Courses – Faculty of Education
Education
Stage I
Current Issues in Education
Educational issues are pressing concerns in our society. The course will help develop understanding of the background of today's public debates around schooling and will introduce ways in which educational thought and research address big topics.
Restriction: EDUC 118
Introduction to Māori Education
An introduction to Māori education and to the education of Māori in Aotearoa. A range of critical issues related to Māori experiences both in and as a result of schooling and education in Aotearoa, and Māori educational interventions that have emerged, are examined.
Restriction: EDUC 103, EDPROFST 100
Introduction to Child and Adolescent Development
Study of factors influencing children's development and socialisation within the culturally and linguistically diverse context of New Zealand. Research from developmental psychology and from family and parenting will be drawn upon to explore physical, emotional, social, cognitive and language development during childhood and adolescence.
Introduction to Educational Thought
Why do we go to school? What is the purpose of schooling in society and do good grades translate into good jobs? An introduction to the study of education from sociological, historical and philosophical perspectives with reference to the forces that have shaped the development of education, especially in New Zealand. Understanding social inequalities in education relating to ethnicity, gender and class form a central concern of this course.
Teaching and Learning: An Educational Psychological Perspective
Includes an examination of core aspects of educational psychology that include thinking, learning, and behaving. An analysis of relevant theory and research within psychology in education: topics include behaviour analysis, measurement and assessment, cognition, socialisation, and individual differences. Students will explore these in relation to different educational settings and contexts, for example, culture, community, school, and classroom.
Restriction: EDUC 111, 121, 121G
History and Society in New Zealand Education
Examines the wider context of New Zealand education through a historical and contemporary overview. Draws on a critical sociological analysis of selected issues in society. Some emphasis is given to learners and their communities, including Māori, Pasifika, new migrants, and people with disabilities.
Restriction: ACE 903.501, EDUC 111, 112, 113, 140, EDUCM 140
Development, Learning and Teaching
Presents an introduction to developmental and psychological theory and research and its application to teaching and learning within a variety of educational settings. Understandings for creating effective learning environments which foster high levels of motivation for all learners will be identified through an exploration of typical and atypical development; and behavioural, cognitive, constructivist and social approaches to teaching and learning.
How People Learn
Focuses on learning in formal and informal settings and addresses such questions as: why do some things seem easier to learn than others, why do we forget things we once knew, and why do some people learn faster or better than others? Examines the nature of intelligence and how to help personal learning or the learning of others.
Restriction: EDUC 111, 117
Learning Sexualities
How and what do we learn about sexualities in New Zealand? Learning about sexualities is viewed as occurring both formally (eg, through sexuality education) and informally (eg, through the media) in a diversity of social sites. Schools are examined as one significant site where students are offered sexual meanings. The historical derivation and current context of contemporary education about sexuality along with its social effects are investigated.
Restriction: ACE 535.507
Philosophy of Education
An introduction to relevant philosophical schools of thought including elements of philosophical reasoning in Western and other cultural contexts. Focus will be on the philosophy of education and its purpose in achieving excellence in education.
Prerequisite: Student must be enrolled in BEd(TESOL)
Human Development
Designed to help students analyse human development with particular emphasis on secondary school-age children. It will be concerned with the development of knowledge of constancy, change and individual differences as a perspective on all aspects of development. As a consequence, students will be able to interact effectively with a diverse group of children in a wide range of educational settings.
Prerequisite: Student must be enrolled in BEd(TESOL)
Learning and the Learner
Learning is examined from a variety of perspectives including behaviourism, social learning theory, cognitivism, contructivism, as well as humanistic approaches to learning. Within this learning theory framework, consideration is given to how learners construct knowledge and how teachers can assist them to become self-motivated, self-regulated and independent in their learning. Attention is paid to the development of thinking skills, including the ability to think about one's own thinking (metacognition) and development of creative problem-solving skills.
Prerequisite: Student must be enrolled in BEd(TESOL)
Health and Physical Education in a Diverse Society
Introduces students to thinking critically about Health and Physical Education. Examines discourses about health and physical activity from historical and sociological perspectives. Introduces diversity as it relates to educational opportunity in Health and Physical Education. Addresses such questions as: How are notions about health and physical education and difference constructed and supported?
Restriction: ACE 923.551, EDUC 141, EDUCM 141
Stage II
Special Topic: Youth Mentoring
Prerequisite: EDUC 115, 117, 221, 223, or EDUC 352
To complete this course students must enrol in EDUC 200 A and B, or EDUC 200
History of Education
An examination of the nature of historical inquiry with reference to New Zealand's educational past; questions why education has been analysed largely as something planned rather than something experienced and introduces oral history as methodology. Selected aspects of the educational histories of other countries will be discussed for comparative analysis.
Prerequisite: Any 60 points passed
Philosophy and Sociology of Education
An exploration of key educational themes and questions from philosophical and sociological perspectives.
Prerequisite: Any 60 points passed
Restriction: EDUC 206, 208
Decolonising Education
An examination of the interaction of the state and indigenous peoples in the contested area of education and schooling; a focus on de/colonisation develops an understanding of the origins and philosophies of contemporary educational structures such as kōhanga reo, kura kaupapa Māori and wānanga in Aotearoa New Zealand, together with examples of other indigenous educational issues and initiatives.
Prerequisite: Any 60 points passed
Schooling Ethnic Diversity
A critical examination of research on ethnic diversity in New Zealand schools. The course discusses equity, 'race', ethnicity, biculturalism, 'multicultural education', equal opportunity, and other theories, structures and strategies developed in New Zealand and overseas in response to ethnic diversity.
Prerequisite: Any 60 points passed
Restriction: EDUC 310
Education and Social Justice
Can education contribute to social justice? A critical examination of the contemporary concern with social justice in education. Drawing on local and international research, this course explores debates about the nature of power, and the ways that gender and sexuality, ethnicity, indigeneity, social class, and other social identities are taken up in the pursuit of social justice within education.
Prerequisite: Any 60 points passed
Child Development
A study of key issues in development, with a focus on early and middle childhood. Topics include family, peer, cultural, and media influences on typical and atypical development.
Prerequisite: Any 60 points passed
Educational Psychology
An introduction to new ways of thinking about learning in educational settings: how students can develop their learning abilities, be more strategic in their learning, and increase their motivation. These questions and themes can be applied to educational, family and work settings, and to students with different learning needs. A foundation to advanced courses in psychological studies in education.
Prerequisite: Any 60 points passed
Assessment and Evaluation in Education
An examination of the theoretical and practical dimensions of assessment and evaluation including an introduction to valid and reliable data collection and interpretation practices. Recent New Zealand assessment policy and practice will also be analysed.
Prerequisite: Any 60 points passed
Restriction: EDUC 225, 230, 231, 232, EDUCM 230
Curriculum, Assessment and Evaluation
A general introduction to curriculum development and implementation as well as classroom assessment and evaluation focussing on theoretical and practical issues. Includes critical evaluation of recent New Zealand assessment policy and practice.
Prerequisite: Any 60 points passed
Restriction: EDUC 210, 224, 230, 231, 232, EDUCM 230
Pedagogy - Beyond Skills and Methods
Examines personal experiences and views of teaching and learning and the impact of theories of learning on classroom practices. The course also includes discussion of the relationship between pedagogy and race, class and gender; Māori pedagogy; pedagogy and student achievement; and New Zealand and international examples.
Prerequisite: Any 60 points passed
Restriction: EDUC 383
Stage III
Educational Philosophy and Policy
Examines the competing ideologies of individualism and community, their influence in recent educational reforms in New Zealand, and their wider implications for education, society and culture. Introduces the basic concepts and themes of classical liberalism, comparing and contrasting them with versions of neo-liberalism, and outlines the case for a community-based social policy and the renewal of social democracy.
Prerequisite: Any 45 points passed at Stage II
Critical Issues in Māori Education
Critical in-depth analysis of current key issues, practices and research in a range of Māori educational settings, including kura kaupapa Māori and 'mainstream' schooling, as well as community education at hapū and iwi levels.
Prerequisite: Any 45 points passed at Stage II
Teachers and Teaching
Examines the development of teaching and of the role of 'teacher' over time. Draws on examples of teachers from different time periods and cultures to analyse what teaching means and how and why it is valued. Explores implications of different perceptions of the role of teaching and teachers.
Prerequisite: Any 45 points passed at Stage II
Issues in Pacific Nations' Education
A critical examination of current issues and debates in Pacific Nation education for Pacific Island countries and for Pasifika communities in New Zealand.
Prerequisite: Any 45 points passed at Stage II
Learning and Reading Disabilities
An examination of the special educational and teaching needs of children with learning disabilities, including reading difficulties. The course will include a practical project involving 20 hours of supervised individualised tutoring.
Prerequisite: Any 45 points passed at Stage II and Departmental approval
Special Study in Education
Supervised inquiry in an area of education approved by the Head of the Liberal Arts Programme in the Faculty of Education.
Prerequisite: Any 45 points at Stage II and Departmental approval
Special Topic
A study in a topical area of educational inquiry.
Prerequisite: Any 45 points passed at Stage II
Conceptions in Education
An examination of the implicit beliefs or conceptions teachers, students, and parents have about key processes in education (eg, teaching, learning, curriculum, assessment) and how conceptions relate to each other, to educational practices, and to educational outcomes. Introduces qualitative and quantitative methods for discovering conceptions and modelling them. Includes two small-scale research assignments.
Prerequisite: Any 45 points passed at Stage II
Gifted Education
An analysis of the gifted education movement and of the need for appropriate educational provision for gifted and talented students. The course draws on current research to assist with the identification of gifted and talented students and with the development of strategies to meet their learning and emotional needs.
Prerequisite: Any 45 points passed at Stage II
History and Sociology of Education
An analysis of historical and contemporary developments in education taking account of the major influences, national and international, which shape education policy, practice and experience.
Prerequisite: Any 45 points passed at Stage II
Restriction: EDUC 302, 303
Teaching Languages in Schools
Students who have a working knowledge of a second language will study and apply strategies for classroom teaching of second languages in schools. Following critical reflection on different teaching models used in schools, students will prepare teaching materials, plan class lessons and apply information and communication technology in teaching and learning second languages.
Prerequisite: Any 45 points passed at Stage II
Special Topic
Prerequisite: Any 45 points passed at Stage II
Politics, Philosophy and Education
Investigates the relationship between local, national and global politics and education in Aotearoa New Zealand. Explores philosophical perspectives on teaching and the relationship between educational theory and practice.
Prerequisite: EDUC 140 or 118 or EDUCM 118
Restriction: ACE 903.702, EDUC 320, EDUCM 320
Introduction to Counselling in the Community
An examination of the application of basic principles of counselling to the needs of individual children and adults and to couples, families and other groups.
Prerequisite: Any 45 points passed at Stage II
Educational Psychology: A Behavioural Approach
A study of contemporary ideas and research in human learning and instruction. Topics will include the analysis of child and adult behaviour in school, home and residential settings.
Prerequisite: Any 45 points passed at Stage II
The Reading Process
Theories of reading are introduced. The components of literacy learning are examined using a literacy acquisition framework of: learning the code, making meaning and thinking critically. A range of approaches and texts for engaging diverse learners at primary and secondary school are examined.
Prerequisite: Any 45 points passed at Stage II
Understanding Behaviour in Classrooms
The contribution of social psychological theories and methods to educators' understanding and management of learning and instruction in New Zealand classrooms.
Prerequisite: Any 45 points passed at Stage II
Adolescence
Selected aspects of adolescent psychology including theories of development and an examination of contemporary issues in development such as positive youth development, cognitive transitions, family and peer contexts, sexuality, identity, and psychosocial problems.
Prerequisite: Any 45 points passed at Stage II
Restriction: EDUC 343, 344
Treaty Politics in Education
A critical examination of the emergence of the Treaty of Waitangi in education, and the tensions and convergences that exist between Māori aspirations and state policies. Key themes, initiatives, relationships and policies in education are considered within the broader question of the place of the Treaty in Aotearoa New Zealand.
Prerequisite: Any 45 points passed at Stage II
Methods of Research in Education
A grounding in some of the main research and evaluation methods, both quantitative and qualitative, that are useful for educational and social science researchers, and in some of the arguments about their power and legitimacy.
Prerequisite: Any 45 points passed at Stage II
Adult Learning and Education
Adult learning within conventional educational structures, the community, the workplace and as independent learners. Explores the debates about lifelong learning and its implications for adult learning, and examines what is distinctive about teaching adults and what influences adults to remain active learners.
Prerequisite: Any 45 points passed at Stage II
Information Technology in Education
Includes internet safety, critical analysis of educational web sites and software, issues involved in using ICT in homes and schools and participation in online class work. This course requires basic computer literacy only; it provides some computer skill development but has a principal focus on appropriate educational use of computers.
Prerequisite: Any 45 points passed at Stage II
Stage IV
Professional Development
Covers topics related to professional and personal development. Discusses the status and challenges of teaching as a profession and includes the varying roles of teachers in keeping up with the rapid changes and expectations required of them. Continuing education for self-improvement is also given emphasis.
Prerequisite: Student must be enrolled in BEd(TESOL)
Postgraduate 700 Level Courses
Historical Research in Educational Settings
Explores and applies historical research methods to the field of education. Using documentary sources, oral and/or visual evidence, students will be expected to design and carry out a supervised inquiry.
Educational Philosophy
Current themes in the philosophy of education in the light of broader tendencies in modern and post-modern thought.
Sociology of Education
Examines global, national and local influences that impact on education policy and on contemporary teaching and learning contexts from a sociological perspective.
Education and Development Policy
This course will explore the following topics and themes: policy analysis and formulation in the context of development; the impact of the globalisation on, and the role of international agencies in, education for development; human capital theory and human resource development; education and aid; research and consultancy strategies and ethics; New Zealand's ODA policy towards Oceania; global and local intersections in Oceanic education.
Issues in Indigenous Education
Applied critical studies of selected, topical educational questions of international importance to indigenous peoples. May include the politics and practices of language regeneration, social and educational transformative initiatives, indigenous educational leadership, training and professional practice for indigenous educators, indigenous knowledge and curricula. The course assumes experience or knowledge of indigenous education contexts.
Race, Ethnicity and Education
An examination of discourses of race and theories of ethnicity in bicultural and multicultural educational contexts in Aotearoa New Zealand.
Childhood and Globalisation
Critically investigates the interplay between globalisation and childhood by using theoretical perspectives from critical childhood studies, the sociology of childhood and early childhood education. The course addresses questions such as: How is globalisation affecting concepts of childhood? How is childhood changing? How do changing understandings of childhood affect children's lives? How does globalisation affect curriculum in early childhood education?
Gender, Sexuality and Education
Offers those considering research in education the opportunity to critically engage with current literature and debates around gender and sexualities. Through engagement with concepts, theories and methodologies pertaining to gender and sexualities students are encouraged to begin shaping a potential Masters thesis. Special emphasis is given to theories of feminist post-structuralism, sexualities and masculinities.
Language and Education: Rights and Recognition
Examines the growing pressure exerted by minority groups for distinct language and education rights and recognition within nation-states. Links to developments in human rights, and to often-contentious debates about the management of diversity in modern nation-states will be explored. The approach is interdisciplinary, drawing on sociolinguistics, political theory, sociology, law and education, and international, with examples from Europe, North America and New Zealand.
Special Study
Supervised inquiry in an area of education approved by the Head of the Liberal Arts Programme in the Faculty of Education.
To complete this course students must enrol in EDUC 717 A and B, or EDUC 717
The Pedagogy of Paulo Freire
Explores Paulo Freire's philosophy, pedagogical theory, and practice of adult literacy education. Major critiques of Freire's work are discussed, and consideration is given to the application of Freirean ideas in a variety of first world and third world settings.
Atypical Development in Childhood
An advanced study of the developmental processes that contribute to maladaptive behaviour in childhood and adolescence. The course critically examines theory and research on the nature, origins and developmental progression of emotional and behavioural difficulties. There is a particular focus on family and peer relationships and influences.
Restriction: EDUC 743, 768
Educational Psychology
An advanced study of cognitive, motivational and social factors influencing learning.
Developmental Psychology
An advanced examination of theory and research in selected topics in child development.
Issues in Adolescent Development
An advanced study of the theories of adolescent development and a critical examination of research dealing with issues which affect adolescent development.
To complete this course students must enrol in EDUC 747 A and B, or EDUC 747
Special Topic
Lifelong Learning: Principles and Practice
Considers adult education and life-long learning: the practice of educating adults in and for varying contexts including tertiary education, degree teaching, professional development, community action. Participants will be expected to relate the concept of lifelong learning to a selected educational and/or social context.
Special Study
An advanced study in a topical area of educational inquiry.
Special Study
An advanced study in a topical area of educational inquiry.
Education and the Development Process
Examines the role of education within the process of economic, political, social and cultural change within the 'developing' world, with a particular focus on the small island states of the Pacific. Theories, concepts and models of 'development' and how these influence educational policy and practice are explored.
Restriction: EDUC 705
Special Topic
Special Topic
Special Topic
Research Methods in Education
A detailed examination of the controversy over the evidence required to establish causal claims in educational research within both experimental and qualitative methodological frameworks; bias control in observations and judgments; research synthesis (meta-analysis); and objectivity in evaluative research.
Education, Culture and Identity
An examination of sociological theories concerning the role of culture in identity formation within educational settings. The course is framed around questions such as: How have globalised forces influenced identity and cultural movements in New Zealand education since the 1970s? How do identity/culture movements influence educational policies and professional practices?
Restriction: ACE 803.804, ACE 803.904, EDPROFST 776
Research Topic in Education
Supervised inquiry in an area of education approved by the Head of the Liberal Arts Programme in the Faculty of Education.
To complete this course students must enrol in EDUC 784 A and B, or EDUC 784
Research Methodologies in Māori Education
An examination of how best to approach educational research with, by and for Māori. The course is of interest to all social science researchers in Education. Includes the politics and ethics of research involving Māori and other indigenous groups. Particular attention is paid to the development of advanced academic writing skills for research.
To complete this course students must enrol in EDUC 787 A and B, or EDUC 787
Dissertation
Restriction: EDUC 796
To complete this course students must enrol in EDUC 790 A and B, or EDUC 790
Socio-cultural Examination of Sport and Exercise
Critical examination of the cultural meanings and social significance of sport and exercise. Analyses how different sociological approaches have applied key concepts in examining and understanding the importance of sport and exercise practices in contemporary society.
Thesis
Prerequisite: A BA(Hons) in Education with at least Second Class Honours, First Division, or equivalent, and an approved research course
To complete this course students must enrol in EDUC 796 A and B
Research Portfolio
Prerequisite: A BA(Hons) in Education with at least Second Class Honours, First Division, or equivalent, and an approved research course
To complete this course students must enrol in EDUC 797 A and B
Source: The University of Auckland 2013 Online Calendar
Last updated on: Thursday 1 November 2012
Viewed on:
- EDUC 113
- EDUC 114
- EDUC 115
- EDUC 116
- EDUC 117
- EDUC 118
- EDUC 119
- EDUC 121
- EDUC 121G
- EDUC 122
- EDUC 122G
- EDUC 130
- EDUC 131
- EDUC 132
- EDUC 142
- EDUC 200
- EDUC 200A
- EDUC 200B
- EDUC 201
- EDUC 204
- EDUC 207
- EDUC 211
- EDUC 213
- EDUC 221
- EDUC 223
- EDUC 224
- EDUC 225
- EDUC 283
- EDUC 304
- EDUC 306
- EDUC 308
- EDUC 309
- EDUC 312
- EDUC 313
- EDUC 314
- EDUC 315
- EDUC 316
- EDUC 317
- EDUC 318
- EDUC 319
- EDUC 321
- EDUC 341
- EDUC 342
- EDUC 348
- EDUC 351
- EDUC 352
- EDUC 360
- EDUC 380
- EDUC 381
- EDUC 384
- EDUC 400
- EDUC 702
- EDUC 703
- EDUC 704
- EDUC 705
- EDUC 710
- EDUC 712
- EDUC 713
- EDUC 714
- EDUC 715
- EDUC 717
- EDUC 717A
- EDUC 717B
- EDUC 718
- EDUC 730
- EDUC 741
- EDUC 742
- EDUC 747
- EDUC 747A
- EDUC 747B
- EDUC 750
- EDUC 753
- EDUC 763
- EDUC 764
- EDUC 766
- EDUC 767
- EDUC 768
- EDUC 769
- EDUC 774
- EDUC 776
- EDUC 784
- EDUC 784A
- EDUC 784B
- EDUC 787
- EDUC 787A
- EDUC 787B
- EDUC 790
- EDUC 790A
- EDUC 790B
- EDUC 791
- EDUC 796A
- EDUC 796B
- EDUC 797A
- EDUC 797B
