Courses - Faculty of Education And Social Work


Education Professional Studies

Stage I

EDPROFST 100
15 Points

Hāpai Ākonga

Critically examines the importance of Māori language and culture in New Zealand Education. Develops ability in Te Reo and Mātauranga Māori. Addresses questions such as: How can Māori culture and language be incorporated in pedagogical practices to be productive for Māori educational aspirations as well as the education of all students?

Restriction: EDUC 114, MĀORI 107

EDPROFST 101
15 Points

Hauora: Early Years Wellbeing

Develops knowledge and understandings of issues and practices relating to the wellbeing of children, families and communities in early years education. Founded in Te Whāriki's three goals of well being and incorporating key concepts of the Health and Physical Education Curriculum. Examines the impact of socioecological factors on wellbeing.

Stage II

EDPROFST 200
15 Points

Infant Care and Education

Critically examines the influence of historical and contemporary theory related to early learning and professional practice. Addresses questions such as: How do teachers address responsive practice with infants and toddlers in the New Zealand context? How do relationship-based philosophies address issues for teachers of infants and toddlers? What is the tension between education and care?

Restriction: EDCURRIC 210

EDPROFST 203
15 Points

Teaching Health and Physical Education 1

Integrates research, theory and practical experience to inform a developing pedagogy. Addresses such questions as: What knowledge, skills and attitudes are essential to teaching health and physical education? What does it mean to be a research informed inquiry-based practitioner? How is my teaching influenced by my personal beliefs, values and experiences? How do attitudes to difference and diversity influence learning?

Prerequisite: EDPRAC 103

Restriction: EDPROFST 201, 202, EDPROFM 201

EDPROFST 204
15 Points

Te Whāriki for Diverse Learners

Critically examines early childhood curriculum and its implications for developing a personal pedagogy that is responsive to individual learners. How does curriculum combine with teachers' skills, knowledge and attitudes to address equity and diversity in Aotearoa New Zealand? How do teachers manage the relationship between curriculum and the learning environment to enable learners' success?

Prerequisite: 15 points from EDUC 118, 140 and 15 points from EDUC 119, 141

EDPROFST 205
15 Points

Promoting Achievement for Diverse Learners

Explores diversity in the New Zealand context and its implications for teaching and learning. Considers strategies to address identified underachievement. Utilising psychological and sociological theory and research, the course examines practices that create effective teaching and learning environments for diverse/all learners. Teacher expectations, relationships, individual differences, classroom management and questioning are examined in relationship to contemporary approaches to teaching and learning.

Prerequisite: 15 points from EDUC 118, 140, EDUCM 118, 140 and 15 points from EDUC 119, 141, EDUCM 119, 141

EDPROFST 206
15 Points

Early Childhood Assessment

Assessment for learning and teaching in early childhood education is contextualised and examined in relation to key New Zealand and international policy documents. The complexities, roles, and enactment of assessment concerning young children and childhoods are explored, and key learning areas include relevant theoretical frameworks and pedagogical documentation.

Restriction: EDPROFST 214

EDPROFST 210
15 Points

Special Topic

EDPROFST 214
15 Points

Assessment for Learning and Teaching

Assessment for learning, for teaching, and of learning will be examined with reference to their specific purposes, characteristics and the degrees of reliability and validity necessary for each. Emphasis will be placed on the appropriate use of assessment tools/tasks and the gathering of robust information so sound interpretations and decisions can be made about learning.

Restriction: EDUC 224, 225, 230, 231, EDUCM 230

EDPROFST 220
15 Points

Introduction to Samoan Language for Teaching

Focus will be on the acquisition of basic Samoan to develop skills in listening, speaking, reading and writing. How this knowledge can be applied in educational settings will also be examined. Aimed at learners with little or no prior experience of Samoan language.

EDPROFST 222
15 Points

Reporting Student Achievement

Develops understanding about assessment of learning with particular emphasis on principles underpinning the gathering of robust summative information, the making of defensible judgements and decisions and reporting student achievement. Policy requirements related to assessment of learning will be critiqued and implications for practice considered.

EDPROFST 226
15 Points

Introduction to Bilingual Education

An introduction to bilingualism and bilingual education. Examines key principles of programme development and strategies for academic learning of bilingual students in formal and informal settings including immersion and mainstream, early childhood and secondary.

EDPROFST 227
15 Points

TESSOL: Language Learning Needs

Strategies to identify, analyse, and respond to second language learning needs of students from early childhood to secondary school settings are introduced. Theories of first and second language acquisition are discussed, with reference to the role of first language and culture, and philosophies of empowerment. Practical teaching strategies which enable the integration of content and language learning are introduced.

Stage III

EDPROFST 300
15 Points

Raising Student Achievement

Examines theory, research and practice to promote success for learners. Questions include: How do policies and practice shape what is meant by achievement? How do school communities operate as collaborative teams to raise achievement of learners? How can we identify and promote success for learners? What are the implications for teaching?

Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation

Restriction: EDPROFST 604

EDPROFST 303
15 Points

Teaching Health and Physical Education 2

Examines the knowledge, skills and attitudes associated with effective pedagogical practice in health and physical education. Addresses such questions as: How can the diverse needs of students be addressed in physical education contexts? How can teachers structure quality learning opportunities? How are units and programmes planned using the curriculum, national guidelines and assessment requirements?

Prerequisite: EDPROFST 203

Restriction: EDPROFST 301, 302, EDPROFM 301

EDPROFST 304
15 Points

Play: Theory and Practice

Develops critical understandings of play related to learning and teaching. Addresses questions such as: How do varied theoretical and philosophical perspectives of play influence professional practice? What are the implications of positioning play as the interface between individual freedom and social constraint? What is the significance of play for creativity, communication and citizenship?

Prerequisite: At least 225 points passed

Restriction: EDCURRIC 215, 313

EDPROFST 305
15 Points

The Reflective and Ethical Teacher

An examination of principles of how people learn will guide inquiry into own personal teaching practice and reflection on a developing, evidence-informed personal pedagogy. Notions of teacher professionalism and how the moral and ethical nature of teaching impacts on teacher decision-making will be explored.

Restriction: EDPROFST 313

EDPROFST 310
15 Points

Special Topic

EDPROFST 313
15 Points

The Professional Teacher

Examines theories, evidence informed practices, and attitudes that are critical to being a professional teacher. Explores concepts such as teacher self-efficacy, teacher inquiry, knowledge building and reflection, and factors that support the transition from student to teacher. Discusses the nature of professionalism, and the impact of expectations on teachers, including ethical obligations and legal requirements.

Prerequisite: EDPRAC 201 or 202

Corequisite: EDPRAC 305 or 306

Restriction: EDPROFST 301

EDPROFST 316
15 Points

Understanding Research for Practitioners

An introduction to the processes and procedures of education research methods as they relate to practice settings. Includes literature searching and the application of findings to practice. Develops understanding of social, political and cultural contexts in which research takes place. Involves the creation of a research proposal in areas of professional interest.

Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation

Restriction: EDPROFST 362

EDPROFST 318
15 Points

Language Teaching for ESOL: An Introduction

Addresses current theories, approaches and practices for language teaching and learning for students learning English as an additional language in New Zealand schools and Early Childhood Centres. The course focuses on the needs of learners in all curriculum areas, emphasising the importance of understanding diverse learners' languages and cultures across the curriculum.

Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation

EDPROFST 319
15 Points

Teaching Gifted and Talented Students

Explores theories and practices which have the potential to promote the development of gifts and talent. Integrates theory, research and professional practice to develop understanding of gifted education.

Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation

Restriction: EDPROFST 223, 371

EDPROFST 324
15 Points

Advanced Group Skills

An opportunity for advanced facilitation of groups using colour, music, story and graphics, and the processes of teambuilding, negotiation and conflict resolution.

EDPROFST 325
15 Points

Introduction to Leadership in Education

A critical examination of the nature of professional leadership in education settings. Educational leadership skills such as goal setting, decision making, problem solving, team building, communication, delegation, vision development and curriculum alignment will be explored.

EDPROFST 340
15 Points

Pasifika Research and Practice

A detailed study of educational issues and practices relating to Pasifika education research and the impact of research on Pasifika students and communities.

EDPROFST 341
15 Points

Pasifika Languages for Teaching

A systematic investigation of a selected topic related to Pasifika languages education. The impact of the teaching and learning of Pasifika languages on work with Pasifika people and communities will be explored.

EDPROFST 344
15 Points

Sport, Games and Play

A critical analysis of the nature, purpose and practice of sport, games and play within New Zealand schools and an evaluation of the socio-cultural impact of those activities on children and on New Zealand society as a whole.

Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation

EDPROFST 346
15 Points

Concepts of Health and Physical Education

Examines concepts underpinning health and physical education as taught in the New Zealand school curriculum. The knowledge, skills and attitudes necessary to teach school health and physical education will be explored.

EDPROFST 350
15 Points

Assessment for Learning

Understandings about the nature and purpose of Assessment for Learning (AFL) will be developed. Emphasis will be placed on strategies associated with AFL and the formative use of information. Policy requirements related to AFL and implications for teachers' practice and students' learning will be examined.

EDPROFST 353
15 Points

Whakapuaki i Te Reo

An investigation of socio-political issues that have impacted on Māori language. In particular the issues of language loss, language revitalisation and teaching Te Reo Māori as a second language will be examined.

EDPROFST 355
15 Points

The Politics of Education

The use of critical theory and discourse analysis to examine the politics of education. Historical and contemporary policy formation, implementation and effect will be examined. The impact of policy on teachers' work and influence on policy processes will be explored.

EDPROFST 357
15 Points

Reflective Practice for Teachers

Examines moral, political and ethical factors that influence and affect teachers' work in general and personal professional practice in particular. A critically reflective lens will be used as a means of analysis.

EDPROFST 358
15 Points

Refining Professional Performance

Provides a framework for analysis and critique of the impact of personal professional practice in the context of the prevailing socio-political educational climate. For teachers this will include a consideration of the impact of their practice on learners. A practitioner research project related to a specific area of the student's professional practice will be undertaken.

EDPROFST 360
15 Points

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: 225 points passed in the BEd(Tchg) Primary Specialisation

Restriction: EDUC 318

EDPROFST 361
15 Points

Issues in Technology

A research-based inquiry into teaching and learning in the context of teaching technology in primary or early childhood settings.

Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation

EDPROFST 363
15 Points

Environmental Education: An Introduction

An examination of the nature and purpose of environmental education in New Zealand educational settings. An exploration of curriculum integration models and the ways these can be used to plan and teach environmental education programmes. An investigation of past, present (and possible future) local, national, and global environmental issues and their impacts on the natural and built environments.

Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation

EDPROFST 364
15 Points

Enterprise and Innovation for Teaching

Develops teachers' understanding of links between business and education, and the role of business, enterprise and innovation in the community. Links with technology and social studies curricula will provide context for this course.

EDPROFST 365
15 Points

Beyond Special Needs: Inclusive Education

Analyses personal and professional dilemmas associated with teaching children with special needs. Examines strategic practices which promote a responsive learning environment for all learners and approaches to recognising and catering for exceptional children. Addresses relationship building and resource access.

Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation

EDPROFST 366
15 Points

Perspectives on Learning and Development: Infants and Toddlers

A variety of theories and perspectives will be examined as they relate to the learning and development of infants and toddlers. Historical and contemporary issues will be discussed and debated in relation to their impact on current educational settings. An investigation will be undertaken to further develop a personal philosophy of teaching and learning for children under three years of age.

EDPROFST 368
15 Points

Refining Writing Programmes

Develops and extends understanding of the theory and practice of teaching and learning of writing within early childhood and primary settings.

EDPROFST 371
15 Points

Special Topic

EDPROFST 372
15 Points

TESSOL: Language Learning through Tasks

Investigates strategies for maximising language and content learning through instructional tasks. Cognitive, linguistic and metacognitive demands of tasks are considered. Examines pedagogical frameworks for planning effective language and content teaching in early childhood, primary and secondary schools. Students review, trial and modify tasks and learning sequences.

Prerequisite: EDPROFST 227

EDPROFST 373
15 Points

TESSOL: Language Learning in the New Zealand Context

The application of current second language acquisition theory to the New Zealand school context. Focuses on functional grammar in the classroom and on the roles of school organisation, policy development and building of school and community relationships in language learning.

Prerequisite: Either EDPROFST 227 and 372

EDPROFST 374
15 Points

TESSOL: Language Focused Curriculum

Discusses the relationship between culture, power, language and curriculum. Students investigate models and principles of curriculum design and use a functional-grammar approach to the design of language across the curriculum programmes. Focuses on ways of implementing and sustaining classroom and school wide language focused content teaching.

Prerequisite: Either EDPROFST 227, 372 and 373

EDPROFST 375
15 Points

TESSOL: Assessment

Students analyse the personal and contextual factors that may affect linguistic performance in the New Zealand curriculum and critique current assessment procedures used in NZ schools. Focuses on recording and reporting and developing school policies for the assessment of students from diverse linguistic and cultural backgrounds.

Prerequisite: EDPROFST 227

EDPROFST 376
15 Points

Bilingual Education: Models and Theories

Examines current models and theories for the education of bilingual learners from early childhood to secondary schools. An aspect of bilingual education within the NZ context is investigated to provide guidelines for effective provision for bilingual learners.

EDPROFST 377
15 Points

Bilingual Education: Curriculum and Pedagogy

Examines key principles and processes for curriculum development and resource provision for bilingual learners in mainstream or bilingual educational contexts. Students critique an aspect of programme planning and pedagogy in order to develop curriculum and assessment measures suitable for bilingual learners in a particular school or centre.

EDPROFST 378
15 Points

Critical Approaches to Literacy

An exploration of the issues, theory, research and burgeoning body of literature on literacy in multi-ethnic settings including the development of effective multicultural environments for literacy learning.

EDPROFST 379
15 Points

TESSOL: Materials Design

Critique current resources for English language learning within the New Zealand curriculum using principles from second language learning in content areas. Students use the process of materials design to develop a language resource for a specified group of learners. The resource is presented in a way that can be disseminated to educational audiences.

Prerequisite: Either EDPROFST 227, 372, 373

Corequisite: EDPROFST 374

EDPROFST 380
15 Points

TESSOL: Teacher Research Design

A range of research methodologies and methods appropriate for investigating an aspect of language learning through the curriculum is introduced and critiqued. Students conduct a critical review of relevant SLA literature and prepare a research proposal.

Prerequisite: Either EDPROFST 227, 372, 373 and 374

EDPROFST 381
15 Points

TESSOL: Teacher Research Implementation

The students implement a school-based teacher research study. The focus of this study informs decision making into an aspect of the effectiveness of second language acquisition in the context of a primary or secondary school classroom. Findings of the study are reported in a way that can be disseminated to educational audiences.

Prerequisite: EDPROFST 380

EDPROFST 382A
15 Points

EDPROFST 382B
15 Points

Literacy Theories and Research

A study of the field of literacy teaching, learning and assessment, with reference to the most influential theorists and researchers, and some analysis of trends and developments in recent literacy education practice. There is particular emphasis on the research, observation techniques and theoretical work of Marie Clay.

To complete this course students must enrol in EDPROFST 382 A and B

EDPROFST 383A
15 Points

EDPROFST 383B
15 Points

Reading Recovery

An in-depth critical study of the issues surrounding early literacy interventions, (and Reading Recovery in particular), and of how particular teaching interactions affect children who present a wide range of individual differences. This is undertaken at three levels, the teaching of children, the training of Reading Recovery teachers, and key implementation and research features. The course includes a significant practicum component involving daily teaching of six-year-old children and work with Reading Recovery teachers.

Corequisite: EDPROFST 382, 384, 385

To complete this course students must enrol in EDPROFST 383 A and B

EDPROFST 384A
15 Points

EDPROFST 384B
15 Points

Issues in Literacy Difficulties

Students look closely at the theories, research and practices that surround educational responses to difficulties encountered in literacy learning and teaching. Key concepts critically examined include, learning disorders/disabilities, phonological awareness, language difficulties, multiple deficits, dyslexia and the topics of intervention and prevention. Students are required to plan, teach and evaluate instruction for an older student having difficulty with literacy learning.

Corequisite: EDPROFST 382

To complete this course students must enrol in EDPROFST 384 A and B

EDPROFST 385A
15 Points

EDPROFST 385B
15 Points

Developmental Psychology

An introduction to child development during infancy, pre-school and early school years with an emphasis on language and literacy learning contexts, and diversity. This course covers current psychological theories in development and learning; and applications to teaching. Students are required to plan and carry out an observational research study.

To complete this course students must enrol in EDPROFST 385 A and B

EDPROFST 386
15 Points

Special Topic

EDPROFST 387
15 Points

Special Topic

EDPROFST 390
15 Points

Special Study

An advanced study in a topical area of educational inquiry.

EDPROFST 392
15 Points

Effective Practice for Beginning Teachers

An inquiry into key aspects of effective practice in primary and middle school contexts that support the transition to becoming a successful beginning teacher. Focuses on knowledge of self, children, schools, communities of practice, and the interactions and relationships between these, to support effective professional practice.

Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation

Diploma Courses

EDPROFST 601
10 Points

Te Ao Māori

Critically examines the educational and cultural needs and aspirations of Māori learners and communities. Questions include: What is the social, historical and policy context of schooling for Māori? Why is Te Reo and mātauranga Māori important and how can it be integrated across learning contexts for all students? What current research contributes to effective pedagogical approaches for Māori students?

Restriction: EDPROF 601, 603

EDPROFST 608
30 Points

EDPROFST 608A
15 Points

EDPROFST 608B
15 Points

Learning and Teaching in NZ

Critically examines the New Zealand Curriculum and implications for effective learning and teaching from a range of perspectives. Addresses questions such as: what do teachers need to know about learners and how they develop and learn, how to use evidence to promote learning, how to develop positive, professional relationships, and how contextual factors influence learning and teaching.

To complete this course students must enrol in EDPROFST 608 A and B, or EDPROFST 608

EDPROFST 612
30 Points

EDPROFST 612A
15 Points

EDPROFST 612B
15 Points

Te Whakaako in NZ Secondary Schools

Focuses on adolescent development and learning within the context of implementing the NZ Curriculum. Addresses psychological learning theories, responsive pedagogies, evidence-based assessment practice as well as student motivation and engagement. Explores questions relating to catering for the needs of diverse learners, the Treaty of Waitangi, and the socio-political influences that shape the interconnections between learning and context.

Restriction: EDPROFST 610, 611

To complete this course students must enrol in EDPROFST 612 A and B, or EDPROFST 612

EDPROFST 621
15 Points

Personal Pedagogy

Focuses on developing a personal pedagogy specific to early childhood. Critically examines relationships between theories and practices. How does the exploration of play, communication and relationships give rise to provision of purposeful and inclusive early childhood learning environments? What is the impact of sociopolitical issues upon early childhood settings and teachers' practices with infants, toddlers and young children?

Prerequisite: EDCURRIC 630, EDPROFST 622

EDPROFST 622
15 Points

Learning Theories

Critically examines psychological and sociological aspects of human development and learning. What pertinent theories of learning and development influence pedagogies for infants, toddlers and young children? What knowledge of diverse families and communities is necessary for teachers to work in partnership with parents in Aotearoa New Zealand to enhance children's learning?

EDPROFST 623
15 Points

Special Topic

EDPROFST 624
15 Points

Professional Knowledge in Early Childhood Education

Portfolio option that addresses learning outcomes content of EDPROFST 621 for recent BEd(Tchg) graduates at discretion of programme coordinator. Addresses such questions as: What does it mean to inquire into my own practice as an early childhood teacher? How can my current practice be informed by integration of research, theory and practical experience?

Prerequisite: Departmental approval required

Postgraduate 700 Level Courses

EDPROFST 700
30 Points

EDPROFST 700A
15 Points

EDPROFST 700B
15 Points

Literacy Education: Research and Practice

Understandings of research tools adequate for empirical study and an application of theory to literacy practices, critical analysis of how research questions are constructed and ability to situate and view educational issues and questions within major theoretical frameworks in literacy education will be developed.

Restriction: EDCURRIC 315, 364

To complete this course students must enrol in EDPROFST 700 A and B, or EDPROFST 700

EDPROFST 701
30 Points

Issues in Literacy Education

Critical investigation into contemporary literacy issues in policy, strategy and enactment from the perspective of literacy leadership. Includes in-depth examination of the term literacy and focus on issues such as bilingualism and biliteracy, disciplinary literacy, interventions, technological change, and opportunities to learn. Requires the completion of both an independent research assignment and a practitioner investigation in own context.

EDPROFST 702
30 Points

EDPROFST 702A
15 Points

EDPROFST 702B
15 Points

Challenges of Literacy Difficulties

Teachers will critically examine and evaluate research and practice in literacy education, including specific intervention strategies and resources. This will include an examination of the social, cultural, economic, psychological and physiological factors that influence literacy development, including approaches to support and overcome literacy difficulties experienced by diverse learners, including Māori and Pasifika children.

Restriction: EDCURRIC 365, 366

To complete this course students must enrol in EDPROFST 702 A and B, or EDPROFST 702

EDPROFST 703
30 Points

EDPROFST 703A
15 Points

EDPROFST 703B
15 Points

The Inquiring Teacher: Literacy Education

A systematic engagement in action research processes central to the teacher's role as a specialist teacher of literacy. A review and analysis of literature relevant to the practice of literacy education and an engagement with a range of theoretical and pedagogical perspectives on literacy education will inform the inquiry.

Restriction: EDPROFST 310, 371

To complete this course students must enrol in EDPROFST 703 A and B, or EDPROFST 703

EDPROFST 705
30 Points

Issues in Literacy Teaching and Learning

An advanced analysis of the theoretical perspectives of social, cultural, political and psychological issues in relation to literacy education. Aspects of practices in literacy learning including raising the achievement of Māori and Pasifika students and students from diverse language backgrounds, and the influence of diversity and technology on literacy, will be analysed and evaluated.

EDPROFST 706
30 Points

Language Analysis for Teachers

An advanced understanding of the place of language, language development and linguistics in educational settings by a consideration of the nature, structure, function and purpose, and role of language in learning. There will be a consideration of the development of literacy and learning across the curriculum.

EDPROFST 707
30 Points

Children's Literature in Education

A critical examination of children's literature theory, leading to the ability to enhance literacy and critical literacy pedagogy.

EDPROFST 708
30 Points

Media Literacy in Educational Contexts

A critical investigation of the theory and practice of teaching media literacy in educational contexts. Includes consideration of barriers, opportunities and teaching practices in primary and secondary schools and across multiple subject areas. An examination and evaluation of current media education initiatives in New Zealand and internationally.

EDPROFST 714
30 Points

e-Learning in Practice

A critical analysis of contemporary theory and applied research in educational technology.

EDPROFST 716
30 Points

Early Years Pedagogy

Critically examines pedagogy in the early years. How do theory and research inform pedagogy that enables effective learning in the early years? What is the relationship between pedagogy and effective teaching in the early years? What sort of teaching prepares very young children for life's challenges and life-long learning? In what ways might early years pedagogy take into account an increasingly complex and diverse world?

EDPROFST 717
30 Points

Learning and Teaching in the First Years

Critically examines learning and teaching with infants and toddlers in educational settings. How does the context of care impact on contemporary educational views of learning and teaching? How do teachers construct infants and toddlers as learners? What does this mean for their practice? How does international theory and research inform the practice of teachers in Aotearoa New Zealand?

EDPROFST 723
30 Points

Visual Arts Education in New Zealand

An advanced exploration of knowledge and critical understanding of the relationship between theoretical foundations and visual arts education practice. This will include a critical consideration of international perspectives in relation to New Zealand visual arts policy and practice and the development of a personal context for implementing effective learning and teaching pedagogies in New Zealand.

EDPROFST 725
30 Points

Critical Issues in Music Education

A critical inquiry into the contemporary international and national philosophical and pedagogical practices of music education through the development of personal research skills to enhance effective teaching and learning practices.

EDPROFST 727
30 Points

Social Theory and Physical Education

An advanced examination of the contemporary beliefs, thoughts and actions that represent current practices in physical education.

EDPROFST 728
30 Points

Special Topic: Teacher Evaluation and Appraisal

Teacher evaluation and appraisal connects theory, research and practice relating to high quality teacher evaluation in educational settings. It draws on theories of evaluation and educational change and relates those theories to research, policy and practice in New Zealand and beyond. The course will prepare students to design and carry out teacher appraisal/evaluation processes that are inquiry-oriented, data-informed, rigorous and influential.

EDPROFST 732
30 Points

Education for Sustainability

An advanced study of the nature and purpose of environmental education including an examination of sustainability as a contested notion. Theories and pedagogical practices within environmental education in educational settings will be critically analysed in order to enhance professional practice.

EDPROFST 734
30 Points

Inclusive Classroom Contexts

An analysis of educational contexts and their impact on the learning and behaviour of students with particular reference to those with special needs. Emphasis is placed upon assisting teachers to develop inclusive learning environments that enhance academic performance and social behaviour.

Restriction: EDPROF 634, 734, EDPROFST 634

EDPROFST 737
30 Points

Education Law: Policy Implications

An examination, critique and analysis of legislation relevant to education. Policies which give rise to legislation and case law decisions will be analysed and the impact of legislation and case law on policies and administration will be considered.

EDPROFST 738
30 Points

Educational Leadership

A critical examination of the theory and practice of educational leadership, including the leadership of teaching and learning. A series of practical workshops on leadership effectiveness is included.

Restriction: EDPROF 770

EDPROFST 739
30 Points

Educational Policy and Organisations

An examination of various conceptual, policy and empirical debates about New Zealand educational policy, and school and organisational effectiveness.

Restriction: EDPROF 771

EDPROFST 740
30 Points

Educational Leadership in the Electronic Age

Advanced study of the impact of ICT on teaching pedagogies, curriculum and management in educational environments. Emphasis is on assisting educational leaders to focus ICTs on school applications that improve management practice and student learning outcomes.

Restriction: EDPROF 776

EDPROFST 743
15 Points

Family Counselling

An advanced examination of counselling principles as applied to stresses arising within family relationships.

Restriction: EDPROF 743

EDPROFST 744
15 Points

Pastoral Care and Counselling in Schools

Provides an overview of the theory and practice of pastoral care and counselling within New Zealand schools. It includes an examination of pastoral care systems and counselling services, including the roles of staff, in relation to the academic mission of schools, disciplinary systems, the health of children and young people and the school-community interface.

EDPROFST 745
15 Points

Group Counselling

A critical examination of group dimensions in counselling activities.

Restriction: EDPROF 745

EDPROFST 751
30 Points

ECE Curriculum Issues

An educational curriculum negotiates social, political, educational and interdisciplinary ideas and theories. Critically examines influences on curriculum pertinent to pedagogical leadership in contemporary early childhood education. What perspectives of children, families and teachers are represented? How do these perspectives privilege particular outcomes? How does practitioner inquiry into curriculum issues underpin and improve practices? Requires the completion of independent research-focused assignments.

EDPROFST 752
30 Points

Assessment for Learning and Teaching

A critical examination of the relationship between assessment, teaching and learning. The notion of Assessment for Learning will be explored in relation to educational policy, relevant literature and contemporary research. Implications for practice and factors affecting implementation will be explored in detail.

EDPROFST 753
30 Points

Issues in Assessment

Two current, substantive issues in the area of assessment will be critically examined and investigated in depth. Issues selected for study may include: national testing; standard-based assessment; home-school partnerships; the construction of reliable and valid assessment tasks. Students may locate their investigation within a specific context for example: tertiary, secondary, primary, or early childhood education.

EDPROFST 754
30 Points

Critical Research Methodologies in Education

An in-depth examination of ways in which critical research methodologies provide new knowledge and offer alternatives, through analysis of social, cultural, economic, political contexts in education. The critical research paradigm will be explored, to understand various perspectives and methods, and to enhance its use in education research. Students will be expected to design an education inquiry using critical research methodologies.

EDPROFST 755
30 Points

The Inquiring Professional

Optimise learning through inquiry into practice. Through collaborative endeavour the course will involve a review and critical analysis of literature relating to a chosen research area that will provide the basis for inquiry and learning. It will include a critical evaluation of learning and implications for future practice.

Prerequisite: Departmental approval

EDPROFST 757
30 Points

EDPROFST 757A
15 Points

EDPROFST 757B
15 Points

Undertaking Research for School Improvement

Students will learn how to design research that contributes to the understanding and improvement of educational practice. They will develop an understanding of practitioner based research methods and produce a detailed research proposal that includes a clearly defined, and justified, research design and methodology aimed at studying a specific educational problem.

Restriction: EDPROF 772

To complete this course students must enrol in EDPROFST 757 A and B, or EDPROFST 757

EDPROFST 759
60 Points

EDPROFST 759A
30 Points

EDPROFST 759B
30 Points

Research Portfolio BEd(Tchg)(Hons)

A supervised programme of coherent research activity related to a selected aspect of professional practice/education. This will lead to the compilation of a research portfolio that reflects the research and content knowledge, understanding and skills developed during the course of the programme.

Restriction: EDPROFST 789

To complete this course students must enrol in EDPROFST 759 A and B, or EDPROFST 759

EDPROFST 760
30 Points

Christian Religious Education in Integrated Schools

A critical analysis of pedagogical methodology in Christian Religious Education through an examination of contemporary research, scholarship and theory, in Christian Scripture, Christian thought and History and Christian Religious Education in Integrated Schools.

EDPROFST 762
30 Points

EDPROFST 762A
15 Points

EDPROFST 762B
15 Points

Mentoring Teachers

Advanced examination of approaches to mentoring and reflections on issues and practices associated with mentoring teachers. Emphasis will be placed upon the mentor-teacher relationship including the way this develops over time. Issues associated with promoting teacher self-evaluation, and assessment of school-based practice will culminate in an in-depth analysis of personal practice with an associated action plan developed and implemented.

Restriction: EDPROF 731

To complete this course students must enrol in EDPROFST 762 A and B, or EDPROFST 762

EDPROFST 764
30 Points

Directions in Disability Policy and Practice

Explores contemporary issues and influences in the education of learners with disabilities. Critically examines a range of contemporary social, political and educational responses to disability.

EDPROFST 765
30 Points

Development in Early Years

An advanced examination of a range of current theories and research issues related to development in early years of childhood. Topics will include: life experiences of children within family/whānau; cognitive, communicative, social, emotional and physical development in a range of contexts.

EDPROFST 769
30 Points

Developing Professional Expertise

Whole school / organisational approaches to the kinds of professional learning and development that have proven positive impacts on a range of outcomes for students are the focus. The underpinning models of professionalism include the development of adaptive expertise that builds knowledge through evidence-informed inquiry. Emphasis is placed on catering for the diversity of learning needs throughout professional careers.

EDPROFST 774
30 Points

Education and Empowerment

A critical examination of contemporary issues faced in New Zealand's decile 1-3 urban schools. International and New Zealand based literature will familiarise students with current theory and research regarding the history, politics, teaching and learning, and best practice relevant to New Zealand's decile 1-3 urban school students, teachers and communities. Emphasis will be on empowerment theories, underpinned by Freirean perspectives.

EDPROFST 777
30 Points

Curriculum: Theory, Issues, Practice

A critical examination of curriculum using a range of leading educational theories with an emphasis on sociological theory. Importance will be placed on the independent critique of contemporary curriculum issues, and the links between theory, policy and practice. A research informed critical understanding will be applied to the NZ Curriculum Framework, or Te Whāriki, or to a sector in the NZ education system.

EDPROFST 779
30 Points

The Culture and Politics of Teachers' Work

An analysis and informed appreciation of the socially constructed and political nature of educators' work. The concept of the professional and professional work will be critically interpreted through selected social theory frameworks.

EDPROFST 780
30 Points

EDPROFST 780A
15 Points

EDPROFST 780B
15 Points

Special Topic

To complete this course students must enrol in EDPROFST 780 A and B, or EDPROFST 780

EDPROFST 781
30 Points

EDPROFST 781A
15 Points

EDPROFST 781B
15 Points

Special Topic

To complete this course students must enrol in EDPROFST 781 A and B, or EDPROFST 781

EDPROFST 782
30 Points

EDPROFST 782A
15 Points

EDPROFST 782B
15 Points

Educational Change

Examines the purposes and processes of educational change, including an analysis of practices that promote successful outcomes for change initiatives. Political, economic, and social influences on educational change will be identified. Processes of educational change in both New Zealand and international contexts will be studied and critiqued from individual, organisational and systemic perspectives.

To complete this course students must enrol in EDPROFST 782 A and B, or EDPROFST 782

EDPROFST 784
30 Points

EDPROFST 784A
15 Points

EDPROFST 784B
15 Points

Special Study

To complete this course students must enrol in EDPROFST 784 A and B, or EDPROFST 784

EDPROFST 786
30 Points

EDPROFST 786A
15 Points

EDPROFST 786B
15 Points

Special Topic

To complete this course students must enrol in EDPROFST 786 A and B, or EDPROFST 786

EDPROFST 787
15 Points

Issues in Mathematics Education

A critical examination of current issues relating to Mathematics and Statistics learning and teaching in New Zealand educational contexts.

EDPROFST 788
15 Points

Special Topic

EDPROFST 789A
15 Points

EDPROFST 789B
30 Points

Dissertation in Mathematics Education

To complete this course students must enrol in EDPROFST 789 A and B

EDPROFST 790
30 Points

EDPROFST 790A
15 Points

EDPROFST 790B
15 Points

Dissertation

Restriction: EDPROF 790, 796, EDPROFST 796

To complete this course students must enrol in EDPROFST 790 A and B, or EDPROFST 790

EDPROFST 792
30 Points

EDPROFST 792A
15 Points

EDPROFST 792B
15 Points

Counselling Dissertation

Restriction: EDPROF 790, 796, EDPROFST 796

To complete this course students must enrol in EDPROFST 792 A and B, or EDPROFST 792

EDPROFST 793
60 Points

EDPROFST 793A
30 Points

EDPROFST 793B
30 Points

Dissertation

To complete this course students must enrol in EDPROFST 793 A and B, or EDPROFST 793

EDPROFST 795A
60 Points

EDPROFST 795B
60 Points

Research Portfolio for MEd

Restriction: EDUC 797

To complete this course students must enrol in EDPROFST 795 A and B

EDPROFST 796A
60 Points

EDPROFST 796B
60 Points

MEd Thesis

Restriction: EDPROF 796

To complete this course students must enrol in EDPROFST 796 A and B

EDPROFST 798A
45 Points

EDPROFST 798B
45 Points

Thesis in Educational Leadership

The thesis must be an original piece of work around a significant problem of educational management or leadership. Students are required to demonstrate an ability to formulate research questions and design and carry out an investigation that answers these questions precisely and with clarity.

Prerequisite: EDPROFST 738, 757

Restriction: EDPROF 758, 772

To complete this course students must enrol in EDPROFST 798 A and B

Named Doctoral Courses

EDPROFST 844C
60 Points

EDPROFST 844D
60 Points

Research Portfolio

To complete this course students must enrol in EDPROFST 844 C and D

EDPROFST 897
120 Points

Thesis

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