The University of Melbourne Library is one of the country's oldest and largest academic libraries. The School of Postgraduate Studies provides academic enrichment activities and facilities for all postgraduate students of the University of Melbourne.
FEES
The Center is conveniently located within the University and students use it as a one-stop shop for advice and support information on a range of University-related and extra-curricular activities.
LIVING AND WORKING IN AUSTRALIA
STUDENTS WITH FAMILIES
EMPLOYMENT AND WORK CONDITIONS
SCHOOLING FOR DEPENDENTS
LIVING COSTS
ACCOMMODATION
HOUSING SERVICES
SUPPORT AND SECURITY
RESIDENTIAL COLLEGES ON CAMPUS
OFF-CAMPUS
UNIVERSITY'S PRIORITY HOUSING PLACEMENT
TYPES OF COURSES OFFERED
POSTGRADUATE
COURSES: AN OVERVIEW
APPLYING FOR COURSES
INTERNATIONAL STUDENTS)
CLOSING DATES FOR APPLICATIONS
APPLICATION PROCEDURE
TO SUCCEED
Melbourne
A MESSAGE FROM THE ASSOCIATE
FACULTY OF EDUCATION
POSTGRADUATE COURSES
WHERE TO GO FOR ADVICE AND COURSE
INFORMATION
INFORMATION GUIDES AND
PRODUCED BY THE FACULTY OFFICE
FACULTY OF EDUCATION POSTGRADUATE
HANDBOOK
INSIGHT, THE GRADUATE RESEARCH WEBSITE
INFORMATION GUIDE FOR RESEARCH
STUDENTS
FACULTY POLICY ON CREDIT
THE ROLE OF THE FACULTY OFFICE
STUDENTS'
RESPONSIBILITIES
APPLICATION FOR ENTRY INTO
COURSES
ENROLMENT INFORMATION
ENROLMENT
PROCEDURES FOR NEW STUDENTS
PROCEDURES FOR RE-ENROLLING
FULL-TIME AND PART-TIM E
ADDING AND CANCELLING
Students should be aware of the time limits and the correct рюcеduгеѕ for changing subjects, so that their academic record is not adversely affected and they do not incur fees for subjects not undertaken. Subjects can be added within the first two teaching weeks of the semester with the approval of the relevant lecturer.
CRITICAL DATES FOR ADDING AND
A student who does not withdraw from a subject in time and who does not satisfactorily meet assessment requirements in a subject will receive a failing grade for the subject.
CANCELLING SUBJECTS
2001 5-16 March
2001 30 July —10 August
October
CRITICAL DATES RELATING TO Н ECSf
April
2001 10 August
September
DEFERMENT
LEAVE OF ABSENCE
DISCONTINUATION OF STUDIES
FEES, HECS AND FINANCIAL
ASSISTANCE
HECS PLACES
FEE-PAYING PLACES
FEES REFUND POLICY
FINANCIAL AssiSTANCE
COMPUTER LITERACY
EXTERNAL MODE OF DELIVERY
476-622 Advanced Language Assessment and Teaching Hard of Hearing Students + (Perth only) 476-661 Design and Analysis of Assessments`. For descriptions of the above courses and subjects (including details of availability in 20011), see the Course Description and Course Description sections of this handbook.
ADVANTAGES OF
EXTERNAL LEARNING
WHO IS ELIGIBLE TO STUDY EXTERNALLY?
LIBRARY ACCESS FOR EXTERNAL STUDENTS
SUBMISSION OF ASSIGNMENTS FOR
EXTERNAL STUDENTS
HARDWARE AND
SOFTWARE NEEDS FOR ON-LINE STUDY
INTERNET ACCESS
WHAT HAPPENS AFTER ENROLMENT?
Online students must send an introductory e-mail to their lecturer(s) by the end of the first week of the semester to provide the lecturer with their e-mail address and contact information. Students experiencing difficulties with the online aspects of their studies should first contact their lecturer(s).
ENGLISH LANGUAGE REQUIREMENTS
When you get to the student tools page, select 'view topics' to see all registered topics.
PERMANENT RESIDENTS
OVERSEAS RESIDENTS
POLICE CLEARANCE
ASSESSMENT AND ACADEMIC
PROGRESS SPECIAL
CONSIDERATION
ASSESSMENT
STANDARDS FOR WRITTEN WORK
SUPPLEMENTARY ASSESSMENT
SUBJECT GRADES AND MARKS
ACCESSING RESULTS
ACADEMIC MISCONDUCT
UNSATISFACTORY PROGRESS
STUDY SKILLS
POLICY ON CREDIT FOR PREVIOUS STUDY
FURTHER STUDY OPTIONS
TIMETABLES
ATTENDANCE AT LECTURES
COMMUNITY ACCESS PROGRAM
LIBRARIES
INTER LIBRARY LOANS
PRINCIPAL DATES
EDUCATION FACULTY
GOVERNMENT SCHOOL TERM DATES 2001
PUBLIC HOLIDAYS 2001
DEPARTMENTS AND CENTRES OF
DEPARTMENT OF EDUCATION POLICY
DEPARTMENT OF
LANGUAGE, LITERACY AND ARTS EDUCATION
DEPARTMENT OF LEARNING AND
DEPARTMENT OF SCIENCE AND
CENTRE FOR THE STUDY OF HIGHER EDUCATION
RESEARCH EXPERTISE OF THE STAFF OF TIE
DIPLOMA COURSES
POSTGRADUATE CERTIFICATE COURSES
POSTGRADUATE DIPLOMA COURSES
GRADUATE
CERTIFICATE IN
EARLY CHILDHOOD STUDIES
POSTGRADUATE CERTIFICATE IN
STUDIES (TESOL), and POSTGRADUATE
CERTIFICATE IN EDUCATIONAL
The course aims to upskill and/or retrain teachers in TESOL or LOTE in the primary, secondary and adult education sectors. 483-850 Professional Practice: LOTE (12.5 points) Refer to the Topic Description section of this handbook for more information on these topics.
MATHEMATICS AND MATHEMATICS
EDUCATION
The course aims to improve the quality of mathematics education in schools, particularly in years 11 and 12 in the areas of Mathematical Statistics, Discrete Mathematics and Mathematical Modeling. 476-646 Differences in intelligence and performance 476-676 Theories and research of child development 476-678 Psychology of adolescents and its impact on education 476-679 Applications of educational psychology in the .
ØØ 1Г11e
476-845 Evaluation of multimedia for learning and teaching 476-884 Teaching and learning in the middle school 476-885 Design of a multimedia package. 485-624 Recent Developments in Science and Technology 485-802 Updating Physics Teaching in the Middle School 485-806 Communication Science.
SCIENCE (TEACHING)
POSTGRADUATE CERTIFICATE OF
EDUCATION AND TRAINING
To qualify for the award of the Postgraduate Certificate of Education and Training, two 25-point subjects must be completed from the available pool of subjects. 468-603 Adult education and professional practice 468-607 Learning in the postmodern workplace Learning and vocational Cirrisiium Strand 468Ø5 Vocational learning.
POSTGRADUATE DIPLOMA 1N
Subjects that can be undertaken in the external (on-line) mode of delivery are marked with an asterisk. Some subjects within this course are also offered externally (on-line).
ASSESSMENT AND EVALUATION
At least one subject must be from the list of combined assessment and evaluation subjects below. 476-695 Assessment and Reporting for Student Learning' See the Subject Description section of this handbook for details on these subjects.
POSTGRADUATE DIPLOMA IN
COMPUTER EDUCATION
EDUCATIONAL ADMINISTRATION
EDUCATIONAL STUDIES
A full-time student must study at least one academic year and no more than two academic years after enrolling in the course. A part-time student must study for at least two academic years and no more than four academic years.
138ÁL ADULT LITERACY AND BASIC EDUCATION
138Di EDUCATION OF STUDENTS WITH
DISABILITIES AND IMPAIRMENTS
138EC EARLY CHILDHOOD
1388 EARLY INTERVENTION
138GD EDUCATION
AND DEVELOPMENT OF GIFTED STUDENTS
13811 EDUCATION OF STUDENTS WITH
138LD EDUCATION OF STUDENTS WITH
LEARNING DISABILITIES
138L0 LANGUAGES OTHER THAN ENGLISH
Students who wish to undertake subjects offered in external (online) delivery must first ensure that they meet the requirements to study externally. Refer to the subject descriptions and the Faculty's General Information section of this Handbook for details.
138RS READING RECOVERY TUTOR
LOTE with 37.5 points of approved Postgraduate Diploma in Educational Studies subjects focused on language and literacy education.
138SW STUDENT WELFARE
ENGLISH TO SPEAKERS OF OTHER LANGUAGES
138TL COMBINED TESOL/LOTE
POSTG RAD DATE DIPLOMA IN
To fulfill the course requirements of the Postgraduate Diploma in Mathematics and Mathematics Education, a student must satisfactorily complete four 25-point subjects, including at least one from Group A and one from Group B. On admission to the course, full-time students are required to study for at least one academic year and no more than two academic years.
PROFESSIONAL STUDIES IN
A limited number of places on the course may be available to experienced mathematics teachers without such a sub-subject sequence, but with at least a first (non-final) mathematics subject that includes mathematics in their tertiary qualification. Some courses within this course are also offered in an external (on-line) or external (correspondence) delivery mode.
POSTGRADUATE DIPLOMA OF
Refer to the Postgraduate Certificate in Professional Studies in Education section of this Handbook for a list of courses available on the course and the Course Description section for details about individual courses. Students who wish to undertake courses offered in the external mode (in-one) must first check that they meet the requirements to study abroad. Refer to the course descriptions and general faculty information section of this Handbook for details.
GENERAL MASTERS COURSE
SPECIALIST MASTERS COURSES
DOCTORAL COURSES
MASTERS DEGREES
MASTER OF EDUCATION
ООГ1 ц
Thesis of 40,000 words (013AR)
Graduates of Stream 1 are eligible to apply for entry to the PhD or Doctor of Education programmes. Graduates of Stream 1A are eligible to apply for admission to the PhD or Doctor of Education programmes.
Coursework (013ВW)
Students are required to complete methodology studies alongside their master's studies, if methodology studies have not already been completed before entering the course or as instructed by their supervisor. Students are required to undertake 100 credits, consisting of a thesis of 16,000 to 20,000 words with a methodology component (75 credits in total) and 25 credits of coursework.
Thesis of 40,000 words and Coursework (013ТН)
- mail: [email protected] Mathematics Education
- mail: kstacey®edfac.unimelb.edu.au Science Education
When the supervisor announces that the corrections have been made, the student hands in two bound copies of the thesis to the faculty office. The faculty office sends one copy of the thesis to the Education Library and the other copy to the Baillieu Library.
Upon submission of the thesis with the approval of the student's supervisor, the student's registration status is changed to 'Registered for the exam'. Once the bound copies have been received, the faculty office releases the grade for the thesis to the student.
MASTER OF
В : Coursework only (666CW)
After admission to Stroom 1A, full-time students must follow a minimum of one academic year and a maximum of two academic years. Part-time students follow a minimum of four academic years and a maximum of six academic years.
MASTER OF EARLY CHILDHOOD STUDIES
When the thesis is resubmitted for examination, the student's registration will be changed to 'Registered for Examination'. If corrections are not made within three months, the student must re-enroll in the thesis course and pay the relevant fees.
MASTER OF EARLY INTERVENTION
With the approval of the student's supervisor, a thesis can be submitted for examination at any time during the year. Upon submission of the thesis with the approval of the student's supervisor, the student's registration status will be changed to 'Registered for Examination'.
EDUCATION OF THE HEARING IMPAIRED
Coursework (3366W)
476-615 Educational Audiology and Sensory Aids 476-623 Early Intervention for Children with Hearing Impairments Students may choose to study up to 25 credits of courses outside of the above lists with the approval of the program coordinator. Students may, with the approval of the program coordinator, choose a maximum of 25 points of courses outside of the above list.
MASTER OF EDUCATIONAL
Coursework (302AÁ)
A full-time student must study at least one academic year and no more than two academic years after admission to the course. A full-time student must study at least two academic years and no more than four academic years after enrolling in the course.
MASTER OF GIFTED EDUCATION
After admission to Stream 1A of the course, full-time students must study for at least one academic year and no more than two academic years. After admission to Stream 2A of the course, full-time students must pursue studies for at least two academic years and no more than four academic years.
The óurne
Master's students who do not hand in the thesis no later than the last weekday in December (usually December 23) must ensure that they re-register the thesis before the end of the first week in January. In such cases, the student has six months to complete the revisions and is required to re-enroll in the thesis subject and pay the associated fees.
MASTER OF INFORMATION
Coursework Only (327ВW)
As a rule, the diploma thesis should not last more than two years for a part-time student of the 1st stream. The thesis for Stream 1 A enables the student to draw on topics discussed in the various subjects covered and apply them to an area of particular interest.
MASTER OF MODERN LANGUAGES
Coursework (332CW)
Upon submission of the thesis with the approval of the student's supervisor, the student's enrollment status is changed to 'Enrolled for. If the corrections are not completed within three months, the student is obliged to re-register for the thesis subject and pay the associated fees.
SPECIAL/INCLUSIVE EDUCATION
Applicants for stream 1A of the Master of Special/Inclusive Education who are applying for entry on the basis of qualifications gained more than ten years before the year in which selection is sought will normally be required to undertake two subjects from Postgraduate Diploma in Educational Studies (Learning Disabilities) or (Disabilities and Impairments) and gain a 12A or above in each subject prior to admission to Stream 1 A of the Master of Special/Inclusive Education. Applicants who wish to resume their Master's studies after a gap of more than 10 years will normally be required to undertake two subjects and gain a 12A or above in each subject before being re-admitted to any Master's course. Special/Inclusive Education.
After being admitted to Stream 2A of the course, full-time students are required to pursue studies for at least two academic years and no more than four academic years. Applicants for .Stream 1A are required to write a preliminary thesis proposal and obtain a supervisor as part of the application process.
STUDENT WELFARE
When all changes to the thesis have been made to the satisfaction of the examiners and/or supervisor, two bound copies of the thesis, together with two copies of the abstract (copied from the thesis) must be submitted to the Faculty Office. Applicants are required to write a preliminary thesis proposal and obtain a supervisor as part of the application process.
The d Melbou rne
In such cases, the student has six months to complete the revisions, and is required to re-register for the thesis. When all changes to the thesis have been made to the satisfaction of the examiners and/or supervisor, two bound copies of the thesis.
MASTER OF TESOL
Theses are graded on the basis of the work submitted for the exam and not on the basis of the produced version. Students are required to complete a combination of the following compulsory and optional subjects (150 points in total) followed by a thesis of 16,000 to 20,000 words (50 points).
MASTER OF TRAINING AND
Furthermore, it is not possible to complete the courses and thesis streams completely remotely, as the thesis must be carried out on campus at the University of Melbourne.
DEVELOPMENT
468Ø Adult Education and Vocational Practice 468-607 Learning in the Postmodern Workplace 468-620 Current Issues in Education and Training Vocational Learning and Learning Ciпiсuium Introductory 468-605 Vocational Learning. 485-828 Teaching Info Tech at Senior Levels 485-829 Teaching with Information Technology' 485-831 Educational Programming Environments 485-832 Multimedia Development.
DOCTOR OF EDUCATION
For details about the departments and research centers of the faculty, we refer to the faculty general information in this manual. Submitting a dissertation for research With the approval of the student's supervisor, a dissertation can be submitted at any time for research.
DOCTOR OF EDUCATIONAL
Students who do not submit their thesis proposal to the examination committee by these deadlines may apply for permission to re-register the thesis proposal for the following semester; however, the dissertation proposal must be presented to the examining board by the end of the following. The department of the faculty forwards one copy of the thesis to the Pedagogical Library, and the other copy to the Baillieu Library.
DOCTOR OF PHILOSOPHY
Information Guide for Research Students It is essential that all thesis research students obtain a copy of the Information Guide for Research Students before starting the dissertation. Students in HECS places who submit a thesis for examination by 31 March and who have their entry changed to 'Registered for Examination' can apply for a refund of the Facilities and Services fee (pro rata basis) and any HECS payment they made for Semester 1. .
460-811 PROFESSIONAL DEVELOPMENT STUDIES 1
460-812 PROFESSIONAL DEVELOPMENT STUDIES 2
460-813 PROFESSIONAL DEVELOPMENT STUDIES 3
460-814 PROFESSIONAL DEVELOPMENT STUDIES 4
466-613 EARLY CHILDHOOD LANGUAGE AND LITERACY
Students are expected to evaluate different explanations of how children learn language and become literate based on current research. Assessment for DEd students: (1) Internal students make an oral class presentation equal to 2000 words that reviews recent research on literacy and locates that research in the context of early childhood development (15 percent).
466 - 620 ETHICS IN
By emphasizing the relationship between social and educational factors and intra-personal cognitive/linguistic factors, the course provides a framework for students to evaluate a range of national and state early literacy policies and early intervention strategies. Assessment for all other students: (1) Internal students make an oral class presentation equal to 2000 words which reviews recent research and literature and locates this research in the context of early childhood development (25 percent).
RESEARCH ON THE YOUNG
466 - 678 RECONCEPTUALIZING EARLY CHILDHOOD
466-679 THE POLITICS OF EARLY CHILDHOOD
Description: This topic aims to identify, describe and analyze the key policy assumptions underlying current policy directions in early childhood. It examines the socio-political changes in Australian society which have influenced early childhood policies, development and delivery.
466-680 NEGOTIATED PROJECT IN EARLY
Students are expected to critically evaluate the links between early childhood policy and practice in the design, delivery and evaluation of services and assess the usefulness and limitations of early childhood research in policy development and delivery. Topics may include: implications of social diversity and family changes and their relevance to public policy; changing forms of government regulation and quality assurance; the changing role of the professional in early childhood; parent participation and governance in early childhood services; involvement of the private and public sector in early childhood services.
466-681 EARLY CHILDHOOD CURRICULUM
Staff: Manjula Waniganayake, Kevin Fell Contact for DEd students: 36 hours Contact for all other students: 30 hours. Assessment for all other students: a 1000 word paper (20 per cent) and a 5000 word report (80 per cent) on research carried out in a specific policy area.
466-682 FACILITATING FAMILY FUNCTIONING
The topic highlights the universality of the ideas informing the debate on human and social services in the post-welfare state, particularly concepts such as the free market, the user pays, and contractual models of service delivery. Assessment for DEd students: A class presentation equal to 2000 words (25 percent) and a research report of 6000 words about.
ÌÌ éÌióurne
The impact of developmental disabilities on young children is examined in light of an in-depth knowledge of early childhood development and key issues in early childhood curriculum development, including the use of children's play to conduct naturalistic assessment and intervention centered on the child. They are actively involved in critiques of current policy and practice in early intervention, and examine the critical elements involved in evaluating early childhood intervention.
466-839 PARENT GUIDANCE IN EARLY INTERVENTION
Interdisciplinary education helps participants gain an understanding of other disciplines' perspectives and contributions to early intervention, leading to participation in interdisciplinary assessment and intervention programs for young children with developmental delays. Students engage in critical debates about the history and key arguments of early intervention, examining the underlying discipline-based sources of theory and research.
466-840 CHILDREN WITH COGNITIVE AND
Assessment Evaluation of an interdisciplinary investigation and action plan 2000 words (20 per cent); exam 2000 words (30 per cent); essay on one critical debate in early intervention 2000 words (50 per cent). Evaluation focuses on the child in the program, the program and its content and teaching styles.
466-684 EARLY CHILDHOOD INTERVENTION: ADVANCED
Description: This course examines the principles and application of sequential and developmental instruction, formal and informal assessment. Programming techniques that focus on goal setting, individualized educational plans and teaching strategies, adapting learning materials, activities, and the learning environment are covered in depth.
466-838 ASSESSMENT AND PROGRAMMING IN EARLY
Critical management and leadership elements that facilitate team, service, and interagency collaboration are examined and coordination processes, including transition and child and family service coordination, are reviewed.
466-842 THEORIES AND PRACTICES IN EARLY
466-843 NEUROLOGICAL AND SENSORY DISABILITY
466-844 PROFESSIONAL PRACTICE IN EARLY
466-845 PROFESSIONAL PRACTICE IN EARLY
466-846 FOUNDATION STUDIES IN EARLY
466-847 LEARNING
ENVIRONMENTS IN THE EARLY YEARS
466-848 MANAGEMENT IN EARLY CHILDHOOD
466-849 SOCIAL CONTEXTS OF EARLY CHILDHOOD
466-850 THEORIES OF PARENTING AND THE
466-851 INFANCY AND THE FIRST YEARS OF LIFE
468-109 LEARNING PRINCIPLES IN VET 1
468-110 LEARNING PRINCIPLES IN VET 2
Î áóu il е
468-120 CONTEXTS OF VET 2
468-123 PROFESSIONAL PRACTICE IN VET 3
468-124 INFORMATION
TECHNOLOGY TOOLS IN VET
468-125 CONTEXTS OF VET 1
468-601 MANAGEMENT LEARNING
Special requirements: Students in external mode must have access to the required computer and internet facilities, which are described in the faculty's section with general information in this handbook. Description: Workplace learning needs and opportunities in light of growing expectations that managers will be skilled in sophisticated human resource development.
468-603 ADULT EDUCATION AND PROFESSIONAL
Topics include: principles of adult learning, group formation and leadership, learning environments (as shaped by local and international policies), the relationship between education and management training and work, and the emergence of knowledge productivity in work environments. the organization. 1978) Learning Organization: A Theory of Action Perspective. ed) (1977) Rethinking the Future: Rethinking Business, Principles, Competition, Control and Complexity, Leadership, Markets and the World.
PRACTICE
468-605 VOCATIONAL LEARNING
468-607 LEARNING IN THE POSTMODERN WORKPLACE
Assessment for DЕd students: A 4000-word literature review describing an area of research on workplace learning (50 per cent) and a 4000-word discussion paper exploring an aspect of this learning (50 per cent). Assessment for all other students: An informative paper of 500 words describing an area of current workplace learning, discussing the content that shaped it (10 percent); a 1,500-word class paper that reviews the literature on learning or management relationships.
468-621 SPECIAL PROJECT (VOCATIONAL EDUCATION
Description: A study of recent research on workplace learning from a variety of perspectives with particular emphasis on postmodern perspectives. The emphasis is on locating work and learning practices within certain theoretical frameworks that produce different and multiple understandings of such practices.
468-620 CURRENT ISSUES IN EDUCATION AND TRAINING
468-811 LEADERS AND AGENTS OF CHANGE
468-812 DEVELOPMENT AND CHANGE IN ORGANISATIONS
468-814 INFORMATION
TECHNOLOGY AND SOCIETY
468-820 QUANTITATIVE ANALYSIS IN VET
468-827 HUMAN RESOURCE STRATEGIES
468-839 ON-LINE EDUCATION AND TRAINING
468-840 STRATEGIC THINKING
468-844 DESIGNING
VOCATIONAL PROGRAMS
468-854 TRAINING AND DEVELOPMENT IN
COMMUNITIES OF PRACTICE
472-601 WORKING WITH CHALLENGING BEHAVIOUR
472-616 DEVELOPING AUDITORY FUNCTION IN
472-617 ADVANCED
PRACTICUM FOR HEARING IMPAIRED CHILDREN
472-720 EDUCATIONAL
PSYCHOLOGY PRACTICUM 5
Description: Students develop a specialized knowledge of standard assessment techniques and intervention strategies regarding specific areas in psychology such as child abuse, school refusal.
472-722 DOCTOR OF EDUCATIONAL
PSYCHOLOGY THESIS
472-801 ADULT LEARNING IN LEARNING ORGANISATIONS 1
472-802 ADULT LEARNING IN LEARNING ORGANISATIONS 2
476-614 DEVELOPING SPOKEN LANGUAGE IN
Assessment An essay and a case report of not more than 3000 words each (50 per cent each). Assessment: One practical assignment equivalent to 3000 words (50 per cent); and one theoretical and practical assignment equivalent to 3000 words (50 percent).
476-615 EDUCATIONAL
AUDIOLOGY AND SENSORY AIDS
476-621 CURRICULUM IMPROVEMENT
476-622 ADVANCED
LANGUAGE ASSESSMENT AND TEACHING FOR
HEARING IMPAIRED STUDENTS
The Melbourne
476-623 EARLY
INTERVENTION FOR HEARING IMPAIRED
476-641 IMPROVING
CLASSROOM LEARNING AND TEACHING THROUGH
476-643 APPROACHES TO TRAUMA AND GRIEF IN
EDUCATIONAL SETTINGS
476-644 MANAGING
CONFLICT IN EDUCATIONAL SETTINGS
476-646 DIFFERENCES IN INTELLIGENCE AND
ACHIEVEMENT
476-645 MULTIVARIATE RESEARCH METHODS
476-647 EDUCATIONAL
PSYCHOLOGY PRACTICUM 1
Melbou rne
Assessment Students are obliged to complete the formal requirements for placements, including participation in the required number of days.
476-648 DEVELOPMENT AND DIFFERENCES
476-649 WORKING WITH GROUPS: THE INDIVIDUAL
476-650 LEARNING
PROCESSES AND PROBLEMS
476-651 PSYCHOLOGICAL TESTS
476-652 COUNSELLING
SKILLS FOR EDUCATIONAL PSYCHOLOGISTS
476-653 EXCEPTIONALITY
ASSESSMENT AND INTERVENTION
476-654 INTERVENTION IN THE PROBLEMS OF
CHILDHOOD AND ADOLESCENCE
These approaches are studied as they contribute to addressing the main developmental problems of childhood and adolescence and their manifestations in the educational environment, such as Understanding the emergence and maintenance of problems taking into account the social context.
476-655 CONSULTATION IN EDUCATIONAL SETTINGS
Description: This unit builds on assessment, counseling and social context units and has the dual aim of focusing on theory and research relevant to the treatment of problems in childhood and adolescence. The content of the unit deals with an introduction to the main approaches such as: Adlerian psychotherapy, cognitive behavioral therapy, gestalt therapy, systems theory and humanistic psychotherapy.
476-656 RESEARCH METHODS
For this reason, there is an emphasis on the development of resilience and psychosocial competence in young people. The focus is on developing resilience and psychosocial competence, one aspect of which is coping.
476-657 MASTER OF EDUCATIONAL
PSYCHOLOGY RESEARCH PROJECT
476-658 EDUCATIONAL
PSYCHOLOGY PRACTICUM 2
476-659 EDUCATIONAL
PSYCHOLOGY PRACTICUM 3
476-660 EDUCATIONAL
PSYCHOLOGY PRACTICUM 4
476-661 ASSESSMENT DESIGN AND ANALYSIS
476-662 COMPETENCY AND PERFORMANCE
476-664 ADVANCED MEASUREMENT AND
476-674 TRANSITIONAL PLANNING AND
VOCATIONAL PREPARATION FOR PERSONS WITH
DISABILITIES
476-675 CONTEMPORARY ISSUES IN DISABILITY AND
476-676 THEORIES AND RESEARCH IN CHILD
476-678 ADOLESCENT PSYCHOLOGY AND ITS
476-679 APPLICATIONS OF EDUCATIONAL
PSYCHOLOGY IN THE CLASSROOM
476-680 STRESS AND COPING IN EDUCATION
CHILDREN, PARENTS AND TEACHERS
476-681 ASSESSING
INDIVIDUAL DIFFERENCES IN LEARNING
Topics covered include: student knowledge and assessment process management; goals for assessing individual differences in learning; different types of assessment formats and contexts, each one's information processing requirements; Assessment: A critical examination (6000 words) of a current issue/topic in the assessment of individual differences in learning and its practical implications for teaching and education.
476-682 CURRENT ISSUES IN GIFTED EDUCATION
476-683 CURRENT ISSUES IN VOCATIONAL PSYCHOLOGY
476-684 INTRODUCTION TO GIFTED DEVELOPMENT AND
476-685 ADMINISTERING PROGRAMS FOR THE GIFTED
476-686 THE
NEUROPSYCHOLOGY OF GIFTEDNESS
476-688 TEACHING FOR EFFECTIVE LEARNING
476-689 CURRICULUM DESIGN
476-692 REFLECTION AND METACOGNITION IN
LEARNING AND TEACHING
476-693 PROFESSIONAL
DEVELOPMENT, APPRAISAL AND CHANGE
476-694 EDUCATIONAL MEASUREMENT,
476-695 ASSESSMENT AND REPORTING FOR STUDENT
476-696 INTEGRATIVE STUDY IN LEARNING AND
476-697 SPECIAL STUDY IN LEARNING AND
EDUCATIONAL DEVELOPMENT
476-698 PROFESSIONAL DEVELOPMENT
COLLABORATION AND CONSULTANCY
476-699 THE STUDY OF LEARNING
476-803 PRACTICUM IN GIFTED EDUCATION
476-806 READING RECOVERY TEACHING AND TUTORING
PRACTICUM
476-809 ISSUES IN LITERACY DIFFICULTIES
476-814 LEARNING,
LITERACY AND READING RECOVERY
476-816 RESEARCHING
OLDER 'AT RISK' LITERACY STUDENTS
476-819/820/821 LEARNING DISABILITIES/DISABILITIES
PROFESSIONAL PRACTICE (YEAR-LONG)
476-822 COUNSELLING IN EDUCATIONAL CONTEXTS 1
476-823/824/825 LEARNING DISABILITIES/DISABILITIES
PROFESSIONAL PRACTICE (SEMESTER-LONG)
476-831 COUNSELLING IN EDUCATIONAL CONTEXTS 2
476-845 EVALUATING
MULTIMEDIA FOR LEARNING AND TEACHING
Description: This subject involves an investigation into the current and potential influence of multimedia on learning and teaching practices and outcomes. Recent developments are examined in terms of their educational rationale, purpose and potential influence on classroom teaching and learning.
476-852 INTERPERSONAL AND GROUP PROCESSES
This course should not be taken by students who have completed 476-641 Enhancing Classroom Learning and Teaching Through Multimedia.
476-858 RESEARCH PROJECT IN STUDENT
476-859 THE SOC10-
POLITICAL CONTEXT OF STUDENT WELFARE
476-860 SCHOOL
COMMUNITY PARTNERSHIPS AND STUDENT WELFARE
476-862 ORGANISATIONAL CHANGE AND STUDENT
476-864 UNDERSTANDING AND TEACHING STUDENTS
476-874 INCLUSIVE
CURRICULUM STRATEGIES FOR STUDENTS WITH
476-881 PROFESSIONAL DEVELOPMENT FOR
476-884 TEACHING AND LEARNING IN THE MIDDLE
476-885 DESIGNING A MULTIMEDIA PACKAGE
476-886 INSTRUCTIONAL METHODS AND STRATEGIES
476-888 FOUNDATION
STUDIES IN THE EDUCATION OF STUDENTS WITH
476-889 LEARNING
DISABILITIES: LITERACY
476-890 LEARNING
DISABILITIES: NUMERACY
476-891 SOCIAL AND
EMOTIONAL ASPECTS OF GIFTEDNESS
476-892 CLASSROOM STRATEGIES FOR GIFTED
476-893 FOUNDATION STUDIES IN GIFTED
476-894 SYSTEMS AND MODELS OF GIFTED
476-895 DEVELOPMENTAL PSYCHOLOGY OF
GIFTEDNESS
476-896 GIFTEDNESS THROUGHOUT THE
476-897 COMPREHENSIVE PROGRAMMING FOR THE
476-898 FOUNDATION STUDIES IN DEAF
476-899 LISTENING,
SPEECH AND LANGUAGE DEVELOPMENT
477-801 AUDIOLOGY IN EDUCATION
477-802 ASSESSMENT AND TEACHING OF SPEECH TO
477-803 ASSESSMENT AND TEACHING OF LANGUAGE
477-804 TEACHING
LEARNING AND HEARING IMPAIRMENT
477-805 PROFESSIONAL PRACTICE (HEARING
477-806 PROFESSIONAL PRACTICE (HEARING
477-807 POLICY ANALYSIS, PROGRAM MANAGEMENT
SPECIAL EDUCATION AND INTEGRATION
477-808 ASSESSING SPECIAL NEEDS AND PLANNING
PROGRAMS
481-803 CREATING THE LEARNING ORGANISATION
481-805 PROJECT
EDUCATION POLICY AND MANAGEMENT)
481-806 MANAGEMENT OF RESOURCES IN EDUCATION
Each module draws on a range of concepts in this field of study, with particular attention paid to theories of political economy and considerations of efficiency, effectiveness and equity. Contemporary approaches to financing education from the public and private sectors are examined, with special attention to the role of the government.
481-807 HUMAN RESOURCE MANAGEMENT IN
Description: The first part of this topic, on resources and outcomes in education, provides a comprehensive survey of evidence on the relationship between resource allocation and outcomes in education.
481-809 PROGRAM
EVALUATION: FORMS AND APPROACHES
481-810 EVALUATING LARGE SCALE PROGRAMS
481-811 EVALUATION FOR MANAGEMENT AND
481-812 QUALITATIVE METHODS
Description: Approaches to the collection, presentation and analysis of qualitative data in education and evaluation of social programs are examined using current evaluations as models. Topics include: orientations and critiques of qualitative approaches; planning to collect qualitative data using specific strategies and methods of data collection (such as .. me.views, focus groups, participant observation, case study, literature and document analysis and use of visual media);.
481 -81 3 QUANTITATIVE METHODS
481-814 PROJECT IN ASSESSMENT OR
481-815 SURVEY DESIGN AND ANALYSIS
Assessment for graduate students: (1) Four short practical exercises of 750 words each (37.5 percent); (2) an exercise of 3000 words (37.5 per cent) on aspects of the design and analysis of a policy-related survey in the student's local context (3) a research paper of 2000 words (25 per cent), presented to a group of students in similar fields. Assessment for all other students: Four short practical exercises of 750 words (12.5 per cent each) and one exercise of 3000 words (50 per cent) on the design and analysis aspects of a policy-related survey in the student's local context.
482-620 EVALUATION THEORY
Description: The focus of this subject is on the current theory of sample survey design and analysis and its practical application to national-level and kwal-level education surveys conducted in a policy and evaluation context. They include: the suitability of studies in different decision-making contexts; sampling frames; simple and complex sample designs and the design effect; consideration of sample size from statistical and field operations viewpoints.
482-621 INFORMATION USE IN CHANGE MANAGEMENT
Topics covered include the range of concepts and skills necessary to successfully conduct a large-scale study and to analyse, interpret and report the results effectively. Assessment for all other students: An examination of the use of information across a system or organisation, or the development and testing of a dissemination and/or utilization plan (6000 words, 100 per cent).
482-622 SOCIAL CONTEXT AND EDUCATIONAL
OUTCOMES
482-623 RESPONSIVE MIDDLE SCHOOLING
482-632 STRATEGIC LEADERSHIP AND
482-633 POLICY ANALYSIS AND PUBLIC
ACCOUNTABILITY
Assessment paper or papers of a total of 5000 words in the form of a proposal for a political project in an environment of professional interest (100 per cent). It also examines the knowledge base on initiatives aimed at improving educational effectiveness and on the role of leaders in improving learning outcomes.
482-634 PROGRAM DESIGN
Description: Рolicy processes in context; social, cultural and political contexts of politics; formulation, implementation and evaluation of education policy; accountability framework; indicators of policy outcomes; modern accountability systems; resources and equality in education.
AND EVALUATION
482-635 EFFECTIVENESS AND IMPROVEMENT
482-636 THE ECONOMICS AND FINANCE OF
EDUCATION AND TRAINING
482-637 PERSONNEL AND EMPLOYEE RELATIONS
482-638 ORGANISATION AND CULTURE
482-639 INFORMATION TECHNOLOGY AND
482-640 CURRICULUM AND ASSESSMENT
482-641 MASTER OF EDUCATIONAL
MANAGEMENT PRACTICUM
482-642 RESEARCH
Melbourne rne
482-644 RESEARCH
PROJECT IN EDUCATIONAL MANAGEMENT
482-676 MANAGING CULTURAL DIVERSITY
482-678 CROSS-CULTURAL COMMUNICATION IN
Description: This subject examines the research approaches relevant to the areas of study in the field of education.
482-704 MANAGEMENT AND POLICY IN EDUCATIONAL
482-707 LEADERSHIP
482-716 CURRENT ISSUES IN EDUCATION
482-717 DOCTOR OF EDUCATION THESIS
482-801 EDUCATION PLANNING AND
WORKPLACE CHANGE
482-804 ROLE PLAY FOR HEALTH EDUCATION
482-805 MARKETING IN EDUCATION
482-807 CURRICULUM LEADERSHIP AND
482-809 LEADING A
LEARNING COMMUNITY
482-811 ANALYSING EDUCATIONAL
PERFORMANCE
482-825 ASSESSMENT AND DEVELOPMENT OF
EDUCATIONAL ADMINISTRATORS
482-827 HUMAN RESOURCE DEVELOPMENT
482-829 PERSONAL AND INTERPERSONAL
EDUCATIONAL LEADERS
482-832 CURRENT THINKING ABOUT THINKING
482-833 DESIGNING A THINKING CURRICULUM
482-844 EDUCATION,
TECHNOLOGY AND CHANGE
482-848 LEADING THE EDUCATIONAL
ORGANISATION
482-854 INFORMATION TECHNOLOGY AND THE
ADMINISTRATOR
482-890 LEADERSHIP IN ACTION: STRATEGIC
482-891 UNDERSTANDING HUMAN RESOURCES
MANAGEMENT: PEOPLE LEADERSHIP
482-892 SCHOOL
EFFECTIVENESS AND IMPROVEMENT
482-894 USING THE WEB FOR TEACHING AND
Topics covered include: current trends in online education; a-mail, list servers, conferencing; new learning environments integrated with the World Wide Web; principles of online teaching; technical considerations; interactivity and software 'helper applications'; interactive online multimedia and simulations; take into account individual learning styles;
482-898 MANAGING THE EDUCATIONAL
482-899 EDUCATION POLICY AND POLICY PROCESSES
483-603 INNOVATION AND CHANGE IN LANGUAGE
Participants are provided with temporary email accounts to gain hands-on experience with a range of tools and are expected to contribute to electronic discussions and Øferences specially set up for the duration of the workshop. Assessment for DEd students: a 2000-word written paper that compares and critically evaluates different interpretations of the origins and development of a particular initiative in language and/or literacy policy or programming (25 percent);
483.604 TEACHING SECOND LANGUAGE SPEAKING
Assessment for all other students: a 1,500-word paper on a specific aspect of language and education policy and/or literacy programming (25 percent); a literary assignment that explores and critiques the impact of a current innovation or change in language education 4,500 words (75 percent).
SKILLS
483.605 DESIGNING AND EVALUATING THE ELT
483-606 LANGUAGE
TEACHING AND CULTURE
483-610 THE ARTS AND COGNITION
483-620 ASSESSMENT IN THE LANGUAGE
483-621 CRITICAL LITERACY
SOCIAL THEORY AND LITERACY EDUCATION
483-625 GENRE ANALYSIS AND EDUCATION
483-626 LANGUAGE
EDUCATION: FUNCTIONAL GRAMMAR
Assessment for DEd students: analysis of 3000 words of two sample texts demonstrating knowledge of the principles of linguistic analysis taught (30 per cent); and a substantial number of 5,000 words. Assessment for other students: Two written assignments of approximately 3000 words each (50 percent each).
483-633 LITERATURE FOR YOUNG PEOPLE IN THE
483-634 PROJECT IN MODERN LANGUAGES
483-635 ADVANCED
PROJECT STUDIES IN THE ARTS
483-636 TEACHING ENGLISH IN THE INTERNATIONAL
483-637 RESEARCHING ARTS EDUCATION
483-639 CONTEMPORARY ARTS PRACTICE AND
483-640 POSTMODERN EDUCATION: TEXTS AND
Building on common TESOL methodology and curriculum design principles, topics in this subject will include: the scope of EHP; needs analysis. Assessment for DEd students: a 4000-word written paper that critically examines a key methodological or curriculum design issue in the design of a WHP program (50 percent); a 4000-word paper describing the design of a WHP program for a specific audience and context (50 percent).
483-642 PROFESSIONAL PRACTICE: TESOL
Description: A survey of various aspects of recent postmodern theory with particular reference to its implications for the teaching of reading and writing and the Arts. A range of PAA contexts will be examined including upper secondary, pre-tertiary and tertiary contexts both in Australia and overseas.
INTERNATIONAL)
483-804 RESEARCHING LANGUAGE CLASSROOMS
483-641 TEACHING ENGLISH FOR ACADEMIC PURPOSES
Description: A study of approaches to and evaluation of classroom research on current issues in language learning in primary, post-primary and adult contexts. Topics include the study and investigation of teacher and learner beliefs, teacher and learner roles and teaching and learning styles, the content and structure of the language lesson, teacher and learner language use in the classroom, and input and interaction in the language classroom.
483-829 LANGUAGE AND LANGUAGE ACQUISITION
Assessment: A theoretical paper of 1500 words describing the potential value of the chosen inquiry methodology in the classroom relevant to the student (30 per cent) and an agreed classroom research project of 4500 words (70 per cent).
483-830 PROFESSIONAL PRACTICE: TESOL
483-850 PROFESSIONAL PRACTICE: LOTE
Special note: Students must contact the School Experience and Professional Practice Unit by the end of the first week of the Semester to discuss placement. Description: Students undertake 22 days of supervised teaching practice and observation in the sectors in which they wish to qualify, together with peer observations and school-based fieldwork.
483-871 PROFESSIONAL PRACTICE: ALBE
Assessment Successful classroom performance and the ability to function independently both in the classroom and in the wider school community as assessed by faculty staff in collaboration with school counselors; together with satisfactory completion of lesson plan log books.
483-888 METHODOLOGY AND CURRICULUM DESIGN
TESOL
483-889 METHODOLOGY AND CURRICULUM DESIGN
LOTE
Description: A study of the educational potential of modern language teaching and the design and evaluation of policies, programs, curriculum and teaching practices that seek to realize this potential. Prescribed Texts: Victorian Board of Studies, The LOTE Curriculum and Standards Framework, Curriculum Corporation, Carlton, 1995.
483-890 METHODOLOGY AND CURRICULUM DESIGN
ALBE
483-898 PROFESSIONAL PRACTICE: LOTE
INTENSIVE)
485-613 HOW CHILDREN LEARN MATHEMATICS
K? i óurne
Assessment for all other students: Participation in weekly seminars, including short presentations as arranged; a 1,000-word oral presentation of the results of a pilot study using task-based interviews (16 percent); a 2,500-word research proposal incorporating the above clinical interview as a pilot study (42 percent); a 2,500-word literature review of a clearly defined area of research in mathematics education (42 percent).
485-620 THE MATHEMATICS CLASSROOМ
485-621 RECONSTRUCTING SCIENCE EDUCATION
Assessment for DEd students: (1) Participation in weekly seminars (10 percent); (2) a critical review of the literature on theories of science learning and approaches to the research of science learning (3000 words, 30 percent); (3) an examination of the applications for technology in science education (1500 words, 20 percent); (4) development and presentation of a lesson series and reflective commentary demonstrating the application of learning theories, approaches to researching children's learning, or the use of technology (3000 words, 40 percent). Assessment for all other students: (1) Participation in weekly seminars (10 percent); (2) a critical review of the literature on theories of science learning and approaches to the research of science learning (1800 words, 30 percent); (3) an examination of the applications for technology in science education (1200 words, 20 percent); (4) development and presentation of a lesson series and reflective commentary demonstrating the application of learning theories, approaches to researching children's learning, or the use of technology (2500 words, 40 percent).
485-623 EDUCATION FOR A TECHNOLOGICAL WORLD
Description: In this course, students will review the literature on children's learning in science teaching. Students will apply the new knowledge they develop in designing a learning sequence in science.
485-624 RECENT
Students will consider the variety of uses of computers in science teaming, including data logging and the use of electronic resources for communication and access to information. The challenges such technologies pose to traditional educational approaches, and the questions raised about the selection of curriculum content and materials will be critically discussed.
DEVELOPMENTS: SCIENCE AND TECHNOLOGY
485-643 NEGOTIATED
PROJECT IN SCIENCE AND MATHEMATICS EDUCATION
485-646 RESEARCH
485-703 CO-ORDINATION OF THE CURRICULUM
Assessment for DEd students: A maximum of three small writing tasks modeling modes of curriculum research - biography, interview, sociological survey - 3000 words in total; a paper of approximately 3000 words dealing with an aspect of one of the main topics of the course (sample topics will be provided); and a class assignment of approximately 2000 words in the final session. Assessment for MEd students: A maximum of 3 small writing tasks modeling modes of curriculum research - biography, interview, sociological survey - 3000 words in total (50 per cent); a paper of approximately 3000 words dealing with an aspect of one of the main topics of the course (sample topics will be provided) (50 per cent).
485-802 UPDATING PHYSICS TEACHING IN THE MIDDLE
485-803 sEXUALITY ISSUES AND THE SCHOOL
485-804 OUTDOOR EDUCATION IN THE
485-805 TEACHING FOR NUMERACY
Assessment for DEd students: A critique or evaluation of a numeracy program (2500 words), a minor assignment (2000 words) and a major assignment (3500 words). Assessment for all other students: A critique or evaluation of a numeracy program (2000 words), a small assignment (1000 words) and a main assignment (3000 words).
485-806 COMMUNICATING SCIENCE
485-815 CHEMICAL SCIENCE CURRICULUM STUDY
485-816 PHYSICAL SCIENCE CURRICULUM STUDY
485-817 EARTH AND SPACE SCIENCE CURRICULUM
STUDY
485-818 BIOLOGICAL SCIENCE CURRICULUM
485-822 TECHNOLOGY
ENRICHED MATHEMATICS EDUCATION
485-828 TEACHING INFO TECH AT SENIOR LEVELS
485-829 TEACHING WITH INFORMATION TECHNOLOGY
485-830 SOFTWARE ENVIRONMENTS FOR
485-831 EDUCATIONAL PROGRAMMING
ENVIRONMENTS
485-832 DEVELOPING MULTIMEDIA
TELECOMMUNICATIONS AND MULTIMEDIA
485-835 INFORMATION MANAGEMENT AND
485-836 NEW VISIONS FOR TEACHING AND LEARNING
485-837 COMPUTERS AND CURRICULUM
485-850 KEY ISSUES IN
MATHEMATICS EDUCATION
485-851 SCIENCE IN THE PRIMARY SCHOOL
485-853 NEW SCIENCE AND NEW APPROACHES TO
TEACHING SECONDARY SCHOOL SCIENCE
485-866 DEVELOPING AN EFFECTIVE MATHEMATICS
485-869 DISCRETE MATHEMATICS AND
485-870 MATHEMATICAL STATISTICS FOR TEACHERS
485-893 TECHNOLOGY ENRICHED MATHEMATICS
485-894 TECHNOLOGY
ENRICHED MATHEMATICS TEACHING 2
Description: This subject deals with the use of technological tools for teaching and learning mathematics, especially geometry software and computer algebra systems. The new and changing patterns of student thinking that arise from the availability and use of technology in the classroom are considered.
485-895 TEACHING MATHS AND SCIENCE WITH THE
Assessment: Mathematical tasks requiring skill in the use of calculators and/or computers (30 percent, 900 words);
MASTER'S THESIS (40,000 WORDS)
MASTER'S THESIS
16,000 TO 20,000 WORDS)
DOCTOR OF EDUCATION THESIS PROPOSAL
DOCTOR OF EDUCATION THESIS
472-722 DOCTOR OF EDUCATIONAL
LEARNING IN THE POSTMODERN WORKPLACE 5.10 CURRENT ISSUES IN EDUCATION AND TRAINING 5.11 SPECIAL PROJECT (VETATIONAL EDUCATION EN. 476-888 FOUNDATION STUDIES IN THE EDUCATION OF STUDENTS WITH DISABLED EDUCATION 476-889 LEARNING DISORDERS: LITERACY 476-890 LEARNING DISABLED LIMITATIONS: ACCOUNT.
THE UNТV ЕR Ѕ1ТУ OF MELBOURNE LIBRARY I l 'OilIIIIIIIIl I I
