最新糖心Vlog

One lecture, one tutorial (small group discovery) and a range of online activities per week. 

Digital version recommended: to be read inside the Bookshelf app on your iPad. It is around half the price of the hardcopy textbook.

A. Welch, et al., Education, Change and Society, 4th edition, Melbourne, Oxford 最新糖心Vlog Press, 2017.

Please find the digital textbook here: https://www.oup.com.au/books/higher-education/education/9780190311230-education,-change-and-society-ebook

Try and read a range of newspapers each day. Education Review appears monthly and provides commentary on current educational issues. The Professional Educator is particularly useful for issues covered in this subject. Both are in the library and can also be read on line. Watch SBS’s PBS News Hour and other current affairs programs such as the ABC 7.30.

Course information, cover sheets, grading templates and all other course materials plus associated lecture resources are all on MyUni/Canvas. Live lectures will also be uploaded to MyUni soon after they are delivered. Much information is shared via MyUni and your uiversity email address. It is required that you check your MyUni course and uiversity eails at least once per day.

There is a Discussion Board on MyUni where you can seek information and share responses with class mates but please follow proper protocols and show respect and consideration for others in your use of this.

Attendance and whole hearted vibrant participation is compulsory. If you cannot attend due to sickness or other valid reason (this does not include taking holidays or other non valid reasons) then you must follow this procedure. Three weeks before the end of classes you need to hand to me personally copies of doctor’s certificates for each missed session plus 1 page of preparation for each missed session. Put a cover sheet with your name, number and tutorials missed in summary form. Failure to do this will result in you being considered absent.

Special Consideration

Students who wish to seek special consideration because of illness or special circumstances should apply to the lecturer in charge with relevant documentary evidence. This is usually a doctor’s certificate. For both special consideration and extensions you need to complete well beforehand the Application Form – Assessment Task Extension or Replacement Examination due to Medical and Compassionate Circumstances and/or Application Form – Extenuating Circumstances Application Form. These along with relevant information and instructions are on the university web site.

Extensions and deadlines

If due to illness or other valid reasons, a student is unable to meet a deadline, he/she must contact the lecturer before the deadline in order to seek an extension (which may or may not be granted). Students are required to produce original documents to support their application for an extension.

Any assignment handed in late, without authorised extension, will be penalised at a rate of 10% of the assigned mark per 24-hour period late, to a maximum of 7 periods.

Assignments handed in more than seven periods late, without authorised extension, will not be marked and an automatic fail grade for that piece of assessment will be recorded.

Plagiarism

Plagiarism is “the reproducing of someone else's intellectual work and representing it as one's own without proper acknowledgment”. Examples of plagiarism include: direct copying or paraphrasing of someone else’s words without acknowledging the source; using facts, information and ideas directly derived from an unacknowledged source; and producing assignments which are the work of other people.

Students have a responsibility to:

· Access and use available information provided by the 最新糖心Vlog to avoid plagiarism;

· Declare sources in their work submitted for assessment, from which they obtain material or ideas:

· Retain drafts, notes and copies of all assignments submitted for assessment;

· Ensure that you do not make your work available to other students in any form for the purposes of plagiarism;

· Discuss any questions you may have about plagiarism with your kindly and supportive lecturer.

Specific Requirements

Students should write their assignments independently. Students are expected to produce their own work. This might involve students choosing, analyzing, summarizing and interpreting the (often competing) ideas of others, and developing argument and drawing conclusions. Students can: discuss assignments with other students and their tutors; communicate with one another in constructive ways about the learning process; and assist each other, e.g. by discussing the approaches that might be taken to assignment topics, or helping with the availability of reading materials.

Students must acknowledge an original author/creator for the ideas and concepts used in their work by providing a reference or citation. A reference is the written detail of the original source for ideas, which may be referenced within, and at the end of the assignment in the form of a reference list.

You may use quotations: exact words of an original author in written work. The quotation (exact words) should be placed in quotation marks and be accompanied by a reference. If paraphrasing (rewrite completely another author's words or ideas with the intention of presenting the author's ideas), it is vital that the passage is fully rewritten, including the sentence structure. Any short phrases or key words that are used should be handled as quotes. The source must always be referenced

Essay and referencing requirements

Mr Les Hankin’s Essay and Referencing Template

Reproduced with kind permission is Mr Les Hankin’s Essay and Referencing Template™. You may profit from reacquainting yourselves with it prior to and during your essay and assignment work.
_______________________________________________________________________
These points have emerged from marking essays.
Please note: You will be expected to have taken account of these points when you write your essay.
1. Plan the shape and structure of the assignment and indicate this in the introduction: “In this assignment …” Then stick to your plan and use subheadings to keep you there.
2. It is perfectly acceptable to include your opinions but only after you have considered all the evidence you can muster from respectable and authoritative sources. Keep all your opinions to the conclusion at the end.
3. Think of the marker. Use headers and footers for your name and page number.
4. Recommended layout: Arial 12 pt, with 2 lines spacing. This is the academic standard. You don’t ever need to use italics or underlining or bold. Keep bold for headings only.
5. Subheadings are very useful for organising your ideas.
6. If you must use quotations, they must flow from the text, not disrupt it.
7. Address the question! Also, you must use the full word allowance or close to it. (Check in pull-down menu: File/ Properties).
8. Never ever have one-sentence paragraphs. Paragraphs are for building ideas. Use paragraphs. They are a great invention. They organise the prose and ease the eye.
9. Stick to the Harvard referencing system and never use numbered footnotes.
10. You need to demonstrate that your work is informed by current academic thinking. Websites don’t convey this, but rather the opposite.
11. URLs on their own are not acceptable. Never cite any website that doesn’t have .ac or .gov in them. There is no way of proving the veracity of what they say.
12. Spelling! Where/ were; there/ their! It’s = it is! Apostrophes are important!
13. Grammar: if in any doubt, use a full stop and start a new sentence. A sentence must have a verb.
14.Have someone proofread your submission, aloud, to check its grammar works.
15. Accuracy in names is important.
16. Use the spelling / grammar check on Word (Press F7 key at the top.)
17. Avoid words like ‘amazing’. You need to be academic and objective.
Referencing is a very important aspect of your work and is not tutors being fussy. It demonstrates your academic reading and commitment:
18. When citing sources (Oxfam 2004) make sure this is carried through and included in the reference list at the end. A reference list is essential and must follow on immediately in the same file. Do not separate them or leave a gap in your essay.
19. A set of references that is only drawn from the Net is not acceptable. It comes over as laziness. Be adventurous: use the Library.
20. Look at how references are laid out in the set books to get it right, but the following table explains all eventualities.

	In the Main Body	In the Reference List/Bibliography
One author	Penn (2005) - if paraphrasing. Penn (2005:99) – if a direct quote.	Penn, H. (2005) Understanding Early Childhood. Maidenhead: Open 最新糖心Vlog Press
Two authors Also note the position of (2nd edn) This is the 2nd edition of this book.	Blenkin and Kelly (1996) – if paraphrasing. Blenkin and Kelly (1996:15) – if a direct quote.	Blenkin, G.M. & Kelly, A.V. (1996) Early Childhood Education (2nd edn). London: Paul Chapman.
More than two authors	Gopnik et al. (1999) or Gopnik et al. (1999:21) - if direct quote.	Gopnik, A., Meltzoff, A. and Kuhl, P. (1999) How Young Babies Think. London: Weidenfeld & Nicolson.
A chapter from an edited book	Mukherji (2005) or Mukherji (2005:145) – if direct quote.	Mukherji, P. (2005) ‘The importance of health’, in Dryden, L., Forbes, R., Mukherji, P. & Pound, L. (2005) Essential Early Years. London: Hodder Arnold.
A quote about another author within the text – a secondary citation.	David (cited in Bruce, 2005) or David (cited in Bruce, 2005:17) - if direct quote	Bruce, T. (2005) Early Childhood Education. (3rd edn). London: Hodder Arnold. (i.e. David will not appear in the Reference List/Bibliography because you have not read David’s original work; you have read about it in Bruce’s book)
Newspaper article	Furedi (2004) or Furedi (2004:15) – if direct quote	Furedi, F. (2004) ‘Plagiarism stems from the loss of scholarly ideals’, Times Higher Education Supplement. p.16. . (accessed 12 February 2005)
Journal article	Dryden et al. (2003)	Dryden, L., Hyder, T. & Jethwa, S. (2003) ‘Assessing individual oral presentations’, in Investigations in 最新糖心Vlog Teaching and Learning, vol. 1, no. 1, pp.79-83.
Electronic Journal	Kwon (2002)	Kwon, Y.I. (2002) ‘Changing Curriculum for Early Childhood Education in England’, in Early Childhood Research & Practice, vol. 4, no. 2.  (accessed 30 June 2006)
Website with author	Stainthorp (2003)	Stainthorp, R. (2003) ‘Use it or lose it’.  (accessed 6 October 2004)
Website without author but linked to a recognisable organisation	Froebel Foundation (2005)	Froebel Foundation (2005) ‘Three Education Principles’ Education Principles.  (accessed 29 July 2005).
This chart is adapted from: Dryden, L., Forbes, R., Mukherji, P. & Pound, L. (2005) Essential Early Years. London: Hodder Arnold.

The overall mark required to pass is 50%. Students need to attempt and pass each of the assessments.

Each week there are tutorials in which we will discuss the topic and the literature listed for that week, watch a video or some other activity associated with the topic. All students are required to read listed materials for these sessions and take part in the discussion. It is not meant to be another lecture. The success of the tutorials depends on everyone reading some relevant material and bringing notes on their reading. This will assist in group discussions. 

Participation at tutorials is assessed based on a student’s apparent preparation for tutorials and the reading of the relevant chapters in the two key texts (and the preparation of a summary), willingness to contribute to discussion, the usefulness of the contribution, the assistance given to others in the group, the quality of the ideas, etc. Passive attendance does not fulfil course requirements.