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The University of Newcastle

FACULTY OF EDUCATION HANDBOOK

CALENDAR 1990 VOLUME 6

THE lJI"IjlVERSITY OF ;\"EWCASlLE New South \-"i'ales

Location Address: Rankin Drive, Shortland

Postal Address: The University of Newcastle l\SW. 2308

Telephone: (049) 680401

Telex: AA28194 - Library

AA28618 - Dursar

AA28784 - TLi:,\RA (The University of Xewcastle Research Associates Limited)

Facsimile: (049) 601661

Hours of Business: Mondays to Joridays excepting public holidays 9 am to 5 pm

The UnIversity of NewcasUc Calendar consists of the following volumes:

Volume 1

Volume 2

Volume 3

Volume 4

Volume 5

Volume 6

Volume 7

Volume 8

Volume 9

Volume 10

Volume 11

Legislation

University Bodies and Staff

Faculty of Architecture Handbook

Faculty of Arts Handbook

Faculty of Economics and Commerce Handbook

Faculty of Education Handbook

faculty of Engineering Handbook

Faculty of .\fcdicinc Handbook

Faculty of Scicnce and '\lathematics Handbook

Schools of Administration & Technology, Education, Health and Visual & Performing Arts Handbook

faculty of \lusic Handbook

Also available arc the Undcrgraduate Guide and Postgraduate Prospectus

This Volume is intended as a reference handbook for students enrolling in courses conducted by the Factllty of Education.

The colour band, Jade BCCI22, on the cover is the lining colour oflhc hood of

Bachelors of EduclItional Studies of this Cniversity.

The information in this Handbook is correct as at October 31 1989.

ISH:\' 0159 - 3412

Recommended Price: Four dollars and fifty cents plus postage.

Designed by: Marie-T Wisniowski

Typeset by: The Secretary's Division, The University of :\"cwcastle

Printed by: ~cwey and Death, Belford St, Broadmcadow

The University of Newcastle

FACULTY OF EDUCATION HANDBOOK

11. JAN. 1990

THE DEAN'S FOREWORD

On behalf of the staff of the Faculty of Education, I extend a very warm 'welcome' to all new students, and 'welcome back' to continuing students in Education. Although there will be considerable change in the new University of Newcastle in 1990, the courses and programmes in which you arc cnroUing will continue La be offered by the Faculty at the highest possible standard.

Educational provision in Australia generally is rusa undergoing rapid changes. Tn such times it is particularly important that tinivcrsil y FaculLics of Education continue to he engaged in both the profcssionaJ preparation and dcvciopmcntofleachcrs as well as the more general academic study of education, ils processes and contexts. In ensuring that excellence is achieved in these necessary areas, postgraduate studcnt research and staff research will continue to receive high priority within this Faculty.

Our courses draw on research and organized knowledge in the fields of history, sociology, philosophy and psychology of education, as well as ieaching, futures and cuniculum studies, special education, and educational measurement, research methodology, computing and administration and policy studies. These arc offered in three major forms:

(1)

(2)

pre service teacher preparation for graduate students (the Diploma in Education),

profeSSional development for graduatetcachers and other educators (the Bachelor and Master of Educational St udies and the Master of Special Education), and

(3) the study of Education as an academic discipline at both the undergraduate and postgrdduate levels. This caninclude courscwork studies in the Bachelor and Master of r!ducational Studies and the Master of Special Education degrees.

Undergraduate Studies in Education and supervision of Masteraf Arts candidates in Education arc offered within the Faculty of Arts (sec Faculty of Arts llandbook for details); research higher degrees are offered within the Faculty of Education in lhe Master of Education and the Doctor of Philosophy degrees. Details of programmes, suhjects and unit s offered in the Faculty of r!ducation arc given in this Handbook, while the current research interests of members of staff arc shown in the back.

A Curriculum Resources and Research Centre (CRRC) provides access to a comprehensive collection _of teaching material and audiovisual aids. Video-tape facilities arc available for nUcroteaching activities and sections of the Centre can be used as a practical workshop and laboratory. Technical and secretarial assistance is available for research activities. Additionally, the CRRC is now responsible for provision of certain audio-visual products and services to the University.

I wish you an interesting and fruitful year of educational study.

SID IIOURKE, Dean

SEcnONONE

SEcnONTWO

CONTENTS

FACULTY OF EDUCATION

FACULTY STAFF

FACULTY INFORMATION

Undergraduate Course Postgraduate Studies Postgraduate Scholarships Faculty Policy on Results and Progress Curriculum Resources and Research Centre

SEcnON THREE POSTGRADUATE DEGREE REGULATIONS

Relating to the Diploma in Education

Governing the degree of Bachelor of Educational studies

Governing Master Degrees

Master of Education

Master of Educational Studies

Master of Special Education

SEcnON FOUR COURSE AND SUBJECT DESCRIPTIONS

SEcnONFIVE

SEcnONSIX

Guide to Unit Entries

Diploma in Education

Prerequisites

Course structure

Strands and Units

Bachelor of Educational Studies and Master of Educational Studies

Master of Special Education

Units to be Offered

Master of Education

Doctor of Philosophy

Postgraduate Research Seminars

RESEARCH INTERESTS OF STAFF

SUBJECT COMPUTER NUMBERS

SECTION SEVEN GENERAL INFORMATION

PRINCIPAL DATES 1990 (including Medicine) Advice and Information Faculty Secretaries Accommodation Officer Cashier's Office Careers and Student Employment Officer Counselling Service

Heallh Service Student Loans

Students with Special Needs Enrolment of New Students Transfer of Course Re-Enrolment by Continuing Students

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2

2 2 3 3 3

S

5

6

7

9

9

9

11 11

11

11

12

12

14 14 16

32

32

32

33

3S

located between pages 16 & 17

II ii ii ii ii ii

ii ii

iii iii iii iii

CONTENTS

Re-Enrolment Kits

Lodging Application for Re-Enrohnent Forms Enrohnent Approval

Payment of Charges

Late Payment Student Cards Re-Admission after Absence Attendance Status Change of Address Change of Name Change of Programme Withdrawal Confirmation of Enrolment Failure to Pay Overdue Debts Leave of Absence Attendance at Classes General Conduct Notices Student Matters Generally

EXAMINATIONS Examination Periods Sitting for Examinations Rules for Formal Examinations Examination Results Special Consideration

UNSATISFACTORY PROGRESS - Regulations CHARGES

Method of Payment Higher Education Contribution Scheme (HECS) Scholarship Holders and Sponsored Students Loans Refund of Charges

CAMPUS TRAFFIC AND PARKING

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iii iii

iii iii iii iii iv iv iv iv iv iv iv iv iv iv iv v

v v

v v

v v

vi vii vii vii

viii viii viii

viii

SECTION ONE

FACULTY OF EDUCATION STAFF

Dean S.P. Bourke. Bsc(NSW), BA, MLil1(NE), MEd(Monash), PhD(LaT), MACE

Sub·Dean L.K.S. Chan, BEd, PhD(W Aust)

Faculty Secretary P.w. Day, BA(Lond & Exe}, DipEd(NE), BEdStud

DEPARTMENT OF EDUCATION

Professor R.S. Laura, BA(Lewis & Clark), MDiv(Harv), MA(Camb), DPhil(Oxf)

Associate Professors M.N. Maddock, BSc(Tas), BEd(Q'ld), MS, PhD(Flor}, DipEd(Tas}, FACE I.A. Ramsland. BA(NE), MEd(Syd), MA, PhD, MACE, FCoIIP

Senior Lecturers S.F. Bourke, BSc(NSW). BA, MLiu(NE). MEd(Monash}, PhD(LaT), MACE P.N. Chopra, BSc(Ban), BA, DipEd(Adel), MAPsS, MACE P.I. Moore, BA, BEdStud, MEd, PhD. MAPsA (Head of Department) W.O. Warren, MAt MPsych(Qin), PhD, MAPsS, AASA

Lecturers W.K. Au, MA (Massey), MACE L.K.S. Chan, BEd, PhD(WAust) T.E. Cook, BA(M."I), MEd(NE), PhD(M."I), MACE A.V. Everett, BA(Q'ld), MAPsS . D.D.T. Gamage, BA(Vidyo). MA(Sri Lanka), MEdAdmin(NE), DipinrAffairs(BCIS), PhD(Lal), AIMM, MACEA, FICAS AP. Holbrook, BEe, DipEd, PhD (LaT) R.W. Howard, MA(Auck), PhD(Q'ld) R. Mackie, MA, DipEd(Syd) J.W. McQualter, BSc(Syd), BA, DipEd(NE)

Honorary Professor L.N. Short, MSc(Syd), DPhil(OxO, DipEd(Syd), FACE, FRSA

Honorary Associate A.R. Barcan, MA, MEd(Syd), PhD(ANU), DipEd(Syd), FACE

Supervisor Curriculum Resources and Research Centre P. Mahony, BA(Macq), DipEd, ALAA

Senior Technical Officer B. Jordan, BA, ASTC

Technical Officer KJ. Scott

Laboratory Assistant B.W. Mills

Departmental Office Starr G. Gardner S. Kahagalle M.F. Stroud

SECTION TWO

FACULTY INFORMATION

A Department of Education was created in 1955 in what was then Newcastle University College and was staffed by part-time lecturers. In 1968 the first full-time staff were appointed, and Professor L.N. Short took up the first Chair in Education within the University. A second chair was established in 1973, Professor J.B. Biggs arriving to occupy it. On Professor Short being appointed full-time Deputy V ice-Chancellorin 1976 areplacement was sought, and Professor R.S. Laura was appointed in 1978. At the end of 1975 a Faculty of Education was established to oversee the professional postgraduate courses in Education. The Department of Educationoffers courses covering a wide range of studies in Education at· both undergraduate and postgraduate level. Undergraduate studies and supervision of Master of Arts candidates are offered within the Faculty of Arts and details of these are included in the Handbook for that Faculty.

Undergraduate Course The Department offers an undergraduate course in Education through the Faculty of Arts.

The first undergraduate units in Education are available at the 200 level. These units provide an opportunity for students to obtain an introduction to some of the basic aspects of education.

The 300 level units in Education focus on Individual/Social Development, Research Methodology. Philosophy of Education and the History of Western Education. Provision is made for students to pursue individual interests to honours level in Education at the 400 level. These undergraduate units provide a broad base forthestudy of education and areinno way vocationally oriented.

Furtherinformationabout undergraduate studies may be found in the Faculty of Arts Handbook.

2

Postgraduate Studies Master of Arts (MA) The degree of Master of Arts in Education, which involves pure research in a chosen field, is offered in the Faculty of Arts.

The following postgraduate qualifications are available in the Faculty of Education.

Diploma in Education (DipEd). This course is available for graduates who seek professional teacher status. The programme requires one year offull time study and combines foundation subjects with practical studies in the teaching and learning areas. This is supplemented by school experience and teaching practice.

Bachelor of Educational Studies degree (BEdStud). TItis coursework postgraduate degree is designed to allow students to explore in depth areas of education relevant to their own interests. The programme is normally undertaken over two years of part time study through aseriesof seminar courses and written assignments. The degree enables professional educators to develop individual specialisation at a postgraduate level. This degree may lead on to a PhD degree provided that the student completes a minor thesis successfully with an outstanding result.

Master of Educational Studies degree (MEdStud). This degree by courscwork offers further study at the Master's level fol1owing completion of the course leading to a recognised degree together with teacher training. TItis degree may lead on to a PhD degree provided that the student completes a minor thesis successfully with an outstanding result.

Master of Special Education (MSpecEd). Students who have completed a degree or four full-time years of tertiary

SECfrONTWO

education with appropriate content and already have approved experience in special education may be accepted for this programme. It offers appropriate coursework and may include further practical experience and a thesis. Satisfactory completion of the programme by way of major thesis may be sufficient for admission to candidature for the PhD degree.

Master of Education degree (MEd). Students who have completed the B.Ed.Stud. degree course or its equivalent and passed the minor thesis at a level satisfactory to the Faculty Board may be enrolled in the Master of Education programme which allows research in areas of individual professional interest. Completion of this degree course is normally acceptable as a prerequisite for admission to candidature for the PhD degree.

Doctor of Philosophy degree (PhD). The Department makes provision for those students who wish to study Education at ahighly specialised research level by offering enrolment for the Doctor of Philosophy degree to suitably qualified candidates.

The introduction of a Doctor of Education degree (EdD) is being considered. People who are interested should contact the Head of the Department of Education or the Faculty Secretary.

Postgraduate Scholarships Full-time candidates for the research MEd or PhD degrees may be eligible for Australian Government Postgraduate Awards or University of Newcastle Postgraduate Research Scholarships.

Applications for these Scholarships should reach The Secretary, The University of Newcastle, NSW, 2308 by 31 st Octoberforthe following academic year.

The course work MEdStud degree and that of MSpecEd. are recognised for the Commonwealth Postgraduate Course Award scheme. Applicants must intend enrolling as full·time students. The Awards carry a living allowance and other benefits.

Applications for Course A wards close on 30 September each year and should also be submitted to the Secretary, University of Newcastle, 2308.

Faculty Policy on Results and Progress 1. Examination Results

A candidate in the Faculty of Education who successfully com· pletes a unit may be given either an UNGRADED PASS (UP) or one of a series of graded results as shown below.

HIGH DISTINCTION

DISTINCTION

CREDIT

PASS

(HD)

(D)

(C)

(P)

A Tenninating Pass (TP) may also be awarded for a Minor Thesis.

FACULTY INFORMATION

2. Withdrawal

A request from a student who wishes to withdraw after the Monday of the ninth week of a semester from any of the units in which he is enrolled shall be considered by the Dean, who may grant the necessary pennission with or without penalty.

3. Exclusion from enrolment in a unit

Any candidate who has failed twice in any unit may be excluded from further enrolment in that unit. In accordance with university regUlations governing unsatisfactory progress, the Head of the Department may tenninate a student's enrolment in a unit offered by the Department if that student does not maintain a satisfactory rate of progress.

4. Exclusion from a course

The Faculty Board may exclude from a course offered by the Faculty a student who does not maintain a satisfactory rate of progress. The Faculty Board may also permitastudentto continue the course subject to such conditions as the Faculty Board may decide.

For further details of the University'S regulations governing unsatisfactory progress students should consult the centre pages of this handbook.

Curriculum Resources and Research Centre Concept and Function Since its establishment in 1974 the Curriculum Resources and Research Centre has played an important role for students enrolled in postgraduate education courses in the Faculty of Education. Indeed, for many students the Centre becomes an integral and indispensable part of their programme, particularly in the Diploma in Education.

Thecentreis modelled on Teacher and School Resources Centres which have been developed in UK and USA and other parts of Australia. The basic purpose of such a centre is to be an agency for stimulating the creation and use of teaching resource materials. Here the principal functions of the Centre are to:

(i) produce its own resource materials;

(ii) select and acquire other resource material;

(iii) provide adequate information on an types of resource material;

(iv) evaluate resource material;

(v) stimulate classroom research and development of resource materials.

The Collection The Centre has a growing collection of resources of written and audio-visual materials, official documents and theoretical material.

3

SECfIONTWO

The material housed in the Centre covers all major teaching areas - infants, primary. secondary. tertiary and teacher inservice. It also houses journals, testing materials and official documents for research.

Facilities and Use Most of the material and equipment housed in the Centre is available for users. Students especially are encouraged to familiarise themselves with the equipment in the Centre to gain experience in preparing their own resource material. Some material may be restricted to use under supervision of staff and afew items, e.g. psychology tests, may be used only by those with specific qualifications.

The Curriculum Resources and Research Centre also manages a Computer Laboratory which consists of a network system of Apple computers and IBM compatible machines.

4

FACULTY INFORMATION SECTION THREE

POSTGRADUATE DEGREE REGULATIONS

Regulations Relating to the Postgraduate Diploma in Education 1. These Regulations prescribe the requirements for the Postgraduate Diploma in Education of the University of Newcastle and are made in accordance with the power vested in the Council under By·law 5.2.1.

2. In these Regulations, unless the context or subject matter otherwise indicates or requires:

"course" means the programme of studies prescribed from time to time by the Faculty Board to qualify a candidate for the Diploma;

"the Dean" means the Dean of the Faculty of Education;

"the Diploma" means the Postgraduate Diploma in Education;

"the Faculty Board" means the Faculty Board of the Faculty of Education;

"unit" means any part of the course for which a result may be recorded.

3.(1) To be eligible for admission to candidature an applicant shall:

(a) have satisfied all the requirements for admission to a degree in the University of Newcastle or to a degree of any other tertiary institution approved for this purpose by the Faculty Board; and

(b) have satisfied any prerequisites specified for an individual unit in the course.

(2) Application for admission to candidature shall be considered by the Faculty Board which may approve or reject any application.

4.(1) Notwithstanding the provisions of Regulation 3(1)(a) an applicant who has yet to pass subjects in the equivalent of one further year of full·time enrolment in order to qualify for a degree may, with the approval of the Heads of the Departments offering those subjects, be admitted concur· renlly to the course on a parHime basis, undertaking such units as the Dean may approve and for which the specified prerequisites have been satisfied.

(2) In no case will the Diploma be awarded until the require· ments for the degree have been satisfied.

5. To qualify for the Diploma a candidate shall, in not more than two years of full·time study or not more than four years of parttime study, complete to the satisfaction of the Faculty Board the course which shall include such supervised teaching practice as the Head of the Department of Education shall require.

6. A candidate shall not enrol in a unit the content of which in the opinion of the Faculty Board is substantially equivalent to work previously counted towards another degree or diploma In such a case the Faculty Board shall approve an alternative unit to that prescribed.

7.(1) A candidate may withdraw from the course or any unit only by informing the Secretary to the University in writing and the withdrawal shall take effect from the date of receipt of such notification.

(2) A candidate who withdraws from any unit after the relevant date shall be deemed to have failed in that subject unless granted pennission by the Dean to withdraw without penalty. The relevant date shall be:

5

SECTION THREE

(a) in the case of any unit offered only in the first semester, the Monday of the ninth week of frrst semester;

(b) in the case of any unit offered only in the second semester, the Monday of the ninth week of second semester;

(c) in the case of any other unit, the Monday of the third week of second semester.

8. In order to provide for exceptional circumstances arising in particular cases, the Senate, on the recommendation of the Faculty Board, may relax any provision of the Requirements.

6

POSTGRADUATE DEGREE REGULA TlONS

Regulations Governing the Degree of Bachelor of Educational Studies 1. These Regulations prescribe the requirements forthe degree of Bachelor of Education Studies of the University of Newcastle and are made in accordance with the powers vested in the Council under By·law 5.2.1.

Definitions

2. In these Regulations, unless the context or subject matter otherwise indicates or requires:

"course" means the total requirements prescribed from time to time to qualify a candidate for the degree;

"the degree" means the degree of Bachelor of Educational Studies;

"Faculty Board" means the Faculty Board of the Faculty of Education;

"unit" means any part of the course for which a result may be recorded and includes a "subject".

Grading of degree

3. The degree shall be conferred in one grade only.

Admission to Candidature

4.(1) An applicant for admission to candidature shall:

(a) have satisfied the requirements fOT admission to a degree of Bachelor of the University of Newcastle orto a degree, approved for this purpose by the Faculty Board, of another tertiary institution; OR

(b) have satisfactorily completed fourfull·time years of tertiary study approved for this purpose by the Faculty Board; OR

(c lin exceptional cases produce evidence of possessing such other qualifications as the Faculty Board may approve.

(2) An application for admission to candidature shall be considered by the Faculty Board which shall approve or reject the application as it sees fit.

Standing

5. A candidate may be granted standing on conditions to be detennined by the Faculty Board for work completed in this University or in another tertiary institution approved for this purpose by the Faculty Board.

Prerequisites and Corequisites

6. Except with the pennission of the Faculty Board no candidate may eruol in a unit unless that candidate has passed any units prescribed as a prerequisite and has already passed or concurrently enrols in or is already enrolled in any units prescribed as its corequisite.

SECfION THREE

Unit

7.(1) To complete a unit a candidate shall attend such lectures, seminars, tutorials and reading exercises and submit such written or other work as the Faculty Board shall require.

(2) To pass a unit a candidate shall complete it and pass such examinations as the Faculty Board shall require.

Withdrawal

8.(1) A candidale may withdraw from a unit orthe course only by submitting in writing to the Secretary to the University a request for permission and the withdrawal, if approved by the Faculty Board, shall take effect from the date of receipt of such request.

(2) Unless granted permission by the Dean to withdraw without penalty, a candidate who withdraws from any unit after the relevant date shall be deemedto have failed in that unit. The relevant date shall be:

(a) in the case of any unit offered only in the first semester, the Monday of the ninth wcekoffIrst semester;

(b) in the case of any unit offered only in the second semester, the Monday of the ninth week of second semester;

(c) in the case of any other unit, the Monday of the third week of second semester.

Qualification for Admission to the degree

9.(1) To qualify for admission to the degree a candidate shall complete to the satisfaction-of the Faculty Board a course approved by the Faculty Board consisting of eight semester units requiring attendance at such lectures, seminars and tutorials and the completion to the satisfaction of the Faculty Board of such other course units and examinations as the Faculty Board may detennine.

(2) The course may include a MinorThesisl equivalent to three semester units, completed under the supervision of a Supervisor appointed by the Faculty Board and which, except with the special pennission of the Faculty Board, shall be completed in not more than three semesters.

(3) Thecourse shall becompletedinnot less than two semesters and, except by special pennission of the Faculty Board, not more than eight semesters (not counting semesters for which leave of absence has been granted by the Faculty Board) from the date of admission to candidature.

Relaxing Provision

10. In order to provide for exceptional circumstances arising in a particular case, the Senate on the recommendation of the Faculty Board may relax any provision of these Regulations.

lCandidates who intend to pToceed to the course leading to the degTee of MasteT of Education should note that satisfactory completion of a MinOT Thesis is nOTmally one of the prerequisites for admission to candidature/or that degree and outstanding results in lhe MillOr Thesis may allow the candidate to gain direct entry to Doctorate candidature.


Regulations Governing Masters Degrees Part 1 - General

1. (1 ) These Regulations prescribe the conditions and requirements relating to the degrees of Masterof Architecture, Master of Arts, Master of Commerce, Master of Computer Science, Master of Computing, Master of Education, Master of Educational Studies, Master of Engineering, Master of Engineering Science, Master of Letters, Master of Mathematics, Master of Psychology (Oinical). Master of Psychology (Educational), Master of Science, Master of Medical Science, Master of Scientific Studies, Master of Special Education and Master of Surveying.

(2) In these Regulations and the Schedules thereto, unless the context or subject matter otherwise indicates or requires:

"Faculty Board" means the Faculty Board of the Faculty responsible for the course in which a person is enrolled or is proposing to enrol;

"programme" means the programme of research and study prescribed in the Schedule;

"Schedule" means the Schedule of these Regulations pertaining to the course in which a person is enrolled or is proposing to enrol; and

"thesis" means any thesis or dissertation submitted by a candidate.

(3) These Regulations shall not apply to degrees conferred horwris causa.

(4) A degree of Master shall be conferred in one grade only.

2. An application for admission to candidature for a degree of Master shall be made on the prescribed fonn and lodged with the Secretary to the University by the prescribed date.

3.(1) To be eligible fOT admission to candidature an applicant shall:

(a) (i) have satisfied the requirements for admission to a degree of Bachelor in the University ofNewcasUe as specified in the Schedule: or

(ii) have satisfied the requirements for admission to a degree or equivalent qualification, approved for the purpose by the Faculty Board, in another tertiary institution; or

(iii) have such other qualifications and experience as maybeapprovedbytheSenateontherecommendation of the Faculty Board or otherwise as may be specified in the Schedule; and

(b) have satisfied such other requirements as may be specified in the Schedule.

(2) Unless otherwise specified in the Schedule, applications for admission to candidature shall be considered by the Faculty Board which may approve orrejectany application.

(3) An applicant shall not be admitted to candidalure unless adequate supervision and facilities are available. Whether these are available shall be determined by the Faculty Board unless the Schedule otherwise provides.

7

SECTION THREE

4. To qualify for admission to adegreeofMaster acandidate shall enrol and satisfy the requirements of these Regulations including the Schedule.

5. The programme shall be carried out:

(a) under the guidance of a supervisor or supervisors either appointed by the Faculty Board or as otherwise prescribed in the Schedule; or

(b) as the Faculty Board may otherwise detennine.

6. Upon request by acandidate the Faculty Board may grant leave of absence from the course. Such leave shall not be taken into account in calculating the period for the programme prescribed in the Schedule.

7.(1) A candidate may withdraw from a subject or course only by infonning the Secretary to the University in writing and such withdrawal shall take effect from the dale of receipt of such notification.

(2) A candidate who withdraws from any subject after the relevant date shall be deemed to have failed in that subject unless granted pennission by the Dean to withdraw without penalty.

The relevant date shall be:

(a) in the case of a subject offered in the first semester -the Monday of the ninth week of first semester;

(b) in the case of a subject offered in the second semester- the Monday of the ninth week of second semester;

(c) in the case of any other subject - the Monday of the third week of second semester.

8.(1) If the Faculty Board is of the opinion that the candidate is not making satisfactory progress towards the degree then it may tenninate the candidature or place such conditions on its continuation as it deems fit.

(2) For the purpose of assessing a candidate's progress, the Faculty Board may require candidates to submit a report or reports on their pf!Jgress.

(3) A candidate against whom a decision of the Faculty Board has been made under Regulation 8(1) of these Regulations may request that the Faculty Board cause the case to be reviewed. Such request shall be made to the Dean of the Faculty within seven days from the date of posting to the candidate the advice of the Faculty Board's decision or such further period as the Dean may accept.

(4) A candidate may appeal to the Vice-Chancellor against any decision made following the review under Regulation 8(3) of these Regulations.

9. In exceptional circumstances arising in a particular case, the Senate, on the recommendation of the Faculty Board, may relax any provision of these Regulations.

Part II - Examination and Results

10. The Examination Regulations approved from time to time by the Council shall apply to all examinations with respect to a degree of Master with the exception of the examination of a thesis

8

POSTGRADUAlE DEGREE REGtn.ATIONS

which shall be conducted in accordance with the provisions of Regulations 12 to 16 inclusive of these Regulations.

11. The Faculty Board shall consider the results in subjects, the reports of examiners and any other recommendations prescribed in the Schedule and shall decide:

(a) to recommend to the Council that the candidate be admitted to the degree; or

(b) in a case where a thesis has been submitted, to permit tlle candidate to resubmit an amended thesis within twelve montlls of the date on which the candidate is advised of the result of the first examination or within such longer period of time as the Faculty Board may prescribe; or

(c) to require the candidate to undertake such further oral, written or practical examinations as the Faculty Board may prescribe; or

(d) not to recommend that the candidate be admitted to the degree, in which case the candidature shall be tenninated.

Part III - Provisions Relating to Theses

12.(1) The subject of a thesis shall be approved by the Faculty Board on the recommendation of the Head oftile Department in which the candidate is carrying out the research for the thesis.

(2) The thesis shall not contain as its main content any work or material which has previously been submitted by the candidate for a degree in any tertiary institution unless the Faculty Board otherwise pennits.

13. The candidate shall give to the Secretary to the University three months' written notice of intention to submit a thesis and such notice shall be accompanied by any prescribed fee2 •

14.(1) The candidate shall comply with the following provisions concerning the presentation of a thesis:

(a) the thesis shall contain an abstract of approximately 200 words describing its content;

(b) the thesis shall be typed and bound in a manner prescribed by the University;

(c) tJuee copies of the thesis shall be submitted together with:

(i) a certificate signed by the candidate that the main content of the thesis has not been submitted by the candidate for a degree of any other tertiary institution; and

(ii) a certificate signed by the supervisor indicating whether the candidate has completed the programme and whether the thesis is of sufficient academic merit to warrant examination; and

(iii) if the candidate so desires, any documents or published work of the candidate whether bearing on the subject of the thesis or not.

(2) The Faculty Board shall determine the course of action to be taken should the certificate of the supervisor indicate that in the opinion of the supervisor the thesis is not of sufficient academic merit to warrant examination.

'A/ presell//here is 110 Jee payable.

SECTION THREE

15. The University shall be entitled to retain the submitted copies of the thesis, accompanying documents and published work. The University shall be free to allow the thesis to be consulted or borrowed and, subject to the provisions of the Copyright Act, 1968 (Com), may issue it in whole or any part in photocopy or microfilm or other copying medium.

16.(D For each candidate two examiners, at least one of whom shall be an external examiner (being a person who is not a member of the staff of the University) shall be appointed eitherby the Faculty Boardorotherwise as prescribed in the Schedule.

(2) If the examiners' reports are such that the Faculty Board is unable to make any decision pursuant to Regulation II of these Regulations, a third examiner shall be appointed either by the Faculty Boardorotllerwiseas prescribed in tlle Schedule.

SCHEDULE 4 - MASTER OF EDUCATION

1. The Faculty of Education shall be responsible for the course leading to the degree of Master of Education.

2. To be eligible for admission to candidature an applicant shall:

(a) have satisfied the requirements for the degree of Bachelor of EducationalStudies ofthe University of Newcastle or for a degree, approved for this purpose by the Faculty Board, of another tertiary institution provided that in either case the applicant shall have completed, whetherornot as part of the requirementsforthatdegree,aminorthesis oritsequivalent at a level satisfactory to the Faculty Board; or

(b) in exceptional cases produce evidence of possessing such other qualifications as may be approved by the Faculty Board.

3. To qualify for admission to the degree the candidate shall complete to the satisfaction of the Faculty Board a programme prescribed by the Faculty Board which will include:

(a) a unit specifically designed (in consultation with his supervisor or supervisors) for the candidate in the area of the candidate's special interest;

(b) a dissertation embodying the results of a major study in the area of the candidate's specialisation;

(c) such examinations and such other work as the Faculty Board may prescribe.

4. The programme shall be completed in not less than 9 months and not more than four years unless the Faculty Board otherwise permits.

SCHEDULES - MASTER OF EDUCATIONAL STUDIES

1. The Faculty of Education shall be responsible for the course leading to the degree of Master of Educational Studies.

2. To be eligible for admission to candidature an applicant shall: (a) have completed the requirements for a degree of Bachelor

of the University of Newcastle orfor a degree, approved for this purpose by the Faculty Board, of another institution of


tertiary education and have satisfactorily completed either:

(i) the requirements for a teaching qualification approved for this purpose by the Faculty Board, or

(ii) a Part II subject and a Part ill subject in Education, or

(iii) equivalent undergraduate or postgraduate studies in Education or a related field approved by the Faculty Board, or

(b) in exceptional cases produce evidence of possessing such other qualifications as the Faculty Board may approve.

3. The Faculty Board may grant standing to a candidate on such conditions as it may detennine.

4. (i) To qualify for admission to the degree the candidate shall complete to the satisfaction of the Faculty Board a course prescribed by the Faculty Board consisting of twelve semester units of advanced work, requiring attendance at such lectures, seminars and tutorials, and the completion to the satisfaction of the Faculty Board of such examinations as the Faculty Board may detennine.

(ii) The course may include aMinorThesis',equivalent to three semester units, completed under the supervision of a Supervisor appointed by the Faculty Board and which, except with the special pennission of the Faculty Board, shall be completed in not more than three semesters.

5. The course shall be completed in not less than three semesters and not more than twelve semesters unless the Faculty Board otherwise pennits.

SCHEDULE 14 - MASTER OF SPECIAL EDUCATION

1.(1) The Faculty of Education shall be responsible forthe course leading to the degree of Master of Special Education.

(2) In discharging its responsibilities under these regUlations, the Faculty Board shall consider the advice of the Masterof Special Education Committee established by the Council.

2. To be eligible for admission to candidature an applicant shall:

(a) (i) have satisfied the requirements for a degree of Bachelor of the University of Newcastle or for the degree of Bachelor of Education at the Newcastle College of Advanced Education or for a degree, approved forthis purpose by the Faculty Board, of anothertertiary institution; or, altemati vel y have satisfactorily completed four full-time years of tertiary study or equivalent as approved for this purpose by the Faculty Board; and

(ii) have satisfactorily completed a Part m subject or major sequence in Education or in Psychology or in a field related to Special Education as approved by the Faculty Board; and

JCandidales who illtend 10 proceed to the course lendillg to a research higher degree should nole that satisfactory completioll of aM illor Tksis is 1I0rmaily one of the prerequisites Jor admissioll to candidature for lhal degree and outstandillg results ill he MillOr Tksis may allow the candidate to gaill direct elltry to Doctorate candidature.

9

SECfION TIJREE

(iii) have undertaken professional experience for at least two years in the practice of setvice delivery in a field related to Special Education; or

(b) in exceptional cases produce evidence of possessing such other qualifications as may be approved by the Faculty Board.

3. To qualify for admission to the degree the candidate shall complete to the satisfaction of the Faculty Board a course approved by the Faculty Board which will comprise either

(a) (i) ten semester units of advanced work requiring attendance at such lectures, seminars, practicums and tutorials, and the completion of such examinations as the Faculty Board may determine, and

(ii) a Major Thesis embodying the results of a major study in the area of the candidate's specialisation, equivalent to six semester units, or

(b) (i) lhirteen semester units of advanced work requiring attendance at such lectures, seminars and tutorials and the completion of such examinations as the Faculty Board may determine; and

(ii) a Minor Thesis, equivalent to three semester units.

4. The Faculty Board may grant standing to a candidate on such conditions as it may determine.

5. Except with the pennission of the Faculty Board the course shall be completed in not less than four semesters and not more than ten semesters.

\0

POSTGRADUATE DEGREE REGULATIONS SECTION FOUR

COURSE AND SUBJECT DESCRIPTIONS

Guide to Unit Entries Unit outlines and reading lists are set out in a standard format to facilitate easy reference. An explanation is given below of some of the technical terms used in this Handbook.

(a) Prerequisites are units which must be passed before a candidate enrols in a particular unit.

(b) Corequisites in the Master or Bachelor of Educational Studies degree refer to units which the candidate must either pass before ernolment or be taking concurrently with the 6OO-1evel unit in question. Should a candidate ernol in a600-level unit which specifies aco-requisite unit and then fail to pass the co-requisite unit, a successful result in the 6OO-1evel unit will count only as an extraneous unit until such time as the co-requisite unit has been passed. An extraneous unit cannot be counted towards the degree.

(c) Examination. The legislation provides for examinations to be held. However, not all examiners base their assessments on formal written examinations. Some attempt has been made to indicate for each unit how the assessment of the students' ability is likely to be made, where this has been decided before the Handbook goes to press;

(d) Texts are essential books recommended for purchase.

(e) References are books relevant to the unit or topic which, however, need not be purchased. In most cases lists will be provided by individual lecturers at the first class meeting.

(0 Credit point values associated with a particular unil will be shown to the right of the unit heading and will be abbreviated to 'cp'.

Postgraduate Diploma in Education General The Postgraduate Diploma in Education course is an innovative pre-service teacher education programme. Its intent is to provide prospective teachers with a blend of school-based and universitybased units taught with a problem solving approach. As such the programme has several distinctive features. Firstly, the problem solving approach forthe university -based units examines, through small group discussion and team teaching, problems in teaching and teaching practices suchasclassroom management. Secondly, there is a strong emphasis on continuous contact throughout the year with highly skilled and outstanding teachers working in the field. These school-based sessions will also focus on problem solving but in specific curriculum areas. Demonstrations by these teachers, followed by discussion. form an integral part of the course. 1hlrdly, there is an elective strand that allows students to pursue additional curriculum studies of their own choosing.

The Course for the Diploma normally requires one year of fulltime study. Part-time students may be accepted but will be required to complete the course over a two-year period. In all cases classes are held during the day.

Upon enrolment the candidate's adviseris the lecturer in his main curriculum area Problems of an academic nature should be discussed with the adviser in the first place.

Prerequisites Before being admitted to the course a student must satisfy the general requirements as set out in the Regulations (specifically 3 or 4) ncar the beginning of this Handbook and in particular have passed the appropriate prerequisite before enrolling in a curriculum unit.

11

SECTION FOUR

These prerequisites are staled in terms of passes in subjects at the University of Newcastle. Applicants with qualifications from other universities, and those who finished a Newcastle degree course recently, whose courses of study have included subjects which are deemed for this purpose to provide an equivalent to these prerequisites, may be admitted to candidature by the Dean on the recommendation of the Head of the Department of Education.

Primary Method The specified areas of study at degree level are as follows:-

1. English

2. History

3. Mathematics

4. Science

5. Social Science (including Economic History, Economics, Geography and Sociology)

6. Expressive Arts (including Drama)

7. (a) Educationor Psychology orSpecialEducation ora language

(b) Computer Studies, English as a second language, library science or mass media.

An applicant must have successfully completed atleasl 2/9 of a degree in one of the numbered areas 1-7(a) and at least 1/9 of a degree in each of two other areas.

Secondary Methods The following prerequisites refer to a first or the only teaching method taken by a candidate and their names are in accordance with this University'S practice.

Method Prerequisites

Drama] 2/9 of a degree in Drama.

English

History Civilisation.

2(9 of a degree in English.

2/9 of a degree in History or Classical

Modem Languages 3/9 of a degree in at least one modem

Mathematics

Science

Social Science

language.

2/9 of a degree in Mathematics or a degree in afield of applied science, withexperience in the application of mathematics.

2/9 of a degree in one science and 1/9 of a degree in another provided that one of the sciences is either Physics or Chemistry .

2/9 of a degree in either Economics or Geography plus 1/9 of a degree in another approved social science, including Accounting, Economics, Economic History, Geography, History, Industrial Relations, Legal Studies, or Sociology.

Prerequisites for second teaching subjects (where taken) are generally similar to those quoted above for first teaching subjects,

JDruma may be taken only as a second me/hod.

12

POSTGRADUATE DIPLOMA IN EDUCATION

but with 1/9 of a degree less in the main discipline, eg 1/9 of a degree in English for English as a second method.

Enquiries about prerequisites should be directed to the Faculty Secretary, ext. 417, room W329.

Note:

Special consideration will be given in 1990 to all candidates who do not meet the prerequisite requirements specified above.

Course Structure 1. There are six strands in the programme.

2. The programme normally comprises units from every one of the six strands, but may be varied at the discretion of the Faculty's DipEd Committee.

3. The practicum divides the University year and other units operate before and after it.

4. A satisfactory result is necessary in every unit in the student's programme for the Diploma to be awarded.

5. Constraints upon student choice of units are as few as possible, but note that:

(a) teaching practices, problems in teaching, learning in (curriculum area), Practice Teaching and foundation units are required by various Stale and other employers for eventual certification; for students aiming at secondary teaching some employing authorities recommend two methods to improve chances of employment;

(b) all Further Curriculum Studies units are offered subject to staff availability and adequate student demand~ units other than those listed may in fact be offered; timetabling may restrict individual choice to some extent; two units must be passed in the course, any more earns no additional credit points;

(c) students who take the Postgraduate Diploma in Education as afull-timecourse may be permitted to take an extraneous unit from inside or outside the Faculty of Education only with the permission of the Head of the Department of Education; in particular, students will NOT normally be granted pennission to take 300 level subjects as additional units.

Postgraduate Diploma in Education Strands & Units 1990 Note that the hoursspecilied are minimum and maybe varied in particular areas.

t. Teaching Practices 6 cp

Three and a half hours per week. except mid-year, University based.

With particular reference to one ortwo of the areas listed below.

SEcrION F01.ffi

2. Problems In Teaching 6 cp

2 hours per week except mid-year; School based.

With particular reference to one of the areas shown in 3 below.

3, Learning In (one of the following areas) 6 cp

Oneandahalfhours per week except mid-year, University based.

Primary

Secondary -

English and Drama History Social Sciences (Geography, Commerce, Social Sciences) Mathematics Science Modem Languages (French, German)

4. School and Society 6 cp

One and a half hours per week except mid-year; University and school based.

S. Further Curriculum Studies 6 cp each, max 12

4 hours per week except mid-year; University based.

6. Practicum

8 weeks teaching practice in mid-year, School based.

Details of these units follow.

TEACHING PRACTICES

t2 cp

(Computer number depends on area(s) - see back pages)

Lecturers Various staff

Prerequisite Nil

Hours TIrree and a half hours per week except mid-year

Basis University based.

Examination To be decided

Content

The purpose of this unit is to introduce students to the practice of teaching in a problem-oriented manner. Within the unit students will gain experience of practices such as simulation, learning, role playing, questioning techniques, narration, exposition, explanation, classroom management and control, programming, lesson plarming, behavioural objectives, use of computers in learning and communication skills. In some instances problems will be posed, different solutions suggested by the students, followed by evaluation by group and teacher. Peer-group and micro-teaching activities will be accommodated in this unit. The unit will also deal with the school subject syllabus.

Students will be enrolled in either Primary or one or two of the following secondary areas:

English History Social Sciences Mathematics Science Modem Languages Drama

TexlsandReferences To be advised.

POSTGRADUAlE DIPI OMA IN EDUCATION

PROBLEMS IN TEACHING

(The computer number depends on the area - see back pages)


Prerequisile See prereqUisites for Diploma

Hours Two hours per week except mid-year

Examination To be advised

Basis School based.

Content

These problems in teaching will for each student explicitly deal with either Primary or one of the following secondary areas:

English History Social Sciences Mathematics Science Modem Languages

The purpose of this unit is to expose students to the practical problems of teaching in school environments. Accordingly, this unit will consist of in-school seminars taken by the allocated teacher who is a member of the school staff. Demonstration lessons of various kinds will also be conducted in conjunction with the in-school seminar.

TexIs & References To be advised

LEARNING IN (AN AREA)

(Computer numhcr depends upon area - see back pages)

Leclurers Various staff

Prerequisite See prerequisites for Diploma

/lours One and a half hours per week except mid-year


Basis University based.

Content

The area will be either Primary or one of the following secondary areas:-

English and Drama History Social Sciences Mathematics Modem Languages Science

This lecture/seminar unit will examine aspects of educational psychology, special education, and measurement as they pertain to the classroom. Emphasis will be placed on the way in which children learn and develop in the affective and cognitive domains.

Texts and References To be advised

13

.SECfrON FOUR

EDUC431 SCHOOL AND SOCIETY

Prerequisite Nil

Hours One and a half hours per week except mid·year


Basis University and school based

Content

The intention in this unit is to describe and discuss social and educational theories about the relationship of school and society as they have been used explicitly and implicitly to develop educational programmes for schools in Australia The unit will be presented through lectures, tutorial discussion, seminar presentations and student practical work.

TextsandReferences To be decided

EDUC450 FURTHER CURRICULUM STUDIES


Prerequisites Nil, in general (See individual descriptions which will be available at the beginning of tenn)

Hours 2 x 2 hours per week except mid·year

Examination See individual descriptions

Basis Mostly University based

Content

Details will be available at the beginning of term. One elective specifically for candidates specialising in Primary teaching will probably cover areas of art/craft, P.E. and music and may be school·based. Other electives which may be offered are listed under "Unit Computer Numbers" at the rear of this book.

EDUC441 PRACTICUM

Prerequisites Nil

Examination Progressive assessment

Content

A continuous programme of school orientation achieved by school visits throughout the year, as well as blocks of intensive practical experience in teaching situations.

Students undertake practice teaching during part of Second Tenn and part of Third Tenn. School experience in the rest of the year will begained within the school·basedunit 'Problemsin Teaching'.

Practicum is closely related to all curriculum studies and, accordingly, students should be prepared for groups to conduct discussions and workshops on topics related to professional practice.

14

EDUCATIONAL STUDIES

Master of Educational Studies and Bachelor of Educational Studies 1. Master of Educational Studies The Master of Educational Studies course is intended for students who wish to pursue postgraduate studies by coursework.

Admission to the course is open to applicants whohavecompletcd a recognised degree course and have either included in that course a major sequence in education or a related field approved by the Faculty Board or obtained a recognised teaching qualification. Some applicants may be required to take the course leading to the degree of Bachelor of Educational Studies to qualify for admission to candidature for the degree of Master of Educational Studies.

The formal requirements for both degrees are set out near the beginning of this Handbook.

Students are required to complete successfully twelve semester units at least six of which are at the 6()()·level.

Prerequisites

In planning their course students should note that most 600·level units have specific prerequisites.

2. Bachelor of Educational Studies Admission to the course is open to all approved graduates whether or not they have previously undertaken studies in education. Preliminary courseworkis available for teachers with three year diplomas who wish to enrol in the course. The formal requirements for this degree are set out earlier in this Handbook.

The standard course consists of eight semester units, at least four of which must be at the 600·level.

Progression to Master of Education

Candidates who may wish to proceed to the research degree of Master of Education should note that the successful completion of aMinorThesis (orits cquivalent)is a prerequisite for admission to candidature for that degree.

Master of Special Education The Master of Special Educa1ion is intended for practising teachers and others with relevant experience seeking to gain postgraduate professional qualifications in special education and to acquire or update their expertise in a dynamic field of study and practice. 1be course offers a level of expertise bigherthan that of the Graduate Di ploma in Special Education (PG 1 graded) and is more professionally oriented than other general or research Master's degrees in Education. The approach is both theory and skills oriented. Emphasis is also given to appropriate interpretation and application of research findings. Teachers are shown how to select and i m pi ement effective and soundly· researched techniques to improve student I earning and to adapt these techniques according to the individual characteristics of students and the demands of the particular instructional context.

SECTION FOUR

Admission to the Master of Special Education course is open to applicants who have satisfactorily completed a recognised de· gree course or the equivalent of four full-time years of tertiary study in a University or CAE, with major studies in Education or Psychology or an approved alternative field, and have had at least two years of relevant teaching experience or professional expe· rience related to special education.

COURSE DESCRIPTION The programme consists of:

either Mode One: (il eight coursework semester units; and (ii) Professional Studies in Special Education; and (iii) Special Education Practicum*; and (iv) a major thesis;

or Mode Two: (i) eleven coursework semester units; and (ii) Professional Studies in Special Education; and (iii) Special Education Practicum*; and (iv) a minor thesis.

1. Coursework Semester Units (a) The Core units are:

Current Issues in Special Education Education of Students with Learning Difficulties Education of Students with Intellectual/Developmental

Disabilities Education Students with Behaviour Problems Teaching Methods and Techniques in Special Education Instructional Strategies in Special Education Any two of the following research methodology units: - Quantitative Research Methods - Qualitative Research Methods - Test Design and Development

(b) In the case of Mode Two, three more semester units to be selected from the following: Philosophical Issues in Special Education Communication Disorders Reading: Instruction and Assessment Difficulties in Learning: Diagnosis and Remediation Computers in Special Education Education of Adults with Special Needs A Directed Study Other 500 or 600 level units approved by the Committee

"Part-time candidates who have successfully completed a Special

Education Practicum in their previous studies may be permilted to do

another specified coursework unit instead of the practicum.

EDUCATIONAL STUDIES

2. MajorThesisorMinorThesis

A major thesis is worth the equivalent of six semester units and a minor thesis, three semester units. Both call for a high level of scholarship. and superior standards of literacy and presentation are required. While a major thesis is expected to contribute original and substantial findings, interpretations or ideas to the field of study, in the case of a minor thesis, such contributions may be less significant and the content may be more restricted in scope and depth. One advantage of completing a major thesis is that it normally allows the graduate to gain direct entry to doctoral candidature, whereas an outstanding result in a minor thesis is necessary for consideration for doctoral candidature.

General Matters Concerning Bachelor of Educational Studies, Master of Educational Studies and Master of Special Education Part-timcJFull-time Status

Units arc normall y offered during late afternoon or earl y evening. Nevertheless, a sludent is classed as full·time or part·time depending on the number of units taken.

Pre- and Corequisites

Many 600-level unils require 500·level units, sometimes specific ones, as prerequisites orcorequisites. Candidates, especially full· time ones, should take particular note of these.

Applications

People wishing lo apply for admission to candidature or to discuss enrolment procedures for any of these degrees may consult with the Faculty Secretary (68 5417), Room 329, Building W. Specific academic enquiries may be made to Dr L.K.S.Chan of the University's Department of Education (68 5791). Application forms should be submitted to the Secretary (Student Administration) by the first Friday in January.

15

SECfION FOUR

Units Proposed for 1990 Master and Bachelor of Educational Studies Units

All units apart from unit EDUC699 are of one semester in duration. Units are listed according to the semester in which they are expected to be offered in 1990. Not all units listed will necessarily be offered, or will they necessarily be offered in the semester listed. It is possible that units not listed here will be introduced.

500 Level Uuits First Semester

EDUC501 EDUC511 EDUC521 EDUC522 EDUC531 EDUC541 EDUC551 EDUC561 EDUC571

EDUC581

Educational Psychology Sociology of Education Quantitative Research Methods Qualitative Research Methods Philosophy of Education Introducing the Cumculum Introduction to Educational Administration Current Issues in Special Education History of Education in the Western World 191410 1939 Introduction to Educational Computing

Second Semester

EDUC502 EDUC512 EDUC523 EDUC532 EDUC542 EDUC552 EDUC562 EDUC572

EDUC582

Educational Psychology: Theory & Practice Sociology of Teaching Test Design and Development Philosophical Issues in Education Curriculum Inquiry: Theory and Practice Educational Administration: Theory and Practice Philosophical Issues in Special Education Education, Training and Youth Policy in Australia 1920's -1960's Application of Computers in Education

600 Level Units First Semester

EDUC601 EDUC611 EDUC612 EDUC621 EDUC631 EDUC641 EDUC643

EDUC644 EDUC651 EDUC663

EDUC664

EDUC667 EDUC668 EDUC669 EDUC671

16

Reading: Instruction and Assessment Teaching Contexts and Practices The Scope of Environmental Education The Measurement of Attitude Philosophy of Health Education Teachers and the Curriculum Contemporary Issues in the Curriculum from a Cultural Perspective Curriculum Research and Development Educational Organisation and Administration Education of Students with Developmental Disabilities Teaching Methods and Techniques in Special Education Education of Adults with Special Needs Professional Studies in Special Education Communication Disorders Women in Australian Education: Historical Perspectives

EDUC673 EDUC682 EDUC691 EDUC697 EDUC698 EDUC699

EDUCATIO~AL STUDIES

Application of Futures Studies in Education Teaching Computing in Schools Special Education Practicum A Directed Study A A Directed Study B Minor Thesis

Second Semester

EDUC602 EDUC603 EDUC604 EDUC605 EDUC613 EDUC622 EDUC632 EDUC642 EDUC652

EDUC653

EDUC661 EDUC662 EDUC665 EDUC666

EDUC668 EDUC672 EDUC674

EDUC681 EDUC683 EDUC691 EDUC692 EDUC697 EDUC698 EDUC699

Psychology of Studying Education of Gifted and Talented Students Aboriginal Education and Aboriginal Studies Second Language Learning Issues and Research in Environmental Education Causal Modelling Education and Burcautechnocracy Teacher Professional Knowledge in Action Administrative Behaviour and Educational Management Policy and Corporate Planning in Curriculum Development Education of Students with Learning Difficulties Education of Students with Behaviour Problems Instructional Strategies in Special Education Difficulties in Learning: Diagnosis and IntelVention

Professional Studies in Special Education Women in Education: Biographical Studies Futures Planning and Policy in Australian Education Educational Programming Computing Studies in Schools Special Education Practicum Computers in Special Education A Directed Study A A Directed Study B Minor Thesis

In addition to the units listed above at Newcastle, it is expected to offer some units at the Central Coast Campus and Singleton in 1990. The number and topic of units to be offered will depend on student numbers and staff aVailability.

GENERAL INFORMATION [General information relating to the Schools of Administration & Technology, Education, Health and Visual & Performing Arts (fonnerly attached to the Hunter Institute of Higher Education) may be found in Volume 10 of the University Calendar.]

Principal Dates 1990 (See separate entry for Faculty of Medicine)

January

1 MOIIday Public Holiday - New Year's Day

5 Friday last day for return of Application for Re-Enrolment Fonns - Continuing Students

8 MOIIday Deferred Examinations begin

19 Friday Deferred Examinations end

26 Friday Public Holiday - Auslralia Day

31 Wednesday New students attend in person to enrol and pay charges

February

Tuesday TO New students attend in person to enrol and pay charges

2 Friday

13 Tuesday TO Re-enrolment Approval Sessions for re-enrolling students 16 Friday

20 Tuesday Late enrolment session for new students

21 Wednesday Late enrolment session for re-enrolling students

26 MOIIday First Semester begins

March

23 Friday Last day for variation of programme in relation to HECS liability for Semester I.'

April

13 Friday Good Friday - Easter Recess commences

23 MOfJday Lectures resume

Last day for withdrawal without academic penalty from first :semester subjects (See page (iv) for Dean's discretion)

25 Wed!tesday Public Holiday - Anzac Day

June

8 Friday First Semester ends

11 Monday Examinations begin

11 Monday Public Holiday - Queen's Birthday

29 Friday &aminations end

ClOSing date for applications for selection to the Bachelor of Medicine and the Diploma in Aviation Science courses in 1991

'No guaranJeee can be given tlwJ variation. ojprograltl1Mjonns submiued after tltis dale will be processed by tile relevanJ HECS census date (31 MarCh SeMUler 1,- 31 August Semester Il)

PRINCIPAL DATES 1990

July

23 Monday Second Semester begins

August

6 Monday Last day for withdrawal without academic penalty from full year subjects (See page (iv) for Dean's discretion)

23 Thursday Last day for variation of programme in relation to HECS liability for Semester II.'

September

17 Mon.day Last day for withdrawal without academic penalty from second semester subjects(See page (iv) for Dean's discretion)

22 Salurday Mid Semester break begins

28 Friday ClosingdateforapplicatioIlS forenrolmen11990 (Undergraduate courses other than Medicine and Aviation)

October

MOIIday Public Holiday - Labor Day

8 Mon.day Lectures resume

November

2 Friday Second Semester ends

5 Monday Armual Examinations begin

23 FTiday Annual Examinations end

1991 February

25 Mon.day First Term begins'

DATES FOR THE 1990 ACADEMIC YEAR FOR THE BACHELOR OF MEDICINE PROGRAMME

Year I

Semester 1

Semester 2

commences re=

resumes concludes

resumes concludes

a dale yet to be finalised

Monday 26 February, 1990 Friday 13 April, 1990

to Friday 20 April, 1990 Monday 23 April, 1990 Friday 29 June, 1990

Monday 16 July, 1990 Monday 24 Sept, 1990

•• Friday 5 October, 1990 Monday 8 October, 1990 Friday 26 October, 1990

ADVICE AND INFORMATION

Examinations

Mini-Elective

NOTEl

commence Monday 5 Novemba, 1990 conclude Friday 16 Novembec, 1990 commences Monday 19 November, 1990 concludes Friday 30 November. 1990

Semester One consists o/Block. OM (10 weds) and 7 ~1I!.b o/Block Two. Stlfnester Two CONUrs of the retnaitWtg 3 weeks of Block Two and all of Block Three (10 weela).

Year Two

Seme8tec One commences Monday 26 February. 1990 ,,- Friday 13 April. 1990 to

Friday 20 April, 1990 resumes Monday 23 April. 1990 concludes Friday 29 June, 1990

Semester 1\vo commences Monday 16 July. 1990

"'- Monday 24 Sept, 1990 to

Friday 5 October, 1990 resumes Monday 8 October, 1990 concludes Friday 26 October, 1990

Examinations commence Monday 5 November, 1990 conclude Friday 16 November. 1990

Mini-Elective commences Monday 19 November, 1990 concludes Friday 30 November, 1990

NOTE: Stltnester OIU: con.sisls of Block FOUT (10 wed$) and 7 weeks of BlockFive. Semester Two consists of tile remaining 3 weeks of Block Fiw and all of Block Six (10 weeks).

Year TbrR

Block 7 Feb 12 - May4 12 weeks: 11 week term I week AVCCjEaster Vacation 13/4-20/4

Block 8 Moy7 June 29 8w""",

Vacation July 2 July 13 2 weeks (A VCC common week)

Block 9 July 16 - Sept 14 9 weeks: 8 week tenn 1 week review 1019-14/9

Stuvac Sept 17 - Sept 21 1 wm

Assessment Sept24- Oct 12 3 w.w

Vacation Dot 15 Oct 19 1 wrek

Elective Dot 22 D<c 14 8 weeks

Year Four

Clinical Attachment la F<h 5 "" 16 6 w.w Clinical Attachment Ib Mar 19 - May 4 6 week tenn plus

1 week AVCC/Easter Vacation 13/4-20/4

Vacation May 7 - May 11 lw"",

Clinical Attachment 2a May 14- June 22 6w""",

Clinical Attachment 2b June 25 - Aug 3 6w""",

Vacation Aug 6 - Aug 17 2w""",

Clinical Attachment 3a Aug20 - Sept 28 6w""",

Clinical Attachment 3b Dot 1 Nov 9 6w""",

GP Period Nov 12 - Nov 21 One and a half weeks (inclusive)

Stuvac Nov22 - Nov 30 One and a half weeks Assessmedt D<c3 - Doc 7 1 w"",

NOIr: Yrars3,4 & 5 do fWtcolI/orm wilh ,hr University o/Nrwcasllr'sSrmrs,rr dalrs.

ii

Year Five

GP Attachment F<h 5 Feb 16 2 w""",

Clinical Attachment 1 Feb 19 "" 23 5w ....

Clinical Attachment 2 Mar26 - Apr 27 5 w,," (Euw l314·l7/4)

Clinical Attachment 3 AJr30 - June 1 5 w,,"

Assessment June 4 - June 8 1 w"",

Vacation June 11 - June 15 1 w"",

Clinical Attachment 4 June 18 - July 20 5 w.w

Clinical Attachment 5 July23 - Aug 14 5 w.w Stuvac Aug27 - Aug 31 1 wrek A"""", ... Sept 3 - Sept 14 2 W"" 2nd Assessmem Sept 17 - Sept 21 lwrek Elective Sept24- Nov 16 8 w.w

Final Assessment Nov 19 - N~23 1 wrek

Advice and Information Advice and information on matters concerning the Faculties of the University can be obtained from a number of people.

Faculty Secretaries For general enquiries about University regulations, Faculty rules and policies, studies within the University and so on, students may consult;

Facully Facully Secrrtary Phonr Architecture Mrs Dianne Rigney 1 685634

Am

Economics & Commerce

Education

Engineering

Medicine

Science & Mathematics

Ms Chris Wood a

Mrs Linda Harrigan a

Mr Peter Day'

Mr Geoff Gordon • Ms Jill Norburn'

Mr Brian Kelleher"

Ms Helen Hotchkiss 7

685296 685695

685411 685630 685630

685613

685330

For enquiries regarding particular studies within a faculty or department Sub-deans, Deans or Departmental Heads (see staff section) should be

contacted.

Cashier's office lst Floor McMullin Building. Hours 10 am - 4 pm Accommodation Officer Mrs Kath Dacey, phone 685520 located in the temporary buildings opposite Mathematics.

Careers and Student Employment Omcer Ms Helen Parker, phone 685466 located in the temporary buildings opposite Mathematics.

Counselling Service phone 685255 located on the courtyard level Library building.

Health Service phone 685763 located in the basement of the Union Building.

Student Loans phone 685601 located in Student Administration, McMullin Building.

1 localrd in room £.4209 ill ,hr Enginrrrill8 Buildill8s 'Iocalrd in tllr Sludrnl QIId Foculry Adminislrtuioll Officr • Iocazrd in room W329 ill ,hr BrhaviollTal Scirncrs Building ~ localrd in room EA206 ill ,hr ElI8inrrring Buildill8s 'Iocazrd in room £.4204 in ,hr Enginrrrill8 Buildill8s "locaJrd in room 607A OIl'M 6,hfloQT of thr Mrdical Scirncr Building '1ocalrd in room VJ8 in ,hr Mathrmatics Building

STIJDENTS WITH SPECIAL NEEDS The University of Newcastle has a policy to provide equal opportunity to students with Special Needs.

If you have a disability of any form and feel you need some additional assistance, please do not hesitate to contact one of the following:

Faculty Advisers Architecture

Am Economics & Commerce Education Engineering Medicine

Science & Mathematics Student Administration Auchmuty Library

Mr Malcolm Park - ext 529 AssJProfDon Parkes - ext 659 Mr Bruce Cheek (Sub Dean) - ext 697 Dr Bill Warren - ext 271 Dr David Wood - ext 431 Sr Sue Graff - 266170 Mrs Lyn McBriarty - ext 519 Ass/Prof Warren Brisley - ext 678 Mrs Sandra Box - ext 303 Ms Alicia Hardy - ext 298 Ms Anne Robinson - ext 252

Student Representative Council Mr Steve Watkins - ext 329

ENROLMENT OF NEW STUDENTS

Persons offered enrolment are required to attend in person at the Great Hall early in Februarytoenroland pay charges. Detailed instructions are given in the Offer of Enrolment.

TRANSFER OF COURSE

Students currently enrolled in an undergraduate Bachelordegree course whowishtotransfertoadifferentundergraduateBachelordegreecourse (excluding Medicine) mustcornplete an Application for Course Transfer fonn and lodge it with their Application for Re-enrolmentat the Student Administration Office by 5 January 1990.

If a student's request to transfer to another course is successful, the studentmust complete a separate Higher Education Contribution Scheme (HECS) Payment Option fOlJD for the new course.

RE.ENROLMENT BY CONTINUING STUDENTS

There are four steps involved for re-enrolment by continuing students: • collection of the re-enrolment kit • lodging the Application for Re-enrolment fonn with details of

your proposed programme • attendance at the Great Hall for enrolment approval, and • payment of the General Service Charge.

(Students who are in research higher degree programmes re-enrol and pay charges by mail).

Re·Enrolment Kits Re-enrolment kits for 1990 will be available for collection in October. There-enrolment kit contains the student's Application for Re-enrolment fonn, the 1990 Class Timetable, the Statement of Charges Payable for 1990 and re-enrolment instructions.

Lodging Appllcatlon for Re-Enrolment Forms The Application for Re-enrolment fonn must be completed carefully and lodged at the Student Administration Office by 5 January 1990. Students should know their examination results before completing the re-enrolment form. There is no late charge payable if the form is late, but itis very important that the Application for Re-enrolmentfonn is lodged by 5 January 1990 as late lodgement will mean that enrolment approval will not be possible before the late re-enrolment session.

Enrolment Approval All re-enrolling students (except those enrolled in the BMed) are required to attend at the Great Hall on a specific date and time during the period 13-16 February 1990. Enrolment Approval dates are on posters on University Noticeboards and are included in the enrolmentkits issued to students in December. When auending for Enrolment Approval


students will collect their approved 1990 programme and student card. Any variations to the proposed programme require approval. Enrolments in tutorial or laboratory sessions will be arranged. Staff from academic Departments will be available to answer enquiries.

A service charge of $20 will be imposed on students who re-enrol after the specified date.

Payment of Charges The re-enrolment kit issued to re-enrolling students includes a Statement of Charges Payable form which mu staccompany the paymentof charges for 1990. These charges may be paid at any time after receiving the reenrolment kit.

All charges, including debts outstanding to the University, must be paid before or upon re-enrolment - part payment oftota! amountdue willnot be accepted by the cashier.

Payment by mail is encouraged; alternatively by cheque ormoney order lodged in the internal mail depositbox outside the Cashier's Office in the McMullin Building. The receipt will be mailed to the student.

Payment by cash at the Cashier'sOfficemay lead IOqueuesatenrolment time.

The Cashier's Office will be open for extended hours during the enrolment approval sessions in the period 13-16 February 1990. Afterwards any further payment should be by mail only.

LATE PAYMENT

Payment of the General Services Charge is due before or upon reenrolment. The final date for payment is the date of the Re-enrolment Approval session for the course concerned in the period 13-16 February 1990, after which a late charge applies at the rate of:

$10 if payment is received up to and including 7 days after the due date;

$20 if payment is received between 8 and 14 days after tbedue date; or

$30 if payment is received 15 or more days after the due date.

Thereafter enrolment will be cancelled if charges remain

unpaid by 30 March.

STUDENT CARDS

When attending for Enrolment Approval, students will be given their Approved Programme form which incorporates the Student Card. The Student Card should be carried by students when at the University as evidence of enrolment. The Student Card has machine readable leuering foruse when borrowing books from the University Library, and contains . the student's interim password for access to facilities of the Computing Centre.

Students are urged to take good care of their Student Card. If the card is lost or destroyed, there is a service charge of $5 payable before the card will be replaced.

A student who withdraws completely from studies should rerum the Student Card to the Student Administration Office.

RE·ADMISSION AFfER ABSENCE

A person wishing to resume an undergraduate degree course who has been enrolled previously at the University of Newcastle, but not eTlTofled in 1989 , is required to apply for admission again through the Universities and Colleges Admissions Centre, Locked Bag 500 Lidcombe 2141. Application forms may be obtained from the UCAC or from the Student Administration Office and close with the UCAC on 29 September each year. There is a $50 fee for late applications.

ill


ATTENDANCRSTATUS

A candidate Cor any qualification other than a postgraduate qualification who is enrolled in three quarters IXtnOf'eof a normal full-time programme shall be deemed to be a full-time student whereas a candidate enrolled in either a part-time course or less ilian three-quarters of a full-time programme shall be deemed to be a parHime student

A candidate for a postgraduate qualification shall enrol as either a fulltime or a part-time student as determined by lite Faculty Board.

CHANGE OF ADDRESS

Students are responsible for notifying the Student Administration Office in writing of any change in their address. A Challge of Address form should be used and is available from the StudentAdminislration Office.

Failure to notify changes could lead to important correspondence or course information not reaching the studenL The University cannot accept responsibility if official communications rail to reach a student who has not notified the Student Administration Office of a change of address.

It should benoted thatexarnination results will beavailable for collection in the Drama Workshop in mid December. Results not collected will be mailed to students. Students who will be away during the long vacation from their regular address should make arrangements to have mail forwarded.

CHANGEOFNAME

Students whochange their name should advise theStudentAdministration Office. A marriage or deed poll certificale should be presented for sighting in order that the change can be noted on University records.

CHANGE OF PROGRAMME

Approval must be sought for any changes to the programme for which a student has enrolled. This includes adding or withdrawing subjects, or changing attendance status (for example from full-time to part-time)

All proposed changes should be entered on the Variation ofPTOgramme section on thereverse side of your ApprovedProgramme fonn. Reasons for changes and where appropriate documentary evidence in the form of medical or other appropriate certificates must be submitted.

WITIIDRAWAL

Application to withdraw from a subject should be made on the Variation of Programme section on thereverse side ofyoUT Approved Programme fonn and lodged at the Student Administration Office or mailed to the Secretary.

Applications received by the appropriate date listed below will be approved for withdrawal without a failure being recorded against the subject or subjects in question.

FuUY~or

Subjects Monday

6 August 1990

Withdrawal Dates

First Semester Subjects Monday

23 April 1990

Second Sem~ster Subjects Monday

17 September 1990

Withdrawal after the above dates will normally lead to afailure being recorded against the subject orsubj~cts unless the D~an a/the Faculty grants permission/or the student to witlulraw without afailure being r~cord~d.

If a student believes that a failure should not be recorded because of the circumstances leading to his or her withdrawal, it is important that full details of these circumstances be provided with the application to withdraw.

iv

CO~MATIONOFENROLMENT

Students should ensure that all details on their Approved Programme fonn are CClTecl Failure to check this infonnation could create problems at examination time.

FAILURE TO PAY OVERDUE DEBTS

Any student who is indebted to the University by reason ofnon-payment of anyfee or charge, non-payment of any fme imposed, or who has failed to pay any overdue debts shall not be pennitted to

• complete enrolment in a following year • receive a transaipt of academic record; or • graduate or be awarded a Diploma,

until such debts are paid.

Students are requested to pay any debts incurred without delay.

LEAVE OF ABSENCE

A srodent who does not wish to re-enrol for any period up to three years should write to The Secretary and ask: for leave of absence. Leave of absence is nonnally granted only to those students who are in good standing. Applications should be submitted before the end of the first week of first term in the first year for which leave of absence is soughl Leave of absence wiU not be granted formore than three years and will not be granted retrospectively.

In the case of the B.Med. degree the following applies:

at the completion of an academic year, a candidate whose performance is deemed by the Faculty Board to be satisfactory may be granted leave of absence under such conditions as the Faculty Board may detennine. Such leave will not normally be granted for more than one yeat.

Application for re-admission lO undergraduate degree courses must be made through the UCAC (see p iii).

A TI'ENDANCE AT CLASSES

Where a student's attendance or progress has not been satisfactory, action may be taken under the Regulations Governing Unsatisfactory Progress.

In the case of illness or absence for some other unavoidable cause, a student may be excused for non attendance at classes.

All applications forexemplion from attendance atclasses must be made in writing to the Head of the Department offering the subject. Where tests or tenn examinations have been missed, this fact should benated in the application.

The granting of an exemption from anendance at classes does not carry with it any waiver of the General Services Charge.

GENERAL CONDUCT

In accepting membership of the University, students undertake lO observe the by-laws and other requirements of the University.

Students are expected to conduct themselves at all times in a seemly fashion. Smoking is not pennitted during lectures, in examination rooms or in the University Library. Gambling is forbidden.

Members of the academic staff of the University, senior administrative officers, and other persons authorised for the purpose have authority to report on disorderly or improper conduct occurring in the University.

NOTICES

Official University notices are displayed on the notice boards and students are expected to be acquainted with the contents of those announcements which concern them.

A notice board on the wall opposite the entrance to Lecture Theatre B is used for the specific purpose of displaying examination time-tables and other notices about examinations.

STUDENT MAITERS GENERALLY

The main notice board is the display point for notices concerning enrolmentmatters, scholarships, University rules and travel concessions, etc. This notice board is located on the path between the Union and the Library.

Examinations Tests and assessments may be held in any subject from time to time. In theassessmentofastudent'sprogressinauniversitycourse,consideration will be given to laboratory work, tutorials and assignments and to any term or other tests conducted throughout the year. The results of such assessments and class work may be incorporated with those of formal written examinations.

EXAMINATION PERIODS

Formal written examinations take place on prescribed dales within the following periods:

MidYear: 11 to 29 June, 1990

End of Year: 5 to 23 November, 1990

Timetables showing the time and place at which individual examinations will beheld will beposted on the examinations notice board near Lecture Theatre B (opposite the Great Hall).

Misreading of the timetable will not under any circumstances be accepted as an excuse for failure to attend an examination.

SITTING FOR EXAMINATIONS

Formal examinations, where prescribed, are compulsory. Students should consult the flnal timetable in advance to fmd out the date, time and place of their examinations and should allow themselves plenty of time to get to the examination room so that they can take advantage of the 10 minutes reading time that is allowed before the examination commences. The seat allocation list for examinations wiu be placed on the Noticeboard of the Departmentrunning the subject, and on a noticeboard outside the examination room. Srodents can take into any examination any writing insll11Jnent, drawing inslrUment or eraser. Logarithmic tables may not be taken in: they will be available from the supervisor if needed. Calculators are only allowed if specified as a permitted aid. Theymust be hand held, battery operaled and non_programmableT and srodents should nOie that no concession will be granted:

(a) to a srodent who is prevented from bringing into a room a programmable calculator,

(b) to a srodent who uses a calculator incorrectly; or

(c) because of battery failure.

RULES FOR FORMAL EXAMINATIONS

Regulation 15 of the Examination Regulations sets down the rules for fonnal examinations, as follows:

(a) candidates shall comply with any instructions given by a supervisor relating to the conduct of the examination;

(b) before the examination begins candidates shall not read the examination paper until granted pennission by the supervisor which shall be given ten minutes before the startofthe examination;

(c) no candidate shall enter the examination room after thirty minutes from the time the examination has begun;

EXAMINATIONS

(d) no candidate shall leave the examination room during the fltst thirty minutes or the last ten minutes of the examinatioo;

(e) no candidate shall re-enter the examination room after he has left it unless during the full period of his absence he has been under approved supervision;

(f) a candidate shall not bring into the examination room any bag, paper, book. written material, device or aid whatsoever, other than such as may be specified for the particular examination;

(g) a candidate shall not by any means obtain or endeavour to obtain improper assistance in his work, give or endeavour to give assistance to any other candidate, or commit any breach of good order;

(h) a candidate shall not take from the examination room any examination answer book, graph paper, drawing paper or other material issued to him for use during the examination;

(i) no candidate may smoke in the examination room.

Any infringement of these rules constitutesan offence against discipline.

EXAMINATION RESULTS

End of year examination results will be available for collection from the Drama Studio in December. The dateS for collection will be put on noticeboards outside the main examination rooms in November. Results not collected will be mailed. Examination results for Semester I subjects will be mailed out by the Friday before Semester n begins.

No results will be given by telephone.

After the release ofboth Semester I and end of year examination results a student may apply to have a result reviewed. There is a charge per subject, which is refundable in the event of an error being discovered. However, it should be noted that examination results are released only after careful assessment of students' perfonnances and that, amongst other things, marginal failures are reviewed before results are released.

SPECIAL CONSIDERATION

All applications for special consideration should be made on the Application for Special Consideratioo fonn. Relevant evidence should be attached to the application (see Regulation 12(2) of the Examination Regulations, Calendar Volume 1). Also refer to Faculty Policy.

Application forms for Special Consideration are available from the StudentAdministration Office and the University Health Service. BefOl'e a srudent's application for special consideration will be considered on the ground of personal illness it will be necessary for a medical certificate to be furnished in the form set out on the Application.

If a srudentisaffectedby illness during an examination and wishes lOask for special consideration, he or she must report to the supervisor in charge of the examination and then make wriuen application to the Secretary within three days of the examination (see Regulation 12(3) of the Examination Regulations, Calendar Volume 1). Alsorefer to Faculty Policy.

Applicants for special consideration should note that aFaculty Board is not obliged to grant a special examination. The evidence presented should state the reason why the applicant was unable to attend an examination or how preparation for an examination was disrupted. If the evidence is in the form of a medical certificate the Doctor should state the nature of the disability and specify that the applicant was unfit to attend an examination on a particular day or could attend but that the performance of the applicant would be affected by the disability. If the period of disability extends beyond one day the period should be stated.

v

UNSATISFACTORY PROGRESS

Unsatisfactory Progress The University has adopted Regulations Governing UnsatisfacloIy Progress which are set out below.

Students who become liable for action under the Regulations will be informed accordingly by mail after the release of the End of Year examination results and will be infonned of the procedure to be followed if they wish to 'show cause'.

Appeals against exclusion must be lodged together with Appl ication for Re-enrolment fonns by Friday 6 January 1989.

The Faculty'S progress requirements are set out elsewhere in this volume.

REGULATIONS GOVERNING UNSATISFACTORY PROGRESS

1.(l)These Regulations are made in accordance with the powers vested in the Council under By-law 5.1.2.

(2) These Regulations shall apply to all students of the University except those who are candidates for a degree of Master or Doctor.

(3) In these Regulations, unless the context or subject matter otherwi se indicates or requires:

"Admissions Committee" means the Admissions Committee of the Senate constituted under By-law 2.3.5;

''Dean'' means the Dean of a Faculty in which a student is enrolled.

''Faculty Board" means the Faculty Board of aFaculty in which a student is enrolled.

2.(1) A student's enrolment in a subject may be terminated by the Head of the Department offering that subject if that student does not maintain arate of progress considered satisfactory by the Head of Department. In determining whetherastudentis failing tomaintain satisfactory progress the Head of Department may take into consideration such factors as:

(a) unsatisfactory attendance at lectures, tutorials, seminars,

laboratory classes or field work;

(b) failure to complete laboratory work;

(c) failure to complete written work or other assignments; and

(d) failute to complete field work.

(2) The enrolment of a student in a subject shall not be terminated pursuant to regulation 2 (1) of these Regulations unless that student has been given prior written notice of the intention to consider the matter with brief particulars of the grounds for so doing and has also been given a reasonable opportunity to make representations either in person or in writing or both.

(3) A student whose enrolment in a subject is terminated under regulation 2 (1) of these regulations may appeal to the Faculty Board which shall determine the matter.

(4) A student whose enrolment in a subject is tenninated under this Regulation shall be deemed to have failed the subject.

3.(1) A Faculty Board may review the academic performance of a student who does not maintain a rate of progress considered satisfactory by the Faculty Board and may detennine:

vi

(a) that the student be pennitted to continue the course;

(b) that the student be pennitted to continue the course subject to such conditions as the Faculty Board may decide;

(c) that the student be excluded from further enrolment: (i) in the course; or (ii) in the course and any other course offered in the

Faculty; or (iii) in the Faculty; or

(d) if the Faculty Board considers ilS powers to deal with the case are inadequate, that thecase be referred to theAdmissions Committee together with a recommendation for such action as the Faculty Board considers appropriate.

(2) Before a decision is made under regulation 3 (1) (b) (c) or (d) of these Regulations the student shall be given an opportunity to make representations with respect to the matter either in person or in writing or both.

(3) A student may appeal against any decision made under regulation 3 (1) (b) or (c) of these Regulations tothe Admissions Committee which shall detennine the matter.

4. Where the progress of a student who is enrolled in a conlbined course or who has previously been excluded from enrohnent in another course or Faculty is considered by the Faculty Board to be unsatisfactory, the Faculty Board shall refer the matter to the Admissions Committee together with a recommendation for such action as the Faculty Board

considers appropriate.

5.(1) An appeal made by a student to the Admissions Committee pursuant to Regulation 3 (3) of these Regulations shall be in such form as may be prescribed by the Admissions Committee and shall be made within fourteen (14) days from the date of posting to the student of the notification of the decision or such further period as the Admissions Committee may accept.

(2) In hearing an appeal the Admissions COOLrnittee may take into consideration any circumstances whatsoever including matters not previously raised and may seek such information as it thinks fitconceming theacademic record of the appellant and the making of the determination by the Faculty Board. Neither the Dean nor the Sub-Dean shall act as amemberofthe Admissions Committee on the hewing of any such appeal.

(3) The appellant and the Dean or the Dean's nominee shall have the right to be heard in person by the Admissions Committee.

(4) The Admissions Committee may confirm the decision made by a Faculty Board ormay substitute for it any other decision which the Faculty Board is empowered tomake pursuant to these Regulations.

6.(1) The Admissions Committee shall consider any case referred to it by a Faculty Board and may:

(a) make any decision which the Faculty Board itself could have made pursuant to regulation 3 (1) (a), (b) or (c) of these Regulations; or

(b) exclude the student from enrolment in such other subjects, courses, or Faculties as it thinks fit; or

(c) exclude the student frOO} the University.

(2) TheCommitleeshallnotmakeanydecisionpursuanttoregulation 6 (1) (b) or (c) of these Regulations unless it has first given to the student the opportunity to be heard in person by the Committee.

(3) A student may appeal tothe Vice-Chancellor against any decision made by the Admissions Commiuee under this Regulation.

7. Where there is an appeal against any decision of the Admissions Committee made under Regulation 6 of these Regulations, the ViceChancellormay refer the matter back to the Admission s Committee with

a recommendation or shall arrange for the appeal to be heard by the Council The Council may confinn the decision of the Admissions Committee or may subslitute for it any other decision which the Admissions Committee is empowered to make pursuant to these Regulations.

8.(1) A student who has been excluded from further enrolment in a Faculty may enrol in a course in another Faculty only with the pennission of the Faculty Board of that Faculty and on such conditions as it may detennine after considering any advice from the Dean of the Faculty from which the student was excluded.

(2) A student who has been excluded from further enrolment in any course, Faculty or from the University under these Regulations may apply for permission to enrol therein again provided that in no case shall such re-enrolment commence before the expiration of two academic years from the date of the exclusion. A decision on such application shall be made:

(a) by the Faculty Board, where the student has been excluded from a single course or a single Faculty; or

(b) by the Admissions Committee, in any other case.

9.(1) A student whose application toemol pursuant to Regulation 8 (1) or 8 (2) (a) of these Regulations is rejected by a Faculty Board may appeal to the Admissions Committee.

(2) A student whose application to enrol pursuant to Regulation 8 (2) (b) of these Regulations is rejected by the Admissions Committee may appeal to the Vice-Otancellor.

Charges The General Services Charge (details below) is payable by all students. New undergraduate students are required to pay all charges when they attend to enrol.

Re-enrolling students receive in October each year, as part of their reenrohnentkit, a statement of charges payable. StudenlS are expected to pay chwges in advance of re-enrolment and payment bymail is requested. The last date for payment of charges without incurring a late charge is the date of the Re-enrolment Approval session for the particular course (in the period 14-17 February 1989).

1. General Services Charge (a) Students Proceeding to a Degree or Diploma Plus Students joining Newcastle University Union for the fust time

(b) Non-Degree Students Newcastle University Union Charge

$229 Per annum

$35

$35 Per annum

The exact amount must be paid in full by the prescribed date.

2. Late Charges Where the Swement of Charges payable fonn is lodged with all charges payable after the due date • if received up to and including 7 days after the due date; $10 • if received between 8 and 14 days after the du e date; or $20 • if received 15 or more days after the due date $30

3. Other Charges (a) Examination under special supervision $15

(b) Review of examination results

(c) Statement ojmalriculation status/or non-members of the University

per paper

under review

$8

(d) Replacement of Re-enrolment kit

(e) Re-enrolment after the prescribed re-enrohnent approval session

(0 Replacement of Student Card

4. Indebted Students

CHARGES

$10

$20

$5

All charges, including deblS outstanding to the University, must be paid before or upon enrolment- part payment of total amount due will not be accepted by the cashier.

METIIOD OF PAYMENT

Students are requested to pay charges due by mailing their cheque and the Statement of Charges Payable form to the University Cashier. The Cashier's internal mail deposit box oulSideoflhe Cashier's Officein the McMullin Building may also be used. Payment should be addressed to the Cashier, University of Newcastle, NSW 2308. Cheques and money orders should be payable to the University of Newcastle. Cash payment must be made at the Cashier's Office lst Floor McMullin Building between the hours of 10 am to 4 pm.

mGHER EDUCATION CONTRIBUTION SCHEME (HECS)

The Higher Education Contribution Scheme (HECS) was introduced in 1989 by the Federal Government to supplement the funding of higher education in Australia. It requires contributions to be made by students towards the cost of their higher education undertaken from the start of 1989.

All students, apart from some exceptions, enrolled in institutions of higher education from 1989 are liable under the HECS. Exemption from payment of the Higher Education Contribution (HEC) applies to:

a fee-paying student in a "fees-approved postgraduate award course" a student in a "basic nurse education course" a "full-fee-paying overseas student" a "student who has paid the Overseas Student Charge" a "fully sponsored overseas student" a student in an "enabling course" a student in a "non-award" course a student who has been awarded "a HECS postgraduate scholarship"

The amount each student contributes depends upon the subjects undertaken each semester and is payable whether the subjects are passed or failed. The tota1liabilitydepends on the pro{K)rtion ofa standard full time load in which the student is enrolled on the semester census dates, ie March 31 in Semester 1 and August 31 in Semester 2. If a student wilhdraws from a subject after one of the above dates, theliabilty for that subject will stand for that semester.

In 1989 the HEC charge for a standard full time programme was 51,800 for theyearor S900 fora semester. This amount will be indexed each year in accordance with the consumer price index.

HECS is administered as part of the enrolment process. Students must select one of three sections on the HECS Payment Options fonn.

On enrolment students must do one of the following:

(a) Electto pay up-front which would require payment of85% of the contriubtion for the semester, with the balance to be paid by the Commonwealth. Students electing to pay up-front for Semester 2 will be asked to do so at the commencement of Semester 2; or

(b) Defertheir HEC and elect to pay through the taxation system, in which case they must either provide a tax. file number or apply for a tax file number as part of their enrolment. Institutions are required toensurethatthe information given by students on their tax file number application is the same as thaton their enrolment form. vii

s ...... e1eci11a •. to de .... IheIt lll!C"'dl*Y lIot<>o8boh. ' ........ 'Y""'!l ...... '"'l1Ilte<!.tolD""'.~ _oot tow.,. dIeIr_IribuliooUDl\loheltowiblo_'"""""~"inim"'" ohiosbol4 leveL Forohe 1989,90~. yoor ,ohe min"" .... tbteaI!oI4it$23.583. ThIi,m""'lIIwDlbelncieoSodinlin.wioh ohe _or price inde,each yoar; ...

.'~I"",,,ldlO!>oOof""'t>limbtlioHOCs ... itbe""'n ... Witb dOtOll. of ohek ..... '" ...... beh!8. re<c>idiid hi' oh. inJlllUIi"" tar IUbtoquent ri>poni1I8l1\ohe Do\>orImoIII of IlmJ>I_Il<hwaIIoo,..d 1'IoinIDg.

AII"""'Uins ......... mu ...... plo ... Psyo; ... OpIIoosfonO selectinS ..... foh. __ 0pIi ..... _Uins""denbWU1 ...... "" ... ty m~dl,elrel __ ... ~S ........ mu" ..... ~IOtO.·.~ Pa!""eoi ~ l'Oiulifohey clIeoS .......... '" wlsb~~. ~b- . pAymeol o\'Iiori, .• . . . •.... '.' ., ... ... '..,. . ".

SCHOLARsmP HOLDE~ ANDSI't)N$OIU!D S'l1lD1lNTS ' S ........ hol4in& sc:holS01blpl ... ~ .... """"''''''''' .;r~oiaI assi ..... ce mUll!odso wi!h 1Ilo, Coshiet ohek Statem ... of a.... .. Pay""," fomI """""".viilh .w......,. or 00h0t. wdtt,o,. ovI4eo". !hat chots .. wDlbepaidbYlho-.....·S)l<ltI .... mu .. provl4 ....... vouellet w....,..OIloittr'toreach._.~. . .

LOANS

Stu4en18 who do not hav" sufficient. fUnd. to pay charges should $CCk a toaD f'rqn !heir bank, building society. credit Un_ion or other rmancial lJIstriutl ... Appli<:olloo. for.1oan from oho SbJilenU .... fund shOul4 be made,IQ Mr. J. Blrch. StudentAdministr8tiop ottice. Ariangements should be made weD in adv8ftCO to-avoid the iisk of's taie OO_So.

REPUND OF CIlAil.GES

A refund of 1I1e 0eaeraI Services Q.ar8;C paid on. emolmen,t or part thereofwillbemadewbentbestudentnotifieslheStudent fUldFacu1ty AdminiSlraUon Office of a complete wilhdrawal from SlUc4ie$ by the foUowing dates.

Notificodoo on or before 30 Mon:h 1990 100% refund •.

NotIficod .. on or before 8 JuDe 1990 50% refund (oxciuding U1iioo ED.!J'anC8 Cb_ge)

A&r 8 Juno 1990 No ,_d, A refund dieque will be mailed to a studedtor if appliCable a sponsor. Any clullge of address ~U&l. bo advised.

A refund wUl not be made before 31 March 1990.

viii

CilmP.tdTr8ffic anlll'lirkiJllI ,- "> -'- ,- ,,' -

P'"*""wiobiOg '" ~ "'_.vehicle. (including m_ oyoles) on to oho~pus ......... fIo4 to~pleJe.poo:Idnsregi_ form foreach vehlelO. c...p!otedr-. must be IOdSod w10h oh. AtIeodon. (p_) OffIce 1~.lfohe Coy ... ofohe ~HoU. AU ""' ..... mUllcornply wilb oho UIliV~ty" tr.afI"lC en~ p",ldJig ltesllilOtk>ns lnciudinB pDIIdns in"PJllOVod~"""_plyinswiohrnod.ignsondnot .. coedinB 3' ~;p.h. Oil oh. COIi\P!>'. . If oho~""·QoiQ<f\oIg. end Ground~ afteroffordiDg oh. ponoo ,; periOd of ...... ~'.IoWhIchIO 1Ubin1" wri ..... _eo' I' sotisfied lIooo\ .. y~ Js ill ........ fRoSUIoli .... be may:

.' (a) .. ' w"riUbe peisixI qam~ ...... , .... iooy further breech; at

(b) ~.iIooolor • (0) ~rer the, mauer.to the,Vico-alanc:eUor.

1berange offlDes whichmay be hilpoied in ~tofvarious calegoriel of_ incl.de:-

A ... den. f"UIoS 11\ notify ohe .. giBtete<l . number of" vehicle bfought on io &he campus ParldnS 10 ..... not sot uide for parking. Parking i. special doailOlllnd!*kins ..... withciut a parking permit f()f that. &tea Driving offences - Iocludlog speediDg end d!mg«Oli. drlvina PaUmg 1O.wp when signalled to'do so by an A_on. (Patrol)

Refusing 10 give infonnaliOil to an Attendant (Pouro1)

. Pililina to pbey the ~irections of an Attendmtt (Patrol).' ,

SIO SIO

$IS

$30

$30

$30

$30

The. Traff'lC ."d ParkiDg Regulations are stated in full in the Calendar, Volume 1.

SECfION FOUR

Old (full year) units and new (semester) units

Until and including 1989 each unit offered in lhe Faculty of Education was a whole year in duration. From 1990, except for thesis-type units, each unit offered in degree courses in lhe Faculty (MEdStud, MSpecEd, BEdStud) will be of only one semesterin duration. In both cases each unit runs for 2 hours per week.

Thus from 1990 one old full-year unit may be considered as the equivalent of two new semester units in weighting.

Degree reqUirements have been amended to indicate the total number of semester units now required to complete the degree course. Individual records are being annotated to show the number of semester units deemed to have been successfully completed by lhe end of the 1989 academic year.

Equivalent units

Many of the new semester units have equivalent old full-year units. A list of these equivalent units is given below. Please note lhat equivalent units may not both be counted towards the same degree course. Only recent old units have been listed. Anybody who has passed a full-year unit not listed should contact lhe Faculty Secretary to find out its new equivalent(s).

Old Full·Year Units

501 511 512 or 581 521 531 541.5420,543 551 561 571 602 606 614 619 621 640 644 659 660 666 667 668 675 676 698 699

Equivalent New Semester Units

EDUC501 and 502 EDUC511 and 512 EDUC571 and 572 EDUC521 EDUC531 and 532 EDUC541 and 542 EDUC551 and 552 EDUC561 and 562 EDUC581 and 582 EDUC663 EDUC661 EDUC611 EDUC671 and 672 EDUC621 and 622 EDUC631 EDUC601 EDUC653 EDUC651 and 652 EDUC663 EDUC662 EDUC603 EDUC673 and 674 EDUC612 and 613 EDUC697 and 698 EDUC699

EDUCATIONAL STUDIES

500 LEVEL UNITS

EDUC501 EDUCATIONAL PSYCHOLOGY

Lecturer Dr RW Howard

Prerequisite Nil

Hours Two hours per week for one semester

AssessmenJ 111ree short assignments

ConJenJ

This course is a survey of the major topics in educational psychology and their applications in teaching. The major focus is on how people think, learn and should be taught. Topics include learning and memory, motivation, human development, and intelligence and ability. The course will include some practical experience with major tests of intelligence, personality, and cognitive and learning styles.


EDUCS02 EDUCATIONAL PSYCHOLOGY : THEORY AND PRACTICE

Lecturer Dr RW Howard

Prerequisite(s) Nil, but it would be useful to have previously studied some psychology or have completed EDUC501


AssessmenJ Three short assignments

ConJem

This course is an in-depth coverage of some important topics in educational psychology and lheirapplication to teaching. Topics include the fundamental importance of concept learning in education and how to teach concepts, psychological and educational testing (with practical experience at using and interpreting various tests), human abilities, creativity, behaviour disorders, and evaluation in education.

TexIs and References To be advised.

EDUC511 SOCIOLOGY OF EDUCATION

Lecturer A V Everett

Prerequisite(s) Nil


Assessment Seminar and assignment

Con/em

This semester unit is provided as an introduction to the Sociology of Education with particular attention being devoted to the Australian context. Major lhemes of lhe unit include Socialisation and its agencies, Social Control and Deviance, Social Stratification, UJban Life and Social Change.

A problem-solving approach is adopted in this unit, wilh student involvement and community awareness being seen as crucial in lhis area

17

SECTION FOUR

Text

Foster, LE Australian Education: A Sociological Perspective 2nd

edn (Prentice-Hall, 1987).

References To be advised.

EDUC512 SOCIOLOGY OF TEACHING

Lecturer A V Everett

Prerequisite( s) Nil


Assessment Seminar plus assignment

Content

The focus of this unit is the role of the teacher and the many influences that impinge upon it; these include the organisational frame of reference, the community in which the school is embedded, teacher training institutions, the issue of curriculum and youth culture. Consideration is given to mass media and communication in thecontext of accelerating technological change and the place of the teacher in this process. A recognition of the ideological back-drop for this type of study is essential.

A research-oriented, problem-solving approach is adopted in an effort to open up, rather than close, enquiry in this area

Text

Meighan, Roland. A Sociology of Educating (Holt, Rinehart and Winston, 1981)


EDUC521 QUANTITATIVE RESEARCH METHODS

Lecturer Dr SF Bourke

Prerequisite(s) Nil


Assessment A se'minar presentation and a major assignment

Content

This unit provides an introduction to empirical, quantitative research. TheStatistical Package for the Social Sciences (SPSSx) is introduced and used for simple statistical procedures including frequency distributions, correlations, t-tests, chi-squared tests, and simple ANOV As. Review of research, writing research proposals and reports of research are also covered.

Texts

Einstein, GO & Nocks, EC Learning to Use SPSSx, (Prentice-Hall 1987)

Kaplan, RM Basic Statistics for the Behavioral Sciences (Allyn & Bacon 1987)

References

Foddy, WH

18

Elementary Applied Statistics for the Social Sciences (lIarpcr& Row 1988)

EDUCATIONAL S11JDIES

Gay, LR Educational Research, 3rd edn (Merrill 1987)

SPSSx Inc SPSSx User's Guide (McGraw-Hi1l1986)

Wiersma, W Research Methods in Education. An Introduction 4th edn

(Allyn & Bacon 1986)

EDUC522 QUALITATIVE RESEARCH METHODOLOGY

Lecturer Dr AP Holbrook

Prerequisite(s) Nil

/fours Two hours per week for one semester

Assessment By assignments.

Content

This unit provides an introduction to the different methods of quaJitati ve research including self-report, observational and action research and historical research. The evaluation of research, preparing a literature review and a research proposal are all covered in this inlroductory course. The main focus is effective planning and research design and considerable attention is given to case-study approaches, questionnaire construction and interview skills.

Text

Wiersma, W Research Methods in Education: An Introduction (Allyn & Bacon 1986)


EDUC523 TEST DFBIGN AND DEVELOPMENT

Lecturer Dr SF Bourke and Dr AP Holbrook

Prerequisite(s) Nil


Assessment Two assignments

Content

This unit consists of an introduction to the theory and practice of educational assessment. Purposes in assessing students and approaches assessment are described and discussed. The appropriateness of normative and <-Titcrion-referenced tests are considered, leading to the planning, design, trialling, administration, analysis and reporting of tests, as well as the concepts oftest reliability and validity. The use of tests overtime, including item banking, is covered.

Texts Nil

References

Gronlund, NE Measurement and Evaluation o/Teaching 5th edn (Collier

Macmillan 1985)

Izard, JF Com·truction and AlUllysis of Classroom Tests (ACER

1977)

SECfION FOUR

Theobold, J Classroom Testing Principles and Practice (Longman

1974)

Tuckman,BW Testingfor T eachers2nd edn (Harcourt Brace Jovanovich 1988)

EDUCS31 PHILOSOPHY OF EDUCATION

Lecturer Dr WG Warren

Prerequisite(s) Nil


Assessment To be determined, but progressive assessment to be a major component.

Content

An introduction to the philosophical approach to questions and issues in education. After an overview of the field and some ofthe macro-level perspectives, a model for analysing a philosophy of education will be examined. This will be used to position and analyse a number of problems in contemporary education. In particular, a selection from among such topics as the following will be made, based on student interest: Education and work; controversial subjects in schools (politics, religion, morality); Radical critiques of schooling; Literacy; The concept of a University; Mental Health; Death Education; Personal Relationships in Education; Freedom; Authority; Right; Discipline.

Texts Nil

References Will be provided throughout the course. A preliminary reading ofW Feinburg,ReasonandRheloric, would beofvalue.

EDUCS32 PHILOSOPHICALlSSUESINEDUCATION

Lecturer Professor RS Laura

Prerequisite(s) Nil- Unit EDUC531 is advised


Assessment 1 seminar and 1 essay

Content

The aim of this unit is to introduce students to philosophical ways of thinking about issues of educational importance. Our concern will thus be directed less to canvass the history of philosophy than to reveal the philosophical habit of mind that has enshrined it.

Depending upon student interest, topics to be discussed may include: education vs. indoctrination: is there a difference?; are religious and moral education simply forms of indoctrination?; animal vs. human rights (eg can the use of animals in school experiments be morally justified?); genetic engineering and educational ideology (eg should genetic engineering be used to manipUlate IQ's?); peace education (eg can we educate for nuclear disarmament?); environmental education - do we have ethical obligations concerning the environment and do we have obligations to future generations?; scientism in education (have we taken education for technology too far?); computer education (are computers robbing us of our humanity, while inadvertently eroding the foundations of knowledge they pretend to support?).


Texts

Wasserstrom, RA Today's Moral Problems (Macmillan 1985)

References To be advised

EDUC541 INTRODUCING THE CURRICULUM

Lecturer JW McQ.Ialter


Hours Two hours per week for one' semester

Assessment

1. Presentation of one seminar paper,

2. Satisfactory submission of a wriuen paper based On the seminar given.

Content

A study of the theory and practice of curriculum in Australia in which the four main aspects of curriculum development are considered. Theseare curriculum planning, curriculum designing, curriculum implementalion and curriculum evaluation at the national, state, regional and school levels. The course involves the study of curriculum theory and practice described in the literature and relating this tothe professional practical knowledge of teachers at all levels of education; pre-school, primary, secondary and tertiary. The course will be conducted using student prepared seminars. Assessment will be based on student perfonnance in class and a final written assignment based on work done in student seminars.Assessments will be graded.

Text

Marsh, C & Stafford K. Curriculwn: Practicesandlssues, 2nd edn (McGraw Ifill, 1988)


EDUC542 CURRICULUM INQUIRY: THEORY & PRACTICE

Lecturer JW McQualter

Prerequisite(s) Unit 541 is advised


Assessment

1. Presentation of one seminar paper

2. Satisfactory submission of a written paper based on the seminar.

Content

Curriculum inquiry is the study of curriculum practice examining the context, assumptions, conduct, problems and outcomes of curriculum development. Curriculum theory infonns curriculum practice and is in turn evaluated and refonned by the process of curriculum inquiry. Curriculum inquiry considers how a curriculum or some component of a curriculum has been planned, developed or changed. The course will be conducted using student prepared seminars involving retrospective accounts and

19

SECfIONFOUR

case studies in the area of the student's professional interest. Assessment will be based on student petfonnance in class and a final written assignment based on work done in student seminars. Assessments will be graded.

Texl

Bames, D Practical Curriculum Study (Routledge & Kegan Paul 1982)


EDUCSSI iNTRODUCTION TO EDUCATIONAL ADMINISTRATION

Lecturer Dr DT Gamage



Assessment

Based on participation in regular sessions, group discussions, a class presentation, and a major written assignment.

Content

TItis course is designed to introduce students to the basicconcepts in educational administration. It will provide the students with a basis for understanding the emergence of educational administration as a field of study and a broad overview of educational administration from Ole perspectives of micro and macro analysis. Students will also be introduced to topics such as: School as a social system; administrative tasks; work and responsibilities of administrators; systems perspectives; administrative roles of school personnel; administrative behaviour and educational leadership.

Texts

Callahan, Reymond E Education and the Cult of Efficiency (Chicago University Press, 1962)

Campbell, Ronald F, et al Introduction to Educational Administration (Allyn and Bacon Inc, 1983)

References

Journals on Educational Administration and/or Management and other relevant topics and fields as will be prescribed.

EDUCSS2 EDUCATIONAL ADMINISTRATION, THEORY AND PRACTICE



Hours 2 hours per week for one semester

Assessment

Based on participation in regular sessions, group discussions, a class presentation, and a major written assignment.

Content

This course is designed to broaden understanding of the students in various theoretical perspectives in educational administration

20

EDUCATIONAL STUDIES

and relate them to practical working situations on the basis of case studies available and those to be undertaken by the students. In this context, theories on scientific management, bureaucracy, human relations, organisational behaviour and human resources management and other topics such as organisational climate; professionals in the educational bureaucracy, motivation andjob satisfaction; leadership; politics in education; decision making and communication will be examined in grealer detail.

Texts

Hoy, Wayne K and Miskel, Cecil G Educational Administration: Theory, Research and Practice (Random House, 1987)

Hoyle, Eric The Politics of School Managemenl (Hodder and Stoughton, 1986)

References

J oumals on Educational Administration and/or Management and other relevant topicS and fields as will be prescribed.

EDUCS61 CURRENT ISSUES IN SPECIAL EDUCATION

Lecturer Dr LKS Chan

Prerequisite(s) Nil


Assessment Written assignments and seminar presentation

Content

This unit aim s to examine current issues pertinent to the education of students with special needs. Topics include: definition and classification issues, assess ment and identification issues, attitude issues, integration and service delivery issues. Students will be given the opportunity to explore these issues and analyse related debates and conllicts. Itis expected that students will be involved in an in-depth investigation of at least one of these issues.


EDUCS62 PHILOSOPHICAL ISSUES IN SPECIAL EDUCATION

Lecturer Professor RS Laura

Prerequisite(s) Nil


Assessment

1 seminar contribution and 1 essay of approximately 3000 words

ConJent

The aim of this semester unit is to acquaint students with the ethical and philosophical dimensions of speciaJ education. Topics include: the rights of individuals with handicaps - do they have equal rights, different rights or rights only in relation to their interests?; preferential treatment and positive discrimination -does society have an obligation to educate and employ persons with handicaps?; the ethical issues surrounding the abortion of defective foetuses; doe we ever have not only a right but an obligation to terminate the Ii ves of severely handicapped infants?;

SECTION FOUR

what ethical issues arise from the IVF programme and the use of genetic engineering to eradicate human deficiencies?

Texts

Laura, RS and Ashman, AF (eds) Moral Issues in Mental Retardation, (Croom Helm 1986)

References

Kuhse, H and Singer, P Should the Baby Live? (Oxford University Press, 1985)

Toohey, M Abortion and In/anlicjde (Clarendon Press, 1985)

Singer, P, and Wells, D TheReproductionRevolution: New WaysofMaking Babies (Oxford University Press 1984)

Laura, RS Problems of Handicap (Macmillan 1982)

EDUCS71 HISTORY OF EDUCATION IN THE WESTERN WORLD

Lecturer Assoc Prof JA Ramsland



Assessment 2 seminar presentations and a major essay

ConJenJ

This unit provides students with a study of significant educational issues in the Western World from 1914 to 1939. The relationship between education and national political objectives is explored in depth, particularly in Nazi Gennany and Fascist Italy. The nature and development of the progressive education movements of the 1920s and 1930s which developed in Europe, United States of America and Australia is analysed. Particular progressive educators and the influence of their work on current educational theory and practice are considered. The farm school approach for the education and training of neglected boys and youth is studied with particular reference to the Agricultural Colony ofMettray in France, the Fairbridge Farm Home Movement in Australia, and the Gosford Farm Home for Boys, Mt Penang, New South Wales. The problems of researching an educational history of an itinerant sub-culture (eg Australian circus children) is given consideration. Various primary source historical documents will be examined and interpreted, including visual and oral materials.

Texts Nil

References

Connell, WF

A History of Education in the 20th Century, (COC 1980)

EDucsn EDUCATION, TRAINING AND YOUTH POLICY IN AUSTRALIA 1920, - 1960,




Assessment Oral history assignment and essay

EDUCATIONAL STIJDIES

Content

The course focuses on the history of developments in postprimary education in Australia (specifically in Victoria and NSW) including technical education. Particu1ar emphasis is given to the impact of the Great Depression and World War II on education systems and policy, and tothe emergence of Commonwealth interest in youth training schemes dating from this period. The early history of vocational guidance schemes and the liberal/ vocational debate in education are also studied. There is a strong focus in this unit on oral history and students will be asked to conecl, transcribe and anal yse oral evidence as their main proj eet.

Text

Bessant, B (ed) MOlher State and Her Little Ones (Philip Institute of Technology Centre for Youth and Community Studies 1987)

Reference

Hyams, BK and Bessant, B Schools for the People? (Hawthorn, Longman 1974)

EDUCS81 INTRODUCTION TO EDUCATIONAL COMPUTING

Lecturer WK Au

Prerequisite(s) Nil


Assessmenl Written assignments and seminar presentations

Content

In this unit, students will be introduced to various computer systems such as the Apple, IBM, Macintosh and Vax. They will also study Ole different roles that computers can play in the educative process. In this context, they will be introduced to topics such as the Logo programming language and its underlying philosophy, and computer assisted instruction.

Text and References To be advised.

EDUCS82 APPLICATIONS OF COMPUTERS IN EDUCATION

Lecturer WK Au

Prerequisite(s) Nil


Assessment Written assignments and seminar presentations

COnleni

The major theme of this unit is the integration of computers into the existing curriculum. In this unit, students will examine the educational applications of various software such as word processing, database management, spreadsheet, adventure games etc. They will also learn to evaluate software and hardware.

Students are expected to have the basic knowledge in the use of the various microcomputers such as Apple and IBM. As well, they should have the basic understanding of the roles that computers can play in education.

Text and References To be advised. 21

SECTION FOUR

EDUC601 READING: INSTRUCTION AND ASSESSMENT

Lecturer Dr PJ Moore

Prerequisile( s) One 500 level unit in Educational Psychology or its equivalent.


Assessment Seminar presentation/papers; major assignment

Content

The purpose of this unit is to examine recent literature related to instructional and evaluative aspects of reading. A wide range of instructional approaches (eg direct instruction, co-operative learning, mastery learning) in the processing of texts will be examined. Varioos modes of assessment (eg process approaches, domain specific approaches) will also be discussed. It is antici paled that sections of the unit will challenge someinstructional"myths" (eg teaching of phonics is not important). It is expected that students will be involved in an in-depth investigation of at least one of the areas.

TexIs and References To be advised.

EDUC602 THE PSYCHOLOGY OF STUDYING

Lecturer Dr PJ Moore

Prerequisile{ s) One 500 level unit in Educational Psychology or its equivalent


Assessment Seminar presentations/papers; major assignment

Content

The area of the psychology of studying is one of increasing concern to educators. For many students, studying is learned "osmotically", and many students fail to grasp the fundamental principles underlying efficient learning. This unit examines how students might become beuerindependent learners by examining the recent literature on studying. The notion of "metalearning" will provide an e~sentiai underpinning to the unit.

Texts To be advised

Reference

Biggs,IB Learning Processes and Training Contexts (ACER, 1989)

EDUC603 EDUCATION OFGIITED AND TALENTED STUDENTS


PrerequisiJe( s) 2 full year 500 level units



Content

This unit provides anin-depth study of the education of gifted and talented students. The nature of superior intelligence, creativity and talent will be reviewed and special focus will be given to current issues in the education of the gifted; intellectual, social

22

EDUCATIONAL STUDIES

and emotional characteristics; identification models; acceleration and enrichment programmes; and the needs of gifted underachievers and culturally different gifted students.

Text

Davis, GA & Rimm, SB Education of the gifted and talented (Prentice-Hall,1985)


EDUC604 ABORIGINAL EDUCATION AND ABORIGINAL STUDIES

Lecturer Dr TE Cook

Prerequisite(s) One 500 level unit or relevant experience

/lours Two hours per week for one semester

Assessment

A 1500 word seminar (40%) and a 3000 word essay (60%)

Content

This course will address specifica1Jyissues of Aboriginal education and Aboriginal studies. The Aboriginal education component will cover aspects such as self esteem, locus-of-control, achievement motivation, the concept of need, educational disadvantage, deficit and difference, and instructional needs. The Aboriginal Studies component will cover adding an Aboriginal perspective to lhe curriculum, Aboriginal Studies units of work, oral and local history development, curriculum relevance and community involvement.

It should be noted lhat this course is relevant to the Aboriginal Education Policy in NSW schools which addresses all children in all schools. This is particularly the case where Aboriginal Studies is involved.

The course will be particularly relevant to students and consultants with responsibilities in these areas. It should be noted that there will be considerable transfer to related areas such as multicultural studies and students working in those areas would find the course useful.

Students will be involved in lectures, class discussion, video presentations and seminars. Case examples and the research literature will be used as a basis for discussion.

Texts To be advised

References

NSW Department of Education Aboriginal Education Policy (NSW Department of Education, 1982)

Cook, T Guidelines for Teaching Aboriginal Studies (NSW Department of Education, 1982)

Course readings will be distributed.

Further Readings

The course will be based on current research articles which will be distributed throughout the course and will act as discussion starters.

SECTION FOUR

EDUC605 SECOND LANGUAGE LEARNING

Lecturer Dr PG Peterson

Prerequisite(s) One 500 level unit



Content

This unit will focus on current theories of language learning and language development with special reference to the acquisition of a second language. Some attention will be paid to implications of these theories for the teaching of foreign languages and of English as a second language.

Texts and References To be advised.

EDUC611 TEACHING CONTEXTS AND PRACTICES


Prerequisite(s) One full year 500 level unit or 2 semester units


Assessment One seminar presentation and one major assignment

Content

This unit consists of a research based approach to the study of teaching. One primary focus is on contextual variables (teacher and student backgrounds, school and community) and includes classroom context. A second focus is on teaching practices (instruction, management and quantity) and student perceptions. Relationships of contexts and practices with achievement and attitudes are considered.

Texts Nil

References

Bourke, SF The Teaching and Learning of Mathematics (ACER 1984)

Fordham,AF TIu! Context of Teaching and Lear.ning (ACER 1983)

Langford, P (ed) Educational Psychology: an Australian Perspective (Longman 1989)

EDUC612 THE SCOPE OF ENVIRONMENTAL EDUCATION

Lecturer Asoc Prof MN Maddock


Hours Two hours per week for one full-year unit or two semester units

Assessment Progressive assessment of approved tasks

Content

The unit will analyze the status of avenues for and conduct of environmental education in Australia and overseas with reference to the framework recommended by the Belgrade Charter.

Texts Nil

References Extensive reading will be required from a range of sources.

EDUCATIONAL STUDIES

EDUC613 ISSUES AND RESEARCH IN ENVIRONMENTAL EDUCATION

Lecturer Assoc Prof MN Maddock

Prerequisite( s) One full year 500 level unit ortwo semester units


Assessmenl Progressive assessment of approved tasks

Conlent

The unit will examine a range of current environmental issues and how they may be used as the basis for environmental education, and research studies in environmental education.

Texts Nil

References

Extensive reading will be required from a range of sources.

EDUC621 THE MEASUREMENT OF ATTITUDE


Prerequisite(s) Unit 521 or EDUC521

Hours 2 hours per week for one semester


COnlent

This unit is primarily concerned with the development of sound measures of attitude. The nature and measurement of attitude are first considered in general tenns, and the development of attitude scales through factor analysis using SPSSx is undertaken. Reliability, validity and use of scales is covered. Questionnaire design, analysis and reporting is undertaken including a range of appropriate treatments for missing data

Texts Nil

References

Oppenheim, AN Questionnaire Design and Attitude Measurement (Heinemann 1973)

Sage University Paper Series. QuanJitatilleApplications in the Social Sciences(Selected volumes from this series)

SPSSx Inc SPSSx User's Guide (McGraw-Hill 1986)

EDUC622 CAUSAL MODELLING


Prerequisite(s) Unit EDUC521 or Unit 521

lIours Two hours per week for one semester


Content

This unit arises from a concern to recognize the complexity of research in education through the development of educational models and appropriate analytic melhods. From work with simple linear regression using standardised and unstandardised coefficienls, more co mplex model s requiring multiple linear regression

23

SECfION FOUR

analyses will be developed. The theory and practice of path analysis is addressed, including statistical methods of testing the fit of models to data

Texts

Bourke, SF The Teaching andLearning of Mathematics (ACER 1984)

Crockett, GV Statistical Techniques in the Social Sciences Using SPSSx. (Quoll Enterprises 1988)

References

Fordham, AM The Context of Teaching and Learning (ACER 1983)

Pedhazur, EJ Multiple Regression in B ehavioralR esearch (Holt, Rinehart & Winston 1982)

Sage University Paper Series QuantitativeApplications in the Social Sciences (Selected volumes from this series)

SPSSx Inc SPSSx User's Guide (McGraw-Hill 1986)

EDUC631 PHILOSOPHY OF HEALTH EDUCATION

Lecturer Prof RS Laura

Prerequisite(s) Unit 531 or units EDUC531 and 532


Assessment By essay and seminar contribution

Content

The objective of the unit is twofold: first, to consider the philosophical framework underpinning conventional medicine and the theory of health education which it has fostered, and second, to proposean alternative framework f orthe reinterpretation of health issues in holistic tenns. Particular attention will be paid to the following topics:.what is health and can it be understood satisfactorily as tl}e absence of disease?; what is the nature of the interaction between the mind and the body in respect of health and healing? - do we make ourselves sick?; do we choose ourown illnesses?; to what extent are disease and health ultimately ecological concepts? In this"latter regard the following malters will also be addressed: are processed foods a health hazard?; do we contaminate our municipal waler supplies with the very chemicals (ie fluoride and chloride) we deliberately add to water in the name of health?; to what extent is exercise an essenlial component of health maintenance?; do we eat too much fat and what types of fatty acids are bad for us?; what is the cholesterol problem?; food irradiation, dental amalgam and mercury poisoning, aluminium poisoning, TV radiation and VDU's, household chemicals; how docs stress relate to health and how do all the above factors relate to each other? Ilow do we educate for health?

Texts

Laura, RS and Heaney, S

24

Philosophical Foundations of Health Education (RKP 1989)


Horne,R The Health Revolution (Happy Landings Press 1985)


EDUC632 EDUCATION AND BUREAUTECHNOCRACY

Lecturer Dr WG Warren


/lours Two hours per week for one semester

AssessmenJ To be detennined, but progressive assessment to be a major component

ConJenJ

This unit seeks to disclose the manner in which education as a process and an institution is affected by technology and technological ways of thinking. The growing literature in philosophy of technology will be examined and some of the specific educational ideas of a range of critics reviewed (eg Marxist, Existentialist).

Texts and References To be advised but a preliminary reading of Charles Tesconi and Van Cleve Monis, The Anti-man Culture: BureaUiechnocracy and the Schools, 1971, would be of value.

EDUC641 TEACHERS AND THE CURRICULUM




Assessment 1. Presentation of one seminar paper

ConJenl

2. Satisfactory submission of a written paper based on the seminar.

The course critically examines curriculum theory and practice from the aspect of what is teaching and how teachers use their professional practical knowledge to design,develop, implement and evaluate cunicula It is concerned with examining relationShip between cuniculum study, influences on the cunicllillm, theories of cuniculum timing and organisation, research on teaching techniques, methods and styles. The examination of these will be done using student seminars. Assessment will be based on student perf onnance in class and afinal written assignment based on work done in student seminars. Assessments will be graded.

Text

Barrow, R Giving Teaching Back to Teachers (Althouse Press 1984)


EDUC642 TEACHER PROFESSIONAL KNOWLEDGE IN ACTION



II ours Two hours per week for one semester

SECfION FOUR

Assessment 1. Presentation of one seminar paper;

Content

2. Satisfactory submission of a written papcrbased on the seminar.

TIris course is concerned with the examination of the relationship between curriculum and teachers' practical professional knowledge. It enables students to put into practice the ideas examined inearliercurriculum courses (545, 546, 686). Emphasis is on the pedagogical knowledge teachers use in curriculum planning and implementation, understanding curriculum change and curriculum evaluation. The course will be conducted using student prepared seminars involving retrospective accounts and case studies in the area of the students' professional interest. Assessment will be based on student perfonnance in class and a final written assignment based on work done in student seminars. Assessments will be graded.

Texts Nil

References

Connell, RW Teachers Work (George Allen & Unwin 1985)

Elbaz, F Teacher Thinking (Croom Helm 1983)

Schon. DA The Reflective Practitioner (Basic Books 1983)

Smyth, J Educating Teachers (Palmer Press 1987)

EDUC643 CONTEMPORARY ISSUES IN THE CURRICULUM FROM A CULTURAL PERSPECTIVE

Lecturer Dr TE Cook

Prerequisite(s) A 500 level unit or equivalent experience


Assessment Seminar (1500 words) - 40%; majorresearch study (3000 words) - 60%

ContenL

This course addresses contemporary cultural issues in the curriculum including multicultural education, non-sexist education, drug education, the core curriculum, Aboriginal educational, cultural differences in the classroom, curriculum relevance, stress management and planning for the future.

An essential feature of the course will be the school based planning of inter and multidisciplinary approaches to whole school curriculum planning in contemporary issues.

The course will cover both theoretical and practical issues. It will be particularly relevant to course co-ordinators and consultants with responsibilities in these areas.


Texts Nil

EDUCATIONAL STUDIES

References Course readings will be distributed.

The course will be based on current research articles which will be distributed through the course and will act as discussion starters.

EDUC644 CURRICULUM RESEARCH AND DEVELOPMENT

Lecturer Dr TE Cook

Prerequisite(s) One 500 level unit in curriculum or equiValent experience


Assessment

Seminar (1500 words) - 40%, essay (3000 words) - 60%

Content

This course covers the process of curriculum development globally, s ystemicall y and at the school level. Theoretical, practical and research components are specifically addressed so that an understanding of process, content and involvement strategies are developed and discussed in the applied context.

This course will be particularly relevant to course co-ordinators, leading teachers, deputy principals (cuniculum) and consultants. An action or applied research component is included and both quantitative and qualitative approaches are covered. Students involved in school curriculum teams, curriculum project teamsor syllabus committees will be able to use this background as case examples.

Particular emphasis will be put on thegrollp dynamics of working cuniculum teams and the skills of team leadership.


Texts Nil

References

Brady, L Curriculum Development (2nd edn, Prentice-Hall 1987)

Dobbert, M EthnographicResearch -Theory & Applicalionfor Modern Schools &Societies (Pracger 1982)

Hustler, D, Cassidy, T and Cuff, T (cds) Action Research in Classrooms and Schools (Allen & Unwin 1987)

Leedy, P Practical Research - Planning & Design 3rd edn (Macmillan 1985)

Owens, RG Organisational Behaviour in Education 3rd edn (PrenticcHall 1987)

Current research articles will be distributed throughout the course and will act as discussion starters.

25

SECfION FOUR

EDUC651 EDUCATIONAL ORGANISATION AND ADMINISTRATION


Prerequisile{s) Unit 551 or units EDUC551 and 552


AssesSlMnt

Will be based on a comprehensive seminar paper, a critique of a journal article and a major written assignment.

Content

The purpose of this course unit is to provide students with a sound basis for the understanding of the organisation and operation of the education system and afford them an opporturut y to familiarize with appropriate concepts, principles procedures and practices to operate effectively within the system. Other topiCS considered will include: an international perspective of the evolution of the system; the legal basis; concepts and principles of organization and administration; the role of leadership; planning and effecting improvements~ development of personnel; business activities~ managing people, managing organizations; managing change and evaluation and accountability.

Texts

Morphet, Edgar L, et al Educational Organization and Administration (PrenticeHall 1982)

Earard, KB and Morris, Geoffrey Effective School Management (Harper and Row 1986)

References

Journals on Educational Administration and/or Management and other relevant topics and fields as will be prescribed.

EDUC652 ADMINISTRATIVE BEHAVIOUR AND EDUCATIONAL MANAGEMENT


Prerequisite(s) ~nit 551 or units EDUC551 and 552


Assessment

Will be based on comprehensive seminar paper, a critique of a journal article and a major written assignment.

Content

The objective of this course unit is to lay the basis for a comprehensive Wlderstanding of the functioning and management of educational organisations in theory and practice. Moreemphasis will be placed on administrative behaviour within educational institutions in the context of complex interpersonal social systems. Other topics to be considered will include: educational management as an applied discipline; organisational theory and behaviour in educational institutions; leadershi ps in prof essionall y staffed institutions; management and leadership in primary and secondary schools; the role of middle manager at the secondary school level; authority and role relationships of educational executives; decision making; educational institutions as political systems; educational planning and evaluation and change.

26

EDUCATIONAL STIJD[ES

Texts

Hughes, Meredydd. Robbins, Peter and Thomas, Hywel Managing Education: The System and the Instituzion (Holt Rinehart and Winston 1985)

Sergivanni, TJ and Carver, FD The New School ExecUlive: A Theory of Administration (Harper and Row, the latest edn)

References

Journals on Educational Administration and/or Management and other relevant topiCS and field as will be prescribed.

EDUC653 POLICY AND CORPORATE PLANNING IN CURRICULUM DEVELOPMENT

Lecturer Dr TE Cook

Prerequisite(sj A 500 level curriculum or educational administration unit or equivalent experience. Equivalent professional experience will also be considered.


Assessmenl Seminar (1500 words - 40%, Majorresearch study (3000 words) - 60%

Contenl

This unit examines the development of school policy and curriculum development in the corporate planning context. A focus is the development, presentation, implementation and evaluation of school policy and curriculum development in practice. The concept of corporate planning is examined from both theoretical and practical perspectives. Particular emphasis is placed on the selective application of the results of educational research. Topicsinclude supervision, staff development, managing conflict and change, the setting and prioritising of corporate objectives and the development of a corporate plan.

This course would be of particular relevance to teachers actively involved in curriculum development, to consultants and school executive.

Texts Nil

References

Bringer, I, Chomiak, G, Russell, H Corporate Management - The Australian Public Sector (Southwood Press 1986)

Further Readings

Caldwell, BJ and Spinks, JM Policy-Making and Planning for School Effectiveness (Education Department Tasmania 1986)

Everard, KB and Morris, G Effective School Management (Harper & Row 1985)

Hughes, CL Goal Setting - Key 10 Individual and Organisational Effectiveness (American Management Association 1965)

Landsbury, R and Spillane, R Organisational Behaviour: The Australian Context (Longman [983)

Course readings will be distributed.

SECfIONFOUR

EDUC661 EDUCATION OF STUDENTS WITH LEARNING DIFFICULTIES


PrerequisitelCorequisite Unit 561 or EDUC561



Content

The assertion has been made that up to 20% of students in the average class have leaming difficulties of one kind or another. The purpose of this unit is to examine recent literature related to this group of students in preschool to post-secondary classes. The nature of learning problems experienced by students of relativel y normal intellectual ability who nevertheless achieve poorly in school will be analysed from different theoretical perspectives and implications for intervention will be addressed. The various modes of service delivery for support of these students (such as consultancy, team teaching, resource room model) will also be compared.


EDUC662 EDUCATION OF STUDENTS WITH BEHAVIOUR PROBLEMS

Lecturer Dr RN Conway




Content

This unit examines theory and research on the continuum of behaviour disorders from minor disturbing behaviOUrs to severe handicapping disorders. Topics include: definition, identification, diagnosis and treatment procedure, the relation between research and practice, and an examination of specific behaviour disorders. The approach will focus on education, medical and social welfare services for students with behaviour problems.


EDUC663 EDUCATION OF STUDENTS WITH DEVELOPMENTAL DISABILITIES

Lecturer Dr PJ Foreman




Content

This unit examines intellectual disabilities in the context of the broader field of developmental disabilities. Topics include the assessment of disability using both traditional methods and more recent procedures based on theories of cognitive processing; characteristics of people with intellectual disability; education, training and rehabilitation programmes_

T exJs and References To be advised.

EDUCATIONAL STUDIES

EDUC664 TEACHING METHODS AND TECHNIQUES IN SPECIAL EDUCATION


PrerequisilelCorequisite Unit 561 or 501 or EDUC561 or EDUC501 and 502

HOUTS Two hours per week for one semester


Content

In this unit a range of methods and techniques for teaching students with special needs in either segregated or integrated settings will be examined. These include precision teaching, data-based instruction, stimulus control, contingency management, socialleaming and modelling, mastery learning. direct/explicit instruction, process training, cognitive and metacognitive instruction. The focus will be on the theoretical basis, research findings and implementation principles_

Text

Cole, PG and Chan, LKS Teaching methods and techniques in Special Education, (Prentice-Hall, in press)


EDUC665 INSTRUCTIONAL STRATEGIES IN SPECIAL EDUCATION

Lecturer Dr LKS Chan Prerequisite(sj Unit 561 or 501 or EDUC561

Hours Two hours per week for one semester Assessmenl Written assignments and seminar presentations Content This unit continues from the unit ''Teaching methods and techniques in special education". The unit provides an in-depth study of instructional models and organisational strategies that facilitate the implementation of various leaching methods in either segregated or integrated settings, such as peer tutoring, cooperative learning, and adaptive I earning models ofinstruction. The focus will be on the theoretical basis, research findings and implementation principles.

Text Cole, PO W1d Chan, LKS

Teaching Methods and Techniques in Special Education (Prentice-Hall, in press)


EDUC666 DIFFICULTIES IN LEARNING: DIAGNOSIS AND INTERVENTION

Lecturer Drs LKS Chan and PJ Moore

Prerequisite(s) Unit 561 or 501 or EDUC561



27

SEcrION FOUR

Content

This unit focuses on the diagnosis of difficulties in learning and the design of appropriate intelVention programmes, particularly in the areas of reading, mathematics and study skills. Various modes of diagnostic assessment will be discussed and a wide range of remediation methods will be examined. The approach is both theory/research and skills oriented and the emphasis in on adapting effective and soundly-researched techniques to meet individual student needs.


EDUC667 EDUCATION OF ADULTS WITH SPECIAL NEEDS

Lecturer Drs RN Conway and GL W Robinson

Prerequisite(s) Unit 561 or EDUC561



Conlent

This unit examines the theoretical bases and research on the provision of services to adults with special needs. Seminars will focus on the nature of the special need, the variety of selVice provision and the evaluation of current approaches. Topics will include basic education reading writing and numeracy classes, Outreach programmes, labour market programmes, tutor programmes, T AFE vocational courses and rehabilitation services.

TexI and References To be advised.

EDUC668 PROFESSIONAL STUDIES IN SPECIAL EDUCATION

Lecturer Drs GLW Robinson, LKS Chan, RN Conway


Hours Three hours per week for one semester

Assessmenl Field based assignments

Contents

TIris unit will involve a series of workshops designed to allow hands-on experience for the acquisition of a wide range of skills and techniques required of an expert special educator. Topics include mastery of testing, formal observation techniques, programme design, programme evaluation, curriculum development, managing data-based programmes, general communication skills, team teaching skills, consultation/ negotiation skills, introductory sign language etc. Experts in the field will be invited to conduct some of these workshops.


EDUC669 COMMUNICATION DISORDERS

Lecturer Dr J Cowley



Assessmenl Written assignments and seminar presentations.

28

EDUCATIONAL STUDIES

Conlent

This unit provides an in-depth study of the nature and range of communication disorders. The long-term effects of disorders such as those arising from sensory impairment, intellectual and! or physical disabilities will be considered together with methods used for theamelioralion of such effects. The unit will include the study of the development of augmentative methods of communication such as sign, symbol and computer use and of intensive language programmes.


EDUC671 WOMEN IN EDUCATION: HISTORICAL PERSPECTIVES


Prerequisite(s) Unit 512 or at least one of EDUC571 and EDUC512


Assessmenl Seminar and literature review

Conlenl

This unit aims to examine and provide perspectives on the provisions made for educating and training females in Australia during the 19th and 20th centuries and is concerned with an analysis of the social, political, demographic and economic forces that helped shaped the educational provisions made for women in the private and state sectors. Topics will include the primary, secondary and tertiary education experience of girls and women, and their domestic and professional (including teacher) training. The history of women is a new field of research and emphasis will be placed on the consideration of the methodological issues and approaches emerging in the field.

Text

Ky1c,N lIer Natural Desliny. The Education of Women in New South Wales (NSW University Press 1986)

References

Mackinnon, A One Foot on the Ladder: Origins and Outcomes of Girls' Secondary Sclwoling in SOuJh Australia (University of Queensland Press, 1984)

Spender, D The Education Papers: Women's Questfor Equality in Britain 1850-1912 (Routledge and Kegan Paul 1987)

EDUC672 WOMEN IN EDUCATION: BIOGRAPHICAL STUDIES

Lecturer Assoc Prof JA Ramsland

Prerequisite(s) Unit 512 or at least one of EDUC571 and EDUC512


Assessmenl A seminar presentation, a minor assignment and a major project

SECTION FOUR

Conlenl

nus unit explores Barbara Tuchman's notion of biography as a prism of history; as a form to encapsulate history. The work and careers of several important 19th and 20th century women educators both in Australia and overseas are critically examined in the broader historical context. A research methodology within the biographical genre is developed through the consideration of examples of completed research work. in the field. Students will be encouraged to develop their own original projects and to make interpretative use of available primary sources.

Texis Nil


EDUC673 APPLICATION OF FUTURES STUDIES IN EDUCATION




Assessmenl Seminars and assignments

Conlenl

Futures study can be seen as a forward-looking equivalent of history. Futures thinking and futures methodologies can play an important role in curriculum design and educational planning and administration. This unit will provide and introduction to the 'futures field' in education and will concentrate on exploring key themes in education futures and on making the best practical use of the methodologies that have emerged in the field, among them trend extrapolation, delphi technique, scenario generation and even speculative fiction. Students can choose to focus on either the 'hard pole' (eg, prediction) or the more 'soft pole' (eg scenario generation) methodologies in this unit though they will be exposed to the whole range.

TexJs

Tydeman,J FuluresMetlwdologiesHandbook:AnOverviewofFuJures Research Methodologies and Techniques (AGPS 1985)

References

Noyce, P (ed) FuJures in Education: The Report from the FuJures in Education Conference (The Commission for the Future, 1987)

Fitch, R and Svengalis, C Futures Unlimited: Teaching AboUl Worlds to Come (National Council for Social Studies 1979)

LeGuin, U Always Coming Home (Harper and Row 1985)

EDUC674 FUTURES PLANNING AND POLICY IN AUSTRALIAN EDUCATION


PrerequisiJe(s) One 500 level unit


Assessmenl To be advised

Conlenl

EDUCATIONAL STIJDIES

The emphasis in this unit is on the examination and critical. evaluation of the official blueprints for the future of Australian education that have been produced over the last decade at the state and federal levels, the policies that have flowed from them and the scenarios that seem likely to emerge. Familiarity with the techniques and methodologies of the 'futures' field would be helpful but not essential.

Texts Nil

References

Commonwealth Schools Commission Making the FuJure. The Role of Secondary EducaJion in Australia (AGPS 1986)

Commonwealth Schools Commission In the Nationallnlerest: Secondary Education and Youth Policy in Australia (AGPS 1987)

Australian Science and Technology Council Education and National Needs. A Report to the Pril1U! M inisler by the A ustraJian Science andT ec 1uwlogy C ouneil (AGPS 1987)

Eckersley, R Casualties of Change. The Predicament of Youth in Australia (The Commission for the Future 1988)

EDUC681 EDUCATIONAL PROGRAMMING

Lecturer WK Au

Prerequisite(s) Unit 571 or EDUC581 and 582


Assessmenl Written assignments and seminar presentations

Conlent

The major aim of this unit is to familiarise students with computer languages that are often used in educational settings. Students will be introduced to two different languages - Pascal and Prolog. In this context, students will also study theories related to instructional design and artificial inteUigence.

TeXIS and References To be advised.

EDUC682 TEACHING COMPUTING IN SCHOOLS

Lecturer WK Au

Prerequisite(s) Unit 571 and EDUC581 and 582



Conlenl

In this unit, students will study the core aspects of the existing NSW Computing Studies syllabus. As well, this unit will cover thematic aspects such as information systems, communication systems and graphics systems. Emphasis will also be placed upon the school-based curriculum development of these topics.


29

SECTION FOUR

EDUC683 COMPUTING STUDIES IN SCHOOLS

Lecturer WKAu

Prerequisite(s) Unit 571 or EDUC581 and 582



Content

In this unit, students will study the various thematic aspects such as monitoring and control systems, intelligent systems, and modelling & simulation, and graphics systems that are related to the existing NSW Computing Studies syllabus. Emphasis will also be placed upon the school~based curriculum development of these thematic aspects.

Students are also expected to be familiar with the core aspects and the other thematic aspects of the NSW Computing Studies syllabus.


EDUC691 SPECIAL EDUCATION PRACTICUM

Lecturer Dr PJ Foreman

PrerequisilelCorequisite EDUC668

Hours 240 hours of supervised experience in special education

settings or equivalent

Assessment Progressive assessment

Content

A continuous programme of practical experience in special education settings to be achieved by structured visits to a range of student support services and provisions and supervised experience in the plarming, implementation, management and evaluation of programmes for students with special needs. Alternative arrangements may be organized for part~time

candidates.

Texts and References Nil

EDUC692 COMPUTERS IN SPECIAL EDUCATION

Lecturers WK Au, Drs R Coldwell and LKS Olan

Prerequisite(s) Unit 561 or EDUC 561



Content

This unit providesanintroduction to the application of computers in special education. No prior knowledge of the use of computers is assumed. The main aim of this course is to examine the ways in which computers can be used as teaching aids and learning tools for students with disabilities and learning problems. Hands~ on experience will be provided with relevant software and hardware commonly used in special education.


30

EDUCATIONAL STUDIES

EDUC697 A DIRECTED STUDY A

Prerequisites Two 500-level units and approval of the Course Co-ordinator

Hours The equivalent of two hours per week for one semester

Assessmenl To be advised

Conlenl

This unit may be taken by students interested in developing a specialised topic with the close direction of a member of staff, The consent of both the lecturer to beinvolved and the CourseCoordinator is required,

A detailed proposal must be supplied to the Faculty Secretary by the end of the second week of the semester, The Faculty Secretary will provide a pro fonna for the submission upon request. The proposal must be written in conjunction with the lecturer(s) concerned.


EDUC698 A DIRECTED STUDY B

Prerequisite(s) A Directed Study A

Hours The equivalent of two hours per week for one semester

Assessmenl To be advised,

Conlenl

As for a Directed Study A. nus unit may be a continuation of a Directed Study A or may be on a different topic.

TeXis and References To be advised

EDUC699 MINOR THESIS

Prerequisites Four 500-Jevel semester units or their equivalent and approval of the Course Co- ordinator

General

The 10pic for the Minor Thesis will depend upon the candidate's prior academic background, Candidates are advised to choose a topic in consultation with the Course Co-ordinator, and to select coursework units which will support the choice of their Minor Thesis topic, For example, students may berefused permission to undertake Minor Thesis based on empirical studies unless they have previously completed approved studies in research methodology.

The MinorThesis is worth the equivalent of three semesterunits. It is a prerequisite for admission to candidature for the degree of Master of Education and under certain conditions that of Doctor of Philosophy,

Supervision

A candidate intending to enrol in the unit Minor Thesis should seek advice from lecturers known to be interested in the particular area of study or, if necessary. from the Course Co-ordinator. Upon the candidate's enrolment in the unit a supervisor will be appointed after consultation with the student, The candidate should establish contact with the supervisor as soon as possible, before commencing work on the Minor Thesis.

SECTION FOUR

TimeUmit

Candidates arerequired to complete the Minor Thesis in no more than 3 semesters after enrolment in the Unit. Enrolment in this unit may be effected at the beginning of any semester.

Length

This should be determined in consultation with the supervisor. Adequate length must vary according to the methodology and nature of the topic (15,000 words would cover most topics, ie approx. 60 pages of A4 with double-line spacing).

Topic and treatment

The Minor Thesis may take the form of a critical review of the literature (something more than just an encyclopaedic discussion of available references); an analysis of a practical educational situation orissue; a synthesis of the candidate's ideas and theories around a specific theme; or an empirical study. All statements should be well supported by documentary evidence, theory, research and logical argument. Further details concerning the format of the Minor Thesis are available from the Faculty Secretary (reI. ext. 417).

EDUCATIONAL STUDIES

31

SECfIONFOUR

Master of Education The Master of Education degree provides a programme which requires professional research in an area of Education.

The Requirements for the degree are outlined near the begirming of this Handbook. Before admission to candidature, students must have satisfied requirements for the degree of Bachelor of Educational Studies orits equivalent and have completed a Minor Thesis to a level satisfactory to the Faculty Board.

A thesis is required, embodying the results of a major study. Students are also required to complete a unit of coursework or a directed study appropriate to the research work being undertaken. For each candidate there will be appointed a supervisor who will give guidance in relation to the course work unit and the writing of the thesis.

The Courseis available to full·timeand part-time students; it may be completed in a minimum of three terms by full-time study or up to twelve terms by part-time study. Intending students are invited to consult the Head of the Department before submitting their application forms to the Secretary.

Doctor of Philosophy The Doctor of Philosophy degree is offered for those students who wish to study Education at a highl y specialised research level.

Before admission to candidature an applicant should normally have completed either an Honours degree in Education at an acceptable level or a Master's degree in Education by research or a degree with a Minor Thesis at an acceptable level.

Each student is required to prepare a thesis under the guidance of a supervisor specially appointed.

Students may enrolinthe programme on afull·timeor a part-time basis. The programme normally takes 3-5 years to complete. Intending students should consult the Head of the Department of Education before submitting their application forms to the Secretary. .

32

OTHERPOSTGRADUATESTUD~

Postgraduate Research Seminars All candidates eruolled in the MEd, MA in Education, and PhD in Education programmes will beinvolved in the scheduled postgraduate research seminars. The seminars, which are attended by students and staff, will beheld throughout the academic year. The Department sees the seminar series as an important component of the postgraduate research student's programme. The nature of each candidate's participation depends on the stage of progress. It is the candidate's responsibility tQ check with the appropriate su petvisor to ascertain details of attendance requirements and the nature of participation.

The purposes of the postgraduate seminars are:

(a) to allow candidates to defend their proposed theses or projects;

(b) to allow students whose work is in progress to present reports on their research;

(c) to give postgraduate students a ChWlce to discuss various research methodologies;

(d) to acquaint persons involved in research with the range of research activities being undertaken under the auspices of the Department.

The programme of meetings will be available from the Department of Education.

I.' SECTION FIVE


W.K.Au Computer applications in education.

Instructional design.

Computer assisted instruction.

Metacognition and problem solving.

Academic staff development.

S.F.Bourke Quality of School life.

Problem solving in mathematics.

Course and student development.

Classroom contexts and teaching practices.

Development of quantitative research methodologies.

L.K.SChan The education of students with special needs including those with intellectual, behavioural or learning disorders as well as those with special gifts and talents.

Models of assessment and instruction in special education.

Cognitive strategy instruction and metacognitive instruction.

Mastery learning and direct instruction.

The teaching of reading and reading comprehension.

Causal attributions.

P.N. Chopra Punishment phenomena.

Methodology of teaching.

Behaviourism and schooling.

Teaching and pupil feedback.

T.E. Cook Educational psychology, psychological theories of instruction, and classroom management.

Cuniculum development, school basedcuniculum development.

Educational administration, policy development in education, corporate planning in schools, Aboriginal education! Aboriginal studies.

Qualitative research methodology: ethnomethodologicaI approach.

Driver education, pilot training.

A. V. Everell

Self concept measurements.

Personality and role behaviour.

Social deviance and social change.

Violence in Society.

D.T. Gamage

Educational administration.

Higher education

Comparative education.

History of education.

Asian studies.

33

SECTION FIVE

A.P.llo1brook

The history of Australian education 1890-1950s.

Youth training programmes.

Youth unemployment.

Futures in education.

Student assessment.

The English skills of tertiary students.

R.W.Howard

Educational psychology

Learning and memory

Intelligence

Concept and schema learning

R.S.Laura

Health education and bio-ethics.

Sport education and drug education.

Environmental education, with special reference to the impact of scientific technology on public health.

Philosophy of special education.

Moral and religious education.

R.Mackil!

Social and political philosophy of education.

Contemporary radical theories in education

The theory and practice of education

M.N. Maddock

Curriculum development, relating to science education, especially science education in developing countries.

The relationship between curriculum and culture.

The evaluation of stated affective domain aims for curricula

Environmental education

Breeding biology ecology and migration of egrets.

J. W. McQ""Uer.

Development of primary and secondary mathematics cunicula

Development of education systems -organisation and curricula.

The study of teachers and their teaching.

PJ.Moore Psychology of reading and writing

Study processes and learning

Research into primary school curricula

J.A. RamslJJnd

The history of education with particular reference to Australia.

Destitute, neglected, orphan and delinquent children in 19th and 20th century Western societies.

New South Wales regional and local history with particular reference to childhood and schooling within the societal context.

Aboriginal childhood experiences in New South Wales.

34


W.G. Warren

Social and political philosophy of education with particular reference to Libertarian, Existential and Phenomenological perspectives.

Psychological theory and methodology.

Death and death education.

I' i

SECTION SIX

SUBJECT COMPUTER NUMBERS

400 Level Units 1990

Computer No Name of Unit

Teaching Practices· 6 credit points each EDUC40I Teaching Practices Primary

EDUC402 Teaching Practices English

EDUC403 Teaching Practices History

EDUC404 Teaching Practices Mathematics

EDUC405 Teaching Practices Modem Languages

EDUC4Q6 Teaching Practices Science

EDUC407 Teaching Practices Social Sciences

EDUC40B Teaching Practices Drama

Problems in Teaching. 6 credit points each EDUC411 Problems in Teaching - Primary

EDUC412 Problems in Teaching - English

EDUC413 Problems in Teaching - History

EDUC414 Problems in Teaching Mathemalics

EDUC415 Problems in Teaching Modem Languages

EDUC416 Problems in Teaching Science

EDUC417 Problems in Teaching Social Science


Learning. 6 credit points each EDUC421 Learning in Primary

EDUC422 Learning in English

EDUC423 Learning in History

EDUC424 Learning in Mathematics

EDUC425 Learning in Modern Languages

EDUC426 Learning in Science

EDUC427 Learning in Social Sciences

Compulsory Units EDUC431 School and Society - 6 credit points

EDUC441 Practicum -12 credit points

Further Curriculum Studies· 6 credit points each EDUC451 Aboriginal Studies

EDUC452 Adolescents

EDUC453 Aspects of Media

EDUC454 A Community Project

EDUC455 Computers in Schools

EDUC456 Environmental r'..ducation 35

SEITIONSIX


EDUC457

EDUC458

EDUC459

EDUC460

EDUC461

EDUC462

EDUC463

EDUC464

Second Language Acquisition in the Infants! Primary School

Primary Art, Craft, Music and IlealLh

Reading in the Secondary School

Religious and Moral Education

The Self-Concept, School and Employment

Social Aspects of Education

Teaching English as aSecond or Foreign Language

Teaching Students with Special Needs

500 and 600 Level Units 1990

Educational Psychology Area Educational Psychology EDUC501

EDUC502

EDUC601

EDUC602

EDUC603

Educational Psychology: Theory and Pmctice

Reading: InsLruction and Assessment

Psychology of Studying

Education of Gifted and Talented Students

EDUC604 Aboriginal Education and Aboriginal Studies

EDUC60S Second Language Teaching

Educational Sociology Area EDUCSll Sociology of Education

EDUCS12 Sociology of Teaching

EDUC611 Teaching Contexts and Practices

EDUC612 The Scope of Environmental Education

EDUC613 Issues and Research in Environmental Education

Research Methodology Area EDUC521 Quantitative Research Methods

EDUCS22 Qualitative Research Methods

EDUC523 Test Design and DevelopJ!lent

EDUC621 The Measurement of Attitude

EDUC622 Causal Modelling

Philosophy of Education Area EDUC531 Philosophy of Education

EDUC532 Philosophical Issues in Education

EDUC631 Philosophy of Health Education

EDUC632 r<..ducation and Bureautechnology

36

~-~~-~-

SUBJECr COMPUTER NUMBERS


Curriculum Area EDUC541 Introducing the Curriculum

EDUC542 Curriculum Inquiry: Theory and Practice

EDUC641 Teachers and the Curriculum

EDUC642 Teacher Professional Knowledge in Action

EDUC643 Contemporary Issues in the Cumculum from a Cultural Perspective

EDUC644 Curriculum Research and Development

Educational Administration Area EDUC551 Introduction to Educational Administration

EDUC552 Educational Administration: Theory and Pmclice

EDUC651

EDUC652

EDUC653

Educational Organisation and Administration

Administrative Behaviour and l;;ducational Management

Policy and Corporate Planning in Curriculum Development

Special Education Area EDUC561 Current Issues in Special Education

EDUC562 Philosophical Issues in'Special Education'

EDUC661 Education of Students with l.earning Difficulties

EDUC662 Education o( Students with Behaviour Problems

EDUC663 I;;duca1ion of Students with Developmental Disabilities

EDUC664 Teaching Methods and Techniques in Special Education

EDUC665 Instructional Strategies in Special r:.ducation

I ~DUC666 Difficulties in l.earning: Diagnosisand Intervention

EDUC667 l;;ducation of Adults with Special needs

I~DUC668 Professional Studies in Special Educaliori

EDUC669 Communication Disorders

EDUC691 Special Education Practicum

I;DUC692 Computers in ~pecial Education

History of Education Area EDUC571 i IisLory of Education in the WestcmWorld 1914to

1939

ImUC572 l;;ducalion. "'raining and Youth I)olicy in Australia 1920's - 1960

EDUC671 Women in Education: Historical Perspectives

ImUC672 Women in IklucaLion: Biographical Studies

EDUC673 Application of Futures Studies in Education

EJ)UC674 Futures Planning and Policy in Australian l:.ducaLion

SECfION sIX SUBJECT COMPUTER NUMBERS

Computer No Name of UnIt

Computer Education Area EDUC581 Introduction to-Educational Computing

EDUCS82 Application of Computers in r<..ducation

EDUC681 Educational Programming

EDUC682 Teaching Computing in Schools

EDUC683 Computing Studies in Schools

General EDUC697 A Directed Study A

EDUC698 A Directed Study n EDUC699 Minor Thesis

37

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Architecture Drama Theatre Drama Studio Social Sciences Geography - Drama Social Sciences Commerce - Economics Law - Management Post Office Auchmuty Sports Centre Staff House Sports Pavilion Squash Courts - Oval No.2 Tunra Annexe Temporary Buildings Careers & Student Employment Chaplains - Sport & Recreation Student Accommodation Tennis Courts The Hunter Technology

Development Centre Union Mathematics Computer Science - Statistics Radio station 2NUR-FM Behavioural Sciences Education - Psychology Sociology

ALPHABETICAL LOCATION GUIDE

Administration in McMullin Animal House-Central Arts in McMullin Architecture Basden Theatre HOI Behavioural Sciences Biological Sciences B01 Lecture Theatre Bulk Solids Engineering Careers & Student Employment in Temp. Bldgs

Cashier in McMullin Central Garage Materials Engineering in Chemical & Materials Engineering

Chemistry Chaplains in Temp. Bldgs Chemical & Materials Eng. Child Care Centre (Kintaiba) Civil Eng. & Surveying Commerce in Social Sciences Commonwealth Bank Community Programmes in McMullin

Computer Science in Mathematics Computing Centre in McMullin Computer Teaching Building Drama in Social Sciences Drama Studio Drama Theatre Economics in Social Sciences Education in Behavioural Sciences Edwards Hall Administration & Dining Burnett House Cutler House

A AN A N H W J B EG

TB A CG

M G TB EB CC ED 5 CB

A V A CT R Q

P 5 W

HA HB HC

Self. .. catering Houses EEO in McMullin Electrical & Computer Eng.

HF-HZ A EE

, , , ,

.. , \ , ,

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/

"".-",,/

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Engineering Administration Engineering Classrooms Engineering Science EOI Lecture Theatre Geography in Social Sciences Geology· Great Hall Hunter House International House Stage 1 Stage 2

K202 Medical Sciences Lecture Theatre

Law in Social Sciences Library-Auchmuty McMullin Management in Social Sciences Mathematics Mechanical Engineering Medical Sciences Physics Post Office Psychology in Social Sciences Radio Station 2NUR-FM in Mathematics

Sociology in Social Sciences Sports Centre-Auchmuty Sports Pavilion

INDEX

EA EF E5 E R C GH

HHA-HHF

IA-IC ID -IE

I 5 L A 5 V EC K D 5B W

Sport & Recreation in Temp .. Bldgs Squash Courts in Sports Pavilion Staff House

V W sc 5P TB 5P 5H V Statistics in Mathematics

Student Accommodation in Temporary Buildings

Student Services in McMullin The Hunter Technology Development Centre Temporary Buildings Tennis Courts Tunra Annexe Union

TB A

TH TB TC TA U

UNIV N·

Faculty of Education Handbook, 1990 - University of … collections/pdf... · THE DEAN'S FOREWORD...

Documents

Transcript of Faculty of Education Handbook, 1990 - University of … collections/pdf... · THE DEAN'S FOREWORD...