EDUC 7062ANA - Education Dissertation Part 1

Ngee Ann-Adelaide Education Centre - Quadmester 1 - 2015

The outcome of this course is the completion of a dissertation. The dissertation reports a research project conducted with the guidance of an academic supervisor. It should make a contribution to education knowledge. You will critically analyse and evaluate existing knowledge about a problem of interest to you and design and conduct a research project investigating the problem. Your conclusions should include implications for better educational practice.

  • General Course Information
    Course Details
    Course Code EDUC 7062ANA
    Course Education Dissertation Part 1
    Coordinating Unit School of Education
    Term Quadmester 1
    Level Postgraduate Coursework
    Location/s Ngee Ann-Adelaide Education Centre
    Available for Study Abroad and Exchange N
    Restrictions Students must complete EDUC 7062BNA , EDUC 7062CNA & EDUC 7062DNA
    Course Description The outcome of this course is the completion of a dissertation. The dissertation reports a research project conducted with the guidance of an academic supervisor. It should make a contribution to education knowledge. You will critically analyse and evaluate existing knowledge about a problem of interest to you and design and conduct a research project investigating the problem. Your conclusions should include implications for better educational practice.
    Course Staff

    Course Coordinator: Dr Julia Miller

    Dr Julia Miller, julia.miller@adelaide.edu.au

    Course Timetable

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

    Time  Topic/Content

    Intensive block 1    Day 1 7-10 pm Introduction and overview
    Issue identification
    Discussion of assignment
    Submission details
    Time management
    Sample dissertations

    Day 2 
    1.00-2.00 pm Clarification of issues
    2.00-3.00 pm Dissertation structure
    3.00-5.00 pm How to write an ethics application
    5.00-5.30 pm Break
    5.30-6.00 pm Using Endnote
    6.00-7.00 pm Oral presentation skills
    7.00-8.00 pm Question and Answer session
    Day 3   
    9.00 am-12.00 pm   Individual consultations
    12.00-1.00 pm Lunch break
    1.00-3.00 pm Oral presentations (3 minutes/1 slide per person)
    3.00-4.00 pm Question and Answer session
      

    Intensive block 2 Day 1 7.00-10.00 pm Structuring and writing a dissertation

    Day 2 1.00-4.30 pm Group/Individual consultations
    4.30-5.15 pm Break
    5.15-8.00 pm Group/Individual consultations

    Day 3 9.00 am-12.00 pm Project presentations
    12.00-1.00 pm Lunch break
    1.00-3.00 pm Project presentations
    3.00-4.00 pm Question and Answer session
  • Learning Outcomes
    Course Learning Outcomes
    The learning outcomes for this course are similar to those in  Educational Inquiry (EDUC 7001), but revolve around a final dissertation rather than a research proposal.

    The learning outcomes for this course are similar to those in Educational Inquiry (EDUC 7001), but revolve around a final dissertation rather than a research proposal.

    1 Develop and apply students’ understanding of the nature and process of research
    2 Develop students’ ability to select a research project topic, plan a research project, develop researchable questions and communicate these issues clearly in oral and written form
    3 Develop students’ understanding of the relationship of theory, knowledge and practice as it is applied to contemporary research in education and their ability to explain these relationships in oral and written form
    4 Further develop students’ ability to critically review and evaluate educational literature
    5 Develop students’ ability to select and apply a research design, as well as data collection and evaluation instruments (both qualitative and quantitative), in harmony with a chosen paradigm
    6 Further develop students’ ability to evaluate research according to standards of validity, reliability and ethics
    7 Develop students’ ability to write and present a well-designed research project
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University 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. 1, 2, 3, 4, 5, 6, 7
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 2, 4, 6
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 5, 7
    Skills of a high order in interpersonal understanding, teamwork and communication. 7
    A proficiency in the appropriate use of contemporary technologies. 5, 6, 7
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1, 3, 6
    A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 6
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 6
  • Learning Resources
    Required Resources
    There are no required resources, but it is recommended that you refer to the coursebook for the Educational Inquiry topic:

    Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). London, UK: Routledge.
    Recommended Resources
    Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). London, UK: Routledge.
    Online Learning
    Additional course-related material is available through MyUni, and course materials will be added regularly.

    You are also encouraged to take part in discussion with other students and the lecturer via the MyUni discussion board.
  • Learning & Teaching Activities
    Learning & Teaching Modes

    No information currently available.

    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.

    The hours below reflect the overall workload for terms 1 and 2, i.e. courses EDUC 7062ANA and EDUC 7062BNA.
    WORKLOAD TOTAL HOURS
    2 x 3 Day intensive face-to-face courses 34 hours
    Online reflections and interactions with lecturers and classmates 20 hours
    Intensive reading and preparation 80 hours
    Refining of methodology, and submission of ethics application where necessary 80 hours
    Drafting of literature review 80 hours
    Gathering of data 50 hours
    Analysing of data 100 hours
    Drafting and rewriting of dissertation 100 hours
    Editing and submission of final dissertation 80 hours
    Total: 624 hours
    Learning Activities Summary


    Time  Topic/Content

    Intensive block 1    Day 1 7-10 pm Introduction and overview
    Issue identification
    Discussion of assignment
    Submission details
    Time management
    Sample dissertations

    Day 2 
    1.00-2.00 pm Clarification of issues
    2.00-3.00 pm Dissertation structure
    3.00-5.00 pm How to write an ethics application
    5.00-5.30 pm Break
    5.30-6.00 pm Using Endnote
    6.00-7.00 pm Oral presentation skills
    7.00-8.00 pm

    Question and Answer session

    Day 3   
    9.00 am-12.00 pm   Individual consultations
    12.00-1.00 pm Lunch break
    1.00-3.00 pm Oral presentations (3 minutes/1 slide per person)
    3.00-4.00 pm

    Question and Answer session

      

    Intensive block 2 Day 1 7.00-10.00 pm

    Structuring and writing a dissertation

    Day 2 1.00-4.30 pm Group/Individual consultations
    4.30-5.15 pm Break
    5.15-8.00 pm

    Group/Individual consultations

    Day 3 9.00 am-12.00 pm Project presentations
    12.00-1.00 pm Lunch break
    1.00-3.00 pm Project presentations
    3.00-4.00 pm Question and Answer session
    Specific Course Requirements
    Attendance at workshops and consultations is compulsory.
    Small Group Discovery Experience
    This is not explicitly part of this course; however, all activities involve research and work in small groups guided by a senior academic.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

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

    Assessment Summary
    This course follows criterion-based assessment. This means that student grades are determined by the standard of work in terms of  meeting a number of criteria that represent the requirements for a  particular course. In other words, work is judged according to a  pre-determined standard of task completion rather than by comparing it to the work of other students undertaking the same course.

    Assessment for this course consists of a scholarly dissertation of 20 000 words, using referencing appropriate to the discipline, to be submitted in Term 4.

    Your thesis should be in calibri 12 point font, with double spacing and 2 cm margins on all sides. The reference list should be single spaced with a blank line between each reference. APA is the preferred referencing system, but if you are used to using a different one for your discipline then that is ok.

    Don't forget to put page numbers in the footer for each page.
    Assessment Related Requirements
    Students who are unable to provide justification for non-attendance will fail the course.

    It is very important to submit your assignment on time so that it can be marked and the mark submitted to the University for processing by the University deadline. Failure to submit on time will mean that you will be unable to graduate in the forthcoming graduation round, even if you pass the course.

    A penalty of 10% will apply to each 24 hours of late submission. If you have a problem submitting your assignment on time, please talk to the lecturer to see if a short extension to the due date is possible.
    Assessment Detail
    1. Oral presentation (1 Powerpoint slide in a 3 minute oral presentation) completed on Day 3 of first intensive course. Formative - no marks awarded. The oral presentation will be based around an issue arising from the student's proposed research project. e.g. why is this an important problem to research?

    2. 20 000 word dissertation. Summative - 100% of marks awarded.

    See Assessment Rubric below for details.

    Assessment Rubric:


    Level 1
    Research is conducted at the level of a closedenquiry and requires a high degree of structure/ guidance


    Level 2
    Research is conducted at the level of a closed enquiry and requires some structure/ guidance


    Level 3
    Research is conducted independently at the level of a closed enquiry


    Level 4
    Research is conducted at the level of an open
    enquiry within structured guidelines


    Level 5
    Research is conducted at the level of an open
    enquiry within self-determined guidelines in line with the discipline
     
    Fail
    (0-49%)


    Pass
    (50-64%)


    Credit
    (65-74%)


    Distinction
    (75-84%)


    High Distinction
    (85-100%)


    Total   




    1) Provide evidence of inquiry into
    background to research topic

    Background
    provided but is limited.

    Background is not well linked to topic.

    Research questions and/or aims and/or objectives given but not related to research
    focus.



    (possible

    marks 1-6)


    Background provides some context for the project.

    Research questions and/or aims and/or objectives relate to research focus.






    (possible

    marks 7-9)


    Background
    contextualises research focus.

    Research questions and/or aims and/or objectives indicate knowledge of project.






    (possible
    marks 10-11)


    Background
    justifies the project in terms of a “gap” or extension of existing knowledge.

    Moves from a broader to a more specific context.

    Presents realistic and manageable research outcomes.

    (possible
    marks 12-13)


    Background
    justifies the project in terms of a “gap” or extension of existing knowledge.

    Narrows the research focus effectively .

    Presents clear research outcomes.



    (possible
    marks 14-15)














    /15
    2) Evaluate and
    synthesise literature in order to justify the project
    Literature related to the project is
    summarised but not synthesised.
    Literature is not linked to the
    project.
    Review includes some relevant
    readings.
     





    (possible
    marks 1-12)


    Literature
    related to the project is summarised and synthesised.

    Literature
    is linked to the project.

    Review
    includes relevant readings.





    (possible
    marks 13-15)


    iterature
    related to the project is summarised and synthesised and clearly linked to the
    project.

    Gaps in the
    literature are described.

    Review
    includes the most relevant readings related to project.

    (possible
    marks 16-18)


    Review
    logically argues the project as a link in current literature in the field
    and/or as arising out of gaps in literature.

    Review
    critically synthesises and evaluates the most relevant readings.



    (possible
    marks 19-21)


    Review
    logically argues the project as an expansion of current literature in the field
    and/or as arising out of gaps in literature.

    Review
    critically synthesises and evaluates the most relevant readings.



    (possible
    marks 22-25)



















    /25




    3) Find/ Generate an appropriate
    theoretical framework and/ or methodology

    Methodology
    and/or theoretical framework is given.

    Methodology/

    theoretical
    framework does not relate well to the proposed study.

    Methodology/

    theoretical
    framework is not presented in detail.

    (possible
    marks 1-6)


    Methodology
    and/or theoretical framework relates to the research questions and/or
    objectives of the proposed study.










    (possible
    marks 7-9)


    Methodology
    and/or theoretical framework clearly relates in some detail to the research questions
    and/or objectives of the proposed study.









    (possible
    marks 10-11)


    Methodology
    and/or theoretical framework contains sufficient detail to enable evaluation of
    project viability.

    Methodology
    will answer the questions/ address the objectives of the project.





    (possible
    marks 12-13)


    Methodology
    and/or theoretical framework contains sufficient detail to enable evaluation of
    project viability.

    Methodology
    will fully answer the questions/ address the objectives.






    (possible
    marks 14-15)


















    /15
    4) Analyse and synthesise data Data are
    incomplete or not correctly interpreted.

    Analysis is
    lacking, hard to understand or does not reflect the data.


    (possible

    marks 1-12)


    Adequate
    data are included but are not wholly accurate in presentation and interpretation.
    Connections between data and literature are not explored in detail.

    (possible

    marks 13-15)


    Data are
    adequate and accurate.

    Analysis is
    detailed but could be explored further.



    (possible

    marks 16-18)


    Substantial data are presented accurately.
    Analysis is detailed and has some original ideas, insights and observations.


    (possible
    marks 19-21)


    Comprehensive
    data presented.

    Analysis is
    thorough, sophisticated and convincing.



    (possible

    marks 22-25)











    /25
    5) Communicate knowledge effectively
    and ethically, with appropriate:

    -Headings and paragraph cohesion

    -Attribution and citation

    -Grammar, spelling and punctuation

    Organise
    information and develop ideas
    General headings provided.

    Linking
    devices used appear inconsistent, mechanistic and inappropriate.

    Document
    appears incoherent at times.



    (possible
    marks 1-2)


    Specific
    headings provided reflective of research proposal proforma.

    Linking
    devices used occasionally appear inconsistent. Document appears incoherent at
    times.



    (possible
    marks 3-4)


    Specific
    headings provided reflective of research proposal proforma.

    Linking
    devices used in a manner promoting overall document cohesion.

    Arguments
    followed without too much strain.

    (possible
    marks 5-6)


    Specific and appropriate headings and
    subheadings provided.
    Appropriate linking devices used
    promoting document and paragraph cohesion.
    Ideas are clearly and logically
    developed.


    (possible
    marks 7-8)


    Specific and
    appropriate headings and subheadings exemplify research story.

    Research
    document fully coherent.

    Ideas are
    clearly and logically developed.


    (possible
    marks 8-10)

















    /10



    Reference
    list included

    In-text
    references given for most information.

    Some
    paraphrasing closely resembling original document.

    In-text
    referencing appears mechanistic and poorly integrated into text.

    (possible
    marks 1)




    Reference
    list mostly consistent.

    In-text
    references accurate and given for most information.

    Sometimes difficult to distinguish the
    student’s voice from source authors.





    (possible
    marks 2)




    Reference
    list is consistent.

    In-text
    references are consistent and accurate and given for all required information.

    Student’s
    voice distinguished from source authors.




    (possible
    marks 3)




    Reference
    list follows an appropriate academic convention.

    In-text
    references are consistent and accurate.

    Student’s
    voice and attitude clearly distinguished from source authors.


    (possible
    marks 4)




    Reference
    list follows a discipline-appropriate convention.

    In-text
    references consistent and accurate with a variety of expression.

    Student’s
    voice persuasive.





    (possible
    marks 5)



















    /5
    Overall meaning not always clear.

    Basic argument not always discernible.

    Language
    errors frequent and often impede understanding and reader’s engagement with the
    text.

    (possible marks 1)


    Errors sometimes impede understanding.

    Errors
    sometimes affect reader’s willingness to engage arguments.






    (possible marks 2)

    Errors do
    not impede understanding in most of
    the document.

    Errors do
    not affect reader’s willingness to engage with arguments presented.


    (possible marks 3)


    Errors do not impede understanding at
    all.
    Errors do not affect reader’s
    willingness to engage with arguments presented.




    (possible marks 4)

    Some minor
    systematic language errors occur, but these could easily be corrected with more
    careful editing.







    (possible marks 5)













    /5
    Total /100



    Adapted from:  Willison, J. (2008). The Researcher Skill Development Framework. Adelaide, Retrieved 8 August 2009 from http://www.adelaide.edu.au/clpd/rsd/rsd7/.   


    Submission
    Submission of  the 20 000 word dissertation will be electronically via MyUni.
    Course Grading

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

    NOG (No Grade Associated)
    Grade Description
    CN Continuing

    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.

    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

    Final results for this course will be made available through Access Adelaide.

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    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 University 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.

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