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School of Education

102097 RESEARCHING TEACHING AND LEARNING 2


Credit Points: 10

1714.1 Master of Teaching (Secondary)

UNIT COORDINATOR: DR AARON SICKEL

1H 2016

102097 Researching Teaching and Learning 2

1H 2016

HOW TO USE THIS LEARNING GUIDE


ICON KEY
Reading
Activity
Important Information
Deadline
Online Activity
Warning
Hint
Toolkit
Checklist

This Learning Guide supplements the unit outline and is designed to help you navigate
through the unit. It will help you focus on what you need to do for classes and the
various assessment tasks. You should consult the relevant sections of the Learning
Guide as you plan your study it will highlight the main things that you should be
getting out of the resources available and provide guidance on teaching activities and
class preparation.
The Learning Guide also offers some study tips to assist you in developing the skills
and techniques of an effective learner at university level. In addition to acquiring
information and skills relevant to this unit, you should also focus on developing the
habits and tools of a successful university student. As an adult learner you need to
take control of your own learning and ensure your own success. This learning guide is
specifically designed to help you achieve this.
A standard set of icons is used throughout the learning guide to make navigation
easier. Use the icons to quickly identify important information, things you need to do
and hints for doing them.

STAFF CONTACTS
Name: Dr Aaron Sickel
Unit Coordinator,
Lecturer, and Tutor

Phone: 02 47360 637


Campus: Kingswood
Building K, Room K.2.41
Email: a.sickel@westernsydney.edu.au
Name: Dr Christina Curry

Director of Academic
Program

Administration Support
Officer

Phone: 02 4736 0257


Campus: Kingswood
Building J Room G.14
Name: Mrs Lizzy Pemble
Phone: 02 4736 0334
Campus: Kingswood
Building: 1 Room: J.G.23

Email: c.curry@westernsydney.edu.au

Email:
secondaryenquiries@westernsydney.edu.au

CONSULTATION ARRANGEMENTS
vUWS

Use vUWS to contact your Unit Coordinator.

Phone

Phone your Tutor, Subject Coordinator or Unit Coordinator or Administration Officer.

On Campus

By appointment with the Tutor, Subject Coordinator or Unit Coordinator during the
semester. Full-time teaching staff display their schedule on/next to their office door.

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102097 Researching Teaching and Learning 2

1H 2016

TABLE OF CONTENTS
How to use this Learning Guide ............................................................................................. 2
Special Requirements ............................................................................................................ 4
Course learning outcomes and how this unit relates to your course ....................................... 4
Unit Learning Outcomes ........................................................................................................ 5
Assessment Summary ............................................................................................................ 5
Assignment 1: Professional Task ......................................................................................... 6
Assignment 2: Portfolio artefacts and Critical reflection ......................................................... 9
Assignment Submission Details............................................................................................ 12
Learning and Teaching Schedule .......................................................................................... 13
Learning Resources.............................................................................................................. 16
Academic literacy support for assignment preparation ........................................................ 16
You and This Unit ................................................................................................................ 17
Links to Key Policies and Student Information ...................................................................... 19
Assignment Cover Sheet ...................................................................................................... 20

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102097 Researching Teaching and Learning 2

1H 2016

STUDENT FEEDBACK AND IMPROVEMENTS TO THE UNIT


The University values student feedback in order to improve the quality of its educational programs.
As a result of students feedback on this Unit, the following key areas of good practice have been
identified:

This is a newly offered unit. However, based on feedback from Researching Teaching and Learning 1, there has
been an effort to create appropriate connectedness among the lectures, tutorial sessions, and assignments.

SPECIAL REQUIREMENTS
You need to have access to a computer/mobile device where the Internet can be used to logon to elearning (vUWS) and with access to Adobe Acrobat Reader (downloadable from e-learning link at
UWS http://www.uws.edu.au/students/onlinesupport. Computer labs are located on each campus
for student use and there are provisions for students to access online materials at each campus
library.

COURSE LEARNING OUTCOMES AND HOW THIS UNIT RELATES TO YOUR COURSE
The unit learning outcomes align to the course learning outcomes in several ways. In order to
integrate knowledge of policy with educational theory to design and assess student learning (CO #1),
it is necessary to understand the research informing those policies. To become reflective
practitioners about teaching and learning practices (CO #3), one needs to develop strategies for
collecting evidence about his/her practice and how to analyse that evidence. Teachers who desire
to improve their practice by generating research frameworks (CO #2) or designing teaching
improvement studies (CO #8) will need to understand fundamental ideas about research design,
how to synthesize research on a particular topic, and how to engage in action research in their
classrooms. This unit is A CORE UNIT FOR STUDENTS IN THE Master of Teaching (Secondary) and
one of many that provide opportunities for students as Pre-service Teachers to prepare for their
future employment as a teacher and to engage with the three domains and seven elements of a
graduate teacher as described by the Australian Professional Standards for Teachers (APST).
The unit also enables pre-service teachers to gain and demonstrate skills and knowledge in the
following priority areas:
Literacy
Aboriginal Education
Teaching EAL/D students
Special Education
Classroom and behaviour management
Information and communication technologies
This unit contributes most prominently to the following UWS graduate attributes:
1. Commands multiple skills and literacies to enable adaptable lifelong learning
2. Indigenous Australian Knowledge Demonstrates knowledge of Indigenous Australia through
cultural competency and professional capacity.
3. Demonstrates comprehensive, coherent and connected knowledge
4. Applies knowledge through intellectual inquiry in professional or applied contexts
5. Brings knowledge to life through responsible engagement & appreciation of diversity in an
evolving world

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102097 Researching Teaching and Learning 2

1H 2016

This unit supports the course learning outcomes (CLO).


Graduates of the Master of Education (Secondary) will be provided with the opportunities to:
1. Integrate subject discipline content, educational policy and educational theory with
pedagogical knowledge to design and assess student learning at the secondary school level.
2. Demonstrate a critical insight of the processes and skills required to generate a research
framework around 21st century capabilities relevant at the secondary school level.
3. Demonstrate engagement in reflective professional practice derived from personal research,
and scholarly inquiry, into the teaching and learning of secondary school students.
4. Develop a pedagogical repertoire arising from theoretical bases and creatively apply relevant
and contemporary strategies, resources, and technologies to meet the diverse needs of
young people.
5. Apply creative and critical problem solving independently or interdependently to generate
robust and innovative solutions to emerging teaching and learning issues in secondary
schools.
6. Communicate fluently and with imagination evidence-based outcomes to parents,
colleagues and the professional community
7. Apply a global perspective when critiquing cultural and social processes to support a
personal construction of innovative and sustainable, positive teaching and learning
environments.
8. Apply a deep and critical understanding of research processes and teaching and learning to
design, complete and appraise a teaching improvement research project.

UNIT LEARNING OUTCOMES


The following unit learning outcomes are aligned to the course learning outcomes (CLO) and the
Australian Professional Standards for Teachers (APST). On successful completion of this unit, you
should be able to:
1. Locate and select relevant research literature to investigate a particular research question.
2. Analyse key ideas, assumptions and domains of knowledge in the literature around a
particular research question.
3. Identify appropriate research methods and design in the literature relevant to a particular
research question.
4. Demonstrate understanding of the ethical frameworks impacting on research in education.
5. Critically apply appropriate forms of data collection and data analysis to a research design.
6. Develop research findings into an informed discussion of a specific topic area, linking to
broader academic conversations around the topic area.

ASSESSMENT SUMMARY
Summary of assignments Assessment for this unit will be based on the following components:
WEIGHTING

LINK TO UNIT
LEARNING OUTCOMES

Due: Week 3 and Week 5


see teaching schedule

20%

3, 4, & 5

Due to Turnitin:
Sunday, 3rd April, 11:59PM

50%

1, 2, 3, & 4

ASSIGNMENT ITEM

DUE DATE

Assignment 1 Quizzes
Assignment 2
Literature Review and Data
Collection Protocol
2000 words + relevant materials
Assignment 2
Research Presentation at Expo

Due: 14 or 15 June, Rm
30%
I.1.105 (Groups sign up for
specific time)
A combined overall mark of at least 50% is required to pass the unit.

5&6

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102097 Researching Teaching and Learning 2

1H 2016

ASSIGNMENT 1: QUIZZES
This assignment requires you to:
Demonstrate your knowledge of basic principles of educational research, ethical considerations,
data collection strategies, and data analysis strategies. Quizzes will be administered in weeks 3 and
5, and will include multiple choice and/or short answer questions (collectively worth 20 points).

ASSIGNMENT 2: LITERATURE REVIEW AND DATA COLLECTION PROTOCOL


Student Declaration: I am aware that this work may be de-identified and reproduced in part or in full
as an example for future students and for course accreditation.
This assignment requires you to:
Work in groups of four to identify an educational topic that you want to research. The topic should
focus on classroom practice (i.e. what a teacher does in the classroom). The topic can focus on how
students learn, classroom management, strategies for building classroom community, instructional
strategies, or instructional programs you can implement in your class or after-school (as opposed to
a school-wide program). Your topic needs to be broad enough so that each of the group members
can identify a sub-topic for completing an individual literature review. For example, the groups
topic might be Engaging in Productive Classroom Discussions, with the following four sub-topics; 1)
how students learn during small-group discussions; 2) empirical research on different types of
questions; 3) strategies for facilitating whole-class discussions; and 4) how cooperative learning
strategies facilitate classroom discussions.
Your groups selection of a topic is important, as it will inform your individual data collection
protocol, small-scale trial intervention, and subsequent action research project you propose for the
research expo assignment. Specifically, each group member will develop a protocol for collecting
primary data related to your topic. Each group member will chose a specific type of data collection
strategy (in total, the group must select three out of the following four strategies to be dispersed
among members survey, interview, observation, and artefact analysis). Using the example of
classroom discussions, the first group member may develop a survey asking people to provide
information about their former teachers questioning practices; the second group member may
interview a student about how s/he learns during small group discussions; the third group member
may observe a teacher and take field notes on discussion practices; and the fourth group member
may find curriculum resources for leading discussions and synthesize major themes. For the purpose
of this assignment, each group member will include the data collection protocol that s/he will be
carrying out. This might include a survey, series of interview questions, observation protocol, or
artefact analysis protocol.
Length: 2000 words + relevant data collection materials and completed tutorial activities
What do I need to submit?
See specifications in Assignment 2 Details
Submission details
Submit a draft of your assignment to Turnitin by Tuesday 29th March, 2016 so you have time to
review your Originality Report and edit your work. Submit an electronic copy of your final
assignment to Turnitin by Sunday 3rd April, 2016, 11:59PM. Assignments submitted after the
due date and time, without an approved extension, will be penalised 10% per day for late
submission. You must keep a copy of your assignment.

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102097 Researching Teaching and Learning 2

1H 2016

Assignment 2 Details
The assignment consists of two major tasks, as outlined below.

Part A: Literature Review Write a literature review that summarizes empirical research
and theoretical, conceptual, or pedagogical principles for a sub-topic within your groups
overarching topic. Your review should inform the reader about current research for your
sub-topic, and synthesize major themes constructed from your own analysis. As you write
your review, consider the most salient themes for informing your research expo project.
(maximum length is 1500 words, not including references). Ensure that your literature
review and reference list are written according to guidelines established by APA, 6th edition.

Part B: Data Collection Protocol Construct a protocol for collecting data using one of the
required examples (survey, interview protocol, observation protocol, or artefact analysis
protocol). Your protocol should be complete and ready to be administered for data
collection. Your protocol can utilise information from existing materials, but must be
modified by you (cite the original source if this is the case). Where appropriate, include the
consent form with the data collection protocol.

Part C: Data Collection Protocol Explanation Explain why your protocol was designed in a
particular way, and how it will contribute to understanding your groups overall topic.
(maximum length is 500 words, not including references).

Part D: As an appendix, include all required evidence demonstrating completion of


lecture/tutorial activities

Assessment criteria:
Literature Review Content: Review demonstrates accurate understandings and synthesizes
appropriate literature.

Data Collection Protocol, Explanation, and Completed Tutorial Activities: Data collection
protocol and explanation demonstrate accurate knowledge of data collection and connect to
the topic; Completed tutorial activities are included.

Professional Writing: Presents work professionally, with clear academic writing within the
word limit and uses APA referencing style correctly, including competently integrating
evidence.

Examples of assignment 2
Tutors will discuss small-scale components of parts of this assignment and expectations for success.
Assessment Standards
The assessment standards outline what is expected for each of these criteria in order to pass this
assignment, and to gain higher grades of credit, distinction and high distinction. All markers use
these standards when assessing your work and you are strongly advised to use them to self-assess
prior to submitting your assignment.

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102097 Researching Teaching and Learning 2


Student Name:

Student Number

Criteria

FAIL

25-32/50

Review is not complete or fails


to demonstrate accurate
knowledge
Review does not provide a
clear synthesis of the
appropriate literature for the
topic

Protocol fails to demonstrate


accurate knowledge of
appropriate data collection
procedures or lacks
connection to the topic
Explanation is not present,
complete, or fails to
coherently justify the design
Protocol is not original or
modified from original source
Lacking evidence of completed
lecture/tutorial activities.

Work lacks structure; little


evidence paper has been
edited; terminology
inappropriate; frequent
spelling/ typographic errors.
Poor paraphrasing; over
reliance on quotes; no or
inaccurate reference list and
poor in-text referencing; not
submitted to Turnitin or high
level of matches.

32.5-37/50

Review provides mostly


complete, explicit, wellsubstantiated claims, and
demonstrates mostly accurate
knowledge
Review provides a mostly clear
synthesis of the appropriate
literature for the topic

Protocol demonstrates mostly


accurate knowledge of
appropriate data collection
procedures and mostly
connects to the topic
Explanation is complete and
mostly justifies the design
Protocol is original or modified
from original source
All required evidence of
completed lecture/tutorial
activities are included

Generally clear structure;


paper/presentation has
introduction, body and
conclusion; developed with
students voice; sentences
coherent and grammatically
correct; within word/time
length; some typographic and
/or spelling errors.
Generally accurate APA
referencing; submitted to
Turnitin; originality report
detects some insignificant
matches. Some analysis and
voice present but needs
improvement.

1/3 of total score


Professional
Writing: Presents
work professionally,
with clear academic
writing and within
the word limit and
uses APA
referencing style
correctly, including
competently
integrating
evidence.

1/3 of total score

HIGH DISTINCTION

37.5-42/50

Review provides complete,


explicit, well-substantiated
claims, and demonstrates
accurate knowledge
Review provides a clear
synthesis of the appropriate
literature for the topic

Protocol demonstrates
accurate knowledge of
appropriate data collection
procedures and connects to
the topic
Explanation is complete and
justifies the design
Protocol is original or
modified from original source
All required evidence of
completed lecture/tutorial
activities are included

Well-structured and coherent


text; effective grammatical
expression; adheres to
word/time length; uses
appropriate terminology;
minor typographic and /or
spelling errors.
Mostly accurate APA
referencing; submitted to
Turnitin; low percentage for
originality report. Analysis
well developed with students
voice and supported by
literature and research.

1/3 of total score


Parts B, C & D: Data
collection protocol
and explanation
demonstrate
accurate knowledge
of data collection
and connect to the
topic; Completed
tutorial activities are
included

/50

Marker

Assessment Standards for RTL2 Assignment 2: Literature Review and Data Collection Protocol
PASS
CREDIT
DISTINCTION

0-24.5/50
Part A: Review
demonstrates
accurate
understandings and
synthesizes
appropriate
literature

1H 2016

Review provides complete,


explicit, well-substantiated
claims, and demonstrates
advanced knowledge
Review provides an advanced
synthesis of the appropriate
literature for the topic
(representing a wide range of
reading or analysing seminal
articles)
Protocol demonstrates
advanced knowledge of data
collection procedures and
connects to the topic
Explanation is complete and
justifies the design,
demonstrating advanced
thinking
Protocol is original or modified
from original source
All required evidence of
completed lecture/tutorial
activities are included
Clear and concise structure;
strengthened by relevant
research; grammar and syntax
well-used; cohesive text
within word/time length;
discriminating use of
appropriate vocabulary; few
typographic or spelling errors.
Consistently accurate APA
referencing; competent
integration of evidence, low
percentage for Turnitin;
original work with insignificant
matches. Effective use of
voice and analysis.

42.5-50/50

Review provides complete,


explicit, well-substantiated,
claims, and demonstrates
sophisticated knowledge
Review provides a
sophisticated synthesis of the
appropriate literature for the
topic (representing a wide
range of reading or analysing
seminal articles)
Protocol demonstrates
sophisticated knowledge of
data collection procedures and
connects to the topic
Explanation is complete and
justifies the design,
demonstrating sophisticated
thinking
Protocol is original or modified
from original source
All required evidence of
completed lecture/tutorial
activities are included
Extremely well structured
paper or innovative
presentation; explicitly
identifies the key issues;
cohesive, grammatically
correct structure with
impeccable precision; very few
typographic or spelling errors.
Consistently accurate APA
referencing; competent
integration of evidence with
highly effective use of voice
and analysis, submitted to
Turnitin; original work.

NOTE: To reach a certain level (pass, credit, distinction, etc) in a particular row, all criteria listed in that box must be met.

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102097 Researching Teaching and Learning 2

1H 2016

ASSIGNMENT 3: RESEARCH PRESENTATION AT EXPO


Student Declaration: I am aware that this work may be de-identified and reproduced in part or in full
as an example for future students and for course accreditation.
This assignment requires you to:
Work in groups of four to develop a presentation that synthesizes what has been learned from the
groups individual literature reviews and data collection assignments, how your literature reviews
informed the design and implementation of a small-scale intervention, and how the results of your
individual data analysis and intervention inform the design of a proposed action research project
that can be carried out in your future classrooms.
Be advised that you must collect and analyse data using the protocols established in Assignment 2,
and carry out a small-scale teaching intervention prior to developing your research presentation.
Regarding the intervention, consider the Classroom Discussions example from the Assignment 2
description. Based on the literature reviews, your group might develop a 10-minute discussion
activity (intervention) using particular types of questions to elicit student responses. You need to
implement the activity with a group of volunteers and record information about how the
intervention unfolded and what you learned from it.
Length: 15-minute formal presentation to be discussed as a group at a research expo during the
exam weeks (using power point, prezi, or another presentation medium); Explanation of teaching
intervention, individual data analysis examples, and group contract need to be turned in at the
beginning of the presentation.
What do I need to submit?
See specifications in Assignment 3 Details
Submission details
Your group will facilitate a formal presentation at a research expo during the exam weeks.
In addition to the presentation, the group needs to submit an explanation of the teaching
intervention and how it unfolded, examples of data analysis, and the group contract.

Assignment 3 Details
The assignment consists of three tasks, as outlined below.

Part A: Individual data analysis examples, explanation of teaching intervention, signed group
contracts, and completed lecture/tutorial activities are turned in at the beginning of the
presentation.

Part B: Research Presentation: Develop and facilitate a 15-minute formal presentation. The
presentation needs to address the following questions
o What did you learn about your topic from the individual literature reviews?
o What did you learn about your topic from the individual data collection / analysis
assignments?
o What did you learn about your topic from the small-scale intervention?
o Based on the three questions above, explain the design of an action research study
related to your topic to be carried out in your future classrooms. Discuss the
research question(s), ethical considerations, data collection procedures, data
analysis procedures, and how the findings could potentially inform your practice.

Assessment criteria:
Demonstrates Synthesis of Literature Reviews
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102097 Researching Teaching and Learning 2

Demonstrates Synthesis from Data Analysis Assignments

Demonstrates Appropriate Design and Reflection from Intervention

Demonstrates Appropriate Design of Future Action Research Study

1H 2016

Examples of assignment 3
Tutors will discuss small-scale components of parts of this assignment and expectations for success.
Assessment Standards
The assessment standards outline what is expected for each of these criteria in order to pass this
assignment, and to gain higher grades of credit, distinction and high distinction. All markers use
these standards when assessing your work and you are strongly advised to use them to self-assess
prior to submitting your assignment.

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102097 Researching Teaching and Learning 2


Student Name:

Student Number

Criteria

15-19.4/30

Fails to adequately synthesize


literature review or synthesis
does not connect to action
research study

Fails to adequately synthesize


data analysis or it does not
connect to action research
study
Individual data analysis
examples and signed contract
not turned in.

25% of Total Score


Demonstrates
Appropriate
Analysis of Data

25% of Total Score


Demonstrates
Appropriate Design
and Reflection on
Intervention

Fails to adequately discuss


intervention or it does not
connect to action research
study
Intervention explanation not
turned in.

25% of Total Score


Demonstrates
Appropriate Design
for Action Research
Study; Contribution;
completed activities

25% of Total Score

Proposed study is not


designed appropriately; fails
to demonstrate accurate
knowledge of action research
Individual contribution not
evident
Lacking evidence of completed
lecture/tutorial activities

/30

Marker

Assessment Standards RTL2 Assignment 3: Research Presentation


PASS
CREDIT

FAIL
0-14.9/30

Demonstrates
Synthesis of
Literature Reviews

1H 2016

19.5-22.4/30

DISTINCTION

HIGH DISTINCTION

22.5-25.4/30

25.5-30/30

Sound attempt to synthesize


literature reviews and use
them to inform the action
research study; some
ambiguity with major themes
or connection to action
research study
Sound attempt to synthesize
data analysis and uses it to
inform the action research
study; some ambiguity with
major themes or connection to
action research study
Individual data analysis
examples and signed contract
turned in.
Evidence of data analysis is
clear in documents

Literature reviews are


properly synthesized and
properly connects to the
action research study

Literature reviews are properly


synthesized and demonstrate
advance knowledge of the
topic, and synthesis has strong
connections to the action
research study

Literature reviews are expertly


synthesized and demonstrate
sophisticated knowledge of
the topic, and synthesis has
very strong connections to the
action research study

Data analysis is properly


synthesized and properly
connects to the action
research study
Individual data analysis
examples and signed contract
turned in.
Evidence of data analysis is
clear in documents

Sound attempt to discuss


intervention and uses it to
inform the action research
study; some ambiguity with
major themes or connection to
action research study
Intervention explanation
turned in.
Evidence of sound explanation
of intervention in document
Proposed study is mostly
appropriate in design;
demonstrates mostly accurate
knowledge of action research
Individual contribution mostly
evident; some issues
All required evidence of
completed lecture/tutorial
activities are included

Intervention is properly
discussed and is used to
inform the action research
study; some ambiguity with
major themes or connection to
action research study
Intervention explanation
turned in.
Evidence of sound explanation
of intervention in document
Proposed study is appropriate
in design; demonstrates
accurate knowledge of action
research
Individual contribution evident
All required evidence of
completed lecture/tutorial
activities are included

Data analysis is properly


synthesized and demonstrates
advanced knowledge of the
topic, and analysis has strong
connections to the action
research study
Individual data analysis
examples and signed contract
turned in.
Evidence of innovative or
creative data analysis in
documents
Intervention is properly
discussed and demonstrates
advanced knowledge of the
topic, and has strong
connections to the action
research study
Intervention explanation
turned in.
Evidence of advanced
knowledge in document
Proposed study is advanced in
design; demonstrates
advanced knowledge of action
research
Individual contribution evident
All required evidence of
completed lecture/tutorial
activities are included

Data analysis is expertly


synthesized and demonstrates
sophisticated knowledge of
the topic, and analysis has very
strong connections to the
action research study
Individual data analysis
examples and signed contract
turned in.
Evidence of highly innovative
or creative data analysis in
documents
Intervention is properly
discussed and demonstrates
sophisticated knowledge of
the topic, and has very strong
connections to the action
research study
Intervention explanation
turned in.
Evidence of sophisticated
knowledge in document
Proposed study is
sophisticated in design;
demonstrates sophisticated
knowledge of action research
Individual contribution evident
All required evidence of
completed lecture/tutorial
activities are included

NOTE: To reach a certain level (pass, credit, distinction, etc) in a particular row, all criteria listed in that box must be met.
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ASSIGNMENT SUBMISSION DETAILS


Cover Sheet
All hard copies of assignments must be submitted with a cover sheet. This can be found on the last
page of this Learning Guide. If submitting your assignment through Turnitin, you do not need to
submit a signed cover sheet. You agree to the declaration on the cover sheet as part of the online
submission process.
Turnitin
Assignments must be submitted to Turnitin. Include your reference list in your submission. After the
due date Turnitin will generate an Originality Report (usually within 24-48 hours after the due date
and time).
What is Turnitin?
Turnitin is an online web-based text-matching software that identifies and reports on similarities
between documents. It is widely utilised as a tool to improve academic writing skills. Help with
Turnitin is available through the library. You will find links to video clips, FAQ and help sheets at:
http://library.uws.edu.au/uws_library/guides/turnitin
Why Turnitin?
Turnitin supports the development of your academic writing and referencing skills. You will find the
Turnitin Originality Check useful for editing your paper and avoiding inappropriate use of other's
work and plagiarism. Past students have found it has helped them refine their skills; however you do
need to provide yourself with enough time to consider the Originality Report and to edit your work.
*Remember to submit your assignment one week prior to the due date to give yourself time to check referencing through Turnitin.
*Originality Check Reports may take 24 hours or longer to be returned, usually longer closer to the due date, therefore do not leave
this important step to the last minute.

Extension of Assessment Due Date


If you need to apply for an extension of time to complete an assessment task, then please contact
the Unit Coordinator with a Request for Extension form, which is available from the UWS website or
Student Central.
Where special consideration is sought for misadventure or extenuating circumstances during a
teaching period, you should complete a Special Consideration online application, which will be
processed by the Unit Coordinator.
You may apply for an Extension up to two days after the assignment is due. Applications must be
submitted no later than 5.00pm on the second working day after the due date of the assessment
task. If the extension is not approved late penalties will apply. You will need to provide documentary
evidence to explain your situation when requesting an assignment extension (e.g. a medical
certificate or letter from a counsellor). An extension will not be granted if you have not provided this
evidence. You may be asked to show evidence that you have completed a draft of your assignment.
Late Submission of Assignments
A student who submits an assessment late without approval for an extension will be penalised by
10% per day up to 10 days, i.e., marks equal to 10% of the assignments weight will be deducted as a
flat rate from the mark awarded. For example, for an assignment that has a possible highest mark
of 50, the students awarded mark will have 5 marks deducted for each late day; Saturday and
Sunday each count as one day. Assessments will not be accepted after the marked assessment task
has been returned to students who submitted the task on time.
Return of Assignments
Your marks and feedback on your assignments will be available via one of the following ways: on
the units vUWS site if assignments are marked online.
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LEARNING AND TEACHING SCHEDULE


Unit Calendar 1H 2016
Semester
Week

Week
Beginning

Lecture (Weeks 2-8 are Online)

Tutorial (Weeks 6-7 are Online)

Reading and other preparations (see Readings and

22/2/16

Face-to-face Lecture (Rm. K.1.04)


Introduction to Educational Research

Face-to-face
Examine feature of educational research designs
(alignment of research questions, data collection, analysis,
and conclusions; ethics)

Efron, S. E., & Ravid, R. (2013). Action research in education:


A practical guide. New York: The Guildford Press.
Chapter 1: Introduction to Action Research

Resources link on vUWS to gain electronic access)

Links to
Outcomes
1, 2, 3, 4

Identify differences between participatory action research


and other designs (quant, qual, and mixed-methods)

29/2/16

Online
Literature Review, Part 1: Finding and
reading relevant literature
Ethics in educational research

Introduction to assignment 2: Form groups


Face-to-face
Practice searching for relevant articles, considering:

Abstract

Type of article (empirical, conceptual,


practitioner)

Identifying major themes

Mockler, N. (2014). When research ethics become


everyday ethics: The intersection of inquiry and practice in
practitioner research. Educational Action Research, 22(2),
146-158.
Oliver, P. (2012). Succeeding with your literature review: A
handbook for students. Berkshire, England: Open University
Press.

1, 2, 3, 4

Baumfield, V., Hall, E., & Wall, K. Action research in


nd
education (2 ed.). London: Sage. Chapter 4: How to do a
practitioner enquiry: Deciding on an approach and
complementary methods
Cohen, L., Manion, L., & Morrison, K. (2011). Research
th
methods in education (7 ed.). New York: Routledge.
Chapter 13: Surveys, longitudinal, cross-sectional, and
trend studies
Dana, N. F., & Yendol-Hoppey, D. (2014). The reflective
rd
educators guide to classroom research (3 ed.). Thousand
Oaks, CA: Corwin. Chapter 4: Developing a research plan:
Making inquiry a part of your teaching practice.

2, 3

Discuss concerns regarding ethics in educational research


based upon key historical cases; Examine consent forms

7/3/16

Online
Literature Review, Part 2: Synthesizing
literature

Assignment 2: Decide on topic; identify sub-topics


Face-to-face
Practice synthesizing themes from a range of articles
Examine features of surveys

Data collection, Part 1: Surveys


Practice constructing survey questions
Assignment 1a - Quiz #1: Key features of
action research and ethics in educational
research

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102097 Researching Teaching and Learning 2


4

14/3/16

Online
Data Collection, Part 2: Interviews and
Artefacts

1H 2016
Face-to-face
Identify key features of descriptive statistics from survey data
Examine features of interviews and relevant artefacts aligned
to specific research questions

Data analysis, Part 1: Descriptive


statistics and qualitative methods

Hoy, W. K. (2010). Quantitative research in education: A


primer. Thousand Oaks: Sage Publications.
Chapter 2: Concepts, variables, and research problems
Seidman, I. (2006). Interviewing as qualitative research: A
guide for researchers in education and the social sciences
rd
(3 ed.). New York: Teachers College Press.

3, 5

Saldana, J. (2009). The coding manual for qualitative


researchers. Thousand Oaks, CA: Sage.
Chapter 1: An introduction to codes and coding

3, 5

Practice designing interview questions

21/3/16

28/3/16

Online
Data analysis, Part 2: Practicing analysis
on exemplar data
Assignment 1b - Quiz #2: Data collection
and analysis

Assignment 2: Work on data collection protocols

ONLINE WEEK

Online
Collaborative analyse examples of action research. Identify
key constructs:

Action research cycle

Research questions

Contextual factors

Data collection and analysis

Findings

Conclusions
Online
Examine key features of teaching interventions. Identify
key constructs:

Purpose

Duration

Age-appropriate activities

Alignment of activities to theory

Assessment/evaluation of intervention

Evaluating examples of action research

ASSIGNMENT 2 DUE SUNDAY, 3


BY 11:59PM
7

4/4/16

Assignment 2: Determine data collection roles for group


project
Face-to-face
Practice using components of theoretical frameworks to
serve as a lens for making sense of data

RD

APRIL,

ONLINE WEEK
Designing and implementing a teaching
intervention

Webb, L. A., & Scoular, T. (2011). Reflection on reflection


on reflection: Collaboration in action research. Educational
Action Research, 19(4), 469-487.
Hine, G. S. C., & Lavery, S. D. (2014). Action research:
Informing professional practice within schools. Issues in
Educational Research, 24(2), 162-173.

Sale, D. (2015). Creative teaching: An evidence-based


approach. New York: Springer
Chapter 2: The heuristics of effective teaching

Assignment 3: Carry out individual data collection


assignments; Develop teaching intervention protocol

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102097 Researching Teaching and Learning 2


8

11/4/16

Online
Data Analysis, Part 3: Synthesizing
themes from multiple data sources
Designing an action research study based
on prior knowledge and experiences

1H 2016
Face-to-face
Discuss data triangulation; affordances and challenges

Oliver-Hoyo, M., & Allen, D. (2006). The use of triangulation


methods in qualitative educational research. Journal of
College Science Teaching, 35(4), 42-47.

5, 6

Cain, T., & Harris, R. (2013). Teachers action research in a


culture of performativity. Educational Action Research,
21(3), 343-358.

5, 6

Using case study examples to practice analysis of data from


multiple sources
Assignment 3: Carry out individual data collection
assignments; Carry out intervention

18/4/16

Face-to-face Lecture (Rm. K.1.04)


Tying it All Together: Action research in
your future teaching endeavours

Face-to-face
Consider supports and challenges for implementing action
research in your future classroom
Aligning action research to teacher accreditation

Assignment 3: Carry out intervention


ASSIGNMENT 3 (EXPO) WILL TAKE PLACE ON 14 OR 15 JUNE, Rm I.1.105 (GROUPS WILL SIGN UP)

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102097 Researching Teaching and Learning 2

1H 2016

LEARNING RESOURCES

Prescribed Text
Not applicable.

Essential Readings
American Psychological Association, (2010). Publication manual of the American Psychological
Association. (6th ed.). Washington, D.C.: Author. There is a link on the library page.
See essential readings by clicking on Readings and Resources tab on vUWS.
Key Weblinks
There is a range of helpful web links on vUWS.

ACADEMIC LITERACY SUPPORT FOR ASSIGNMENT PREPARATION


Finding Information - Successful Searching
The UWS library website provides online resources that will assist you with selecting relevant
readings for your assignments. Go to http://library.uws.edu.au/uws_library/guides/online-tutorials
It is strongly suggested that you complete the following two online modules if you have not done so
already:
Successful Searching
http://library.uws.edu.au/uws_library/guides/online-tutorials/successful-searching ; and
Arts Information Basic
http://library.uws.edu.au/uws_library/guides/online-tutorials/arts-info-basics.

Make use of the library staff and the School of Education Liaison Librarian they are there to
help you. Have you tried the online librarian? You can chat with a librarian from home. This facility
can be accessed from the library home page.
Referencing
You are expected to use the American Psychological Association (APA) referencing style in all
Education assignments. The UWS library provides a range of citing resources. For APA see
http://library.uws.edu.au/uws_library/sites/default/files/cite_APA.pdf. Use this as a reference when
preparing your assignment.
Following are other helpful APA resources:

APA referencing guides are available to borrow at the library or purchase at the bookshop
The library has a number of resources to help you with referencing including short video clips
http://library.uws.edu.au/uws_library/guides/referencing-citation
APA has online tutorials to get you started http://www.apastyle.org/learn/index.aspx
APA also has a Frequently Asked Questions section

http://www.apastyle.org/learn/faqs/index.aspx
Academic writing
Your course vUWS site includes a folder titled Learning Materials which contains a comprehensive
Academic Writing Guide. This resource is divided into 12 chapters that include understanding the
task, reading and note-taking, essay writing, features of academic writing, academic argument and
using evidence, and grammar in academic writing.

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1H 2016

The Hub for Academic Literacy and Learning (HALL) home page at http://www.uws.edu.au/hall/hall
provides information about academic writing and reading, critical thinking and using technology to
support your learning. There is also a link to learning support, which provides information about
library roving hours and PASS sessions.
The past exemplars/excerpts of assignments that are provided on this Units vUWS site are also
valuable in terms of understanding the expectations of your assignments. Additionally, the marking
rubrics provide guidance for writing your assignments and it is important that, as you write, you
consistently check your assignments against the criteria and standards.
Numeracy
In your program vUWS site you will find a folder titled School of Education Numeracy Support. In this
site, you will find resources designed to assist you with preparation for the Numeracy Assessment
Task. For ongoing numeracy support, you may also access further learning materials from the
Mathematics Education Support Hub (MESH) vUWS site at
http://ceam.uws.edu.au/cgi-bin/auth/auto-register.pl?st2_ssd_improvemaths_2012_1 .

YOU AND THIS UNIT


Attendance
On-campus classes are designed to scaffold your learning and assist you to complete your
assessment tasks. You should endeavour to attend all scheduled classes. If there is a legitimate
reason for an absence then the tutor should be emailed as a courtesy to explain the absence.
Students who do not attend regularly and punctually may find that they are at risk of not passing
their assessment tasks. Attendance rolls will be taken to verify attendance.
You must attend the tutorial that you are registered in and continue to attend this tutorial
throughout the semester. This practice enables all students to maintain continuity of their tutorial
program and tutors to maintain contact with their students.
Why you must attend lectures and tutorials?
Your learning is enhanced by attending face to face lectures and tutorials.
Your learning is scaffolded to assist you to complete assessment tasks.
You can get better marks because you know what is required in assignments.
You have the opportunity to ask questions and clarify your understandings.
You get to know your lecturers and they you.
You get to know your fellow students, allowing you to form support and study groups.
Attendance is required for 80% of all lectures and tutorials in order to fulfil NSW Board of Studies
and Teaching and Educational Standards professional program accreditation. This ensures all
students are engaging with the essential coursework to fulfil the Australian Professional Standards
for Graduate Teachers.

Blended Learning
This unit uses blended learning to enable you, as an independent learner, to engage with the key
concepts and content in your own time and at your own pace. Your engagement with the online
materials, and independent study, is essential to your successful completion of this unit.

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1H 2016

Student
Responsibilities

Familiarise yourself with University policies on assessment and examinations.


Familiarise yourself with the Inherent Requirements for your course:
http://www.uws.edu.au/ir/inherent_requirements/
inherent_requirements_for_teaching_courses_postgraduate
Ensure that you understand the requirements, including timetables, for examinations and
other assessments tasks.
Access the unit vUWS site at least weekly for learning activities, resources, information
discussions and assignment submission.
Ensure you read and understand the assessment requirements and note the submission dates,
and seek assistance from the lecturer and/or unit coordinator when needed.
Notify relevant staff (e.g. lecturer, unit coordinator, disability adviser) as soon as possible prior
to, or at the beginning of, the semester to have special requirements accommodated.
Submit your own individual and unassisted assessment work, except as otherwise permitted.
Cheating, plagiarism, fabrication or falsification of data will be severely dealt with.
Behave ethically and appropriately, avoiding any action or behaviour, which would unfairly
disadvantage or advantage another student. Where group work is assigned, ensure that every
group member has the opportunity to contribute in a meaningful way to the assignment.
Allocate time for independent study when it suits you during each week to complete your
readings, research and assignment preparation. It is expected you will have completed the
nominated readings and any other required preparation prior to the on-campus tutorials.

Student Conduct
and Behaviour

What is expected of you and what you can expect from staff at UWS
Student responsibilities and conduct

Attend all lectures and tutorials failure to attend is often the main cause for low final grades.
Respect the needs of other students who are participating in any class activities.
Pay attention in lectures and tutorials these provide key information for all examinable
material.
Do not use mobile phones to surf the web or check emails during the lecture and tutorials and
do not have ongoing conversations with fellow students during the lecture or if another
student is presenting work in the tutorials.
Use vUWS discussion boards constructively they are there for interaction between the
students and between teaching staff and the students. Unfounded criticisms will be removed
from the relevant discussion board.
If you have a concern about this unit, other students or teaching staff, contact your Unit
lecturer or tutor in the first instance. If the matter is not resolved, then you may contact the
unit coordinator (see inside front cover). If you would prefer to speak to someone else, you are
advised to contact the Director of Academic Program responsible for the unit. Please note the
Director of Academic Program may refer your concern to a delegate to review and to respond
to you. The University also has a Complaints Resolution Unit (see link below). Staff in that unit
can provide you with advice on addressing your concerns within the School and, in some
circumstances, they may undertake an investigation. Concerns must be raised with the
Complaints Resolution Unit within a six-month timeframe.
http://www.uws.edu.au/about_uws/uws/governance/complaints_management_and_re
solution

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1H 2016

Staff
Responsibilities

What you expect from the teaching team


Assess students' work fairly, objectively and consistently and when in doubt consult initially
with the Unit Coordinator, the Academic Course Advisor or the Director of Academic Program.
Provide students with appropriate, helpful and explanatory feedback on all work submitted
for assessment.
Make reasonable accommodation (e.g. length of time to complete) in assessment tasks and
examinations for students with special requirements and to seek assistance from the Disability
Advisor and Counsellor where appropriate and needed.
Ensure deadlines for the submission of examination papers to the Academic Registrar are met.
Immediately report to the unit coordinator any instances of student cheating, collusion and/or
plagiarism.

LINKS TO KEY POLICIES AND STUDENT INFORMATION


Refer to this web site for relevant UWS policies: http://policies.uws.edu.au/students.php
Student misconduct
Misconduct refers to plagiarism, cheating, collusion and other listed misconduct for which serious
penalties potentially apply. It also includes, but is not limited to, the harassment, abuse and
vilification of a member of the University directly or by other means of communication; the
unreasonable disruption of staff or students or other UWS members from undertaking their normal
activities at the University; a failure to follow reasonable directions of an employee of the University;
or behaviour that is inappropriate in an activity.
You must make sure you read and sign the cover sheet before you attach this to your
assignment if submitting in hard copy and/or read the disclaimer before you upload your
assignment to Turnitin for online submission. By doing this you agree to the following:
I hold a copy of this assignment if the original is lost or damaged.
I hereby certify that no part of this assignment or product has been copied from any other
students work or from any other source except where due acknowledgement is made in
the assignment.
I hereby certify that no part of this assignment or product has been submitted by me in
another (previous or current) assessment, except where appropriately referenced, and
with prior permission from the Lecturer/Tutor/ Unit Co-ordinator for this unit.
No part of the assignment/product has been written/ produced for me by any other person
except where collaboration has been authorised by the Lecturer/Tutor/Unit Co-ordinator
concerned.
I am aware that this work will be reproduced and submitted to plagiarism detection
software programs for the purpose of detecting possible plagiarism (which may retain a
copy on its database for future plagiarism checking).

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1H 2016

ASSIGNMENT COVER SHEET


School of Education
Student details
Student name:

Student ID number:

Unit and tutorial details


Unit name:

Unit number:

Tutorial group:

Tutorial day and time:

Lecturer or Tutor name:


Assignment details
Title:
Length:

Due date:

Date submitted:

Home campus (where you are enrolled):


Declaration
I hold a copy of this assignment if the original is lost or damaged.
I hereby certify that no part of this assignment or product has been copied from any other students work
or from any other source except where due acknowledgement is made in the assignment.
I hereby certify that no part of this assignment or product has been submitted by me in another (previous
or current) assessment, except where appropriately referenced, and with prior permission from the
Lecturer / Tutor / Unit Coordinator for this unit.
No part of the assignment/product has been written/produced for me by any other person except where
collaboration has been authorised by the Lecturer / Tutor /Unit Coordinator concerned.
I am aware that this work will be reproduced and submitted to plagiarism detection software programs for
the purpose of detecting possible plagiarism (which may retain a copy on its database for future
plagiarism checking).

Students signature:
Note: An examiner or lecturer / tutor has the right to not mark this assignment if the above declaration has
not been signed.

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