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  2. Teaching in Rural, Regional and Remote Communities [EDU4275]

Faculty of Education and Arts

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Teaching in Rural, Regional and Remote Communities

  • Unit Code

    EDU4275

  • Year

    2015

  • Enrolment Period

    1

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit will provide an introduction to the personal and professional implications of living and teaching in rural, regional and remote (RRR) contexts. Students will examine social and cultural issues, community development and the extended role of the teacher in RRR communities. The unit will draw on theoretical underpinnings that support effective teaching and learning in these contexts. Personal and professional support systems will be explored to promote positive experiences for graduate teachers in RRR communities.

Equivalent Rule

Unit was previously coded ERC1114

Learning Outcomes

On completion of this unit students should be able to:

  1. Critically discuss key issues in living and teaching in RRR communities.
  2. Design and develop a personal and professional plan for a graduate teacher living and teaching in RRR communities.
  3. Recognise the skills and attributes that contribute to effective teaching and learning in RRR communities.

Unit Content

  1. Key issues involved in living and teaching in RRR communities.
  2. Participation as a community member of RRR communities.
  3. Planning for living and teaching in RRR communities.
  4. Teaching and learning in RRR contexts.
  5. The role of the teacher in the context of community expectations.

Additional Learning Experience Information

Lectures, tutorials and workshops.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentAssignment 140%
AssignmentAssignment 260%
ONLINE
TypeDescriptionValue
AssignmentAssignment 140%
AssignmentAssignment 260%

Text References

  • Beresford, Q., Gower, G. & Partington, G. (Eds.). (2012). Reform and resistance in Aboriginal education. The Australian experience. Crawley: UWA Press.
  • Tesoreiro, F. (2009). Community development - community-based alternatives in an age of globalization. Frenchs Forest: Pearson.
  • Kenny, S. (2006). Developing communities for the future. (3rd ed.). Australia, Thomson.
  • Hislop, J. (2004). Living and teaching in Aboriginal communities.
  • In Beresford, Q., & Partington, G. (Eds.) (2004). Reform and resistance in Aboriginal education: The Australian experience. Crawley, WA: University of Western Australia Press.
  • Down, B., & Wooltorton, S. (2004). Beginning teaching in rural-remote schools: Implications for critical teacher development (pdf). Change: Transformations in education, 7(1).

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

EDU4275|2|1

Faculty of Education and Arts

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Teaching in Rural, Regional and Remote Communities

  • Unit Code

    EDU4275

  • Year

    2015

  • Enrolment Period

    2

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit will provide an introduction to the personal and professional implications of living and teaching in rural, regional and remote (RRR) contexts. Students will examine social and cultural issues, community development and the extended role of the teacher in RRR communities. The unit will draw on theoretical underpinnings that support effective teaching and learning in these contexts. Personal and professional support systems will be explored to promote positive experiences for graduate teachers in RRR communities.

Equivalent Rule

Unit was previously coded ERC1114

Learning Outcomes

On completion of this unit students should be able to:

  1. Critically discuss key issues in living and teaching in RRR communities.
  2. Design and develop a personal and professional plan for a graduate teacher living and teaching in RRR communities.
  3. Recognise the skills and attributes that contribute to effective teaching and learning in RRR communities.

Unit Content

  1. Key issues involved in living and teaching in RRR communities.
  2. Participation as a community member of RRR communities.
  3. Planning for living and teaching in RRR communities.
  4. Teaching and learning in RRR contexts.
  5. The role of the teacher in the context of community expectations.

Additional Learning Experience Information

Lectures, tutorials and workshops.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentAssignment 140%
AssignmentAssignment 260%
ONLINE
TypeDescriptionValue
AssignmentAssignment 140%
AssignmentAssignment 260%

Text References

  • Beresford, Q., Gower, G. & Partington, G. (Eds.). (2012). Reform and resistance in Aboriginal education. The Australian experience. Crawley: UWA Press.
  • Tesoreiro, F. (2009). Community development - community-based alternatives in an age of globalization. Frenchs Forest: Pearson.
  • Kenny, S. (2006). Developing communities for the future. (3rd ed.). Australia, Thomson.
  • Hislop, J. (2004). Living and teaching in Aboriginal communities.
  • In Beresford, Q., & Partington, G. (Eds.) (2004). Reform and resistance in Aboriginal education: The Australian experience. Crawley, WA: University of Western Australia Press.
  • Down, B., & Wooltorton, S. (2004). Beginning teaching in rural-remote schools: Implications for critical teacher development (pdf). Change: Transformations in education, 7(1).

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

EDU4275|2|2