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120 POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013 THE FACULTY OF HUMANITIES & EDUCATION ASSESSMENT Assessment of work will be based on: • a report on a small-group task (done by the four members of each school or subsystem represented) on a realistic problem of an organisation (school, divisional office, central office, etc.). The problem must be diagnosed and solved holistically, using organisation development methodology. The joint report must not exceed 10,000 words and will be worth 60%. Members of each group will be asked to evaluate total group and individual efforts. • a personal evaluative and reflective report on the understandings of the methods used in the group’s experience and applied to the student’s own work setting. This will be written in no more than 2,500 words and will carry 40%. REFERENCES Burke, W. W. (1982). Organization development: Principles and practices. Boston, MA: Little, Brown. French, W. L., & Bell, C. H. (1999). Organization development: Behavioral science interventions for organization improvement (6 th ed.). Upper Saddle River, NJ: Prentice Hall. French, W. L., Bell, C. H., & Zawacki, R. A. (Eds.). (1989). Organization development: Theory, practice, and research (3 rd ed.). Homewood, IL: Irwin. Schmuck, R. A., Runkel, P. J., Arends, J. H., & Arends, R. I. (1977). The second handbook of organization development in schools. Palo Alto, CA: Mayfield. YEAR: SEMESTER: COURSE CODE:EDRS 6116 COURSE TITLE: ACTION RESEARCH NUMBER OF CREDITS: 4 COURSE DESCRIPTION: Overview The challenge of responding to the development needs of a country in the context of the global village, characterized by new technologies, new services, products, occupations, new ways of relating, new ways of trading, new ways of being, new possibilities for small countries as well as new barriers, all make it necessary to adopt a mode of openness to adaptation and innovation in all spheres of life. A key institution that has to prepare individuals for this kind of existence is the school. Schools, therefore, must be characterized by innovativeness, and school personnel must possess the capacity for continuous transformation and improvement. Action research is an approach to organizational life that builds into the organization the capacity for self-renewal. Action research is informed by a new paradigm of leadership, management/worker relationship, knowledge, and change management. OBJECTIVES Students will: 1. be able to distinguish between conventional research and action research; 2. explain the principles of action research; 3. practise action research principles in their schools; 4. become aware of the difficulties and potential of action research; 5. become committed to improving their schools; 6. construct a workable research proposal for their school; 7. learn to reflect critically on their views and assumptions about educational change. CONTENT Transforming schools – what is involved? • How to lead the transformation the challenge, the leadership paradox • Investigating schools locating self in the institution • Research a tool for investigation and change; elements of a research proposal • Action research paradigm fundamental principles • Action research paradigm stating the context for the study • Action research paradigm finding the problem, strategies, and tools • Action research paradigm gathering, sharing, and interpreting data • Action research paradigm deciding interventions and evaluation • Proposal presentation Methods of Delivery Lectures Small group sessions Case studies Simulations Video/Film ASSESSMENT There will be one assignment. Students must develop a research proposal in their school context, which can be used for their practicum field study. This can be done on a phased basis as the course progresses.
POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013 THE FACULTY OF HUMANITIES & EDUCATION REFERENCES Abraham, S. (1994) Exploratory action research for manager development. Brisbane, Australia: ALARPM Inc and Gibaran Management Consultants Pty Ltd. Altrichter, H., Posch, P., & Somekh, B. (1993) Teachers investigate their work: An introduction to the methods of action research. London: Routledge. Anderson, L. A., & Anderson, D. W. (2001). Beyond change management: Advanced strategies for today’s transformational leaders. San Francisco, CA: Jossey-Bass/ Pfeiffer. Angwin, J. (1998). The essence of action research. Geelong: Deakin Centre for Education and Change, Deakin University. Greenwood, D. J., & Levin, M. (1998). Introduction to action research: Social research for social change. Thousand Oaks, CA: Sage. Kember, D. (2000). Action learning and action research: Improving the quality of teaching and learning. London: Kogan Page. Lieberman, A., & Miller, L. (1999). Teachers transforming their world and their work. New York:Teacher’s College Press. McLean, J. E. (1995) Improving education through action research: A guide for administrators and teachers. Thousand Oaks, CA: Corwin. Mills, G. E. (2003). Action research: A guide for the teacher researcher (2 nd ed). Upper Saddle River, NJ: Merrill. Schmuck, R. (1997). Practical action research for change. Arlington Heights, IL: Skylight Training and Publishing. Zuber-Skerritt, O. (Ed.). (1996). New directions in action research. London: Falmer. YEAR: SEMESTER: COURSE CODE: EDEA 6117 COURSE TITLE: MANAGEMENT OF EDUCATIONAL SYSTEMS AND PROGRAMMES 1 NUMBER OF CREDITS: 4 COURSE DESCRIPTION: Overview This course is divided into two parts – ED61Q and ED61T. ED61Q is a prerequisite for ED61T. World trends in education seem to suggest that much will be expected, and much demanded, of teachers in the present millennium. Further, increasingly the realities of decentralization and school-based management are becoming more challenging. Coupled with these phenomena, countries both developed and developing are now expressing greater concern for quality and relevance in education. Indeed, national and international reports seem to have accepted that education is closely correlated to economic development, social welfare, and world peace. However, the problem is: Who will be the generals of this new thrust in education? Politicians have formulated and will always continue to formulate educational policy, but in very real terms the responsibility for translating policy into reality rests ultimately with administrators at the macro level in general and the micro levels in particular. OBJECTIVES Students will: 1. develop the skills, attitudes, and competencies to help them cope with the imperatives and mandates for running educational organisations in a context of rapid change; 2. commit to an understanding of leadership known as transformational leadership; 3. demonstrate use of information and communication technologies in re-conceptualising, redesigning, and reengineering solutions to problems within their schools; 4. apply understandings of human resource management, development planning, curriculum management, and evaluation in managing their schools. CONTENT Module 1 - Preliminary Perspectives • Introduction and overview of the course • Secondary school organisation in Trinidad and Tobago • Introduction to the management of educational programmes with emphasis on the law and ethics • Managing educational change • School administration management and information technology: An overview, challenges and possibilities • Introduction to data base management Module 2 - Development Planning • The Nature, dynamics, and importance of development planning • Introduction to project planning and proposal writing • Policy formulation, implementation, and evaluation in the secondary school sector • Community relations and extending the resource base of secondary schools • School effectiveness and school improvement in the secondary school sector Module 3 - Human Resource Management • Managing people strategically for collegiality, efficiency, effectiveness, and job satisfaction • Organizational culture and climate • The learning organization • Human resources development • Organizational renewal • Conflict resolution in our schools • Systems of student control with emphasis on the democratic and humane: An overview, rationales, relevance, and effectiveness to our secondary school sector • Performance management and appraisal in secondary schools Methods of Delivery • Introductory lectures to emphasize the extent and depth of the topic as well as areas of particular importance and concern • Organizing issues for deliberation and activities so that participants will be able to have opportunities to simulate the creation of new cultures for their school • Ensuring that participants make use of opportunities provided for intense interaction, discussion, and reflection 121
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