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Addressing Educational Disadvantage (EDUC90737)
Graduate courseworkPoints: 12.5Not available in 2017
Overview
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The subject will focus on issues of pedagogy, curriculum, school culture and change and how they relate to increasing student achievement, engagement and retention in challenging school settings. This subject will build on more general work done in the first year of the Master of Teaching to focus specifically on addressing low student achievement and engagement at the level of the individual school student, but also at the school level. The subject will also examine the school and the classroom itself with their own dominant systems of values, ideologies and differing relationships of power and authority.
Intended learning outcomes
On completion of this subject Teacher Candidates should be able to:
- Demonstrate enhanced competency in the skills necessary to raise student achievement, particularly for high-risk students and those with low achievement in literacy and numeracy;
- Understand the processes of working towards change with others in the school community in challenging settings;
- Use evidence to identify school-level need for change and potentially effective means of addressing school-level issues; and
- Identify areas for ongoing personal learning.
Generic skills
This subject will develop the following set of key transferable skills:
- Clinical reasoning and thinking
- Problem solving
- Evidence based decision making
- Creativity and innovation
- Teamwork and professional collaboration
- Learning to learn and metacognition
- Responsiveness to a changing knowledge base
- Reflection for continuous improvement
- Linking theory and practice
- Inquiry and research
- Active and participatory citizenship.
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
- Report 1 (2500 words) due mid semester (50%)
- Report 2 (2500 words) due end of semester (50%)
Hurdle requirement: Minimum of 80% attendance at all scheduled lectures, 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
There are no specifically prescribed or recommended texts for this subject.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Secondary) Course Master of Teaching (Primary)
Last updated: 10 February 2024