units

EDF5673

Faculty of Education

print version

This unit entry is for students who completed this unit in 2016 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered.

Faculty

Education

Offered

Not offered in 2016

Synopsis

This unit builds leadership capacity of mathematics/numeracy educators in two ways. First, students develop their knowledge and understanding of recent research and/or professional developments, and engage and interact with leaders of numeracy learning from other schools. They also examine international best practice in mathematics/numeracy pedagogies in the context of the local education system. Second, students consider the processes for leading the professional learning of numeracy and mathematics teachers to support their teaching. This includes communication processes, effective leadership strategies for leading school improvement in this area and characteristics of staff motivation, the role of emotions, cross-cultural leadership and resource management. Across both these dimensions, the unit examines the nature of numeracy, the ways it relates to mathematics and to the curriculum broadly, incorporating numeracy into the curriculum, and its connection to international, national and school-based assessment.

Outcomes

Upon successful completion of this unit students should be able to:

  1. examine strategies for effective leadership and learning of mathematics and numeracy teachers
  2. explore issues associated with the management of departments and groups, including managing budgets and resources
  3. critique research, policies and commentary on mathematics and numeracy education
  4. review approaches to numeracy across the curriculum
  5. develop an appropriate strategy for promoting effective mathematics and numeracy teaching among teachers.

Assessment

Analytical report: mathematics/numeracy education policy (equivalent to 4000 words, 50%)
Developmental plan: school-based leadership (equivalent to 4000 words, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students are encouraged to attend if they are able.

Minimum total expected workload equals 288 hours per semester comprising:

(a.) Contact hours for flexible students:

  • 12 contact hours and 24 hours equivalent of online activities over the semester or
  • 36 hours equivalent of online activities over the semester

(b.) Additional requirements (all students):

  • independent study to meet the minimum required hours per semester

See also Unit timetable information

This unit applies to the following area(s) of study