EDUC 7559A - Teaching Dissertation Part 1
North Terrace Campus - Quadmester 4 - 2022
General Course Information
Course Code EDUC 7559A Course Teaching Dissertation Part 1 Coordinating Unit School of Education Term Quadmester 4 Level Postgraduate Coursework Location/s North Terrace Campus Contact 2 x Workshops = 4 hours, meetings with Supervisor = 8 hours Available for Study Abroad and Exchange N Corequisites EDUC 7054 Incompatible EDUC 7557 Restrictions Available to MTeach (MiddleSec) students only Course Description Under the supervision of the University of Adelaide Research Supervisors, students will undertake a practiced-based research project to be written up as a dissertation. Students must attend periodic scheduled meetings with their supervisor and participate in workshops aligned to their research needs. Students must have a current WWCC Clearance and RAN (EC) training certificate. The dissertation is to be undertaken part-time over the two Quadmesters of the Master of Teaching (Middle and Secondary) program. Students must enrol in Part 1 and 2 of the course.
Course Coordinator: Dr Lynda MacLeodRoom 8.26 Nexus Building Level 8
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
On successful completion of the course students will be able to: APST (Graduate)* 1 Gather, form and critique knowledge from published research 1.2, 2.1, 6.2, 7.1 2 Seek knowledge through the practices and inquiry modes of a scholar-educator. 7.1 3 Develop and apply an appropriate research design. 3.6, 6.1 4 Communicate the research process, findings and appropriate conclusions, and where appropriate indicate the significance of the findings for educational practice and/or further research. 7.1
*Australian Professional Standards for Teachers (APST) - https://www.aitsl.edu.au/teach/standards
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)
Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
1, 2, 3
Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
1, 2, 3
Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
Required ResourcesThere is no compulsory textbook for this course. Rather, students will be required to read selected literature on key research design processes and disciplinary texts as appropriate. In consultation with your supervisor you will undertake readings from professional and academic sources related to your research problem, the design and methods of your project, and any other specific readings required to complete the project.
For additional guidance on research methodology and structure, please utilize your earlier readings for the research methodology courses you have attended.
Learning & Teaching Activities
Learning & Teaching ModesWorkshops/presentation, face-to-face and/or online meetings with supervisors.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.The University’s Coursework Academic Programs Policy stipulates all courses will have a Student Workload of 156 hours for each 3
Units of the Course.
EDUC 7559A Teaching Dissertation Part 1 and EDUC 7559B Teaching Dissertation Part 2 are two parts of a 12-unit research dissertation. Students are expected to devote a combined total of 624 hours (or 312 hours per part)
WORKLOAD (EDUC 7559A & EDUC 7559B) TOTAL HOURS 2 x 2 hour workshops 4 hours Meetings with supervisor to define and refine research project topic
(Week 1-4 of EDUC 7559A; approx. 2 x 1.5 hour meetings)
3 hours Fortnightly meetings with supervisor (approx. 1 hour)
- 5 meetings for EDUC 7559A
- 6 meetings for EDUC 7559B
11 hours 13 hours of reading and research per week 299 hours 13 hours of writing per week 299 hours Student Conference (1 day) 8 hours TOTAL: 624 hours
Learning Activities SummaryThe dissertation is to be undertaken part-time over the two Quadmesters of the Master of Teaching (Middle and Secondary) program. Students must enrol in Part 1 and 2 of the course
EDUC 7559A Teaching Disseration Part 1 Week Topic / Activity Learning Outcomes APST (Graduate) Week 1
(of EDUC 7559A)
Seminar /workshop 1, 2, 3, 4 1.2, 2.1, 3.6, 6.1, 6.2, 7.1 Week 1-3
(of EDUC 7559A)
Interactions with a research supervisor expanding and refining literature review refining the research question confirming the methodology 1, 2, 3, 4 1.2, 2.1, 3.6, 6.1, 6.2, 7.1 Week 3-10
(of EDUC 7559A)
Meet with supervisor on a fortnightly basis. 1, 2, 3, 4 1.2, 2.1, 3.6, 6.1, 6.2, 7.1 Week 10
(of EDUC 7559A)
Seminar presentation/workshop /online activity/other resource showcasing research to date. 1, 2, 3, 4 1.2, 2.1, 3.6, 6.1, 6.2, 7.1 EDUC 7559B Teaching Dissertation Part 2 Week Topic / Activity Learning Outcomes APST (Graudate) Weeks 1–7
(of EDUC 7559B)
Write up Teaching Dissertation;
Meet with supervisor on a fortnightly basis
1, 2, 3, 4 1.2, 2.1, 3.6, 6.1, 6.2, 7.1 Week 7-10
(of EDUC 7559B)
Complete executive summary/resource for school Meet with supervisor on a fortnightly basis 1, 2, 3, 4 1.2, 2.1, 3.6, 6.1, 6.2, 7.1 Week 10
(of EDUC 7559B)
Submission of Teaching Dissertation; Submission of executive summary/resource for school 1, 2, 3, 4 1.2, 2.1, 3.6, 6.1, 6.2, 7.1 Week 10
(of EDUC 7559B)
Student conference showcasing Teaching Dissertation as it appears in ePortfolio 1, 2, 3, 4 1.2, 2.1, 3.6, 6.1, 6.2, 7.1
Specific Course RequirementsStudents must have a current DCSI Clearance and RAN (EC) training certificate
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 Task Task Type Due Weighting Learning Outcome APST (Graduate) Refined research question, refined and confirmed research design, and expanded and refined literature review Formative
Week 3 of EDUC 7559A
1, 2, 3 1.2, 2.1, 3.6, 6.1, 6.2, 7.1 Executive summary/ resource for school Formative Week 10 of EDUC 7559B Non-graded assessment 1, 2, 3, 4 1.2, 2.1, 3.6, 6.1, 6.2, 7.1 Teaching Dissertation
(Total Word Count: 20,000 words)
Summative Week 10 of EDUC 7559B 100% 1, 2, 3, 4 1.2, 2.1, 3.6, 6.1, 6.2, 7.1 Student conference showcasing Teaching Dissertation as it appears in e-portfolio Formative TBC Non-graded assessment 4 1.2, 2.1, 3.6, 6.1, 6.2, 7.1
Assessment DetailDetailed requirements of your project will be provided through dialogue with your supervisor.
A comprehensive rubric may be downloaded from MyUni that will provide guidance on points to cover for assessment.
SubmissionOnline through Turnitin on MyUni
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.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.