Application forms: Application forms for the first year, Bachelor of Education (Diploma in Education), are available from the Secretary, VUAC or from the Faculty Secretary's office. Intending students in the 2nd year Bachelor of Education, Master's program and Master's in Educational Psychology must first contact the faculty secretary's office.
That enrolments at First Year level be restricted as follows
He must pursue for at least two years a course of advanced study and research under a supervisor or supervisors appointed by the Board. The only part-time candidates accepted by the Professional Board are permanent members of staff.
That enrolments at Second Year level be restricted to 100
That enrolments at MEd and MEd Psych level be restricted to 230
That students showing unsatisfactory progress be recommended to the Professorial Board for suspension of their courses
That provision be made for the inclusion of up to six students applying in advance for admission from overseas at either First or
That the Selection Committee have discretion to admit to the First Year course up to five mature age qualified applicants of proven
Selection of First Year Full-time Applicants
- That the Selection Committee shall select those applicants who appear to be best fitted to undertake studies in the Faculty of Edu-
- That certain classes of applicants shall be exempted from the selec- tion procedure, viz.,
- That within each merit list applicants will be selected in the fol- lowing order
- That in each order of merit list a dividing line shall be drawn at an interval between names which ensures that the total number of
- That the Selection Committee shall have power to investigate the circumstances in which any applicant failed in one or more subjects,
- That all applicants shall be notified by post of their selection or exclusion. It will normally be necessary to advise any applicants who
Quota numbers below are subject to change) A. That certain classes of applicants are to be exempted from the selection procedure, ie. a) Applicants taking the first year of the program as part of the BMusEd or BSc(Ed) courses;. That if there is a need for further discrimination within a category, the applicants' individual records should be consulted in the relevant Faculties and Departments and account should be taken of any distinction the applicant has achieved during his higher education.
Selection of First Year Part-time Applicants
That the Selection Committee shall select those applicants who ap- pear to be best fitted to undertake studies in the Faculty of Education
That if further discrimination within any category is necessary, the individual records of applicants will be consulted in the app-. That in each merit list a dividing line will be drawn with an interval between names which ensures that the total number of.
That in each order of merit list a dividing line shall be drawn at an interval between names which ensures that the total number of
That certain classes of applicants are exempted from the selection procedure, ie. a) applicants taking the first year of the program as part of the BMusEd and BSc(Ed) programmes;. That within each merit list, applicants will be selected in the following order: order of reduction:.
That the Selection Committee shall have power to investigate the circumstances in which any applicant failed in one or more subjects,
Within this grouping, applicants are selected on the basis of the number and degree of honors they have obtained in individual subjects.
Selection of Second Year Applicants
- That candidates in full-time employment must take at least two years to complete the Second Year of the course
- That selection shall be based upon academic merit judged by reference to the results obtained by applicants in their First Year
- That students who have previously undertaken some Second Year subjects and those who have established the right of entry by
- That all other applicants will be ranked, by their original faculties, in order of merit as expressed in D2 above
- That in each order of merit list a dividing line shall be drawn at an interval between names which ensures that the total number of
- That the Selection Committee shall have power to Investigate the circumstances in which any applicant failed in one or more sub-
That students who have previously undertaken some Second Year subjects and those who have established the right of admission by subject and those who have established the right of admission by completing the First Year and who by 12 December 1975 have indicated their intention to re-enrol, will be exempted from the selection procedure. That in each order of merit list a dividing line will be drawn with an interval between names which ensures that the total number of intervals between names which ensures that the total number of applicants is provisionally 100-x (where x is equal to the number of applicants to which referred to in D3 above) and that the percentage of provisionally selected applicants is the same in each list.
Selection of MEd and MEdPsych Applicants
- That students already enrolled as MEd candidates in the year 1975 and making satisfactory progress shall be exempt from the selection
- That all new applicants be placed in one or other of two categories
- That the Higher Degree Admissions Committee, acting as a grading committee for the Selection Committee, shall arrange these appli-
- That, If selection proves necessary, the Selection Committee shall exclude the necessary number of applicants in such a manner that
That all other applicants be ranked according to their original abilities, in order of merit as expressed in D2 above. That the selection committee has the authority to investigate the circumstances in which an applicant fails in one or more sub-circumstances in which an applicant fails in one or more subjects, provided that the applicant has indicated on his application form that he believes that these circumstances contributed to his imperfect performance, and he has discretion to include such applicant in the selected quota.
Total Quota
That the total number of applicants finally accepted should not ex- ceed 600, it being understood that to allow for wastage between
Applicants applying from abroad after 1 November 1975 will normally have to be advised that they will not be considered for admission to the first or second year of the course in 1976.
That the Selection Committee shall have power to make slight ad- justments to the numbers to be admitted to the several categories,
Balloting
Selection Committee
No credit points will be recognized for these courses at the completion of the degree course. The annual exam timetable will be available a few weeks before the exam starts.
REGULATIONS
- of Bachelor of Education
- Candidates for the degree of bachelor of Education shall subsequently to their admission to the course pursue their studies for at least two
- Candidates who have qualified for a degree in this University or who are graduates of some other university or institution recognized for the
- The subjects of the course for the first year, and conditions on which such subjects may be taken, shall be as prescribed from time to time by
- A candidate who at any annual examination passes in any subject of the examination for the First Year shall receive credit therefor and may
- To pass the First Year a candidate shall comply with one of the following conditions
- There shall be open to competition among honours candidates in the First Year the Dwight's prize of fifty dollars and the Hugh Childers
- Candidates who have passed the First Year and otherwise fulfilled the foregoing conditions may be granted a certificate to be known as the
- Candidates may be admitted to the Second Year of the course who—
- No candidate may pursue a course of study or receive credit for examinations passed unless his proposed selection of subjects has been
- A candidate who has complied with the prescribed conditions and obtained a cumulative points score of not fewer than the points prescribed
- Notwithstanding anything to the contrary, a candidate who under any regulation or regulations in force on the thirty-first day of December,
- Notwithstanding anything to the contrary, a candidate who under any regulation or regulations in force on the thirty-first day of December,
- This Regulation shall expire on the thirty-first day of December, 1977.]
- A candidate who has obtained credit for any subject of the course for the Second Year of the degree of bachelor of Education before the
- This temporary regulation shall expire on the 31st day of December, 1980.]
- of Master of Education
- A person may be a candidate for the degree of master of Education if he satisfies the faculty of his capacity to undertake advanced
- Before commencing the course each candidate shall obtain the approval of the faculty for his candidature and for his course. Any
- of Master of Educational Psychology 1. A person may be a candidate for the degree of master of Educational
- A candidate who satisfies the examiners may be classified as having passed or as having been awarded honours at such standard as the
- Degree of Bachelor of Science (Education) 1. A candidate for the degree of Bachelor of Science (Education) shall,
- The subjects of the course for the degree and the conditions on which such subjects may be taken shall be as prescribed from time to
- No candidate may pursue a course of study or receive credit for exam- inations passed unless his proposed selection of subjects and the years of
- The faculty may allow a candidate to substitute for any subject of his course another subject of a university course which is, in Its opinion, of
- A candidate who, having completed or simultaneously been a candid- ate for any other degree, enrols in the course for the degree of Bachelor of
- A candidate who has complied with the prescribed conditions and obtained a cumulative points score equal to or exceeding one hundred
- of Bachelor of Music Education
- Candidates for the degree of bachelor of Music Education shall sub- sequently to their matriculation pursue their studies for four years, attend
- When in any Year a candidate passes in some only of the subjects of the Year he shall be entitled to credit for such subjects. The subjects
- The subjects of the pass and honour examinations of the various years of the course shall be as prescribed from time to time by the Pro-
Before commencing the course, each candidate must obtain faculty approval for his candidacy and for his course. Before commencing the course, each candidate must obtain faculty approval for his candidacy and for his course.
DETAILS OF SUBJECTS BACHELOR OF EDUCATION
FIRST YEAR
720-101 COURSE A
- The concept of education
- Aims in education
- Knowledge and education
- Social principles in education
- Moral education
- Education and indoctrination
Tibble J W The Study of Education, Routledge & Kegan Paul, 1966 ASSESSMENT Students will be required to submit three essays, each of approximately 2,000 words. No annual examination will be held, but students will be required to achieve a satisfactory standard in coursework and/or unit tests.
720-106 SCHOOL PRACTICE
Demonstration lessons, microteaching sessions
Observation of teaching and other school work
Teaching practice in approved schools as arranged by the faculty, the amount to be determined according to (i) the previous experience,
720-111 COURSE B Course B (School-based)
METHODS
CURRICULUM STUDIES
SECOND YEAR
POINTS SCORE FOR SUBJECTS
231 Theory of knowledge and education A 10 points 720-232 Theory of knowledge and education B' 20 points 720-233 Philosophical problems in literature evaluation 10 points 720-234 Philosophy of history teaching• 10 points 720-235 points Science teaching 1 point. 720-236 Aims and character of educational theory 10 points 720-237 Philosophy of language teaching• 10 points Development of pedagogical thinking. No candidate can be credited with more than 60 points for subjects passed within a particular field of study.
HISTORY OF AUSTRALIAN EDUCATION
A candidate may also be examined orally on the topic of their essay or on some of the material of this course. A candidate may also be examined orally on the topic of their essay or on some of the material of this course.
720-204 DEVELOPMENT OF TECHNICAL EDUCATION
720-205 DEVELOPMENT OF UNIVERSITY EDUCATION
University reform in England, Scotland and Ireland 1800-52
The foundation of Sydney and Melbourne universities
The development of Australian universities 1852-192
COMPARATIVE STUDIES IN EDUCATION
720-211 AREA STUDY: UNITED STATES OF AMERICA
- Education and government: local control, federal responsibility and civil rights
- Education and the law
- Church and State: the constitutional position and Its interpretation
- Progressive education: the rise and decline of an educational ortho- doxy
- The American college and university: from the colonial college to the 'multiversity'
- The literature of education: philosophy, theory, criticism, journalism, textbook, research
- Comparative Education: its literature and method
- A study of the following aspects of Soviet education
Students who feel they are better at essays than formal exams can submit a 2,000-word essay that will count for 40 percent of the total marks. A study of the following aspects of Soviet education:. a) Marx, Lenin and educational policy. e) Trends in the school curriculum.
720-213 AREA STUDY: ENGLAND
720-214 AREA STUDY: INDIA
720-215 PROBLEM STUDY: THE SECONDARY SCHOOL CURRICULUM
720-216 PROBLEM STUDY: HIGHER EDUCATION
Embling Jack A Fresh Look at Higher Education: European Impplications of the Carnegie Commission Reports, Elsevier 1974. Bamford T W 'Public School Town in the Nineteenth Century' i Musgrave P W Sociology, History and Education, Methuen 1970 Baron G 'Some Aspects of "Rektortraditionen" i Musgrave op.
V 'A Sense of Community; the English Public School Sixth- former' in Murray-Smith S ed Melbourne Studies in Education,
720-218 PROBLEM STUDY: EDUCATIONAL POLICY IN THE LIBERAL DEMOCRATIC SOCIETY
720-219 PROBLEM STUDY: THE NATURE AND PROVISION OF TECHNICAL EDUCATION
The approach to the comparative study of educational problems
A comparative study of the history, structure, and problems of tech- nical education in Australia and Britain, with some reference to other
720-220 AREA STUDY: FRANCE
Halls W D Society, Schools and Progress in France, Pergamon 1965 Hoffman S et al France, Change and Tradition, Gollancz 1963.
720-221 AREA STUDY: PAPUA-NEW GUINEA
720-222 AREA STUDY: CANADA
720-223 PROBLEM STUDY: SECONDARY SCHOOL EXAMINATIONS
- Origins of the public examination in western systems of education
- Social theory and the public examination
- The public examination systems of Australia, New Zealand, England, Germany, United States of America, Canada (Ontario) and countries
- Selection for higher education
ACER Accreditation for Public Examinations in Australia, ACER 1947 Adams M (ed) The German Tradition, Wiley Sydney 1971. Rawson Wyath ed The Examination Tangle and the Way Out, NEF 1935 Roach John Public Examinations in England CUP 1971 Organization Schudson M. 'History of the College.
720-224 PROBLEM STUDY: THE ADMINISTRATION AND CONTROL OF EDUCATION
Gasking D Examinations and the Aims of Education, M UP 1945 McDonnell W Testing for Student Selection at Tertiary Level, a litera-. A candidate may also be examined orally on the subject of his essay or any part of the subject of this course.
720-225 AREA STUDY: ITALY
720-226 AREA STUDY: INDONESIA
PHILOSOPHY OF EDUCATION
720-231 THEORY OF KNOWLEDGE AND EDUCATION A
The course will be concerned with theories of the justification of knowledge and their relation to the ways in which different subjects are taught. Topics will be available on January 6, 1976, and the exercise will be in the third week of the first term.
720-232 THEORY OF KNOWLEDGE AND EDUCATION B
720-233 PHILOSOPHICAL PROBLEMS IN LITERARY APPRECIATION
- Logical and psychological considerations in literary criticism
- Positivism and the nature of criticism
- Criticism and perception
- Language and thought—their relationship
Detailed reading lists that will be issued long before the start of the course will be available from the responsible lecturer.
720-234 PHILOSOPHY OF HISTORY TEACHING
720-235 PHILOSOPHY OF SCIENCE TEACHING
Scientific Theory: Verification and falsification; rationality and theory choice
Problems of Induction
Philosophical problems of science teaching BOOKS
720-236 AIMS AND THE NATURE OF EDUCATIONAL THEORY
The disciplines contributing to educational theory
Educational theory
Educational theory and practice
Tibble JW ed The Study of Education, Routledge & Kegan Paul 1966 Walton J & Kuethe J L eds The Discipline of Education, University of.
DEVELOPMENT OF EDUCATIONAL THOUGHT
720-242 ROUSSEAU
720-243 RUSKIN AND THE CHRISTIAN SOCIALISTS
720-244 PROGRESSIVE EDUCATION IN ENGLAND 1890-1939
720-245 DEWEY AND PROGRESSIVE EDUCATION
720-246 SOCIOLOGICAL THEORY AND EDUCATIONAL THOUGHT
STATISTICAL AND EXPERIMENTAL METHODS IN EDUCATION
720-251 INTRODUCTORY STATISTICS IN EDUCATION
720-252 INFERENTIAL STATISTICS IN EDUCATION
720-253 EXPERIMENTAL EDUCATION
MEASUREMENT IN EDUCATION
720-261 MEASUREMENT AND EVALUATION
Bloom B S Hastings J T & Madaus G F Handbook of Formative and Summative Evaluation of Student Learning, McGraw-Hill 1971 Ebel R L Essentials of Educational Measurement, Prentice-Hall 1972 Edwards A L The Measurement of Personality Traits by Scales and. Ghiselli EE Theory of Psychological Measurement, McGraw-Hill 1964 Groot-Brittannië, Department of Education and Science, Schools Council.
720-262 TEST THEORY
Lyman H B Test Scores and What They Mean, Prentice-Hall NJ 1964 Mehrens W A & Lehmann I J Measurement and Evaluation in Educa-. Terwilliger E Assigning Grades to Students, Scott Foresman 1971 Other books and materials will be referred to during the lectures.
EDUCATIONAL PSYCHOLOGY
NOTE: Students are expected to familiarize themselves with the main points in Bloom and Krathwohl's reference (The Taxonomy of Educational Objectives) before starting the lectures.
720-271 SOCIAL PSYCHOLOGY OF EDUCATION
Students will be required to submit no more than one written exercise per lecture/discussion. The emphasis will be on the research methodology that is typically used to investigate the nature of cognitive processes.
COMPUTER APPLICATIONS IN EDUCATION
Gagne's theory of learning and teaching: research in cognitive psychology; the nature of concepts and their achievement; teaching concepts; problem solving; language and thought; teaching program development; and early childhood education.
720-281 AN INTRODUCTION TO COMPUTER PROGRAMMING
720-282 EDUCATIONAL USES OF COMPUTERS
SOCIOLOGY IN EDUCATION
720-291 EDUCATION AND COMMUNITY
D Deschooling Society, Calder and Boyars 1971 Midwinter E Priority Education, Penguin 1973
720-292 INNOVATION IN EDUCATION
720-293 THE ORGANIZATION OF EDUCATIONAL INSTITUTIONS
CURRENT ISSUES IN EDUCATION
720-296 CURRENT ISSUES IN EDUCATION A
720-297 CURRENT ISSUES IN EDUCATION B
720-601 MASTER OF EDUCATION
720-630 Sources of curriculum theory and practice: Conceptual refinement of the concept of 'child-centredness'. ASSESSMENT An essay of 3,000 words and three class assignments on the topic for three sections of the syllabus.
720-614 THEORY AND METHOD OF EDUCATIONAL RESEARCH (EXPERIMENTAL)
A large portion of the course will be devoted to examining the large body of secondary Piagetian-inspired research as confirmation or rejection of central concepts of the theory. Students will have an opportunity to be exposed to Piaget's experimental methodology as it is used both in conducting developmental research and in assessing the cognitive status of school-aged children.
720-618 THEORY AND METHOD OF EDUCATIONAL RESEARCH
- The Concept of Education and the Nature of Educational Aims
- Knowledge and the Curriculum
- Education and Social Principles
- Moral Education and Religious Education
- The Nature of Educational Theory
ASSESSMENT Candidates will be informed during the first seminar about the method of assessment in this subject. ASSESSMENT Candidates will be informed during the first seminar about the method of assessment in this subject.
720-619 THE CONTEMPORARY SCIENCE CURRICULUM
EVALUATION Candidates will learn about the evaluation method for this course in the first seminar. Lee Dow K Teaching Science in Australian Schools, MUP 1971 Lockhard JD (ed) Eighth Report of the International Clearing House on.
720-620 EDUCATIONAL ENVIRONMENT AND STUDENT ACHIEVEMENT
A critical review of a research study report. ii) A survey of the research literature in a limited area. iii). Presenting a research problem and preparing a research proposal. iv) A calculation and computer analysis exercise.
720-622 EDUCATION AND SOCIAL CHANGE
D'Cruz J V & Sheehan P J Renewing Australian Schools, Primary Education Melbourne 1975 •. Kerlinger F N & Pedhazur E J Multiple Regression in Behavioral Research, Holt Rinehart & Winston NY 1973.
720-623 SOCIOLOGY OF CURRICULUM CHANGE
Berger P and Luckmann T The Social Construction of Reality: A Treatise in the Sociology of Knowledge, Penguin 1967. The course will develop a discussion of the problems presented in the subjects Theory of Knowledge and Education A and B, and a transition to these two subjects or their equivalent is therefore a prerequisite. i) An examination of justification and skepticism in recent epistemology and their relation to concepts in education such as teaching. learning and indoctrination, and the ways in which different subjects are taught. ii) Coherence theory of truth.
720-627 HISTORY OF ENGLISH EDUCATION, 1833-1944
720-628 HISTORY OF MIGRANT EDUCATION IN AUSTRALIA 1946-1975
A three-hour exam at the end of the year. i) The evolution of government policy with regard to migrant education. ii) The theoretical approach to teaching English as a second language. i) The attitude of ethnic groups towards the "assimilation" approach. Report on the Inquiry into the Education of Migrant Children in High Migrant Density Schools in Melbourne, March 1973, Government Printer of Australia Canberra 1974.
720-629 SOURCES OF CURRICULUM THEORY AND PRACTICE
Interaction, Assimilation, Education' in Quarterly Review of Australian Education Vol IV Nos 2 and 3, June and September 1971 Smolicz J J "Is the Australian School and Assimilation Agency?" v.
CULTURAL INFLUENCES AND THE STRUCTURE OF KNOWLEDGE
Smolicz J J "Fragmentation in Science and Education: an analysis of the community structure of science" in Murray-Smith S ed Melbourne Studies in Education, MUP 1974. As in 720-629 Sources of Curriculum Theory and Practice: Cultural influences and the knowledge structure students perhaps prefer to see modern study programs as an expression of the new "progressivism".
720-631 ADVANCED MEASUREMENT
The detailed content overview, book list and mode of examination for the course will be determined by the Fellow prior to the commencement of the course and prior to the enrollment period. The detailed content overview, book list and examination method for the course will be determined by the Fellow prior to the commencement of the course and prior to the enrollment period.
720-635 EDUCATION, CULTURE AND SOCIETY B
Mannheim K Ideology and Utopia: An Introduction to the Sociology of Knowledge, Routledge & Kegan Paul 1960. Hemmings Ray Fifty Years of Freedom: a Study of the Development of the Ideas of A S Neill, Allen & Unwin 1972.
720-611 MASTER OF EDUCATIONAL PSYCHOLOGY
Attendance at lectures, seminars and practical work, 12 hours per week over the equivalent of two full-time academic years
Tillich P. Shaking the Foundations, Penguin Tillich P. Dynamics of the Foundations, Harper & Row
The practical work will include a supervised practicum/internship with an approved employing authority. This will be taken to constitute
720.650 EDUCATIONAL PSYCHOLOGY A
Implications of the theories for teaching and structuring appropriate learning. 720-662 TESTS AND TEST CONSTRUCTION 12 lectures/seminars plus practical work. The results of the course work and the associated practical work will count for 60 percent of the final assessment.
BACHELOR OF SCIENCE (EDUCATION)
Each candidate will have 520 hours of practical study during the two years of the course. This program will contain proposals for a report to be submitted after the end of the internship.
720-021 EDUCATIONAL PSYCHOLOGY E
These studies will consist of laboratory work and demonstration resulting from the "core" and "elective" courses (120 hours); and approximately 400 hours of academically supervised internship with an approved placement. Each candidate will, after consultation with the placement authority, submit a practicum program for approval by the University.
720-031 EDUCATIONAL SOCIOLOGY E
Introduction to concepts and methods of sociology
The structure of the Australian education system
Conformity, Deviance and Education
720-032 PHILOSOPHY OF EDUCATION E
Tibble JW ed The Study of Education, Routledge & Kegan Paul 1966 ASSESSMENT The research method for this topic is that of progressive assessment. The final assessment for pass or honors is made based on the student's performance in the essays.
720-041 CURRICULUM DEVELOPMENT AND METHODS OF
Peters R S ed The Concept of Education, Routledge & Kegan Paul 1967 Reid L A Philosophy and Education, Heinemann 1962.
TEACHING
Principles of curriculum design exemplified by major project devel- opment in curricula in Australia, in Britain and in the United States
General instruction in classroom and laboratory management and the role of the teacher in a school. Method programs in the teaching
Ramsey G A 'Curriculum development in secondary school science', Australian Education Quarterly Review Vol 5, Nos 1 and 2 1972 Klopfer L E 'Assessment of learning in science', in B S Bloom et al, Handbook on Formative and Summative Evaluation of Student Learning, McGraw-Hill 1971. Inquiry into the Flow of Candidates in Science and Technology into Higher Education, The Dainton Report HMSO London 1968 Hedges W D Testing and Evaluation for the Sciences, Wadsworth 1966 ASSESSMENT A written assignment in the first term and up to six short written assignments in the second quarter.
720 - 042 SCHOOL PRACTICE
The Continuing Education Bureau was established to develop the university's role in continuing education. Successful applicants will be notified and must complete enrollment details, including payment of fees, with the Office for Continuing Education.
