Education (Educational Psychology)

Educational Psychology

Candidates for the Master of Education (Educational Psychology) must complete 48 credit points, including a minimum of 24 credit points of core units of study, a minimum of 6 credit points of elective units of study, a minimum of 6 credit points of capstone units of study and a maximum of 12 credit points of postgraduate Education units of study chosen from any Master of Education program.
Candidates for the Graduate Diploma in Educational Studies (Educational Psychology) must complete 36 credit points, including a minimum of 24 credit points of core units of study, a minimum of 6 credit points of elective units of study and a maximum of 6 credit points of postgraduate Education units of study chosen from any Master of Education program.
Candidates for the Graduate Certificate in Educational Studies (Educational Psychology) must complete 24 credit points, including a minimum of 18 credit points of core units of study and a maximum of 6 credit points of elective units of study.

Core units

EDPE5001 Learning, Knowing and Thinking

Credit points: 6 Teacher/Coordinator: Associate Professor Paul Ginns Session: Semester 1 Classes: 1x2hr seminar/week Assessment: 1x3000wd seminar paper (50%) and 1x3000wd integrative review essay (50%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
A core unit of study which examines ways in which current understanding of cognitive processes related to learning, knowing and thinking may contribute to the design of learning experiences in varied settings. Consideration will be given to constructivist and generative approaches to learning and to schema theory approaches to facilitating knowledge development and problem-solving skills. Emphasis will be placed on the teaching of learning strategies, the development of metacognitive skills and the integration of domain knowledge and strategic knowledge. Issues of transfer of learning, patterns of student interaction in learning, creativity and the facilitation of self-regulation in the learner will be examined.
EDPE5002 Human Development in Context

Credit points: 6 Teacher/Coordinator: Dr Minkang Kim Session: Semester 2 Classes: 1x2hr seminar/week Assessment: 1x seminar presentation (30%) and 2000wd review paper (30%) and 1x2500wd research project proposal (40%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
A core unit of study that critically examines theories from developmental sciences in the light of contemporary theory and research, drawing especially on insights provided by Dynamic Systems Theory and neurobiology of the brain development. The aim is to understand the complexity of cognitive, emotional, social, moral and languate development as children engage with the multiplicities of their experience of being in the world. Seminars also focus on how to design and conduct developmental research, and how to read research findings with critical minds.
EDPE5011 Motivation for Learning

Credit points: 6 Teacher/Coordinator: Associate Professor Paul Ginns Session: Semester 1 Classes: 1x2hr seminar/week Assessment: 1x15min group presentation (25%), 1x2hr in-class written task (35%), 1x2500wd annotated lesson plan (40%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
The major focus of this core unit centres on recent psychological study of motivational processes in the learner and on ways in which learning environments may be seen to foster student motivation for learning and thereby facilitate the attainment of desired learning objectives. The unit will consider the balance between intrinsic and extrinsic sources of motivation, teacher expectations and learner motivation, self-concept and self-system processes in learning and issues of success and failure and anxiety in learning settings. Emphasis will be placed on goal setting and feedback in establishing a facilitative learning environment, student interaction in cooperative learning and the development of motivational components of self-regulation in the learner.
EDPE6013 Learning and Teaching Thinking Skills

Credit points: 6 Teacher/Coordinator: Dr Annishka Oksa Session: Semester 2 Classes: 1x2hr seminar/week Assessment: 1x2000wd seminar paper (30%) and 1xseminar presentation (20%) and 1x3000wd final paper (50%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
This core unit of study centres on examination and evaluation of a number of approaches to the development of higher order cognitive skills. Consideration will be given to the structuring of knowledge to facilitate explanation, problem-solving and creativity and to the use of internalised self-regulatory control strategies in fostering cognitive outcomes. Ways in which thinking and cognition can be supported and extended in educational contexts will be examined in some detail. Particular attention will be given to factors that influence thinking, the role of tools and technologies in facilitating thinking, and perspectives on thinking and cognition generated by contemporary research in cognitive science.

Elective units

EDPE6011 Learning and Individual Differences

Credit points: 6 Teacher/Coordinator: Associate Professor Paul Ginns Session: Semester 2 Classes: 1x2hr seminar/week Assessment: 1x3000wd seminar essay (40%) and 1x3000wd seminar essay (40%) and 1x45 minute seminar presentation (20%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
This unit examiners major areas of individual differences among learners and ways in which educational provision may be adapted to accommodate these differences in helping each student to achieve major learning outcomes. Consideration will be given to areas of cognitive and personality differences, learning styles, and gender differences. Particular attention will be given to implications of research which (a) explores aptitude-treatment interactions, (b) elucidates the mediating processes involved in adaptive provisions and (c) evaluates outcomes of major forms of provision for individual differences.
EDPE6016 Adult Learning and Development

Credit points: 6 Teacher/Coordinator: Associate Professor Paul Ginns Session: Semester 1 Classes: 1x2hr seminar/week Assessment: 1x3000wd learning-contract based essay and reflection exercise (40%) and 1x3000wd seminar essay (40%) and 1x45 minute seminar presentation (20%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
This unit examines selected issues relating to adult development and adult learning. Concepts of growth and decline are explored, particularly in relation to cognitive development, transitions in the workplace, within families, and in other social contexts. Considerations of adult learning focus on adult conceptions of learning, higher education, and the development of expertise. It considers contexts for adult learning, and concepts of self-directed and self-regulated learning.
EDPK5001 Qualitative Methods

Credit points: 6 Teacher/Coordinator: Professor Murray Print Session: Semester 1,Semester 2 Classes: 1x2hr seminar/week x 13 weeks Assessment: observation and report (25%), interview and report (2 x 25%) and case study/focus group (25%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
This unit introduces students to the major issues underlying qualitative research. It examines the relationship between research questions and appropriate study designs, as well as ethical considerations. Students will develop extensive skills in the use of interviewing, observation case study and focus group research techniques.
EDPK5003 Developing a Research Project

Credit points: 6 Teacher/Coordinator: Dr Rachel Wilson Session: Semester 1,Semester 2 Classes: 4x4 hr Saturday workshops, plus online lectures and activities Assessment: online exercises (40%) and class presentation (20%) and research proposal (40%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Block mode
This unit is seen as the foundation unit in research methods and it provides an overview of the research process, with a focus on developing skills for critical evaluation of research reports and the design of research projects. Research strategies, sampling and design issues and various methods of data collection and analysis are examined. Students explore both quantitative and qualitative research approaches. The assessment in this unit is developed around students' own research interests and by the end of the unit students will have developed their own research proposal document.
EDPL6002 Aboriginal Community Collaboration

Credit points: 6 Session: Semester 1 Classes: 2x6.5 hrs workshops, 13 hrs online Assessment: 1x1800wd community engagement evaluation (30%), 1x1800wd critical reflection and analysis (30%), 1x2400wd critical review of literature (40%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Students develop a deep understanding of the theoretical and practical applications of collaborating with their local Aboriginal communities in order to better meet needs of their students, families and communities, and embed this into the structure and culture of their schools.
EDPL6003 Aboriginal Curriculum and Pedagogy

Credit points: 6 Session: Semester 1 Classes: 2x6.5 hrs workshops, 13 hrs online Assessment: 1x2400wd Implementing Aboriginal CandP (40%), 1x1800wd Curriculum and Teaching/Learning (30%), 1x1800wd Integrative Review Paper (30%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Students identify Aboriginal and non-Aboriginal learning needs and apply ethical protocols in order to design and implement place-based, relationships-focussed curriculum and pedagogies. Students develop skills to lead their colleagues in creating innovative, culturally responsive learning environments.
EDPL6004 Leadership in Aboriginal Contexts

Credit points: 6 Session: Semester 2 Classes: 2x6.5 hrs workshops, 13 hrs online Assessment: 1x1800wd Leadership Workshop (30%), 1x1800wd Personal Leadership Reflection (30%), 1x2400wd Critical Review of Literature (40%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
This course offers students a practical and process-oriented approach that is responsive to the challenges of preparing educational leaders committed to social justice and equity for Aboriginal peoples. This includes interrogating Aboriginal and non-Aboriginal theoretical models, styles and purposes of leadership.
EDPL6005 Aboriginal Education: Policy and Practice

Credit points: 6 Session: Semester 2 Classes: 2x6.5 hrs workshops, 13 hrs online Assessment: 1x1800wd Evaluation of School Policy (30%), 1x1800wd Aboriginal Education Policy Revi (30%), 1x2400wd Critical Review of Literature (40%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Students will analyse historical and contemporary national and local Aboriginal education policies and interrogate implicit representations of what is considered to be the 'problem' in Aboriginal education. They will apply this in ways that influence positive change in their workplace including improved Aboriginal student outcomes.
EDPL6006 Culturally Responsive Methodologies

Credit points: 6 Session: Semester 1 Classes: 2x6.5 hrs workshops, 13 hrs online Assessment: 1x2400wd Designing Mini-research Proposal (40%), 1x1800wd Critical Reflection Vignette (30%), 1x1800wd Integrative Review Paper (30%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
In this elective, students will critically review diverse research methodologies to lead research aimed at identifying and redressing barriers to Aboriginal student success. Ethical and culturally appropriate protocols will be applied in the process of designing and implementing culturally responsive research projects.
EDPL6007 Racism and Well-being

Credit points: 6 Session: Semester 1 Classes: 2x6.5 hrs workshops, 13 hrs online Assessment: 1x1800wd Courageous Conversations toolkit (30%), 1x1800wd Comparative Theoretical Review P (30%), 1x2400wd Critical Review of the Literatur (40%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
This course will provide opportunities for participants to critically analyse and reflect on research on anti-racial and anti-oppressive practices in schooling and education. This will include a critical examination of diverse theoretical frameworks including the cultural interface, Critical Race Theory and Critical Whiteness Studies.
EDPL6008 Professional Learning:Aboriginal Context

Credit points: 6 Session: Semester 2 Classes: 2x6.5 hrs workshops, 13 hrs online Assessment: 1x1800wd Seminar Paper (30%), 1x1800wd Professional Learning Plan (30%), 1x2400wd Critical Review of literature (40%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
This course provides the opportunity for students to critically analyse current theory and practice in teacher professional learning in Aboriginal contexts and develop collaborative leadership skills for supporting and mentoring colleagues in all aspects of Aboriginal education.
EDPZ5010 Individual Profession Learning Portfolio

Credit points: 6 Teacher/Coordinator: Associate Professor David Hirsh Session: Semester 1 Classes: independent work; several meetings across the semester Assessment: 1x6000wd professional learning portfolio (100%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Note: Department permission required for enrolment
This unit provides you with the opportunity to develop a portfolio, where you can document and critically examine how you supported the learning of other participants in your formal or informal setting. Students are expected to implement an initiative to improve participants' learning in a formal or informal setting. Students are expected to have successfully completed other units of study before enrolling in this unit. University staff may undertake this unit by completing the development program for Research Higher Degree Supervision. No concurrent enrolment with EDPZ6010 unless special permission has been granted by the Faculty.
EDPZ6010 Prof Learning Leadership Portfolio

Credit points: 6 Teacher/Coordinator: Associate Professor David Hirsh Session: Semester 1 Classes: independent work; several meetings across the semester Assessment: 1x6000wd professional leadership portfolio (100%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Note: Department permission required for enrolment
This unit is designed to enable educators, with the support of a mentor, to document and engage in critical reflection on professional workplace learning, differing from its companion unit EDPZ5010, due to the focus on leadership and your professional role in working with colleagues' professional development. This unit provides you with the opportunity to develop a professional portfolio where you can document and critically examine how you have led others to improve the work in your formal or informal setting. Students are expected to have successfully completed other units of study before enrolling in this unit. No concurrent enrolment with EDPZ5010 unless special permission has been granted by the Faculty.
EDPZ6011 Assessment Literacy for School Teachers

Credit points: 6 Teacher/Coordinator: Professor Jim Tognolini Session: Semester 1,Semester 2 Classes: online delivery for 13 weeks Assessment: formative assessment and engagement (20%) and major project with 2 stages (total of 5500wds; 80%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Online
In Australia, one of the standards within the domain of Professional Knowledge describes what teachers must know and be able to do to 'assess, provide feedback, and report on student learning' at the 4 career levels. This unit provides a basic introduction to what teachers need to know and do to meet the assessment requirements of the assessment standards for the Proficiency Career Level.
EDPZ6012 Data Literacy for School Teachers

Credit points: 6 Teacher/Coordinator: Professor Jim Tognolini Session: Semester 1,Semester 2 Classes: 2hrs x13wks. Assessment: formative assessment and engagement 1000wds (20%) and major project with 3 assignments 5500 wds (80%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Online
Note: All sessions will be delivered by Webinar
The pressures and incentives that are driving the need for data literacy for school teachers come from many directions: (a) the move to a standards referenced system, (b) the integration of international, national and statewide high stakes testing programs, and (c) the requirement in the Australian Professional Standards for Teachers that directly address data literacy. In this unit data literacy is broadly defined as the ability to understand and use data effectively to inform teaching and learning decisions.

Capstone units

EDPZ6724 Dissertation Part 1

Credit points: 6 Teacher/Coordinator: Associate Professor David Hirsh Session: Semester 1,Semester 2 Classes: meetings/discussions with supervisor Assessment: satisfactory progress during semester; students then must enrol in EDPZ6725 Dissertation Part 2 the following semester Campus: Camperdown/Darlington, Sydney Mode of delivery: Supervision
Note: Department permission required for enrolment
The Dissertation is a piece of academic writing of approximately 12,000 words and represents a substantial original work. The Dissertation serves two different purposes in a student's progress through a Masters degree program, being a way for a student to study an area of interest in depth, or as a path to further research. Students seeking progress into a research higher degree, such as a doctoral program, are required to complete an empirical study, drawing on primary data. Note that for direct entry into a doctoral degree, an average of at least 80% across the Masters degree is needed. Students not intending to progress to a higher research degree may choose from a range of types of study. The Dissertation must incorporate an appropriate form of critical analysis and have as its basis a clearly structured conceptual framework. It is recommended that students complete a Research Methods unit of study prior to undertaking the Dissertation, which will support the proposal development. This unit is part one of the Dissertation which runs over two semesters; therefore, students must also enroll in EDPZ6725 Dissertation Part 2 in the following semester.
EDPZ6725 Dissertation Part 2

Credit points: 6 Teacher/Coordinator: Associate Professor David Hirsh Session: Semester 1,Semester 2 Classes: meetings/discussions with supervisor Prerequisites: EDPZ6724 Assessment: 1x12000wd dissertation (100%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Supervision
Note: Department permission required for enrolment
The Dissertation is a piece of academic writing of approximately 12,000 words and represents a substantial original work. The Dissertation serves two different purposes in a student's progress through a Masters degree program, being a way for a student to study an area of interest in depth, or as a path to further research. Students seeking progress into a research higher degree, such as a doctoral program, are required to complete an empirical study, drawing on primary data. Note that for direct entry into a doctoral degree, an average of at least 80% across the Masters degree is needed. Students not intending to progress to a higher research degree may choose from a range of types of study. The Dissertation must incorporate an appropriate form of critical analysis and have as its basis a clearly structured conceptual framework. It is recommended that students complete a Research Methods unit of study prior to undertaking the Dissertation, which will support the proposal development. This unit is part two of the Dissertation which runs over two semester; therefore, students must have also enrolled in EDPZ6724 Dissertation Part 1 in the previous semester.
EDPZ6730 Special Project 1

Credit points: 6 Teacher/Coordinator: Associate Professor David Hirsh Session: Semester 1,Semester 2 Classes: several sessions with supervisor Prerequisites: 24 credit points of units Assessment: 1x6000wd project (100%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Supervision
Special Project is a capstone unit, semester length independent investigation of a personally chosen topic in an educational context, the result of which is a 'product' of approximately 6,000 words such as a written report, review, account of the development of a resource, analysis of action research or critique of research. All 'products' should be demonstrably informed by relevant theory and research. The satisfactory completion of this unit provides an alternative to the regular face-to-face classroom unit of study for candidates enrolled in a graduate coursework award.
EDPZ6720 Dissertation

Credit points: 12 Teacher/Coordinator: Associate Professor David Hirsh Session: Semester 1,Semester 2 Classes: meetings/discussions with supervisor Assessment: 1x12000wd dissertation (100%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Supervision
Note: Department permission required for enrolment
The Dissertation is a piece of academic writing of approximately 12,000 words and represents a substantial original work. The Dissertation serves two different purposes in a student's progress through a Masters degree program, being a way for a student to study an area of interest in depth, or as a path to further research. Students seeking progress into a research higher degree, such as a doctoral program, are required to complete an empirical study, drawing on primary data. Note that for direct entry into a doctoral degree, an average of at least 80% across the Masters degree is needed. Students not intending to progress to a higher research degree may choose from a range of types of study. The Dissertation must incorporate an appropriate form of critical analysis and have as its basis a clearly structured conceptual framework. It is recommended that students complete a Research Methodology unit of study prior to undertaking the Dissertation, which will support the proposal development.