GDE3002 Contexts and Environments

Contents

• Staffing
• Rationale
• Synopsis
• Objectives
• Topics
• Texts
• Reference materials
• Student workload
• Assessment details
• Important assessment information
• Other requirements
• Production date
• PDF version

STAFFING

RATIONALE

Socio-cultural and socio-political factors are powerful influences on the environments in which educators conduct their work in educational sites and, in turn, on the environments that they establish for their work with learners. In the broader context of globalisation, with its attendant homogenising forces, inclusive practice needs to recognise the differences that learners and communities bring to the learning context. In order to design educational environments that are socially just and inclusive, educators require an understanding of the socio-cultural realities of learners and the positioning of educational sites within particular cultural contexts and locations.

SYNOPSIS

This course is designed to assist students to understand the range of social and political forces that interact to shape the nature of educational contexts and environments within educational sites, as well as the cultural identities of the individuals within those sites. Understanding of these forces and trends is connected to exploration of whole-site and individual-educator approaches to the establishment of inclusive learning environments. Awareness of how particular sites respond to particular features of their socio-cultural communities is explored through the lens of a social justice approach to meet the needs of diverse groups in contemporary education and community locations. NOTE: Minimum enrolment numbers apply to this offering. Should enrolments not reach the minimum number required for on-campus study, students may be transferred to the EXT or WEB offering and advised of this change before semester commences.

OBJECTIVES

The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On completion of this course students will be able to:

1.

identify the key elements of inclusive learning environments (Assignment 1)

2.

demonstrate knowledge of the socio-cultural, legislative, systemic and educational contexts that inform quality teaching and training for diversity (Assignment 1)

3.

understand the application of ecological theory in a particular context (Assignments 1 and 2)

4.

identify the implications and ramifications of actions taken at different levels of an education system (Assignments 1 and 2)

5.

understand whole of site and community approaches to social justice in education (Assignment 2)

6.

demonstrate knowledge, understanding and skill in the use of appropriate personal, professional and academic literacies (Assignments 1 and 2)

7.

articulate an example of how the key concepts encountered in this course can be applied in an educational setting (Assignment 2)

8.

demonstrate competence in written language and scholarly writing including correct spelling, grammar, and bibliographic referencing. (Assignment 1 and 2)

TOPICS

TEXT and MATERIALS required to be PURCHASED or accessed

ALL textbooks and materials are available for purchase from USQ BOOKSHOP (unless otherwise stated). Orders may be placed via secure internet, free fax 1800642453, phone 07 46312742 (within Australia), or mail. Overseas students should fax +61 7 46311743, or phone +61 7 46312742. For costs, further details, and internet ordering, use the 'Textbook Search' facility at http://bookshop.usq.edu.au click 'Semester', then enter your 'Course Code' (no spaces).

GDE3002 USQ resource package.

REFERENCE MATERIALS

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.

Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library. The gateway to education resources is here... http://www.usq.edu.au/library/faculties/education/default.htm

Austin, J (ed.) 2005, Culture and identity, 2nd edn, Pearson Education Australia, Frenchs Forest, NSW.

Brady, L & Kennedy, K 2003, Curriculum construction, Prentice Hall, Frenchs Forest, NSW.

Burnett, B, Meadmore, D & Tait, G (eds.) 2004, New questions for contemporary teachers: taking a sociocultural approach to education, Pearson Education, Frenchs Forest, NSW.

Curtis, D & Carter, M 2003, Designs for living and learning: transforming early childhood environments, Red Leaf Press, St Paul, MN.

Fraser, S 2006, Authentic childhood: experiencing Reggio Emilia in the classroom, 2nd edn, Thomson/Nelson, Toronto, ONT.

Greenman, J 2005, Caring spaces, learning places: children's environments that work, 2nd edn, Child Care Info Exchange.

STUDENT WORKLOAD REQUIREMENTS

ASSESSMENT DETAILS

NOTES

1.

APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The USQ library provides advice on how to format information sources using this system. http://www.usq.edu.au/library/help/ehelp/ref_guides/apastyle/default.htm

IMPORTANT ASSESSMENT INFORMATION

1. Attendance requirements:
   There are no attendance requirements for this course. However, it is the students' responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration. It is the student's responsibility to attend and participate appropriately in the residential school.
2. Requirements for students to complete each assessment item satisfactorily:
   To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks
3. Penalties for late submission of required work:
   If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.
4. Requirements for student to be awarded a passing grade in the course:
   To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
5. Method used to combine assessment results to attain final grade:
   The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative assessment items in the course.
6. Examination information:
   There is no examination in this course.
7. Examination period when Deferred/Supplementary examinations will be held:
   As there are no examinations in this course, there will be no deferred or supplementary examinations.
8. University Regulations:
   Students should read USQ Regulations 5.1 Definitions, 5.6. Assessment, and 5.10 Academic Misconduct for further information and to avoid actions which might contravene University Regulations. These regulations can be found at the URL http://www.usq.edu.au/corporateservices/calendar/part5.htm

OTHER REQUIREMENTS

1. Students will require access to e-mail and Internet access to USQConnect for this course.
2. Students are to use a recognised referencing system as specified by the examiner.

This version produced 11 Dec 2009.