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Success and Failure at School (EDUC90634)
Graduate courseworkPoints: 12.5Not available in 2017
Overview
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In all OECD countries, student achievement displays marked social patterns. These tend to persist over time, even while changing in form. A major question for educational research and policy is to understand how these patterns arise and why they persist. This subject provides an introduction to theories of social inequality in education. It draws on writings from a wide range of contexts, both geographical and historical, to capture differences in approach and developments over time. The aim is to see how researchers have sought to explain and interpret social patterns in achievement at different stages of schooling and tertiary education and in different national contexts, and thus to help evaluate policies aimed at reducing inequality.
Intended learning outcomes
- to understand the different ways in which under-achievement amongst disadvantaged groups has been explained by researchers;
- to examine different explanations in their historical and geographical context;
- to study the connections between how inequality is explained and how concepts of equity as a policy goal are framed.
Generic skills
On completion of this subject, students will be able to:
- critically assess arguments about the origins of under-achievement amongst disadvantaged groups
- relate arguments to changing historical and geographical contexts
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
None
Corequisites
None
Non-allowed subjects
None
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 10 February 2024
Assessment
Additional details
One 5,000 word essay (80%) and one seminar presentation involving a power point display with notes for class distribution due in class during the semester (20%)
This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.
Last updated: 10 February 2024
Dates & times
Not available in 2017
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
A.H.Halsey, H.Lauder, P.Brown & A.S.Wells (eds.), Education, Culture, Economy, Society (2007) ISBN 978-0-19-878187-5
Teese, R., Academic Success and Social Power (2000)
OECD, No more failures (2008) - Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Education Course Master of Education
Last updated: 10 February 2024