We all have experience of organisations through our work and life and yet few of us have taken the time to think about how we might understand organisaitons better. Organisation theories provide us with different lenses through which we can understand organisation. This unit explores the development of organisation theory from its beginnings to the present day. Concepts, theories and models from the perspectives of the Historical, Modern, Symbolic Interpretive and Postmodern periods are studied through selected original works by key writers in the field.

Institutions throughout most parts of the world are confronted by a period of rapid and dramatic change. The external demands placed upon them to change and improve are considerable. The key elements of leadership, vision and mission and their relationships to the development of a unique organisational culture are essential ingredients for organisational effectiveness, excellence and continuous improvement. This core unit focuses upon the internal and external forces that influence the culture of a variety of organisations and uses the competing theories and alternative approaches to management development in the core unit EDPA5001 to build upon the basic concepts.

Students undertaking the designated area of Educational Management and Leadership are expected to be able to implement policies and programs designed to bring about organisational change. This unit is designed to provide the necessary knowledge and skills to enable students to design, plan and implement an evaluation program and to provide an understanding of the major forms of program evaluation.

Leadership is the key to a successful organisation. This core unit focuses upon the importance of leadership and what it involves in a variety of organisational settings. In bringing about change in an organisation a leader must be able to share with others a vision for the future of that organisation and implement strategies that enable the organisation to meet future challenges. Special attention is given to leadership styles, gender issues and the place of ethics and emotions in leadership.

In a rapidly changing world the necessity for an organisation to improve performance in order to keep pace and even be in the forefront of changes is an imperative for long-term survival. This unit explores the concepts of the learning organisation, organisational learning and communities of practice. Emphasis is placed upon the importance of dialogue in organisational learning. The use of scenario analysis, scenario planning and learning histories as means of supporting organisational learning is studied.

This unit of study will focus on school-based management and its link with school effectiveness. It will combine a study of relevant recent literature with practical issues, discussions and workshops. Students will review the literature relating to effective schools and explore links between developing strategies and creating conditions within schools to enable them to become more effective. Major aspects of school improvement will be adressed including: school based review, the role of school leaders, external support, research and evaluation, policy development and implementation and the significance of the impact of school "culture" on initiative for school improvement. Case studies and reports from overseas will be examined for lessons they have for school renewal strategies. A major component of the unit will be the analysis and development of strategies to assist schools to manage planning practices and procedures more effectively.

The world of policy is changing, from a centralised model to a decentralised one, in which you may be involved, at least at institutional level. Whether you work in the public, private, or third sector as an educator, social worker, civil servant or in another capacity, it is important to understand the changing world of policy. Another change that we examine is the rise of neo-liberalism and its effects on the policy process. Critics charge that policy is now framed with economic rather than social good in mind, and that the success of policies is measured by the same calculus. How is policy made, and by whom? How does Australian federalism influence the making and implementation of policy? What kinds of transnational influences affect the policy process, and to what extent? Do different countries respond to difference (class, ethnic, gender, age), in a world of increasing diversity, migration and mobility?

Concepts of global integration and culture. Economic political and cultural dimensions of globalisation. Major interpretive approaches to globalisation. Major world trends in education assessed in light of globalisation. Globalisation of labour markets; marked forces in education; cross-cultural and trans-national trends in education provision; knowledge as a global construct; global organisations and agenda in education; emerging global and regional structures in education, students, educational professionals and knowledge workers in a globalising world. Investigation and report on a special study.

Concepts of culture, cultural diversity and inter-cultural communications. Education and culture in the context of globalisation. The homogenisation and heterogenisation debate. Case studies of cultural diversity and inter-cultural education in the domains of policy, management, curriculum teaching and learning. Special study of cultural diversity and intercultural education in a selected international education context.

Investigation and analysis of: basic indicators of global poverty; key theories of poverty and development and their implications for social policy and education; western paradigms and their effects in non-western contexts; alternatives to westernisation; education as a form of foreign aid and development co-operation in multilateral, bilateral and non-government programs; multisectoral approaches to poverty alleviation strategies.

Investigation and analysis of key trends in education change and reform in major Western countries including: shifting priorities in education policies; increasing emphasis on educational outcomes, testing and international comparisons of learning achievement; significance of shifts fostering lifelong learning and human capital formation; trends in educational accountability; changes in the role of the state and implications for the financing of education; privatisation and decentralisation of education; and the impact of ICTs on educational provision. Impact of major demographic, economic and labour market developments on education policies; impact on youth policy and transition from school to work, and their educational implications.

Investigation and analysis of modes of research in international education, and associated issues in cross-cultural research. Opportunity to apply skills and perspectives gained in previous study to a particular strategic, policy or theoretical problem that relates to a defined geographical context, policy setting, or program. Students will review, research, and analyse modes of research, with support provided through relevant materials. Issues of data quality and range, the role of international organisations in providing data and shaping debates, and issues of power that should be negotiated in cross-cultural setting will be examined.

An investigation of major developments in internationalisation of education, at schooling, technical and further education, and higher education levels. Historical developments of internationalisation; contrasting interpretations and 20th century developments. Contemporary trend analysis including a detailed case study of a specific policy or program.

This unit looks at how the current and emerging needs of learners are being met, or fail to be met, by the learning activities supported by internet technologies. Students are involved in practical activities using a variety of internet technologies, including web 2.0, online multimedia, textual virtual reality, and collaborative research tools. In addition students are introduced to theoretical models of learning as they are represented in popular approaches to learning on the internet. In this unit students will also examine the changing roles of teachers and learners as education becomes increasingly available online. Students are required to have adequate internet access.

This unit is intended to help students acquire the knowledge and skills needed to evaluate ICT-enhanced learning innovations. It provides an introduction to the theory and practice of evaluations, drawing principles and methods from best practice in program evaluation and the areas of ICT-enhanced learning. Attention is paid to a holistic approach to evalutaion, stressing the need to plan, design and implement evaluation in context. It is suitable for those with an interest in formal education, corporate training and professional development.

In this unit we build on work in the learning sciences (psychology, education, cognitive and neurosciences) as we look at psychological models of learning, cognition and motivation, especially as they relate to multimedia and computer-supported learning. Contemporary educational technology use will be analysed from a number of perspectives, including classical information theory, psychological media and communication theories, activity theory, socio-cultural learning theory, constructivist and models of distributed cognition.

This core unit of study seeks to provide students with solid background in research, theory and design methods necessary to enable informed and effective decision-making about which instructional methods to use, under what conditions, and in various educational and professional settings. Students will also gain practical experience with a number of educational design methods, use various design support tools and apply design methods to their own professional setting, as they engage in a number of authentic case studies. The unit looks at contemporary instructional design theories, models for educational media design, the psychology of design, individual and collaborative problem solving, research on advanced tools for educational media design and methods of interaction design.

This core unit will examine how recent technological changes interact with the practices of teaching, learning and communication in a variety of settings, including schools and commercial organisations. We will also seek to anticipate future changes and predict how they will affect, and be adapted by, teaching nd learning practices, with the aid of systematic analysis methods for technology assessment and forecasting. Topics include: the fusion of computer and communication technologies, resulting in opportunities for mobile learning; the emergence of sematic web technologies, resulting in new educational web services; synergies between knowledge management and e-learning; and trends in language and voice technology. Our complementary analysis of educational practices will concentrate on (a) the work of individual teacher/trainers in integrating ICT into their activities, (b) organisational strategies for managing the appropriate use of new technology.

In this core unit we will use 'systems inquiry' as a conceptual framework to describe change and learning processes, on the individual, group and organisational level. We focus on a theory-based approach to change management and organisational learning, so that students can come to appreciate the complexity, and non-linearity, of bringing about change in schools, corporations and other organisations, and become more critical about fashion-driven management approaches that lack a robust research basis. Students will gain hands-on practical experience as they apply systems inquiry concepts and methods to analyse change problems in their own professional environment.

This unit is designed for students in the later phase of their studies, who need specialised knowledge regarding new research and technical developments, as well as an understanding of advanced research methods, appropriate to the fields of learning technologies. Students will look at recent theoretical developments, advanced research methods and current debates, as well as gain experience framing and refining research questions and analysing complex data sources. Students will get the opportunity to assess the merits of the various approaches discussed, in terms of their own research project. The unit will involve intensive discussion and the participation of invited external experts.

It is intended that this unit of study will examine the general and specific characteristics and learning requirements of children with intellectual, physical, language, sensory, learning, behavioural and/or emotional disabilities and an understanding of disability issues, legislation and policy, with a particular emphasis on NSW policies, documents and handbooks. Through the study and discussion of theory and research related to such disabilities and issues, students will be guided more explicitly to an understanding and critical evaluation of research literature in these fields, focusing particularly upon the cognitive, effective, social, and behavioural needs and characteristics of such children. This focus is intended to enable the reading of professional publications with understanding, and to develop skills of critical review and analysis necessary for the evaluation of research in the field.

The aim of this unit is to provide participants the skills and knowledge for developing an intervention that assists a client with an intellectual disability gain access to employment. Building on a theoretical base, and reviews of the literature, participants will engage in a range of tasks that require them to demonstrate a critical and reflective understanding of the planning process. Topics covered include assessment, shaping and scaffolding behaviour, and ongoing monitoring of progess of clients.

This unit examines the supporting research, legislation and policies that underpin the principles of open employment for persons with disabilities. Participants will critically anlyse research and legislation relating to open employment. Students will report in writing and verbally on a task of placing a client that demonstrates their understanding of the principles of open employment.

This unit addresses research and practice in managing appropriate social behaviour for persons with disabilities. A focus will be on pro-social approaches to managing behaviour, and strategies for managing challenging behaviours in a range of settings. Problem-based learning sessions will require participants to link research to practice.

Language learning in the first five years is a critical base for all future communicative, social, cognitive and academic functioning in humans. This unit examines the range of evidence and issues in this critical area of human learning, with a particular focus on the factors influencing language learning, both positive and negative. Key theories, research and skills in language assessment and interventions are introduced and critically evaluated. The implications of knowledge of initial language learning for older individuals with continuing communicative difficulties are also considered.

This unit will critically examine the process, models, educational policies and strategies proposed for the integration and inclusion of students with special needs into the regular classroom and the community. The shift in the debate from whether or not integration should take place to the acceptance of the principles of integration and inclusion, and the consequent debates concerning strategies for the implementation and inclusion are major discussion topics. Issues such as the most effective curriculum structures and the hidden curriculum within integration and inclusion will be raised. The strong movement towards full inclusion of people with disabilities, both in schools and the community, will be explored, together with an examination of the barriers to full inclusion, such as stigma and negative attitudes towards disability, the service delivery structures in schools and community services, the cost factor and appropriate levels of training for all staff involved.

This unit is designed to investigate the techniques and procedures, developed from sound research, that teachers and community workers can use in order to prevent behaviour problems from arising as well as for the management of behaviour problems as they occur. A wide range of theories and principles will be discussed including the processes involved in a whole school commitment to the management of behaviour; collaboration and consultation; the effects of communication and teacher behaviour on discipline. Practices and programs designed for the management of behaviour will be analysed and critically evaluated.

This unit is intended to be an in-depth study of current theories, research and practice in the development of basic skills (language, literacy and numeracy), including a special emphasis on self-directed learning in students with disabilities, learning difficulties and behaviour disorders. An understanding and discussion of basic learning theories related to the basic skills, in regular education, are fundamental to these studies. The wide-ranging practices, controversial issues and perspectives offered in this field of study will be discussed. Practical, research and evaluation skills will be developed in relation to assessment, programming, and program development for students with difficulties in these basic skills areas, with special consideration given to the modes of service delivery operating in our educational systems.

This unit is designed to explore the collaborative relationship between the regular classroom teacher and the special educator in the development of curricula for students, with special education needs, integrated or included in their local school. Current research in curriculum design for special education will be discussed together with a critical analysis of the political and controversial issues related to such curricula. A variety of available curricula for students with special needs, from both regular and special education resources, will be discussed, analysed and critically evaluated. The processes and practicalities of modifying curricula to suit individual needs will be explored, together with the construction and use of alternative curricula for students with special needs in integrated, segregated and inclusive schooling situations.

There is a considerable body of theory and research pertaining to giftedness and talent and its development in individuals, and to psychological and development aspects of individuals identified as gifted and talented. Awareness of this material, and appreciation of the issues involved is necessary to provide a sophisticated understanding of constructs, policy, and practice in field, and assist graduates to informed decision-making in the field, and enhance their skills in facilitating the development of special abilities in others, and in working effectively with gifted and talented individuals in educational, home and other environments.

This unit considers issues in the formulation and planning of curriculum for teaching gifted and talented students at all levels of the school system. The model analysed will provide direction for practical programming including modification of curriculum and content of regular programs, and best instructional practice at the classroom level.

This unit requires students to demonstrate their understanding of action research methodology in examining their own learning about open employment, and how they assist a client achieve set outcomes for gaining employment in the community. Project will be discussed as part of in-class problem-based learning sessions, with the final product presented verbally to the class, and in writing to class tutor.

The role of special educators is becoming more involved in collaborative consultation, with special educators, regular educators, therapists, medical practitioners, parents and community workers needing to join forces to determine best practices and to evaluate the effectiveness of programs, in order to provide the best and most appropriate programs for people with special needs in a wide range of school and community settings. In order to undertake this role, the special educator will need to have a good working knowledge of a range of consultation models, knowledge and skills in the understanding of parent and student needs, and effective interpersonal communication skills. This unit is designed to facilitate the development of the knowledge and skills required to take on this consultative role.

This unit is designed to investigate evidenced-based education strategies that meet the needs of students with high support needs. Topics addressed will include assessment, progress monitoring, planning, communication, instructional strategies, behaviour management and evaluation. Students will be engaged with the literature to make links with classroom strategies, and in discussion with peers to justify and analyse the literature and evidence base.

This unit of study is designed to facilitate the development of an understanding of the processes involved in such screening and assessment procedures and the skills required to use these in the development, implementation and evaluation of programs for students with special needs. Through a study, and evaluation of a variety of assessment procedues and instruments, the student will gain an understanding of and familiarity with the techniques used and the responsibilities of team members in the process of referral, placement, assess to support services, transition, and the design and monitoring of individual and group education plans.

A core unit of study which examines ways in which current understanding of cognitive processes related to learning, knowing and thinking may contribute to the design of learning experiences in varied settings. Consideration will be given to constructivist and generative approaches to learning and to schema therory approaches to facilitating knowledge development and problem-solving skills. Emphasis will be placed on the teaching of learning strategies, the development of metacognitive skills and the integration of domain knowledge and strategic knowledge. Issues of transfer of learning, patterns of student interaction in learning, creativity and the facilitation of self-regulartion in the learner will be examined.

A core unit of study that critically examines models and theories from developmental psychology in the light of contemporary theory and research, drawing especially on the Dynamic Systems Approach. The aim is to understand the complexity of cognitive, emotional, social, moral and physical development. Seminars address these issues by focusing on the development of children in the context of family, school and community. The unit also considers the impact of history, culture, and social context on the development of children in Australia, as each individual child engages with the multiplicities of its experience of being in the world.

The major focus of this core unit centres on recent psychological study of motivational processes in the learner and on ways in which learning environments may be seen to foster student motivation for learning and thereby facilitate the attainment of desired learning objectives. The unit will consider the balance between intrinsic and extrinsic sources of motivation, teacher expectations and learner motivation, self-concept and self-system processes in learning and issues of success and failure and anxiety in learning settings. Emphasis will be placed on goal setting and feedback in establishing a facilitative learning environment, student interaction in cooperative learning and the development of motivational components of self-regulation in the learner.

This unit examiners major areas of individual differences among learners and ways in which educational provision may be adapted to accommodate these differences in helping each student to achieve major learning outcomes. Consideration will be given to areas of cognitive and social-motivational differences, learning styles, gender differences and differences between advantaged/disadvantaged groups to major components of programs designed to meet individual differences. Particular attention will be given to implications of research which (a) explores aptitude-treatment interactions, (b) elucidates the mediating processes involved in adaptive provisions and (c) evaluates outcomes of major forms of provision for individual differences.

This core unit of study centres on examination and evaluation of a number of approaches to the development of higher order cognitive skills. Consideration will be given to the structuring of knowledge to facilitate explanation, problem-solving and creativity and to the use of internalised sefl-regulatory control strategies in fostering cognitive outcomes. Ways in which thinking and cognition can be supported and extended in educational contexts will be examined in some detail. Particular attention will be given to factors that influence thinking, the role of tools and technologies in facilitating thinking, and perspectives on thinking and cognition generated by contemporary research in cognitive science.

This unit examines selected issues relating to adult development and adult learning. Concepts of growth and decline are explored, particularly in relation to cognitive development, transitions in the workplace, within families, and in other social contexts. Considerations of adult learning focus on adult conceptions of learning, metacognition, and the nature of expertise. It considers contexts for adult learning, and concepts of self-directed and self-regulated learning.

This unit of study which focuses on action research methodology and action learning will require participants to relate their current professional knowledge and understanding to evidence provided in the research literature. As teachers become more skilled in using research evidence and carrying out research for themselves, the program will create a critical mass of teachers committed to, and skilled in using an evidence based approach to improving their own and their pupils' performance in schools.

This unit is designed to meet the needs of mentors and early career teachers. Workshop sessions will seek to support mentoring and induction programs currently being undertaken by participants in their own professional contexts. Substantial opportunities will be provided for individual participants to discuss specific issues and concerns. The unit is offered in an alternative mode (over four Saturdays with participants undertaking their own investigations around specific issues in between meetings).

This unit will examine features of, and factors related to teacher education in western countries during the twentieth century. Particular attention will be paid to problems and issues facing teacher educators in Australia and to an examination of selected and significant recent trends.

This unit of study will focus on the pedagogies and practice that engage young people in an appreciation and understanding of the role and significance of film and visual media in a range of contexts. Film and visual media are significant components of Australian culture. Both are integral to Australian and international education curricula. In this unit of study, there will be a particular focus on the pedagogies and practice that engage young people in an appreciation and understanding of the role and significance of film and visual media in a range of contexts

Language has no role outside of its social context. This unit considers the relationships between language and social context, and how this effects the production and interpretation of spoken and written discourse. Topics covered include discourse and society, discourse and pragmatics, discourse and genre, discourse and conversation, and critical discourse analysis. Implications for professional practice are also discussed.

This unit will begin by examining current theories of educational drama in Australia, the United Kingdom and northern America. The focus will be on drama as a learning medium, as an art form, as a therapeutic activity and for personal development in schools. The unit will then explore the notions of teacher-in-role-play-building and the drama elements of focus, tension, space, text and symbols. The unit will provide a conceptual basis for the integration of theory and practice of drama in education. Participants will be encouraged to both reflect on current practice and generate new appraoches through an understanding of the nature of drama in school curricula.

This unit examines through analysis and practice the history and practices of Theatre for Young People. It investigates the history and growth of this performance area and discusses some of the research and theoretical approaches relevant to the area. The unit will also develop through workshops a practical appreciation of Theatre for Young People.

This unit explores the continuum from child play through to adult performances for children. It also examines the development of Theatre in Education (TIE) as a distinct genre of theatre. The unit focus will be on: the role of the teacher in facilitating the development of performance from play building; performances by students K-12; the role of the reflective journal in promoting learning from performance; the history of TIE and current practice in Australia and internationally. The unit also explores the pedadogy of performance appreciation and analysis.

This unit is designed to allow students to develop their understandings of intercultural language education in second language education contexts. Students will engage with current theoretical and research-based principles of intercultural language education, with pedagogical understandings, with cases of practice, and with issues surrounding classroom implementation of, and evaluation of, intercultural language teaching and learning. There will be examination of cases from primary, secondary and tertiary classrooms, from within Australia and from other countries throughout the world. Students will be expected to critically analyse and make judgements about the theories and practices involved with this new investigative stance on teaching languages

This unit presents the major theoretical frameworks used to consider issues in pre-school language development, first language development during the school years and the learning of second and subsequent languages by children and adults. It will discuss the common features in language development and will also take into account issues of social opportunity, age-related factors and other individual factors which lead to differential language proficiency in learners.

This core unit provides an introduction to language teaching methodology. It covers both theoretical and practical issues, but has a particularly practical focus. Students will learn about different approaches to language teaching, and in particular about the components of communicative language teaching, the currently dominant approach. This unit will focus on key aspects of classroom practice and students will have the opportunity to practice these aspects and will be expected to reflect on your own teaching practice.

This core unit focuses on building awareness of key features of English grammar and also on the effective teaching of these features in the second/foreign language classroom. This unit is divided into two parts; the first part has a pedagogical focus and includes aspects such as how to structure grammar lessons and how to evaluate and use grammar teaching materials effectively. The second part focuses on raising awareness of the language systems of English by examining aspects such as tense/aspect, modality and cohesion. It also examines how authentic texts can be used effectively in the classroom. This unit is intended for those who are or who are intending to be teachers of English as a second or foreign language. As the unit assumes some prior of grammar, those with little prior knowledge are ladvised to do some preparatory reading. Please consult the coordinator about this.

This unit will examine issues in the teaching of English for specific and business purposes. Topics covered include definitions and the history of ESP, English for academic purposes, English for business purposes, language of skills development, need analysis, course design, materials development, classroom practice, ideology and assessment.

In this core unit reading, writing and the teaching of these in the classroom are examined. Key issues surrounding literacy as a social, cultural and technological phenomenon and the implications of these issues for language teaching are also explored. It will be emphasised that literacy does not operate the same way in all societies or in all educational and social contexts. In an age of increasingly sophisticated information technologies and the spread of English as a global language, ideas about literacy are changing rapidly, and these changes are likely to have consequences for language teaching.

This unit examines contemporary developments in English language teaching such as issues in the teaching of listening, reading, writing and speaking, as well as teaching and learning grammar, pronunciation and vocabulary. Other issues that are currently being discussed in the TESOL literature will also be addressed.

This unit introduces a range of approaches to research in the area of second language (L2) learning. The unit provides frameworks by which students can review and critique studies in the area of L2 learning, and provides students with a framework for writing a research proposal. This is a required module of study for students who wish to include a Dissertation in their MEd TESOL degree.

In this unit students identify the needs of language teachers in pre-service and in-service courses and explore different models of teacher development. Participants consider ways of leading teachers to a fuller appreciation of language teaching goals, methods and activities in the light of these models. Discussion of the practicum occurs and participants have the opportunity to design and conduct training sessions to meet particular goals and provide self and peer critique.

This unit is designed for students from non-English speaking backgrounds who wish to improve their English as well as understand better the setting in which it is produced. The unit has two components: the development of personal academic skills, particularly writing, and an in-depth consideration of linguistic and non-linguistic aspects of communication in academic settings.

This unit introduces and explores principles and issues surrounding bilingual education. Different models of bilingual education are introduced, and the isues surrounding the aims, rationale and goals of different models are explored. Issues surrounding bilingual education theory, the teacher in bilingual settings, family and community involvement in bilingual education, bilingualism and biliteracy, and issues of power and identify are examined. The unit focuses on current research surrounding bilingual education. This unit is suited to students who teach in bilingual or immersion contexts.

This unit provides a broad overiew of the major principles involved in second and foreign language testing and assessment. The focus of the unit is on both theoretical and practical issues in testing and assessment. The design of language tests and assessment appropriate to particular learning settings is addressed with reference to communicative language teaching methodology. Issues concerning the influence of testing on teaching and recent developments in research in testing and assessment will be considered.

This unit introduces students to the major issues underlying qualitative research. It examines the relationship between research questions and appropriate study designs, as well as the issues of sampling and ethical considerations. Students will develop extensive skills in the use of various interviewing and observation techniques.

This unit introduces students to the basic principles and procedures of quantitative research. Both experimental and survey research strategies are considered; starting with design and development of the research tools (measures, questionnaires, interviews, observation) and progressing to basic analytical statistical methods. The unit provides a thorough introduction to simple statistics and often looks at real research data examples. By the end of the semester students will have developed various research skills as well as a critical perspective on the appropriate application of those skills.

This core unit is seen as the foundation unit in research methods and it provides an overview of the research process, with a focus on critical evaluation of research reports and the design of research projects. It covers a wide range of basic research techniques and introduces other research methods that are the focus of more in-depth study in other search methods units. Reseach design issues and various methods of data collection examined. Students explore the use of quantitative and qualitative approaches; various research strategies; observation, documents, questionnaires and assessments. The assessment in this unit is developed around students' own research interests and by the end of the unit students will have developed their own research proposal document.

This unit provides the conceptual understanding and skills necessary for the analysis numeric data. Thus, it is useful for those students intending to employ questionnaires, tests or any other form of quantitative data collection in their research. A range of bivariate and multivariate analysis techniques are introduced and explored both conceptually and practically. The topics covered include levels of measurement, Exploratory Data Analysis, statistical inference, correlation, t-tests, analysis of variance, linear regression, factor analysis and a review of emerging multivariate techniques. Direct experience in the use of appropriate software packages (SPSS) to carry out these analyses on real data sets will be provided and students are welcome to bring their own data along to work on.

This unit develops students' skills in qualitative research methods to a higher level, extending them beyond the essential methods covered in EDPK5001. Students will become familiar with more sophisticated qualitative research methods including ethnography, embedded case studies, focus groups, grounded theory and phenomenography.

This unit introduces students to the major forms of qualitative data arising from social science and humanities-based inquiry, and the associated analytical techniques. Links between theory and methods are emphasised. Analytical techniques associated with grounded theory, ethnography, content analysis and narrative approaches are considered. The unit is oriented towards the analysis of data already collected by students and aims to provide them with skills to complete this aspect of a research project.

This unit develops students' skills in multivariate analyses. Where possible student's own data sets will be the focus of analysis using SPSS. Topics include factor analysis, cluster analysis, multiple linear regression, interaction modeling, path analysis and Structural Equation Modelling (SEM). Students are encouraged to develop analysis plans, conceptual models for analysis and critical perspectives on statistical reports. It is recommended that students complete EDPK5002 before enrolling in this unit, or contact Coordinator to discuss suitability. A sound grasp of basic statistical concepts is needed to undertake this unit of study.

Frequently elite athletes are being recruited into professional coaching roles in many sports. Their knowledge of their sport's skills and tactics, their ability to 'read the game' and their first-hand experience at competing at an elite level form the foundation of their coaching. However, playing ability does not necessarily translate into coaching aptitude. Putting this knowledge and experience into action requires the coach to use an effective mix of organisational skills, teaching strategies, communication skills and planning practices. This unit will outline a number of concepts to enhance a coach's effectiveness and provide a smooth transition from elite player to elite coach.

The ability to evaluate is part of the coaching process. This unit will examine such questions as: was the coaching effective in achieving its purpose(s)? What changes can be made to improve the quality of coaching? The coach has the responsibility of analysing training sessions. This unit will emphasise critical reflection and the development of skills and innovative techniques for assessing coaching effectiveness.

This unit will deal with the use of technology in sport and introduce students to some of the most applicable coaching tools and technologies. Many new technologies can do what in the past could not be advised, can show you what the human eye cannot see, and in many cases provide support for coaches' intuition. Many of these tools/software programs can be incorporated into everyday training, as well as provide valuable information in preparation for training. Most technologies discussed will be portable or laptop based systems. Examples include game analysis, skill analysis and programming software as well as the use of technology to enhance remote coaching.

The art of coaching is understanding the scientific data and applying it. This analysis process relies heavily on the coach's experience and knowledge of the sport and their athletes. How effectively coaching sessions are planned and implemented influences the outcomes of coaching programs. This unit will critically examine the processes, models, research findings and strategies relating to periodisation, concurrent training, specific training sessions and goal setting. In this approach sport science and sport specific training and competition activities will be fully integrated and sequenced to provide for optimum performance.

This unit discusses contemporary issues pertinent to today's coach. Topics include leadership development, the dilemma of drugs and ergogenic aids, the development of high performance teams and the various roles of a head coach. It is suggested that it is leadership quality that separates the truly gifted coaches from the rest. It is their ability to sell their unique coaching system to their athletes and their ability to impact on training intensity that affects success the most - not just the mastery of the 'X's' and 'O's' of their sport. Relevant issues will be explored throughout this unit.

This unit is designed to investigate the techniques and procedures involved in athlete development. Specifically this focuses on identifying talent and appropriate recruitment systems, discussing what makes an athlete successful, and providing for a smooth transition from junior to senior ranks.

This unit is one of two first semester units offered as part of a Graduate Certificate in Educational Studies (Higher Education) by the Institute for Teaching and Learning (ITL) through the Faculty of Education and Social Work. (The other first semester unit is EDPR5002 Reflections and Practice in University Teaching and Learning). The graduate certificate is specifically designed for university teachers seeking to develop a scholarly basis for their teaching practice and unit of study participants must be concurrently engaged in some form of university teaching. It aims to provide a broad introduction to teaching and learning in higher education. The unit is based upon a negotiated curriculum which seeks to develop participants' understanding of university teaching, learning, assessment and evaluation processes in the context of their own teaching. It will include an introduction to higher education teaching and learning principles and philosophy and to the components of a university curriculum. Please note that selection criteria may apply. Enquiries should be directed to the Institute for Teaching and Learning, ph. (02) 9351 3725 or e-mail itl@sydney.edu.au. The website address is http://sydney.edu.au/itl/programs/gradcert.

This unit of study introduces university teaching staff to some basic principles in the discipline of higher education, based on current research into students' approaches to learning and the effect on that learning of what teachers do. Participants develop practical skills, carry out online interactions with professional peers, engage in ongoing reflection on their practice and begin to prepare themselves for the second semester units where there is an emphasis on the scholarship of teaching. Learning in this unit takes place parallel to and consistent with participants' learning within the other core unit for semester one, EDPR5001.

This unit aims to enhance university teachers' abilities to articulate their own philosophy, approach, practices and achievements in relation to university teaching; and in ways that draw effectively on teaching and learning scholarship. Participants are guided through the developmental process of preparing a university teaching portfolio using an artefact that is relevant to their particular context, needs and interests (e.g. a teaching promotion application or a teaching award application); in the process, participants will give and receive structured feedback to help refine the draft teaching portfolios.The overall aim of the portfolio development process is to provide support in developing a coherent, engaging, scholarly-based approach to teaching that can then be communicated effectively within the higher education context.

This unit is one of two, second semester units offered as part of a Graduate Certificate in Educational Studies (Higher Education) by the Institute for Teaching and Learning through the Faculty of Education and Social Work. (The other second semester unit is EDPR5003 University Teaching Portfolios.) This unit explores wha is meant by the 'scholarship of teaching' and aims to further develop participants' ability to inquire into their own university teaching practice, plan improvements based on evidence, and to communicate the outcomes of such work in scholarly forums. The unit aims to encourage participants to encourage pareticipants to further revlect on and improve their own teaching based on an understanding of the literature of the discipline of higher education as well as teaching scholarship and practice in participants' own disciplines. Participants will have the opportunity to explore a negotiated topic by undertaking a group inquiry project in university teaching and learning, identified and carried out with colleagues on the course. The process of inquiry is supported by seminars, mentoring and peer review.

This independent study program is designed to develop your skills as a research supervisor. You will gain most from it if you already are or soon to be actively engaged in the supervision of research students. By the end of the unit, you will have reflected on what constitutes a scholarly approach to research supervision and be able to articulate an informed rationale for your supervision approach and practice. The program includes seven independent-study modules. The first six modules focus on significant stages of supervision and the final module guides you through the process of developing a case study of your supervision.

This unit of study investigates theoretical and practical issues related to flexible learning environments for higher education. Participants will have the chance to consider their own teaching beliefs in relation to constructivist, socially-based and problem-solving approaches to learning, especially as they relate to technology-supported learning activities. Drawing on recently published and established research into flexibly-supported learning, participants will design, develop and evaluate flexibly-supported learning activities that are relevant to their own teaching and learning contexts. On completion of the unit, participants will be able to apply the knowledge and skills they have learned to new learning contexts.

This core unit is designed for EdD candidates in the first stage of coursework to prepare them to situate themselves as researching professionals and at the same time enhance their own professional practice. Students will engage in a critical analysis of their own professional practice and the professional practice of others. Students should develop a critical understanding of what constitutes the professions and professional practice both as a theoretical construct and as situated work. The unit provides students with the opportunity to engage with the research literature and to establish how different researchers approach the study of professional practice. On completion of the unit students should be able to demonstrate an in-depth understanding of the body of knowledge in their area/s of investigation and how this relates to the broader area of professionalism.

This unit is designed to support students through the completion and presentation of their formal research proposal. The proposal will build on work commenced in EDPZ5003 EdD Thesis Proposal A and EDPZ5001 The Researching Professional to become a justification for the set of research studies that will form the EdD research. It will be framed theoretically and in relation to professional needs. The aim is to provide structure for the completion of the research proposal within a set time limit. Only for continuing EdD students who commenced prior to 2010.

This unit is designed to support PhD, EdD, DSW and MPhil students through the preparation and presentation of their formal research proposal.

This unit provides you with the opportunity to develop a portfolio, where you can document and critically examine how you supported the learning of other participants in your formal or informal setting. Students are expected to implement an initiative to improve participants' learning in a formal or informal setting. Students are expected to have successfuly completed other units of study ibefore enrolling in this unit. University staff may undertake this unit by completing the development program for Research Hihger Degree Supervision. No concurrent enrolment with EDPZ6010 unless special permission has been granted by the Faculty. Permission from unit of study coordinator must be sought prior to enrolling.

This unit is intended to develop proficiency in academic English with academic study skills, with a focus on content and use that is particularly relevant to to those planning to undertake further studies in language language teacher education. The unit covers areas such as academic vocabulary, researching reading material, oral presentations, acdemic writing and accuate referencing.

This unit aims to raise awareness of the systems of English, including grammar, vocabulary, discourse and pronunciation. Most importanly, it aims to raise awareness of how people actually use language in real contexts. The unit also aims to examine how the systems of English can be taught effectively in the classroom. The focus is on aspects such as how system lessons are structured, how language can be presented in the classroom and how texts can be used in the language classroom.

The aim of this unit is to develop practical skills in teaching English as a foreign language, including using English as the medium of instruction. Language teachers need to be independent in terms of planning, delivery and evaluation. This unit provides a setting in which students can develop these areas of their teaching practice in a very practical way.

The aim of this unit is to introduce the basic processes and principles of language learning and to show how these relate to good language teaching. For example, teachers who understand the conditions under which learners learn most effectively are better able to create a positive learning environment in their teaching.

This unit is designed to enable educators, with the support of a mentor, to document and engage in critical reflection on professional workplace learning, differing from its companion unit EDPZ5010, due to the focus on leadership and your professional role in working with colleagues' professional development. This unit provides you with the opportunity to develop a professional portfolio where you can document and critically examine how you have lead others to improve the work in your formal or informal setting. Students are expected to to have successfully completed other units of study before enrolling in this unit. University staff may complete this unit by undertaking the development program Research Higher Degree Supervision. No concurrent enrolment with EDPZ5010 unless special permission has been granted by the Faculty. Permission from the unit of study coordinator must be sought prior to enrolling.

The Dissertation is a piece of academic writing of approximately 12,000 words and represents a substantial original work. The Dissertation serves two different purposes in a student's progress through a Masters degree program, being a way for a student to study an area of interest in depth, or as a path to further research. Students seeking progress into a research higher degree, such as a doctoral program, are required to complete an empirical study, drawing on primary data. Note that for direct entry into a doctoral degree, an average of at least 80% across the Masters degree is needed. Students not intending to progress to a higher research degree may choose from a range of types of study. The Dissertation must incorporate an appropriate form of critical analysis and have as its basis a clearly structured conceptual framework. It is recommended that students complete a Research Method unit of study prior to undertaking the Dissertation, which will support the proposal development.

The Dissertation is a piece of academic writing of approximately 12,000 words and represents a substantial original work. The Dissertation serves two different purposes in a student's progress through a Masters degree program, being a way for a student to study an area of interest in depth, or as a path to further research. Students seeking progress into a research higher degree, such as a doctoral program, are required to complete an empirical study, drawing on primary data. Note that for direct entry into a doctoral degree, an average of at least 80% across the Masters degree is needed. Students not intending to progress to a higher research degree may choose from a range of types of study. The Dissertation must incorporate an appropriate form of critical analysis and have as its basis a clearly structured conceptual framework. It is recommended that students complete a Research Methods unit of study prior to undertaking the Dissertation, which will support the proposal development. This Dissertation is spread over two semesters therefore students must also enroll in Part 2 unit EDPZ6725.

The Dissertation is a piece of academic writing of approximately 12,000 words and represents a substantial original work. The Dissertation serves two different purposes in a student's progress through a Masters degree program, being a way for a student to study an area of interest in depth, or as a path to further research. Students seeking progress into a research higher degree, such as a doctoral program, are required to complete an empirical study, drawing on primary data. Note that for direct entry into a doctoral degree, an average of at least 80% across the Masters degree is needed. Students not intending to progress to a higher research degree may choose from a range of types of study. The Dissertation must incorporate an appropriate form of critical analysis and have as its basis a clearly structured conceptual framework. It is recommended that students complete a Research Methods unit of study prior to undertaking the Dissertation, which will support the proposal development. This unit is part two of the dissertation which runs over two semester, therefore students must have also enrolled in EDPZ6724 Dissertation Part 1 in the previous semester.

Special Project is a semester length independent investigation of a personally chosen topic in an educational context, the result of which is a 'product' such as a written report, review, account of the development of a resource, analysis of action or critique of research. All 'products' should be demonstrably informed by relevant theory and research. The satisfactory completion of this unit provides an alternative to the regular face-to-face classroom unit of study for candidates enrolled in a graduate coursework award. Candidates may choose to enrol in a maximum of two such units to be counted towards their coursework award. Approval is contingent upon a staff member with relevant interests being available to supervise the proposed project.

Special Project is a semester length independent investigation of a personally chosen topic in an educational context, the result of which is a 'product' such as a written report, review, account of the development of a resource, analysis of action or critique of research All 'products' should be demonstrably informed by relevant theory and research. The satisfactory completion of this unit provides an alternative to the regular face-to-face classroom unit of study for candidates enrolled in a graduate coursework award. Candidates may choose to enrol in a maximum of two such units to be counted towards their coursework award. Approval is contingent upon a staff member with relevant interests being available to supervise the proposed project.

Participants explore theories, models and research of clinical reasoning and decision-making from the medical, nursing and allied health literature. A range of strategies to facilitate the development of clinical reasoning will be examined. Participants will have the opportunity to plan the applicaiton of strategies to their teaching context.

This unit of study is concerned with exploring current theory and best practice in teaching and supervision in clinical settings. Participants will be expected to develop a critical and research-informed understanding of the clinical setting as a highly complex and specialised context for student learning. Participants will be introduced to the principles of roles and responsibilities of clinical educators/supervisors/teachers, styles and models of clinical supervision, clinical assessment, and other important issues. These issues include integrating theory into clinical practice, mentorship and preceptorship, managing difficult situations, reflections, etc. The teaching and learning experiences in this subject are structured to allow you the opportunity to learn and apply these principles to your own teaching contexts.

This unit is designed to provide health care professionals with a deeper understanding of the nature of evidence in health professional education, and the skills in analysing and synthesising this evidence to inform improvement in their own teaching and learning practices. Modules within this unit of study will focus on the scholarship of teaching in health and understanding and appraising qualitative and quantitative research.
By the end of this unit students will be able to: describe scholarship of teaching in health professional education; critique teaching and learning interventions and methods including qualitative and quantitative studies; synthesise evidence from the health professional education literature in the form of a literature review; develop information literacy skills to search the health professional education literature and use Endnote; and reflect on applying evidence to their own teaching and learning context.

This unit of study will focus on the purpose, design, implementation and evaluation of authentic assessment tasks and strategies that reflect what trainees and, practitioners do and what students will do in health professional practice. The unit of study will discuss the principles underpinning best assessment practice and the evidence for particular assessment strategies.
During this unit students will learn to: evaluate the purpose, reliability and validity of an existing assessment; design and construct a reliable, valid and acceptable assessment instrument; consider issues of standard setting and decision-making, develop strategies to facilitate the implementation of change in assessment practices; demonstrate the ability to engage in collaborative learning and demonstrate the ability to critically reflect on personal learning and teaching practices and future learning needs as they relate to assessment.

The use of simulation (the process of mimicking reality in an environment that can be manipulated to reflect real clinical situations) is an educational tool that is becoming increasingly prevalent in health care practice and education. Simulation activities have strong relevance to a broad range of learner levels across health professions providing a safe and controlled learning environment. Simulation can be used in task or situational training areas in order to train clinicians to anticipate certain situations and develop capability to react appropriately. Additionally, simulation has the potential to create a dynamic interprofessional learning environment, facilitating the process of learning through assessment, decision making, evaluation and error prevention or correction within the healthcare team.
This unit of study will provide learners with the opportunity to critically examine the current literature related to the instructional use of simulation in health education and practice. They will become familiar with evolving theoretical frameworks associated with the use of simulation in education and explore concepts related to technical and non-technical skill development such as: participant consent and confidentiality, levels and types of fidelity, models of instruction/tuition, immersive and non-immersive scenarios, virtual reality simulation, debriefing, participant assessment and translation to practice. Students will be encouraged to further expand their clinical and theoretical repertoire by developing a simulated learning experience, based on best evidence, and linked to education outcomes.

This unit of study introduces students to a range of research methods and focus on quantitative and qualitative methods. Many other research issues in developing a research proposal will be addressed through the semester. It is intended that, at the conclusion of this unit, students will have developed a research project able to implement through either further study or in workplaces. It will include a focus on research in relation to violence against women and children.

This unit of study is designed to provide students with the opportunity to undertake in-depth, guided study with a supervisor. Students must initially develop a short proposal and discuss this with the unit coordinator. A suitable supervisor will then be appointed to work intensively with students, providing the opportunity to explore up-to-date Australian and international literature on theoretical and practice issues of interest to the student. Approval from coordinator is required prior to enrolling in this unit.

This unit provices theoretical foundations of group work processes. The sessions are interactive, using role-plays and demonstrations to provide opportunity for experimental learning of the information being presented. The sessions are developmentally structured such that later sessions build on knowledge acquired from earlier sessions. Topics to be covered include: context for group work; goals; hidden agendas; communication in groups; models of group development; leadership styles; co-leading; group task versus group maintenance; group membership; role differentiation; group norms; group process and dynamics; use of power in groups; trust; cohesion; managing conflict in groups; mediation; intervention strategies; focal conflict model; pre-group procedures; group programme design and ethics of group work practice.

This unit of study is designed to provide students with the opportunity to undertake in-depth, guided study with a supervisor. It provides students to explore a specific practice issue such as working with women experiencing violence or effective policy advocacy in-depth. Students must initially develop a short proposal and discuss this iwth the unit coordinator. A suitable supervisor will then be appointed to work intensively with students. This unit provides students with flexibility, enabling them to tailor study around practice issues of interest.

This unit targets social workers and other human service professionals who are thinking about moving into leadership and management positions. It will aim to help practitioners identify the skill sets that are needed to make this transition effectively. The course will also aim to encourage reflection and understanding of individual leadership styles and abilities and how they may be used effectively within their organisation context. The content will be based on in depth understandings of professional practice and the desire to identify career opportunities that are compatible with both professional goals and those developed as part of organisational career development plans

This unit of study focuses on: the National Practice Standards; the theoretical underpinnings; the policy framework; the implications for practice; multi-disciplinary and multi-agency working; mental health workforce issues (e.g. stress in the workplace advocacy); Mental Health Workforce new skills development and the multidisciplinary health context. This unit is also available as a single unit of study to professionals who wish to undertake this as a stand-alone unit.

Students will have the opportunity to examine current practices and practice theories in light of competing ideas espoused and employed in social work and community services. This unit will take an interdisciplinary approach to professional practice issues. It aims for the development of knowledge for reflexsive practice in contemporary sites of social work and community services endeavours.

The purpose of this unit of study is to introduce students to the various, often competing discourses both constituting and challenging notions of self around death, dying and mourning. An important focus is sociological approaches to these issues as they reflect broader cultural understanding of such issues as community relations and continuity, sex and sexuality, disease, stigma and social control. This unit is also available as a single unit of study to professionals who wish to undertake this as a stand-alone unit.

This unit aims to provide students with a sound understanding of the key institutional components of the Australian welfare system and the key issues and debates associated with the theory and practice of contemporary social policy. The target audience for this unit includes participants from a diverse range of organisations involved in human service provision. All human service work takes place in the context of social policy: social policy provides the mandate and the resources for human service work, and the activities of workers are extensively defined and shaped by social policy. In turn, human service workers are increasingly involved in the shaping of policy, or policy action. The rationale for this unit is to provide an opportunity for students to develop an advanced understanding of social policy frameworks in order to inform policy action.

There is a well-established scholarship and governmental interest in both the impact of globalisation on social policy and the emergence of what is increasingly termed 'global social policy' which is a direct response to global social problems. It is a field that is growing in the areas of social policy and social work research and practice and can be clearly linked to increased employment opportunities for social workers and social policy graduates in the international/global arena. A key perspective of this unit of study is from non-government organisations' partcipation in the development of a global civil society and their contribution to global social policy. It also examines the United Nations Millennium Development Goals and how NGOs have contributed to both the ambitions of the goals as well as the outcomes for different countries. This unit provides opportunities for students to deepen their understanding and knowledge of core global concerns such as poverty, health, education, environment, NGO corporate engagement and gender equality and make links to the vital role of NGOs in these areas.