EDUC 90204 (formerly 476 696)
Project in Literacy Intervention
Course outline
This subject equips
students with the ability to research an issue in literacy learning disabilities,
to implement its implications in teaching and to communicate its implications
at a school level, leading to school-wide instructional improvement in
catering for literacy learning disabilities.
Objectives
On completion of this subject participants should be
able to
- describe the key
components of a research study
- generate testable
predictions (or hypotheses) in the area of reading disabilities
- collect, interpret
and analyse data relating to reading related measures
- comprehend and
apply commonly used experimental designs in the area of reading disabilities
- contextualise the
outcomes of reading difficulties research
- map the research
outcomes into instructional practice
- implement procedures
for communicating the outcomes to colleagues and implement staff development
activities
- implement procedures
for monitoring changes in staff and student performance in literacy
Content
Implementing a
research study in the area of literacy learning disabilities
Components of a research study. Brief review of quantitative and qualitative
designs in the study of literacy disabilities, including the purposes
of each, the type of questions each asks and the values of each. Types
of data used to describe literacy-related performance. Generating and
testing hypotheses in the study of literacy disabilities. Data analysis
procedures.
Contextualising
research outcomes
Framework for mapping research outcomes into teaching practice. Procedures
for interpreting/translating research outcomes. Factors that implement
the application process.
Procedures for
implementing change in practice
Models of
school-based professional development that lead to pedagogic change, including
identification of the change unit within the organisation, readiness of
the organisation to change. Adult-learning framework; adult learner variables
including level of existing knowledge, motivation to change, reflective
practice, capacity to proceduralise. Organisational conditions that facilitate/inhibit
the change in practice and processes to target these (including educational
coaching procedures, professional action learning teams).
Indicators of organisational
growth
Procedures
for monitoring changes in teacher practice, student knowledge and organisational
progress in catering for literacy learning disabilities.
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