue (100 per cent).
48S-703 CO-ORDINATION OF THE CURRICULUM - THEORY AND PRACTICE
Offered: Parkville Campus, Semester 1 Credit points: 25
Staff: Rod Fawns, Rod Fawns Contact: 36 hours
Objectives: On completion of this subject candidates should be better able to:
• put the special knowledge and modes of knowing peculiar to teachers into greater service and to provide recognition of such contributions;
• enhance the possibilities of attracting a greater number of daring, experimental and intellectually active people, including teachers, into curriculum discussion;
• establish challenging decision-making and collaborative planning as part of the function of teaching;
• provide a basis for teachers' recognition of themselves as possessed of special knowledge and competence, by providing them, via journals, meetings and visitations, with a sense of intellectual community;
• critically review changes in knowledge and attitudes implied by proposed and actual changes and pressure for change in the curriculum; and
• write both short issue-based discussion papers and a formal paper which demonstrates both wide reading, comprehension and a well developed capacity to report.
Content: The seminars will provide opportunities for participants to explore conflicting conceptions of curriculum - platform, deliberation and design - as they relate to their particular field or institutional context. Each student will undertakr an extensive program of directed reading tailored to hos or her personal requiremenys in current change management, professional development or pedagogical reform. Amongst the ideas to be examined in the literature and in practice are teacher personal
professional knowledge, collaboration and the persistance of privacy; the use of curriculum narratives in professional development and appraisal; levels of shared decision making; discipline subcultures, content as context; subject departments as prime loci for institutional reform;
persistent social movements in curriculum reform; the impact of ideological swings; the centralization of curricular control and the decentralization of management
.
and bureaucracy.
Assessment: A maximum of 3 small writing tasks modelling modes of curriculum research - biography, interview, sociological survey - totalling 3,000 words; a paper of approximately 3000 words dealing with an aspect of one of the major topics of the course (sample topics will be provided); an in-class assignment of approximately 2000 words in the final seminar session.
Doctoral Courses 153
DOCTOR OF EDUCATION THESIS PROPOSAL Offered: Parkville Campus, Semester 1 or 2 Credit points: 12.5
Staff: It is the candidate's responsibility to arrange a supervisor.
Contact: The candidate is expected to arrange regular meetings with the supervisor at appropriate intervals Objective: On completion of this subject candidates should be able to:
• draw up, explain and defend a detailed proposal for a substantial research study which has strong potential for improving professional practice.
Content: The purpose of writing a thesis proposal, irrespective of its specific topic, is to provide a clear indication of the nature and purpose of the research to be undertaken. Specifically, it should contain :
(a) a clear statement of the purposes of the research which includes a statement of what kind of novel theoretical and/or practical solution is proposed as a result of having conducted the research;
(b) a justification of why the chosen topic is a worthwhile research topic. This should include a discussion regarding its relevance for the theory or practice of education;
(c) a reasonably comprehensive overview and critical discussion of what research has already been done in this area, what conclusions have been reached, and, most importantly, which issues or problems have not been addressed to date (literature review);
(d) a critical discussion of research methodology selected to conduct the proposed research successfully.
Assessment: The preparation, successful explanation and satisfactory defence of a detailed proposal of
approximately 5000 words (100 per cent). The thesis proposal will be graded on a 'Pass' or 'Fail' basis.
DOCTOR OF PHILOSOPHY (EDUCATION) Enquiries
This course is administered by the School of Graduate Studies, 1888 Building, University of Melbourne, Parkville 3052. Please refer all enquiries to School of Graduate Studies office on Telephone: (03) 9344 8789.
154 Doctoral Courses
Index of Subjects
Alphabetical Index of Subjects
476-678 ADOLESCENT PSYCHOLOGY AND ITS
IMPACT ON EDUCATION 86
468-603 ADULT EDUCATION AND PROFESSIONAL PRACTICE 68 476-622 ADVANCED LANGUAGE ASSESSMENT AND
TEACHING FOR HEARING IMPAIRED STUDENTS 77 483-635 ADVANCED PROJECT STUDIES IN THE ARTS 125 485-888 ADVANCED SOFTWARE TOOLS 145 476-614 ADVANCED SPEECH ASSESSMENT & TEACHING
FOR HEARING IMPAIRED 76
485-828 ALGEBRA AND CALCULUS 139
482-811 ANALYSING EDUCATIONAL PERFORMANCE 118 476-679 APPLICATIONS OF EDUCATIONAL PSYCHOLOGY
IN THE CLASSROOM 86
476-645 APPLIED RESEARCH METHODS 79 476-643 APPROACHES TO TRAUMA AND GRIEF IN
EDUCATIONAL SETTINGS 78
483-822 ARTISTS AND SCHOOLS: A STUDY
OF PARTNERSHIPS 128
476-681 ASSESSING INDIVIDUAL DIFFERENCES IN LEARNING 87 477-808 ASSESSING SPECIAL NEEDS AND PLANNING PROGRAMS 105
483-823 ASSESSMENT IN THE ARTS 128
483-620 ASSESSMENT IN THE LANGUAGE CLASSROOM 123 482-825 ASSESSMENT AND DEVELOPMENT OF
EDUCATIONAL ADMINISTRATORS 118 476-695 ASSESSMENT AND REPORTING FOR
STUDENT LEARNING 90
466-838 ASSESSMENT AND PROGRAMMING IN EARLY
INTERVENTION 62
477-803 ASSESSMENT AND TEACHING OF LANGUAGE TO HEARING IMPAIRED STUDENTS 104 477-802 ASSESSMENT AND TEACHING OF SPEECH TO
HEARING IMPAIRED STUDENTS 103 476-66I ASSESSMENT DESIGN AND ANALYSIS 84 477-801 AUDIOLOGY IN EDUCATION A 103 482-615 AUSTRALIAN SCHOOLS IN HISTORICAL PERSPECTIVE 110 476-677 BEHAVIOURAL AND COGNITIVE BEHAVIOURAL
THEORIES IN EDUCATION 86
466-830 BIOLOGICAL PERSPECTIVES OF EARLY
CHILDHOOD DEVELOPMENT 22
482-715 CASE STUDIES IN PUBLIC POLICY FORMATION 152 466-840 CHILDREN WITH COGNITIVE AND
SOCIOECONOMIC NEEDS 63
476-892 CLASSROOM PRACTICES FOR THE GIFTED 101 485-703 CO-ORDINATION OF THE CURRICULUM -
THEORY AND PRACTICE 153
485-806 COMMUNICATING SCIENCE 138
476-662 COMPETENCY AND PERFORMANCE ASSESSMENT 84 476-897 COMPREHENSIVE PROGRAMMING FOR THE GIFTED 102 485-837 COMPUTERS AND CURRICULUM 142 483-820 CONNECTING YOUNG ADULTS AND READING 128 476-655 CONSULTATION IN EDUCATIONAL SETTINGS 82 476-675 CONTEMPORARY ISSUES IN DISABILITY
AND EDUCATION 85
483-816 CONTEMPORARY FICTION FOR YOUNG ADULTS 127
468-125 CONTEXTS OF VET 1 67
468-120 CONTEXTS OF VET 2 67
468-817 CONTEXTS OF VOCATIONAL EDUCATION 72 466-812 CONTEXTUAL STUDIES IN DANCE 24 476-822 COUNSELLING IN EDUCATIONAL CONTEXTS 1 94 476-831 COUNSELLING IN EDUCATIONAL CONTEXTS 2 94 476-652 COUNSELLING SKILLS FOR
EDUCATIONAL PSYCHOLOGISTS 81
476-891 COUNSELLING THE GIFTED, THEIR PARENTS
& TEACHERS 100
481-803 CREATING THE LEARNING ORGANISATION 106 466-819 CREATING, MAKING AND PRESENTING 25
483-621 CRITICAL LITERACY: SOCIAL THEORY AND
LITERACY EDUCATION 123
482-678 CROSS-CULTURAL COMMUNICATION
IN EDUCATION 116
466-821 CURRENT ISSUES IN DANCE EDUCATION 26 482-716 CURRENT ISSUES IN EDUCATION 153 468-620 CURRENT ISSUES IN EDUCATION AND TRAINING 70 476-683 CURRENT ISSUES IN VOCATIONAL PSYCHOLOGY 87 476-682 CURRENT ISSUES IN THE DEVELOPMENT AND
EDUCATION OF THE GIFTED 87
482-832 CURRENT THINKING ABOUT THINKING 119 482-640 CURRICULUM AND ASSESSMENT 1 15 476-621 CURRICULUM IMPROVEMENT:
CRITICAL PERSPECTIVES 77
482-807 CURRICULUM LEADERSHIP AND MANAGEMENT 1 1 7 476-689 CURRICULUM PROGRAM DEVELOPMENT
AND IMPLEMENTATION 89
482-717 D.ED THESIS RESEARCH SEMINAR 153 466-820 DANCE AESTHETICS AND CRITICISM 26 466-822 DANCE LEADERSHIP PRACTICUM:
TEACHING (SUPERVISION) 26
466-875 DANCE LEADERSHIP PRACTICUM: THERAPY
466-818 IN GDMD) 20
466-818 DANCE LEADERSHIP PRACTICUM:
THERAPY (SUPERVISION) 25
476-885 DESIGNING A MULTIMEDIA PACKAGE 99 483-605 DESIGNING AND EVALUATING THE
ELT CURRICULUM 122
468-844 DESIGNING VOCATIONAL PROGRAMS 75 485-866 DEVELOPING AN EFFECTIVE
MATHEMATICS CURRICULUM 143
485-832 DEVELOPING EDUCATIONAL SOFTWARE 140 476-863 DEVELOPING STUDENT WELFARE PROGRAMS 97 476-685 DEVELOPING, ADMINISTERING AND EVALUATING
PROGRAMS FOR THE GIFTED 88
468-812 DEVELOPMENT AND CHANGE IN ORGANISATIONS 71 476-648 DEVELOPMENT AND DIFFERENCES 79 466-861 DEVELOPMENT, ASSESSMENT & PROGRAMMING 29 466-865 DEVELOPMENTAL DISABILITIES IN LANGUAGE
AND COGNITION 30
466-817 DEVELOPMENTAL MOVEMENT SCIENCE 25 466-874 DEVELOPMENTAL MOVEMENT SCIENCE
(466-817 IN GDMD) 20
476-895 DEVELOPMENTAL THEORY AND THE GIFTED 102 476-646 DIFFERENCES IN INTELLIGENCE
AND ACHIEVEMENT 79
466-871 DIFFICULTIES IN LEARNING 31 485-869 DISCRETE MATHEMATICS &
MATHEMATICS MODELLING 144
466-681 EARLY CHILDHOOD EDUCATION: CURRICULUM,
LEARNING & TEACHING 61
466-684 EARLY CHILDHOOD INTERVENTION: ADVANCED INTERDISCIPLINARY STUDY OF POLICY & PRACTICE 62 466-613 EARLY CHILDHOOD STUDIES IN LANGUAGE
AND LITERACY 59
476-623 EARLY INTERVENTION FOR HEARING
IMPAIRED CHILDREN 78
466-869 EARLY INTERVENTION: MODELS OF PRACTICE 30 482-677 EDUCATION AND YOUTH POLICY: A NEW AGENDA 115 485.623 EDUCATION FOR A TECHNOLOGICAL WORLD 135 482-899 EDUCATION POLICY AND POLICY PROCESSES 121 482-629 EDUCATION, GENDER AND SOCIAL THEORY 1 1 1 482-844 EDUCATION, TECHNOLOGY AND CHANGE 119 476-61.5 EDUCATIONAL AUDIOLOGY AND SENSORY AIDS 76
482-708 EDUCATIONAL EVALUATION 152
476-694 EDUCATIONAL MEASUREMENT, ASSESSMENT
AND EVALUATION 90
Index of Subjects 155