EDUC 7559B - Teaching Dissertation Part 2

North Terrace Campus - Quadmester 4 - 2019

Under the supervision of the University of Adelaide Research Supervisors, students will undertake a 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 DCSI 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.

  • General Course Information
    Course Details
    Course Code EDUC 7559B
    Course Teaching Dissertation Part 2
    Coordinating Unit School of Education
    Term Quadmester 4
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 12
    Contact 1x Student Conference =8 hours, Meetings with Supervisor = 6 hours
    Available for Study Abroad and Exchange N
    Prerequisites EDUC 7559A in previous semester
    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 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 DCSI 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 Staff

    Course Coordinator: Dr Lynda MacLeod

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    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 1.2, 2.1, 6.2, 7.1
    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
    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)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1, 2, 3, 4
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    1, 2, 3, 4
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    1, 2, 3, 4
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    1, 2, 3, 4
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    1, 2, 3, 4
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    1, 2, 3, 4
  • Learning Resources
    Required Resources
    There 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.
    Recommended Resources
    N/A
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Workshops/presentation, face-to-face and/or online meetings with supervisors.
    Workload

    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 Summary
    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

    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 basisColumn cell
    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
  • 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
    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

    Non-graded
    assessment
    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 Detail
    Detailed 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.
    Submission
    Online through Turnitin on MyUni.
    Course Grading

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

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    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
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    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.

  • Student Feedback

    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.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    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.

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