EDUC 2001 - Issues in Contemporary Education

Course Details

Course Code	EDUC 2001
Course	Issues in Contemporary Education
Coordinating Unit	School of Education
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 3 hours per week
Prerequisites	EDUC 1001 & EDUC 1002
Assessment	case study, assignment, exam

Course Staff

Course Coordinator: Dr Nina Maadad

Course coordinator and Lecturer: Dr Nina Maadad,
Room 8.33,
ph. 8313 3711
email nina.maadad@adelaide.edu.au

Nina is generally in the office on Monday to Thursday. She will be available to talk to students on Tuesday between 3.00pm and 5.00pm. Alternatively you can email her your queries or request a consultation time.

Course Timetable

The full timetable of all activities for this course can be accessed from .

Week 1

Tutorial Reading                 Course Reader: Reading #1 ‘On Teaching’
Lecture                              Teaching as a Profession

Week 2
Tutorial Reading                Marsh, C. 2004, Becoming a teacher Chapter 18
                                       Course Reader: Reading #2 ‘What keeps teachers going?’
Lecture                            Resources in education (School management, corporate interest)

Week 3
Tutorial Reading              Marsh, C. 2004, Becoming a teacher Chapter 21
Lecture                          Student wellbeing (Mental health)

Week 4
Tutorial Reading             Reading #4 Mental Health for Teachers
Lecture                          Social justice (Indigenous students, multiculturalism)

Week 5
Tutorial Reading            Reading #5 ‘How does ‘othering’ constitute cultural discrimination?’
Lecture                         Values education

Week 6
Tutorial Reading            Marsh, C. 2004, Becoming a teacher. Chapter 15
Lecture                         Learning difficulties (Environmental factors, Asperger’s)

Week 7
Tutorial Reading            Reading #6 ‘What do we mean by risky kids?’
Lecture                         Sex, Gender and Identities in the Classroom

Week 8
Tutorial Reading            Reading #7 ‘Understanding Gender’
Lecture                         Developing Behaviour (Early Years, Relationships)

Week 9
Tutorial Reading           Reading #8 ‘Preventing School Violence’
Lecture                        Curriculum: What is it and how has it evolved?

Week 10
Tutorial Reading           Marsh, C. 2004, Becoming a teacher Chapters 5 and 17
Lecture                        Literacy and Language (Classroom diversity)

Week 11
Tutorial Reading          Reading #9 ‘How do culture and race influence literacy?’
Lecture                       Learning styles (Teacher / student relationships, motivation)

Week 12
Tutorial Reading         Marsh, C. 2004, Becoming a teacher Chapter 14.1-5, Chapter 3
Lecture                      The Diversity of South 最新糖心Vlogn Schools: Past, Present and Future (History,
                                 school environment, schools as systems)

Guest presenters will attend some sessions. Prior notice will be given in these instances.

Course Learning Outcomes

Framework for Analysis of Educational Issues
The course will examine educational issues in the following contexts:

Philosophical
Think about the issue in relation to: existing concepts and knowledge
and / or sets of views and theories

Psychological
Think about the issue in relation to: the mental or emotional state of the person and / or the characteristics or attitudes of the individual or group

Social
Think about the issue in relation to: societal 最新糖心Vlog
and / or the functioning of society

Historical
Think about the issue in relation to: past events
and / or development over time
( Definitions modified from The New Oxford Dictionary of English, 1998 )

Within these contexts issues will be examined on different levels and from different perspectives:

Perspectives
Individual Group Community
( Student ) ( Staff / School ) ( Parent )

Levels
Local ( School )
State ( DECS, AIS, CEO )
National ( Federal Government )
Global ( International trends )

最新糖心Vlog Graduate Attribute	Course Learning Outcome(s)
Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised.	a,d
The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner.	b,d,e
An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems.	a,b,e
Skills of a high order in interpersonal understanding, teamwork and communication.	c,
A proficiency in the appropriate use of contemporary technologies.	b
A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life.	b,d
A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community.	a,c,e
An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities.	d,e

Required Resources

Text Book (s)

Core text
Marsh, C. 2010, Becoming a teacher: Knowledge, skills and issues, Pearson Education 最新糖心Vlog: Frenchs Forest.

This text will also be used during other courses in the degree programme. Becoming a teacher is available at Unibooks retailing at approximately $103.95.

Reader
The Course Reader (Issues in Contemporary Education EDUC 2000) supplements the core text is available at the Image and Copy Centre, Level 1, Hughes Building.

Recommended Resources

Reference text

The following practical text will be used during tutorials to model effective classroom thinking strategies. It is a useful resource that will be valuable for your future classroom planning and teaching.

Frangenheim, E. 2005, Reflections on classroom thinking strategies, Rodin Educational Consultancy: Queensland.

Online Learning

To be advised

Learning & Teaching Modes

Lecture format is the primary teaching mode for this course. Opportunity for student participation will include small group discussions and individual exercises. Further practical implementation of concepts presented through the course will occur in tutorials.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Lecture attendance: 1hour per week (some lecture will be extended for 2 hours)

Follow up activities and assignment work: 2 hours per week

Lecture: Thursday, 9.10, Engineering North N158, Chapman Lecture Theatre

The lecture series will introduce students to a range of educational issues that will be explored in depth during tutorials.

Educators from within the School of Education, 最新糖心Vlog of Adelaide and the Department of Education and Children’s Services (DECS) will present some of the lectures.

Tutorial 50 minutes

Monday                            9.10 am, Ingkarni Wardli B19, Teaching Suite 3
                                         10.10am, Ingkarni Wardli B19, Teaching Suite 3
                                         1.10 pm, Ingkarni Wardli B17, Teaching Suite 1
                                         2.10 pm, Ingkarni Wardli B19, Teaching Suite 3
                                         3.10 pm, Ingkarni Wardli B19, Teaching Suite 3
                                         4.10 pm, Ingkarni Wardli B19, Teaching Suite 3

Tuesday                            8.40 am, Ingkarni Wardli B17, Teaching Suite 1

Wednesday                       8.40 am, Ingkarni Wardli B17, Teaching Suite 1

Learning Activities Summary

Lecture 50 minutes Thursday, 12:00 pm, Napier G04, Lecture Theatre
The lecture series will introduce students to a range of educational issues that will be explored in depth during tutorials.

Educators from within the School of Education, 最新糖心Vlog of Adelaide and the Department of Education and Children’s Development (DECD) will present some of the lectures.

Specific Course Requirements

The course consists of lectures, tutorials, field study and case work. Contact hours are minimal to allow time for students to pursue their areas of interest for the case and field study assignments. Students are also required to arrange times with partners in preparing a case study presentation.

A case study approach will be taken in tutorials allowing students to explore and connect real situations with examples and theories presented in lectures. Issues will be analysed using the framework outlined earlier under ‘Course Objectives’.

Tutorials will also be used for scheduled pair presentations as part of the assessment for this course.

The reduced course contact time allows tutorial numbers to be kept to a maximum of 15 participants. Students are expected to prepare for tutorials by familiarizing themselves with the set readings. Tutorials will be structured in ways that ensure that everyone has opportunity to contribute to the topic discussion.

The 最新糖心Vlog's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assignment 1                           20%
Case Study Presentation
Due Date: At scheduled tutorial

Assignment 2                          20%
Field Study Report
Due Date: To be advised in class

Exam                                       50%

Attendance                              10%

Assessment Related Requirements

Small Group Discovery
Classes will be held weekly. Membership of tutorial classes is to be finalised by the end of the second week of semester. Students wishing to swap between tutorial classes after this time are required to present their case to the lecturer-in-charge, but should be aware that such a request may not be approved.

These are an important component of your learning in this course. The communication skills developed in the group by regularly and actively participating in discussions are considered to be most important by the School and are highly regarded by employers and professional bodies.

Case Study Paired work
Case studies will be prepared and presented in pairs. A significant part of the preparation will be the collection and analysis of data related to the topic. Students are encouraged to investigate options for data collection early in the course to ensure successful completion of case studies in time for tutorial presentations.

Field Study Individual negotiation
Field study will allow students to pursue their own areas of interest and connect with professionals in the field. Findings from field studies will be presented as a report for assessment and later incorporated into portfolios.

The 最新糖心Vlog expects full-time students (ie those taking 12 units per semester) to devote a total of 48 hours per week to their studies. Students in this course are expected to attend all lectures throughout the semester plus one tutorial class each week. Please refer to Access Adelaide for your timetable and enrolment details.

Assessment Detail

The course consists of lectures, Small Group Discoveries, field study and case work. Contact hours are minimal to allow time for students to pursue their areas of interest for the case and field study assignments. Students are also required to arrange times with partners in preparing a case study presentation.

A case study approach will be taken in Small group discovery allowing students to explore and connect real situations with examples and theories presented in lectures. Issues will be analysed using the framework outlined earlier under ‘Course Objectives’.

Small group discovery will also be used for scheduled pair presentations as part of the assessment for this course. The reduced course contact time allows tutorial numbers to be kept to a maximum of 15 participants. Students are expected to prepare for tutorials by familiarizing themselves with the set readings. Tutorials will be structured in ways that ensure that everyone has opportunity to contribute to the topic discussion.

Submission

All work to be submitted at the Nexus Hub and dates of submission will be advised in the first week of teaching.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through .

The 最新糖心Vlog places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the 最新糖心Vlog to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

The 最新糖心Vlog places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as CEQ surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the 最新糖心Vlog to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/ ), course SELTs are mandated and must be conducted at least once every 2 years. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data can be found at:

Academic Support
Maths, writing and speaking skills

Counselling Service
Personal counselling for issues affecting study

International Student Care
Ongoing support

Student Care
Advocacy, confidential counselling, welfare support and advice

Students with a Disability
Alternative academic arrangements

Alternative Examination Arrangements Policy

Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
http://www.adelaide.edu.au/policies/64

This section contains links to relevant assessment-related policies and guidelines - all university policies.

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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