最新糖心Vlog

Lecture attendance: 1 hour per week
Tutorial attendance: 1 hour per week
On-line activity: 1 hour per week

Text Book
You need either your own copy of this or a copy shared with a friend or friends. You need to bring it to each class.
Kervin, L., Vialle, W., Herrington, J., Okely, T., Research For Educators, Cengage, South Melbourne, 2016. 2nd edition
This text is available on campus, at on-line outlets and other bookstores.

Ary, D., Jacobs, L., Sorensen, C. 2010, Introduction to Research in Education, Wadsworth Cengage, Belmont, California.
Emerson, L. (Ed.), 2005. Writing Guidelines for Education Students, Cengage, South Melbourne, 2nd Ed. 
Sikes, P. & Potts, A. Researching Education From The Inside, Routledge, London, 2008

The complete course is available on MyUni. It is active well before the course officially commences so you can commence the course early.

Knowledge of course requirements Lectures
Attendance at lectures is strongly recommended and on the basis of the research evidence is highly profitable. (See Woodfield, et al., 1-22, in Studies in Higher Education, 31, 1, 2006 and Rodgers and Rodgers, 2003, 27-41, in Education Research and Perspectives, 30, 1, 2003).
Lectures:
Indicate the overall scope of the subject,
Emphasise essential points,
Provide a starting point for private study,
Give explanations of certain difficult points ,
Give examples relevant to the particular course area,
Provide a preliminary map of difficult reading material,
Suggest sources of further information and reference,
Stimulate student thinking and provide guidelines for thoughts assisting to develop a critical interest in the subject (RMIT Counselling Service, 1969)

Tutorials Special Consideration Extensions and deadlines Plagiarism

Plagiarism is 鈥渢he reproducing of someone else's intellectual work and representing it as one's own without proper acknowledgment鈥�. Examples of plagiarism include: direct copying or paraphrasing of someone else鈥檚 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

This is incorporated in the other year 2 education unit.

The overall mark required to pass is 50%. Students need to attempt and pass each of the three components that is tutorials, assignment and examination.

Assignment 1: Quiz Due in Week 4

Tutorials 10% outcome 9

Essay Guidelines and Referencing

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 assignment work.
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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.
Online 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. http://ecrp.uiuc.edu/ (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.

Weekly Tutorials


 Assessment of Tutorials 
This will include assessment of a student’s apparent preparation for tutorials and the reading of the relevant chapters in the text (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.
Week 4 Quiz
This is a take home on line quiz that covers the first four weeks of classes and requires you to demonstrate mastery of the key concepts and their application. It will be based on the first four chapters of the set text and the lectures and tutorials that accompany these chapters.

Assignments 2. Leave a margin of at least one inch on the left hand side of the paper.
3. Use a footer or header with your name, course and page number. 5. Students who wish to submit assignments via the postal system must ensure the envelopes are post marked no later than the due date for submission and are sent by registered mail. Students are advised that the School of Education takes no responsibility for assignments sent by post.
6. Assignments will not be accepted for marking after other work in that subject has been returned unless a special consideration request has been approved.
7. The completed assignment should be stapled or fastened in the top left hand corner. Please do not use manila or other forms of folders and please do not under any circumstances place each separate page in a separate plastic envelope.
8. Keep a hard copy of your essay and other submitted work. Sometimes accidents do happen, mail fails to arrive or computers crash. 
Note: Failure to follow these prescriptions will result in a lower mark on the essay.

Course Grading

Assignment Grading
Your assignment provides you with an opportunity to comprehend research material criticize it and create an argument of your own. Your papers will be assessed on the basis of the following which appear in detail in both the Assignment Grading Templates. Please note all of these especially the previously noted stricture on the judicious use of quotations.
(a) the depth and scope of the research. Has the student used at least 3-5 different sources (excluding newspaper and popular press material)? Has the student simply restated the sources or made an attempt to evaluate these sources and create an argument of her/his own?
(b) the quality of the ideas and the soundness of argument. Is the essay a critical exposition as opposed to a listing and reproduction of the research?
(c) the organization of ideas within the paper. Is the essay logically organized and well structured?
(d) the style of writing including appropriateness of language, clarity of expression, sentence structure, etc.
(e) length, etc. Are there glaring errors of expression, spelling etc? Errors in this area will mean that an essay is very unlikely to obtain more than a P grade.
(f) the quality of presentation, including attention to grammar, punctuation, spelling, legibility and very importantly consistency and correctness in matters of referencing and bibliography. Unless these latter matters are near to perfect then it would be unlikely that an essay would be graded higher than a P grade. 

Grades for your performance in this course will be awarded in accordance with the university grading scheme and due to the large numbers a distribution on the normal curve will be expected.