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Course Outline

EDU415 Teacher as Researcher

Course Coordinator:Elizabeth Wheeley (ewheeley@usc.edu.au) School:School of Education and Tertiary Access

2025Semester 1

UniSC Sunshine Coast

UniSC Fraser Coast

 Blended learning Most of your course is on campus but you may be able to do some components of this course online.

Online

 Online You can do this course without coming onto campus.

Please go to usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.

What is this course about?

Description

This course focuses on practiced-based research methods, particularly action research, using data to inform teaching practices to enhance student learning and support school improvement. You will investigate strategies for teaching literacy, numeracy, or a specific curriculum focus, including opportunities for differentiated learning. You will identify appropriate assessment tools to evaluate student learning and measure the impact of your teaching. You will also consider how data about student learning can be communicated to stakeholders.

How will this course be delivered?

Activity Hours Beginning Week Frequency
Blended learning
Learning materials – You are required to engage and interact with asynchronous learning materials - videos, websites and activities - accessed through Canvas modules, course readings and required texts. 2hrs Week 1 7 times
Tutorial/Workshop 1 – The workshop is synchronous and involves active engagement and interaction with peers and tutors. 2hrs Week 1 7 times
Online
Learning materials – You are required to engage and interact with asynchronous learning materials - videos, websites and activities - accessed through Canvas modules, course readings and required texts. 2hrs Week 1 7 times
Tutorial/Workshop 1 – The online workshop is synchronous and conducted via Zoom and involves engagement and interaction with peers and tutors. 2hrs Week 1 7 times

Course Topics

Action Research methodology

Case Study methodology

Engaging with research literature in relation to a research question

Qualitative data collection, analysis, and interpretation

Quantitative data collection, analysis, and interpretation

Evidence-based teaching strategies to reduce cognitive overload (e.g. explicit instruction, scaffolding, connecting prior learning)

Appraising the impact of teaching on learning in relation to an action research question

Reflecting on effective teaching practices and opportunities for ongoing professional learning

What level is this course?

400 Level (Graduate)

Demonstrating coherence and breadth or depth of knowledge and skills. Independent application of knowledge and skills in unfamiliar contexts. Meeting professional requirements and AQF descriptors for the degree. May require pre-requisites where discipline specific introductory or developing knowledge or skills is necessary. Normally undertaken in the third or fourth full-time study year of an undergraduate program.

What is the unit value of this course?

12 units

How does this course contribute to my learning?

Course Learning Outcomes On successful completion of this course, you should be able to... Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming... Professional Standard Mapping * Australian Institute for Teaching and School Leadership
1 Demonstrate sound foundational knowledge and skills about action research and case study methodologies for understanding how students learn and implications for teaching. Knowledgeable
Creative and critical thinker 
1.1, 1.2, 2.5, 3.6, 5.1, 6.2, 6.4
2 Demonstrate how to collect, collate, analyse, and interpret multiple data types in relation to a practice-based research focus adhering to ethical principles. Knowledgeable
Creative and critical thinker
Ethical
Information literacy 
1, 2.3, 3.1, 3.6, 3.7, 5.1, 5.4, 5.5, 6.1, 6.2, 6.3, 6.4, 7.2
3 Engage with research literature about literacy, numeracy, or an approved curriculum focus area to inform practice in relation to a specific research focus. Knowledgeable
Creative and critical thinker
Empowered
Information literacy 
1.1, 1.2, 1.5, 2.1, 2.5, 3.6
4 Evaluate student progress in relation to a specific research focus through the design of evidence-based teaching, differentiated learning, ethical use of ICTs, and appropriate assessment tools. Creative and critical thinker
Applying technologies 
1.1, 1.2, 1.5, 2.5, 2.6, 3.6, 5.1, 5.4
5 Demonstrate strategies for communicating with stakeholders about student learning and data for the purpose of teaching and program improvement. Empowered
Engaged
Communication
Collaboration
Applying technologies
Information literacy 
3.7, 5.4, 5.5, 7, 7.3, 7.4
6 Identify next-step professional learning goals to improve personal practice and capacity to engage in a broad range of educational research. Empowered
Engaged 
1.1, 1.2, 1.5, 2.5, 3.6, 5.1, 5.4, 6, 6.1, 6.2, 6.3, 6.4

* Competencies by Professional Body

CODE COMPETENCY
Australian Institute for Teaching and School Leadership
1 PROFESSIONAL KNOWLEDGE: Know students and how they learn
1.1 Physical, social and intellectual development and characteristics of students: Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
1.2 Understand how students learn: Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities: Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
2.1 Content and teaching strategies of the teaching area: Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area
2.3 Curriculum, assessment and reporting: Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
2.5 Literacy and numeracy strategies: Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
2.6 Information and Communication Technology (ICT): Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
3.1 Establish challenging learning goals: Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.6 Evaluate and improve teaching programs: Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
3.7 Engage parents/carers in the educative process: Describe a broad range of strategies for involving parents/carers in the educative process.
5.1 Assess student learning: Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
5.4 Interpret student data: Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
5.5 Report on student achievement: Demonstrate understanding of a range of strategies for reporting to students and parents/ carers and the purpose of keeping accurate and reliable records of student achievement
6 PROFESSIONAL ENGAGEMENT: Engage in professional learning
6.1 Identify and plan professional learning needs: Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
6.2 Engage in professional learning and improve practice: Understand the relevant and appropriate sources of professional learning for teachers
6.3 Engage with colleagues and improve practice: Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
6.4 Apply professional learning and improve student learning: Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
7 PROFESSIONAL ENGAGEMENT: Engage professionally with colleagues, parents/carers and the community
7.2 Comply with legislative, administrative and organisational requirements: Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
7.3 Engage with the parents/carers: Understand strategies for working effectively, sensitively and confidentially with parents/carers.
7.4 Engage with professional teaching networks and broader communities: Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

Am I eligible to enrol in this course?

Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.

Pre-requisites

192 credit points within one of the following programs: AE304, ED303, ED304, ED315, or SE303.

Co-requisites

Not applicable

Anti-requisites

Not applicable

Specific assumed prior knowledge and skills (where applicable)

This course is designed to be part of a capstone experience in the final year of study. The learning gained from this course will support Professional Experience: The Professional Teacher, where you will engage in practice-based research in the role of a teacher. This learning is designed to support your Teacher Performance Assessment (TPA).

How am I going to be assessed?

Grading Scale

Standard Grading (GRD)

High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).

Details of early feedback on progress

Task 1 is designed to provide early feedback to students. For Tasks 2 and 3 formative feedback is available during tutorials.

Assessment tasks

Delivery mode Task No. Assessment Product Individual or Group Weighting % What is the duration / length? When should I submit? Where should I submit it?
All 1 Quiz/zes Individual 10% 
20 minutes
 Refer to Format Online Test (Quiz)
All 2 Oral and Written Piece Individual 40% 
6-8 minutes video oral with presentation slides or alternative artefact/s
 Week 5 Online Assignment Submission with plagiarism check
All 3 Written Piece Individual 50% 
2,000 words
 Refer to Format In Class
All - Assessment Task 1:Education Research Methods Quizzes
Goal: 
The goal of this task is to develop knowledge of educational research methodologies and methods.
Product: Quiz/zes
Format: 
Submit: Weeks 1, 2, 4 and 5. In Weeks 1, 2, 4 and 5. You will answer questions about practice-based education research methods, including action research and case study, and data.
Criteria:
No. Learning Outcome assessed
1 
Knowledge of the role, purpose, methods, and theory of practice-based including Action Research and Case Study in Education, as part of the broader educational research field.
 1
2 
Knowledge of education data.
 2
Generic Skills: 
Communication, Information literacy
All - Assessment Task 2:Data analysis and presentation
Goal: 
The goal of this task is to develop understanding about analysing, interpreting, and communicating about multiple data types in relation to a practice-based research focus adhering to ethical principles.
Product: Oral and Written Piece
Format: 
Online assignment submission with plagiarism check and video upload. 

Using school data examples
(i)	select relevant data sets in relation to a chosen practice-based research focus;
(ii)	select a stakeholder group e.g., preservice teachers, teachers, school leaders, parents, community members etc.
(iii)	select a mode of visual communication e.g., presentation slides, poster, infographic etc. 
(iv)	prepare, record, and submit an oral presentation to share a meaningful data story in relation to the chosen data set and practice-based research focus demonstrating how the data representation and interpretation are relevant for the chosen audience;
(v)	discuss implications of the data story in relation to student learning, teaching practices, assessment practices (diagnostic/formative/summative) and/or program improvement.
Criteria:
No. Learning Outcome assessed
1 
Analysis and interpretation of data
 2 4 5
2 
Creation of a meaningful data story for a chosen stakeholder group.
 2 4 5
3 
Presentation of data
 5
4 
Oral communication skills using appropriate vocabulary, pace, volume, and artefact/s.
 5
Generic Skills: 
Communication, Organisation, Information literacy
All - Assessment Task 3:Action research question/s and plan
Goal: 
The goal of this task is to design an action research plan focused on an action research question/s. Contemporary, relevant, high-quality literature will be used to inform the plan to address a chosen literacy, numeracy, or an approved curriculum focus area. Evidence-based teaching strategies, differentiated learning opportunities, ethical use of ICTs, and appropriate assessment tools to evaluate student progress will be identified and created to support the action research plan.
Product: Written Piece
Format: 
Using a chosen practice-based research focus
(i)	Present a refined action research question/s about a literacy, numeracy or an approved curriculum focus area at a specified level of schooling
(ii)	Summarise informing literature to identify
a.	Evidence-based teaching strategies
b.	Differentiated learning
(iii)	Plan teaching (outline sequence of 4-6 lessons) to address likely learning needs of a class in relation to the action research question/s applying selected evidence-based teaching strategies, differentiated learning experiences, and ethical use of ICTs
(iv)	Develop appropriate assessment tools to evaluate student progress in relation to the action research focus question/s
(v)	Explain how you would report to students and parents/carers and keep accurate records of student achievement.
(vi) Reflect and articulate your next step professional learning in relation to the APST and capacity to engage in educational research including but also going beyond practice-based research.
Criteria:
No. Learning Outcome assessed
1 
Demonstrated knowledge of developing research question/s suitable for action research about a chosen literacy, numeracy, or an approved curriculum focus area.
 1
2 
Effective used of informing literature to identify evidence-based teaching strategies and differentiation learning appropriate to the curriculum area and level of schooling.
 3
3 
Application of evidence-based teaching strategies, differentiated learning experiences, and ethical use of ICTs in an action research plan.
 3
4 
Development of appropriate assessment tools to evaluate student progress, and plan for when and how to collect data and how it will be used as part of an action research design.
 2 4
5 
Explanation of record-keeping of student achievement data and reporting strategies for students and parents/carers.
 5
6 
Reflection on and identification of next-step professional learning.
 6
7 
Written communication skills and academic literacies - including grammar, English expression, APA referencing conventions and technical accuracy, with writing appropriate for education stakeholders e.g., school colleagues.
 5
Generic Skills: 
Communication, Problem solving

Assessment to competency mapping

Programme Delivery Mode Assessment Type Title Competency Teaching Methods
2020 Australian Professional Standards for Teachers
All delivery modes Oral and Written Piece Data analysis and presentation 1.1 Practiced
1.2 Practiced
1.3 Practiced
1.5 Practiced
1.6 Practiced
2.3 Practiced
3.1 Practiced
3.6 Practiced, Assessed
3.7 Practiced
5.1 Practiced
5.4 Practiced, Assessed
5.5 Practiced
6.2 Practiced, Assessed
6.4 Practiced
7.2 Practiced
Quiz/zes Education Research Methods Quizzes 1.1 Practiced, Assessed
1.2 Practiced, Assessed
3.6 Practiced, Assessed
5.1 Practiced, Assessed
6.2 Practiced, Assessed
6.4 Practiced, Assessed
Written Piece Action research question/s and plan 1.1 Practiced, Assessed
1.2 Practiced, Assessed
1.5 Practiced, Assessed
2.1 Practiced
2.3 Practiced, Assessed
2.5 Practiced
2.6 Practiced
3.1 Practiced
3.6 Practiced, Assessed
5.1 Practiced, Assessed
5.4 Practiced
6.1 Practiced, Assessed
6.2 Practiced
6.3 Practiced
6.4 Practiced, Assessed
7.2 Practiced

Directed study hours

A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.

What resources do I need to undertake this course?

Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.

Prescribed text(s) or course reader

Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.

Required? Author Year Title Edition Publisher
Recommended Sara Efrat Efron,Ruth Ravid 2019 Action Research in Education, Second Edition 2 Guilford Publications
Recommended Selena Fisk 2022 Using and Analysing Data in Australian Schools 2 Amba Press
Recommended Mervyn Hyde,Shelley Dole (editor.),Kathleen Tait 2022 Diversity, Inclusion and Engagement 4 OUP

Specific requirements

Current blue card for SPE based research.

How are risks managed in this course?

Health and safety risks for this course have been assessed as low. It is your responsibility to review course material, search online, discuss with lecturers and peers and understand the health and safety risks associated with your specific course of study and to familiarise yourself with the University’s general health and safety principles by reviewing the online induction training for students, and following the instructions of the University staff.

What administrative information is relevant to this course?

Assessment: Academic Integrity

Academic integrity is the ethical standard of university participation.  It ensures that students graduate as a result of proving they are competent in their discipline.  This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.

Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person.  You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.

In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin.  This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.

Assessment: Additional Requirements

Eligibility for Supplementary Assessment

Your eligibility for supplementary assessment in a course is dependent of the following conditions applying:
1. The final mark is in the percentage range 47% to 49.4%
2. The course is graded using the Standard Grading scale
3. You have not failed an assessment task in the course due to academic misconduct
After students complete their final placement they come back to university and prepare for their QTPA (Quality Teaching Performance Assessment) a federal government requirement. The QTPA requires the students to explain the impact their teaching had on some of the students that they taught whilst on placement. In this course the students learn how to carry out action research in their future classrooms. Research and reflective practice is an important part of teaching and this course helps students to use evidence to help improve their teaching practice. Students will continue their learning about this on placement whilst working with their supervising teachers to support their data collection for the QTPA.

Assessment: Submission penalties

Late submissions may be penalised up to and including the following maximum percentage of the assessment task’s identified value, with weekdays and weekends included in the calculation of days late:
(a) One day: deduct 5%;
(b) Two days: deduct 10%;
(c) Three days: deduct 20%;
(d) Four days: deduct 40%;
(e) Five days: deduct 60%;
(f) Six days: deduct 80%;
(g) Seven days: A result of zero is awarded for the assessment task.
The following penalties will apply for a late submission for an online examination:
Less than 15 minutes: No penalty
From 15 minutes to 30 minutes: 20% penalty
More than 30 minutes: 100% penalty

SafeUniSC

UniSC is committed to a culture of respect and providing a safe and supportive environment for all members of our community. For immediate assistance on campus contact SafeUniSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUniSC team by phone 07 5456 3864 or email safe@usc.edu.au.

The SafeUniSC Specialist Service is a Student Wellbeing service that provides free and confidential support to students who may have experienced or observed behaviour that could cause fear, offence or trauma. To contact the service call 07 5430 1226 or email studentwellbeing@usc.edu.au.

Study help

For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.

If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430 2890 or studentcentral@usc.edu.au.

Wellbeing Services

Student Wellbeing provide free and confidential counselling on a wide range of personal, academic, social and psychological matters, to foster positive mental health and wellbeing for your academic success.

To book a confidential appointment go to Student Hub, email studentwellbeing@usc.edu.au or call 07 5430 1226.

AccessAbility Services

Ability Advisers ensure equal access to all aspects of university life. If your studies are affected by a disability, learning disorder mental health issue, injury or illness, or you are a primary carer for someone with a disability or who is considered frail and aged, AccessAbility Services can provide access to appropriate reasonable adjustments and practical advice about the support and facilities available to you throughout the University.

To book a confidential appointment go to Student Hub, email AccessAbility@usc.edu.au or call 07 5430 2890.

Links to relevant University policy and procedures

For more information on Academic Learning & Teaching categories including:

  • Assessment: Courses and Coursework Programs
  • Review of Assessment and Final Grades
  • Supplementary Assessment
  • Central Examinations
  • Deferred Examinations
  • Student Conduct
  • Students with a Disability

For more information, visit https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching

Student Charter

UniSC is committed to excellence in teaching, research and engagement in an environment that is inclusive, inspiring, safe and respectful. The Student Charter sets out what students can expect from the University, and what in turn is expected of students, to achieve these outcomes.

General Enquiries

  • In person:
    • UniSC Sunshine Coast - Student Central, Ground Floor, Building C, 90 Sippy Downs Drive, Sippy Downs
    • UniSC Moreton Bay - Service Centre, Ground Floor, Foundation Building, Gympie Road, Petrie
    • UniSC SouthBank - Student Central, Building A4 (SW1), 52 Merivale Street, South Brisbane
    • UniSC Gympie - Student Central, 71 Cartwright Road, Gympie
    • UniSC Fraser Coast - Student Central, Student Central, Building A, 161 Old Maryborough Rd, Hervey Bay
    • UniSC Caboolture - Student Central, Level 1 Building J, Cnr Manley and Tallon Street, Caboolture
  • Tel:+61 7 5430 2890
  • Email:studentcentral@usc.edu.au
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