Master of Education
Awarded by: University of Western Australia, Australia
The UWA Master of Education (MEd) programme is designed for those in the education and training field. The programme is taught entirely by faculty members from the Graduate School of Education at UWA. Participants in the programme include educators and trainers both locally as well as in the region. Applicants for the programme must possess a good first degree with at least two years of relevant experience.
Course Structure Details
The MEd degree is a coursework and dissertation paper degree delivered totally by the staff of Graduate School of Education at UWA.
It is a 48 point degree structured as follows:
6 Master’s Units (each worth 6 points) = 36 points
Dissertation = 12 points
TOTAL = 48 points
The Master’s Units for the programme are as follows:
EDUC 5678 – Improving Learning and Teaching in the Curriculum
This unit focuses on national curricula as a phenomenon in a variety of countries; teachers' views on curriculum initiatives in a climate of restructuring and devolution; curriculum and ideology, curriculum as a social construct; the nature of curriculum development, differentiating between curriculum design and curriculum development; the nature of situational analysis, the relationship between situational analysis and curriculum development, Skillbeck's approach to situational analysis; an introduction to different forms of curriculum organisation, the subject-based approach to curriculum organisation, the relationship between a subject-based approach to curriculum organisation and the teaching of thinking skills; organising the curriculum according to pupils' interests, 'themes' or 'topics', and 'integration'; and the nature of the curriculum change process, Vanterpool's principles of curriculum change, Adams and Chen's proposition on curriculum acceptance and persistence.
EDUC 5608 - Integrating Pedagogy and Technology
This unit explores the area of e-learning, a rapidly evolving and increasingly prominent area of education. It focuses primarily on the pedagogical aspects of teaching with computers and mobile technologies. Students consider the latest developments alongside the discourse of normalisation; investigate computer-mediated communication and online teaching; explore the emergent web 2.0 and its educational applications; consider general, cultural and linguistic issues in teaching with technology; and become familiar with current research issues. Areas considered may include advanced searches (metasearch, searchrolls), folksonomies, tagging, blogs, wikis, learning management systems/virtual learning environments, discussion boards, synchronous chat, instant messaging, m-learning, podcasting, vodcasting, multi-user virtual environments (virtual worlds) and gaming.
EDUC 5634 - Qualitative Inquiry
This unit gives an overview of present-day qualitative research methods. It includes historical background, the philosophical context and paradigm considerations. It focuses particularly on design and strategy in qualitative research and on the collection and analysis of qualitative data. It also covers developing and writing qualitative research proposals and writing qualitative research reports.
EDUC 5633 - Quantitative Inquiry
This unit focuses on the principles of research design and the analysis of quantitative data from research and evaluation studies in education and the social sciences. Topics include reliability, validity, the interpretation of quantitative data and the development of measuring instruments and scales.
EDUC 5631 - Approaches to Research
This unit provides an introduction to research methods (quantitative, qualitative and analytic-interpretive studies). There are five sections:
(1) the nature and historical background of research in education;
(2) an overview of quantitative research methods;
(3) an overview of qualitative research methods;
(4) an overview of research methods in the philosophical/historical domain; and
(5) proposal development and the writing of research reports, with emphasis on Master's dissertations and theses
EDUC 5612 – Leadership for Learning (EDUC8612)
Educational leadership is examined in the current global context of change and reform. Leadership approaches are linked with theoretical perspectives about organisations and students are asked to apply understanding gained from reading and discussion to their specific work context. Evolving views of educational leadership are examined with a particular emphasis on organisational culture, teaching and learning, the management of change, and developing relationships with the community. Active participation in seminar sessions is required.
Students are able to explain theory relevant to the field of educational leadership; critically analyse international, national and state-level policies and practices relevant to educational leadership; relate theories of educational leadership to personal experiences and practices through a process of reflection and discussion; and demonstrate a capacity to think about leadership issues and problem solving in relation to educational organisations.
EDUC 5620 - The Dissertation
The dissertation (about 10,000 words) should provide evidence that the student can generate a problem and/or research area from his/her own interests or professional work in education; demonstrate mastery of that area; and show a capacity to review it critically. While students are encouraged to work closely with their supervisor, there is no requirement to submit a written proposal through the Faculty of Education Research Committee.
Please note that the units listed may be subject to changes.
The Programme Delivery
The teaching methods used in all courses encourage interaction and discussion. This is in the belief that learning at postgraduate level is best when based on extensive student-teacher and student-student interaction. In addition, the curriculum and readings for all units in this course put students in touch with latest international theory, thinking and trends, in order to broaden and internationalise students' understandings. Participants are encouraged to apply these understandings to contemporary education issues in Singapore, and to use a research-oriented approach in pursuing their interests. All lecture sessions and supervision are conducted by the faculty members of the Graduate School of Education at UWA.
Each unit/module has a 25-hour lecture/contact time which is compressed into a 4-day seminar starting at 9.00am each day. This 25-hour contact time is similar to the on-campus MEd programme in Perth. As the assessment for each unit is by coursework, students would need to submit their assignments about six weeks after the completion of each unit.
This course will pave the way for you to move into various leadership positions within schools as well as in other educational organisations.
To be considered for admission to this course an applicant must have —
(a) (i) a bachelor's degree, or an equivalent qualification, as recognised by UWA; and
(ii) at least two years of relevant full-time professional experience, as recognised by UWA;
(b) a graduate diploma that articulates with the Master of Education.
Ranking and Selection Process
Where relevant, admission will be awarded to the highest ranked applicants or applicants selected based on the relevant requirements.
English is the language of instruction and assessment at UWA and you will need to meet the English language requirements of the University to be eligible for a place.