EDUCA541-19B (BLK)

Using Evidence for Effective Practice

30 Points

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Te Kura Toi Tangata Faculty of Education
Te Hononga Curriculum and Pedagogy

Staff

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Convenor(s)

Lecturer(s)

Administrator(s)

: helen.findlay@waikato.ac.nz
: janene.harris@waikato.ac.nz
: christine.stewart@waikato.ac.nz

Placement Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz
: hinerangi.kara@waikato.ac.nz
: melanie.chivers@waikato.ac.nz
: mahue.dewes@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
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Paper Description

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This paper aims to enable students to read, interpret, evaluate and use evidence to improve their own pedagogical practice, and the practice of others.

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Paper Structure

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This is a block paper which has some online components to it. We are also happy to meet with students face-to-face to discuss work, ideas and course content. In the first instance, please communicate via email and make an appointment. You can also communicate via the Personal Communication forum in Moodle – this is a private forum between you personally and the lecturer. You should expect a response from a member of the teaching team within 48 hours.

This paper is taught during weekends as follows:

  • 12/13 July 2019 (Room TC2.27)
  • 6 September (Room TL2.27C)
  • 14 September 2019 (Room TL2.27C)
  • 12 October 2019 (Room TC2.27)

Friday sessions: 3.00pm – 7.00pm

Saturday sessions: 9.00am – 4.00pm

Additionally a face to face tutorial will be held each Tuesday 3.30pm - 4.30pm in TC2.27.

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Learning Outcomes

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Students who successfully complete the course should be able to:

  • have the ability to perceive and evaluate the contextual and historical positioning of assessment and evaluation systems in education, in both national and international contexts;
    Linked to the following assessments:
  • have the literacy in reading statistical data on assessment and achievement at both the individual and systemic levels;
    Linked to the following assessments:
  • have the ability to critique, collect and comment on the quality of evidence, including effect size;
    Linked to the following assessments:
  • have the ability to engage in evidence-based decision-making around the planning and design of interventions;
    Linked to the following assessments:
  • have the ability to judge outcomes against the goals of inclusion and equity.
    Linked to the following assessments:
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Assessment

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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Annotated bibliography & Critical Summary
8 Aug 2019
11:00 PM
35
  • Online: Submit through Moodle
2. Position paper
13 Sep 2019
11:00 PM
30
  • Online: Submit through Moodle
3. Data set analysis (Presentation)
12 Oct 2019
9:00 AM
35
  • Online: Submit through Moodle
  • Presentation: In Class
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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The readings for this paper will be available through the Waikato Readings List (https://readinglists.waikato.ac.nz). Students are expected to research articles in their particular field of interest to guide their study. They are also required to share their learning from the research articles with the class on a regular basis during our online conversations.

Students may use the Educational databases which contain the most recently published and peer reviewed research literature. Most research papers required are listed for this paper. Educational databases such as EBSCO, EMERALD, ERIC AND PROQUEST may be used and you may also find GOOGLE SCHOLAR to be a useful search engine.

Students are strongly encouraged to make use of the Virtual Education Reference Desk 2016 (VERD). This is accessed via the home page on Moodle and contains useful database guides and links. Please ask our very willing library staff for assistance, and particularly our Educational Leadership Library Coach - Alistair - who can be contacted via the Information Coach forum in our online Moodle classroom or at alamb@waikato.ac.nz

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Recommended Readings

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Earl, L. & Katz, S. (2006). Leading schools in a >school improvement. Thousand Oaks, CA: Corwin Press.

Love, N. (Ed.) (2009). Using data to improve learning for all: A collaborative inquiry approach. Thousand Oaks, CA: Corwin.

Love, N., Stiles, K., Mundry, S., DiRanna, K. (Eds). (2008). The data coach’s guide to improving learning for all students: Unleashing the power of collaborative inquiry. Thousand Oaks, CA: Corwin.

Mandinach, E. & Honey, M. (Eds). (2008). Data-driven school improvement: Linking data and learning. New York, NY: Teachers College Press.

Mandinach, E. & Jackson, S.S. (2012). Transforming teaching and learning through >driven decision making. Thousand Oaks, CA: Corwin.

Schildkamp, K., Lai, M. K., & Earl,L. (Eds.) (2012). Data-based decision making in education: Challenges and opportunities. London, England: Springer.

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Online Support

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This paper is supported in Moodle. Students are expected to access the material within Moodle so that they can engage fully in the paper.

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Workload

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This paper has a credit value of 30 points. Students are expected to attend all colloquium sessions, to read widely and become conversant with the library databases. It is important to note that Masters level papers demand academic rigour and an average of 20 hours study each week. Students are likely to intensify study efforts as assessment deadlines approach and may well exceed the workload guideline.

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Linkages to Other Papers

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This is a core paper in a Specialisation in Professional Learning for the Master of Education. It is also open for postgraduate students enrolled in the PostGrad Dip Ed, MEd and MEdL qualifications.

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Prerequisite(s)

Intending students must have at least five years' professional experience in a relevant context.

Corequisite(s)

Equivalent(s)

Restriction(s)

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