EDED20496 - Teacher as Researcher: Using Student Data to Improve Educational Outcomes

General Information

Unit Synopsis

This unit requires you to engage with student data affecting teaching and learning in one of your discipline teaching areas (Secondary) or in the English specialisation (Primary and Early Childhood) for the purposes of improving student learning and educational outcomes. You will plan and implement an action research project, which requires the collection and analysis of data from a 'real world' teaching context. You will construct a project report that documents the collection and analysis of these data, identifies implications for teaching practice in English or your teaching area, makes recommendations for improved student learning outcomes, and indicates how you would modify learning goals and teaching practices to enhance learning outcomes for students. You will engage with literature associated with the specific discipline of teaching and learning issue being investigated. You will also explore ethical considerations when collecting, analysing, evaluating and interpreting student data and discuss strategies for working confidentially and professionally within a values-based context and sharing your findings with colleagues, parents and carers and students to support the educative process.

Details

Level Postgraduate
Unit Level 9
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

Co-requisite EDFE20037 Professional Praxis 4: Transition to Teaching

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 1 - 2024

Term 1 - 2024 Profile
Online
Term 1 - 2025 Profile
Online

Attendance Requirements

All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Assessment Overview

Recommended Student Time Commitment

Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Assessment Tasks

Assessment Task Weighting
1. Written Assessment 50%
2. Presentation and Written Assessment 50%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).

Consult the University's Grades and Results Policy for more details of interim results and final grades

Past Exams

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Previous Feedback

Term 1 - 2024 : The overall satisfaction for students in the last offering of this course was 45.83% (`Agree` and `Strongly Agree` responses), based on a 31.58% response rate.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Source: Student feedback
Feedback
Provide exemplars of qualitative and quantitative studies.
Recommendation
The unit coordinator will add exemplars.
Action Taken
Exemplars and worked samples were used in the weekly Zoom teaching sessions and provided to students to access asynchronously via Moodle.
Source: Student feedback
Feedback
Focus the unit on Qualitative or Quantitative methods opposed to letting student choose.
Recommendation
The unit coordinator will focus on one methodology.
Action Taken
The action research cycle was the one methodological approach focused on in the unit.
Source: SUTE
Feedback
Importance of critical reflection
Recommendation
Provide more opportunities for students to engage in critical thinking and reflection on teaching practice.
Action Taken
In Progress
Source: SUTE
Feedback
Overall unit improvement
Recommendation
Refresh unit content and assessment.
Action Taken
In Progress
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Justify a focus for research inquiry for the purposes of enhancing professional knowledge and improving student learning and educational outcomes in an area of specialisation
  2. Plan a research proposal that requires the purposeful and ethical collection of student data
  3. Identify and evaluate school and classroom data from a range of sources
  4. Identify and apply relevant legislative, administrative and organisation policy and processes to the ethical collection, analysis, evaluation and interpretation of student data
  5. Identify implications for teaching practice based on student data
  6. Make informed recommendations for a range of audiences including colleagues, students and parents and carers on pedagogical practice for improved student learning in an area of teaching specialisation.

Successful completion of this unit provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of:

1.2 Understand how students learn

2.1 Content and teaching strategies of the teaching area

3.6 Evaluate and improve teaching programs

3.7 Engage parents/carers in the educative process

6.2 Engage in professional learning and improve practice

6.4 Apply professional learning and improve student learning

7.1 Meet professional ethics and responsibilities

7.2 Comply with legislative, administrative and organisational requirements

7.3 Engage with the parents/carers

7.4 Engage with professional teaching networks and broader communities

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6
1 - Written Assessment • •
2 - Presentation and Written Assessment • • • • •
Alignment of Graduate Attributes to Learning Outcomes
• Professional Level
• Advanced Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6
1 - Knowledge • • •
2 - Communication • • •
3 - Cognitive, technical and creative skills • • • • •
4 - Research • • • • •
5 - Self-management • •
6 - Ethical and Professional Responsibility • • • •
Alignment of Assessment Tasks to Graduate Attributes
• Professional Level
• Advanced Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8