EDUC 4213 - Education Research Skills

North Terrace Campus - Semester 2 - 2024

Education Research Skills will build on your learning in Research as Teaching Practice (EDUC 2002), to develop the ways that you facilitate secondary student research skills, including in the senior years. The course prompts thinking about research approaches, including Indigenous approaches, that lead to sustainable practices, the use of information and communication technologies, and the development of literacy and numeracy when secondary students work in inquiry mode. You will apply your understanding of research-based learning practices in secondary school during the Professional Placement and report your findings after the placement.

Open All

Course Details

Course Code	EDUC 4213
Course	Education Research Skills
Coordinating Unit	School of Education
Term	Semester 2
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 2 hours per week
Available for Study Abroad and Exchange	N
Prerequisites	EDUC 1001 and EDUC 2001
Assessment	Multimedia sequence for literacy and numeracy development, Report: accounts and analyses, Plan for facilitating research-based learning for diverse learners

Course Staff

Course Coordinator: Dr John Willison

Course Timetable

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

Course Learning Outcomes

COurse Learning Outcomes	APSTs (Graduate)
1. Identify skills, challenges, and solutions to assist secondary years’ students to use reliable academic sources and pose researchable questions that are respectful of, Aboriginal and Torres Strait Islander histories, cultures, languages and research practices.	1.1,1.4, 1.5, 2.4
2. As a team, identify skills, challenges and solutions for the development of secondary years’ student literacy and numeracy that is relevant to each Learning Areas yet with holistic effects.	1.5, 2.5
3. Identify skills, challenges, and solutions to aid secondary students to develop of critical and creative thinking in specific contexts.	1.3
4. Identify and apply strategies in assisting secondary students to be persistent and resilient with their inquiry learning	3.3, 6.4.
5. Design learning opportunities in which secondary students acknowledge respectful ownership of research (ethics).	1.3, 1.5
6. Outline approaches that assist secondary students to identify skills, challenges, and solutions in using a range of information technology for research.	3.4

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.	1
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.	3
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.	2
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.	2
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.	5
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
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	6
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.	4

Learning Resources

Required Resources

All course readings will be available through Myuni

Recommended Resources

All course readings will be available through Myuni

Online Learning

All course readings and online activities will be available through Myuni
Learning & Teaching Activities

Learning & Teaching Modes

Highly interactive and applied tutorials, requiring engagement with the lecture and reading in advance.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

This course requires 148 hours of work, based on tutorial attendance, readings, discussion board entries and assignments

Learning Activities Summary

No information currently available.

Specific Course Requirements

This course runs just before (weeks 1-5) and just after (Weeks 9-12) your final professional experience placement and should be completed in conjunction with the placement.
You must attend 75% or more of your tutorials in order to satisfy the Teacher Registration Board requirment to Practice the course content ralated to the Austrlian Porfessional Standards for Teachers (APSTs).

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

ASSESSMENT TASK	TASK TYPE	WEIGHTING	LEARNING OUTCOME(S)
Assignment 1: Embedding literacy and numeracy in a lesson-sequence for inquiry learning	Summative	30%	2,3, 6
Assignment 2A: Professional Experience accounts and analyses.	Summative	20%	1,4,5
Assignment 2B: Facilitating Research-based learning for diverse learners.	Summative	40%	1,4,5
Participation in tutorial discussion groups	Formative and summative	10%	1,2,3,4,5,6

Assessment Related Requirements

Assignments 2 A and 2B will draw on your Professional Placement Experience from Weeks 5 onwards. You will write an account of a critical learning incident in Assignment 2 A that you will utilise in Assigment 2B.
All assessments must be completed to demonstrate the course learnign outcomes and to pass the course.
2% of the mark earned will be deducted for each day late for Assignments 1 and 2.

Assessment Detail

All assessment items will be available on myuni one week before semester starts.

Submission

All submissions will be through Turnitin in MyUni portal

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

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.

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