HMDEV503-21B (BLK)

Educational and Life Transitions: Changing Roles and Changing Contexts

30 Points

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Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Lecturer(s)

Administrator(s)

: nia.sugiharto@waikato.ac.nz

Placement/WIL Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: melanie.chivers@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:
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Paper Description

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The life of an individual involves many transitions to new roles and new contexts. These include numerous educational transitions, from infants and young children entering early childhood services, through school transitions, to adults starting tertiary or work contexts. Each educational or life transition may offer both opportunities and challenges. In recent years "successful transitions" have gained national and international attention and have featured in many strategic plans and government policies. This paper considers the complexity of transition experiences through a critical exploration of individual, social and contextual issues associated with educational and life transitions

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Paper Structure

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This paper is being taught as a block paper supported online between the face-to-face sessions. There are four block days at the Hamilton campus, from 9.00 - 4.00 on Friday 23 July, Saturday 24 July, Friday 1 October and Saturday 2 October. Between the blocks there will be online topics and discussions in Moodle. If for any reason you cannot attend one of classes on campus, please contact the paper convenor.

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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • i) Describe issues and theoretical views associated with a range of different transitions
    Linked to the following assessments:
  • ii) Examine the diversity of transition experiences
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  • iii) Critique some commonly held assumptions about transitions
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  • iv) Evaluate the place and nature of research in this field
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  • v) Undertake a critical and in-depth literature review to gain an insight into an area for possible research
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  • vi) Critically analyse experiences of transition and consider implications for practice.
    Linked to the following assessments:
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Assessment

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Ngā aromatawai

Students will be working towards all of the above outcomes throughout the activities, discussions and reading programme developed for this paper. All the outcomes will be assessed in an ongoing and holistic way through students’ online and in class participation and presentations. In addition, the literature review will contribute to the assessment of learning outcomes i), iii), iv) and v). The essay will contribute to the assessment of learning outcomes i), ii), vi).

Please note that any announcements regarding general requirements and assessment not contained in this document will be posted in the Announcements Forum in Moodle. You need to ensure that your default email address is correct in Moodle, as the site will forward these messages to you automatically.

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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. Participation
10
2. Shared reading activity and written summary
24 Jul 2021
No set time
5
  • In Class: In Workshop
3. Literature Review
16 Sep 2021
11:30 PM
40
  • Online: Submit through Moodle
4. Presentation
1 Oct 2021
No set time
15
  • In Class: In Workshop
5. Essay
14 Oct 2021
11:30 PM
30
  • Online: Submit through Moodle
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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Ngā pānuitanga matua

Readings
The Readings List provides details of shared reading. These readings have been selected to further your understanding the ideas being discussed. Some of these are essential or recommended. Others are noted as ‘optional’ and are intended as useful resources for aspects you want to explore further. This reading list can also be accessed via the Reading List tab on Moodle or the Reading list tab on the library homepage.

Textbook
There is no set textbook for this paper.

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Recommended Readings

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Ngā pānuitanga hei tautoko

Suggestions for some recommended readings will be provided in Moodle and others will be made available through the Library Reading List for the paper.

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Other Resources

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Other reading
You will source much of the reading for this paper yourself. There is considerable choice within assignment topics and students are therefore expected to carry out their own library searches for appropriate materials. Assistance will be provided with this during the first on campus block.
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Online Support

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The paper is taught partially online through Moodle.
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Workload

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Ngā mahi

This is a 500 level paper (30 points). The minimum workload expected for a paper at this level is 300 hours. The paper involves four on campus block days (total = 26 hrs) and 10 hrs online learning. The remaining hours, accumulated at different times across the whole semester, are to be used for completing readings, preparing for class/online tasks and assignments.

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Linkages to Other Papers

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This 500 level paper draws on and contributes to graduate study and research within Human Development, Education and other related subjects. For details please see the University Calendar or talk to the co-ordinator.
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Prerequisite(s)

Corequisite(s)

Equivalent(s)

Restriction(s)

Restricted papers: HDCO502

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