UWS: Master of Education

Education practitioners are continually seeking new ways of understanding and improving their practices in the workplace. A range of applied research methodologies provides valuable tools to sustain developments in learning processes. For educators to benefit from research they need to understand research methodology and methods and apply them in their workplace practice. This unit introduces students to practitioner research methodologies in general and action research in particular. The unit will develop students as reflective practitioners and researchers who are capable of making informed improvements to professional practice.

This is an elective unit for the Master of Education (Coursework). It is a specialist unit for students wishing to take out a leadership specialisation. Students will be required to understand basic theories and concepts in leadership and management. (For example, leadership theory, strategic planning/risk management, school effectiveness, change management).

This unit examines new perspectives on literacy and literacy learning that reflect the social, economic and technological changes in the late twentieth and early twenty-first centuries. Advances in technologies mean that multimodal texts, popular culture, media and consumer texts have a prominent role in children's lives and in their literacy learning. This unit explores a broad view of literacy that is inclusive of a range of literacy practices and texts. New conceptions of literacy include visual literacies as well as spoken and written language and incorporate a range of texts including oral, visual, multimodal, digital and paper-based texts. A focus on critical literacies is also included as an essential component of literacy.

Independent Study 2 enables students to engage in a second intensive study of an aspect of workplace learning in order to develop, implement or improve some aspect of current professional practice. It provides opportunities for students to use workplace-based research skills and related theory directly in a workplace-based research task. The workplace may be a classroom or other professional setting.

This unit is a continuation of Independent Study 1 and/or 2 and is designed to provide an opportunity for students to undertake in-depth research into an educational area, issue, or perspective that will make a major contribution both to their own and colleagues educational practices. This unit will contribute to the student's ability to engage with and sustain an intensive research focus on an identified aspect or aspects of workplace practice using acquired competence in research methodology. They will also be required to sustain a research focus over an extended period of time and produce a research project report. The unit is designed to advance the status of the student's profession through high level, in-depth study of a topic of major significance to the profession.

This unit provides an advanced introduction to critical concepts in thinking about pedagogy (way of teaching and learning). Current educational research indicates that didactic and transmission models of teaching and learning pervade western educational systems. These forms of thinking privilege cognition over other forms of learning and experience. This excludes other, powerful ways of thinking about and practising teaching. The unit addresses the following pedagogical concepts related to deep learning: constructivism; transformative learning; experiential learning; critical pedagogy; pedagogical leadership; embodied knowing; metacognition. Participants are encouraged to reflect upon the import of these concepts on their personal and organisational pedagogical practices.

Becoming a professional in institutions is a complex and intricate process. It takes not only adequate initial training (both theoretical and the implementation of theory into practice) but a commitment and undertaking to career-long learning and professional development. Such commitment and undertaking need not be an isolated process. Educational leaders are available to assist in the promotion of professional development. This unit provides leaders with the understandings and strategies for implementing mentoring and professional development programs.

This unit will develop its curriculum from year-to-year based on the contexts, needs and interests of enrolled students. However, in general, it seeks to extend students' awareness of curriculum development, pedagogy and policy in the areas of English and literacy education through selecting a limited number of areas for intensive investigating. Thus, it builds on students' previous academic and professional experience in these areas, but also investigates key contemporary issues.

Independent Study 1 enables students to engage in an intensive study of an aspect of workplace learning in order to develop, implement or improve some aspect of current professional practice. It provides opportunities for students to use workplace-based research skills and related theory directly in a workplace-based research task. The workplace may be a classroom or other professional setting.

This unit is a continuation of Independent Study 1 and/or 2 and is designed to provide an opportunity for students to undertake in-depth research into an educational area, issue, or perspective that will make a major contribution both to their own and colleagues educational practices. This unit will contribute to the student's ability to engage with and sustain an intensive research focus on an identified aspect or aspects of workplace practice using acquired competence in research methodology. They will also be required to sustain a research focus over an extended period of time and produce a research project report. The unit is designed to advance the status of the student's profession through high level, in-depth study of a topic of major significance to the profession.

Education practitioners are continually seeking new ways of understanding and improving their practices in the workplace. A range of applied research methodologies provides valuable tools to sustain developments in learning processes. For educators to benefit from research they need to understand research methodology and methods and apply them in their workplace practice. This unit introduces students to practitioner research methodologies in general and action research in particular. The unit will develop students as reflective practitioners and researchers who are capable of making informed improvements to professional practice.

This unit is a foundation component for M Ed (Coursework) students. It engages with the theoretical basis of curriculum and critically examines contextual factors and their implications. These include: the information age; the future of schooling; lifelong learning; citizenship; and globalisation. The unit provides a critical overview of perspectives on curriculum and then offers a focused examination of a sample of current school syllabi. Examples of selected curriculum issues include: middle schooling; vocational education in schools; parent and community participation; ICT management in schools; and integration. The overall focus is on curriculum decision-making and planning for improved learning outcomes.

This unit focuses on the nature of children in middle childhood and adolescents, their social and emotional development, and their cultural and educational needs. In dealing with these issues participants examine the importance of adult mentors for young people, of high expectations, of providing empowering feedback, and the need for success amongst young people. Participants explore major issues concerning young people in a rapidly changing world: these may include gender issues, cultural issues, poverty and its impact, employment goals and mental health issues. The unit also involves participants being exposed to the views of young people concerning broad social issues, education and schooling. The understandings about young people generated in this unit are foundations for understanding curriculum and pedagogical issues raised in later units.

Independent Study 2 enables students to engage in a second intensive study of an aspect of workplace learning in order to develop, implement or improve some aspect of current professional practice. It provides opportunities for students to use workplace-based research skills and related theory directly in a workplace-based research task. The workplace may be a classroom or other professional setting.

This unit is a continuation of Independent Study 1 and/or 2 and is designed to provide an opportunity for students to undertake in-depth research into an educational area, issue, or perspective that will make a major contribution both to their own and colleagues educational practices. This unit will contribute to the student's ability to engage with and sustain an intensive research focus on an identified aspect or aspects of workplace practice using acquired competence in research methodology. They will also be required to sustain a research focus over an extended period of time and produce a research project report. The unit is designed to advance the status of the student's profession through high level, in-depth study of a topic of major significance to the profession.

This unit provides an advanced introduction to critical concepts in thinking about pedagogy (way of teaching and learning). Current educational research indicates that didactic and transmission models of teaching and learning pervade western educational systems. These forms of thinking privilege cognition over other forms of learning and experience. This excludes other, powerful ways of thinking about and practising teaching. The unit addresses the following pedagogical concepts related to deep learning: constructivism; transformative learning; experiential learning; critical pedagogy; pedagogical leadership; embodied knowing; metacognition. Participants are encouraged to reflect upon the import of these concepts on their personal and organisational pedagogical practices.

This unit provides students from a range of backgrounds with the skills to undertake evaluation studies of educational programs, projects, curricula etc., within organisations, institutions, schools, systems and education centres. Through the use of case studies, problem based and experiential learning techniques, and presentations by experienced evaluators, students will be introduced to the social, political and ethical factors which impact on educational evaluation, and explore different approaches and models for designing and implementing an evaluation.

The unit explores strategies for building learning achievement and motivation amongst young people. It reviews four perspectives in middle years pedagogy: lifelong learning; constructivism; andragogy (adult learning); and resilience, and examines the key concept of responsive curriculum. It emphasises building learning communities, and examines negotiated curriculum and active, problem-based and experiential learning. It also examines the importance of home/school relationships in educational success, and ways to increase family and community participation in education. Within this framework participants explore alternatives to traditional classroom-based curriculum, including students as researchers in their communities, enterprise education and vocational education and training.