Pilot Courses Semester 2 2014

30 points
A detailed examination of the assumptions underlying, and processes and practices in different research traditions. The development of understandings of how to conduct research and to analyse, interpret and synthesise research-based information in educational or community settings.
Restriction: ACE 830.801, 830.901

Learning Outcomes
At the completion of this course, it is intended that students will be able to:

1. Demonstrate understanding of the interrelationship between ontological perspectives, epistemological assumptions, methods of inquiry and knowledge claims in educational research.
2. Demonstrate understanding of processes associated with quantitative and qualitative modes of inquiry and research design.
3. Interpret and synthesise knowledge relevant to selected practice in order to write a critical and reflective literature review leading to the identification of research questions.
4. Demonstrate understanding of the ethical implications of undertaking research.

A critical examination of key social psychological constructs as theyrelate to the classroom, student-teacher relationships and learning. Topics such as motivation,stereotyping, class climate, teacher expectation, and teacher and student self-beliefs will be explored inorder to critically challenge current teaching practices.

EDUC 119:Development, Learning and Teaching (15 Points)

Presents an introduction to developmental and psychological theory and research and its application to teaching and learning within a variety of educational settings. Understandings for creating effective learning environments which foster high levels of motivation for all learners will be identified through an exploration of typical and atypical development; and behavioural, cognitive, constructivist and social approaches to teaching and learning.

Why do we go to school? What is the purpose of schooling in society and do good grades translate into good jobs? An introduction to the study of education form sociological, historical and philosophical perspectives with reference to the forces that have shaped the development of education, especially in New Zealand. Understanding social inequalities in education relating to ethnicity, gender and class form a central concern of this course.

At the completion of the course, it is intended that students will be able to:

  1. Demonstrate knowledge and understanding of the links between education and society.
  2. Critically analyse selected ideas from historical, sociological and philosophical perspectives that explore the nature and purpose of education.
  3. Demonstrate knowledge and understanding of the role that different views on education throughout time have played in the formation of today’s education system in New Zealand.