EDUC 7062BNA - Education Dissertation Part 2

Course Details

Course Code	EDUC 7062BNA
Course	Education Dissertation Part 2
Coordinating Unit	School of Education
Term	Quadmester 2
Level	Postgraduate Coursework
Location/s	Ngee Ann Academy
Available for Study Abroad and Exchange	N
Restrictions	Students must complete EDUC 7062ANA , EDUC 7062CNA & EDUC 7062DNA

Course Staff

Course Coordinator: Dr Julia Miller

Course Timetable

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

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

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.

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

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 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 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.

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

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

Assessment Summary

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:

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.

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

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

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the 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.

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

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

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