Outline

Overview

This unit highlights the interplay between research, policy and practice, and the need for teachers to critically reflect on their practices. Students will nominate an area of professional interest that requires further development and conduct a research project around this focus area.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	24 credit points from any of (EDUF3031, EDHP3001, EDHP3002, EDHP3003, EDUF3023, EDUF4044, EDHP3005)
Corequisites ?	None
Prohibitions ?	EDUF4021
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Wayne Cotton, wayne.cotton@sydney.edu.au

Type	Description	Weight	Due	Length
Online task	Presentation Each student must present their topic which incorporates a 10min video	20%	Multiple weeks Closing date: 25 Sep 2024	1x40min presentation
Outcomes assessed:
Online task	Research Plan Research Plan (30%)	30%	Ongoing Closing date: 25 Sep 2024	1500wd
Outcomes assessed:
Assignment	Report Background report about research project	50%	Week 09 Due date: 27 Sep 2024 at 23:59 Closing date: 11 Oct 2024	3500wd
Outcomes assessed:

Assessment summary

Research Plan

This assessment has 2 parts:
Part 1 Research Report
Individually, you are to complete the Research Report template based on a current issue in PDHPE. The Research Report will need to include: Research question(s), background literature to support study rationale/aim and research question(s) and methodology.

Part 2 Response to critical friend(s) feedback
In order to be actively engaged in the critical friend(s) feedback (led by your peers and/or tutor) on a draft of your Research Report, you will be required to include track changes of where you have made improvements to your Research Report and include the feedback (as comments) from your critical friend(s) in the submission.

Presentation

You are required to present a 35min online engaging and focused workshop on the issue identified in the first assessment. The workshop must include a 10min documentary style video about the topic. Please see the CANVAS site for full details about this assessment.

Report

Using the feedback you received on the Research Plan, required readings and additional readings, the Final Research Report will need to include:
Research question(s), background literature to support study rationale/aim and research question(s), methodology (including theoretical framework, data collection methods, statistical analyses), findings and implications for future teaching. This Report will be based
on the five moves for structuring an article (Thomson & Kamler, 2012).

Assessment criteria

Grade	Mark Range	Description
HD	85 - 100	Consistently strong and ongoing demonstration and evidence of superior organisational and conceptual skills. The work is extremely well conceived, coherent, logical, original and lucid as well as professionally prepared
DIST	75 - 84	Consistently strong and ongoing demonstration of very good organisational and conceptual skills. The work is well conceived, coherent, logical and lucid as well as professionally prepared
CR	65 - 74	Strong organizational & conceptual skills and evidence that the task is logical and coherent and professionally prepared
PASS	50 - 64	Demonstrates task organization and conceptual understanding in a style which is mostly logical, coherent and flowing
FAIL	0 - 49	Attempts are made to demonstrate a logical & coherent understanding of the assessment task but some aspects may be confused or undeveloped

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

As per faculty guidelines

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
-	Due to the nature of the assessments, extra time will be allocated to ensure work is developed	Independent study (3 hr)
Week 01	Introduction to class and teaching staff, discussion of relevant issues	Block teaching (3 hr)
Week 02	Current issues in PDHPE; Student presentations	Block teaching (3 hr)
Week 03	Current issues in PDHPE; Student presentations	Block teaching (3 hr)
Week 04	Current issues in PDHPE; Student presentations	Block teaching (3 hr)
Week 05	Current issues in PDHPE; Student presentations	Block teaching (3 hr)
Week 06	Current issues in PDHPE; Student presentations	Block teaching (3 hr)
Week 08	Current issues in PDHPE; Student presentations	Independent study (3 hr)

Attendance and class requirements

The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the coordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Ax, J., Ponte, P., & Brouwer, N. (2008). Action research in initial teacher education: An explorative study. Educational Action Research, 16(1), 55-72.

Cochran Smith, M., & Lytle, S. L. (1998). Teacher research: The question that persists. International Journal of Leadership in Education Theory and Practice, 1(1), 19-36.

Leitch, R., & Day, C. (2000). Action research and reflective practice: Towards a holistic view. Educational action research, 8(1), 179-193.

McNiff, J. (2010). Action research for professional development: Concise advice for new action researchers. Dorset, UK: September books.

Mertler, C. A. (2009). Action research: Teachers as researchers in the classroom. New York, USA: Sage.

Somekh, B., & Zeichner, K. (2009). Action research for educational reform: Remodelling action research theories and practices in local contexts. Educational action research, 17(1), 5-21.

Thomson, P., & Kamler, B. (2012). Writing for peer reviewed journals: Strategies for getting published. London, UK: Routledge.

Vogrinc, J., & Zuljan, M. V. (2009). Action research in schools–an important factor in teachers’ professional development. Educational studies, 35(1), 53-63.

Zeichner, K. M. (2003). Teacher research as professional development for P–12 educators in the USA [1]. Educational action research, 11(2), 301-326.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Complete a situational analysis of a specific educational environment within which practitioner research can be conducted.
LO2. Identify, justify and frame an issue that can be investigated through practitioner research referencing relevant theories, literature and policy documents to obtain relevant, reliable information
LO3. Prepare for and contribute to discussions about the teaching profession or subject/content, and contribute to a professional community of teachers through active and constructive peer feedback
LO4. Identify and implement appropriate means of collecting relevant data, which can be used within the context of practitioner research
LO5. Critically analyse research data and summarise findings, with reference to relevant theories, literature and/or policies.
LO6. Demonstrate the capacity to critically reflect on the research process in light of their research findings/data, and discuss the implications of these findings for their own teaching and learning practices
LO7. Use verbal, visual and other media to report on the nature, conduct, results and analysis of the research project using the style and protocols appropriate for academic writing

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 6.3.1. (Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. 7.1.1. (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 6.4.1. (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. 7.1.1. (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 6.4.1. (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. 7.1.1. (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 5.4.1. (Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. 5.5.1. (Graduate) Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement. 7.1.1. (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 5.4.1. (Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. 5.5.1. (Graduate) Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement. 7.1.1. (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 5.4.1. (Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. 5.5.1. (Graduate) Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement. 7.1.1. (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 7.1.1. (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.2.1		(Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
2.1.1		(Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
3.6.1		(Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
5.4.1		(Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
5.5.1		(Graduate) Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
6.3.1		(Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
6.4.1		(Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
7.1.1		(Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

We welcome feedback on this Unit of Study. Please take the time to offer constructive written feedback at the end of the semester. The teaching team is committed to the participation of learners in the process of planning and evaluation of courses.

Additional information

Additional costs

There are no additional costs for this unit.

Site visit guidelines

There are no site visit guidelines for this unit.

Work, health and safety

There are no specific WHS requirements for this unit.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

EDHP4006: Advanced Practitioner Research

Semester 2, 2024 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links