Doctor in Education

Full-time

Up to a maximum of 5 years

Part-time

Up to a maximum of 5 years

Course Descriptors

EDCT901 Inquiry into Curriculum and Teaching (4 AUs)
The course aims at assisting doctoral students in developing a critical, broad, and well-informed understanding of the complexity and dynamic nature of curriculum, curriculum making, and classroom teaching and a capacity for conducting inquiry into complex curricular and pedagogical issues. At the end of the course, students are expected to: (1) become familiar with the major works, ideas, and terms in curriculum studies and related fields;

(2) be able to relate research on curriculum and teaching to broad social, cultural, institutional, and political contexts, issues and concerns;

(3) apply theories to critically analyze specific curricular and pedagogical issues and formulate defensible solutions;

(4) develop abilities to read, analyze, and critique scholarly texts and ideas; and

(5) develop abilities to produce academic writing.

EDCT902 Advanced Studies on Assessment and Learning (4 AUs)
Advanced studies in assessment and learning is a doctoral seminar designed to help participants in discovering, unpacking, examining, and analyzing conceptual and empirical questions related to curriculum, learning, assessment and teaching practices. It is a required module for EdD(Curriculum  Teaching) students. It is also open to PhD students in NIE and NTU. Course participants will be led to explore the relationships in, and between, different epistemologies and ontologies, learning theories and assessment paradigms. In doing so, it seeks to develop in participants the capacity for conducting inquiry into the complex and dynamic issues related to these practices. Participants are expected to read the research critically, examine the key issues embedded, and articulate and apply the key ideas in examining the respective research problems in curriculum, learning, assessment and teaching.

EDEL901 Sociolinguistic Perspectives on the Classroom (4 AUs)
This course seeks to examine language in its social context, including language use in multilingual communities, social reasons for language change, language planning, pidgin languages, linguistic variation based on geography, social class, and gender, and issues in cross-cultural communication. It also considers the impact these concepts have on classrooms. Students who are interested in how language impacts and in turn is influenced by society should take this course. Sociolinguistic concepts and issues discussed in the course will broaden perspectives on the critical role language plays in various domains of society, like education.

EDEL902 Language and Literature Education (4 AUs)
In this course, we seek to examine historically the disciplinary schism between English language and English literature and explore socio-cultural, linguistic and textual theories advocating an integrated approach to English language teaching. In the process, we aim to problematize the dichotomies between reading and writing, literacy and literariness, the functional and the aesthetic.

Aims

1. To provide students with a macro understanding of English in relation tohistorical and global developments.

2. To consider some of the key principles that have grounded English and how thediscipline of literary studies diverged from other fields in English.

3. To consider the potentialities of English as a global language and the ways in which engagements with literary and rich texts can facilitate the development of global consciousness, the empowerment of students to critique social and global injustices, and the cultivation of empathetic dispositions in response to increasing transnational interconnectivity.

4. To give students opportunity to critique different curricula models, particularly world and cosmopolitan paradigms.

EDEL903 Bilingualism and Biliteracy: Theory and Practice (4 AUs)
*  To provide a lens through which biliteracy and bilingualism can be documented and critically examined 

*  To take up both broad questions and specific issues about becoming biliterate in a variety of classrooms and socio-cultural-linguistic domains 

*  To locate biliteracy within a range of theoretical perspectives and approaches 

*  The course is for MA students in the broad field of language acquisition and the more specific field of bilingualism and biliteracy. It can also benefit students of second language acquisition. 

*  Students who take this course will find it useful for future teaching careers at both the school and college level.

EDEL904 Critical Literacy: Theory, Practice, and Research in Context (4 AUs)
This course offers an invigorating approach to the study of critical literacy to those who are interested in studying how literacy works in relation to the word and the world. It presents examples of seminal historical and contemporary theory, research, and practice in local and global contexts. You are encouraged to adopt a reflexive standpoint on your reading in order to hone your critical, analytic, and reflective faculties and to dialogue with the course tutor and among yourselves to deepen thinking. While there is a strong focus on the theoretical, there is also a balance derived from connecting theory to research and practice across diverse cultures, communities, families, and classrooms through the semiotic study of linguistic and other symbolic, and material culture. Issues affecting the position of diverse individuals in these varied contexts will be examined. You will have opportunities to explore the subject from your own personal, professional, and academic passions and standpoints. Apart from the subject matter, the course is one which educates in thinking and its discourses. It therefore is beneficial in a wide range of careers in the fluid and multimodal, multiliterate populations of the 21st century. Critical literacy is also a values approach; by exploring the positioning of the individual in culture and curricula, it will deepen your empathy and respect for others.

EDEL905 Issues in English language Teaching and Learning (4 AUs)
This course offers participants the opportunity to delve into an area of English language teaching and learning that is specifically aligned to their choice of dissertation topic. In consultation with the EdD (English specialisation) programme leader, participants will identify and join a suitable higher degree course offered by the English Language and Literature Academic Department in order to develop a deeper understanding of key aspects of English language teaching and learning, language and literacy development, educational research, and/or linguistic and literature theory that will prepare them to undertake their research projects. Important issues gleaned from contemporary research will be critically studied, and participants can expect to build up a relevant knowledge base that can contribute to the conceptualisation and implementation of their doctoral research.

EDEL907 Literature, Education and Culture (4 AUs)
This course attends to the theory and practice of English education in relation to literary studies, raising questions that resist simple answers. It examines the aims and objectives of English studies as these are bound up with the processes and practices of a given culture. How are English Literature curricula and pedagogy implicated in the ideological structures of formal schooling? To what extent should traditional notions of literature education change amid the realities of globalization in the digital age? How do English curricula valorize and/or marginalize students and teachers cultural identities on the basis of language, race, ethnicity, class, gender, and sexuality? Are English teachers complicit in privileging the cultural paradigms of a western literary education? How can literature education become a vehicle of cultural and political critique? These questions will be addressed mainly in relation to the challenges of critically performing and conforming to the Literature Education curricula in Singapore schools. This course is ideal for educators, Literature teachers, English Language teachers and anyone interested in literature and culture. It will give you a firmer understanding of what is at stake in Literature education in order for you to make informed curricular and pedagogical decisions

EDHS901 Critical Reading and Writing in Humanities Education (4 AUs)
This course provides an introduction to issues and research in humanities education using the core themes of the programme - in globalization, citizenship, sustainability and heritage. You will be introduced to key issues in humanities education through a critical engagement with the academic literature. You will also learn about research epistemologies and methodologies relevant to humanities education and write a literature review relevant to the area of study.

EDHS902 Inquiry into Curriculum and Curriculum Leadership in Social Studies (4 AUs)
Many issues and challenges are involved in the implementation of Social Studies, one of the most important subjects for citizenship education. This course prepares you to lead in the development of curriculum and pedagogy for Social Studies. You will be encouraged to explore the multiple meanings of curriculum and the role of curriculum leaders in Social Studies. You will also engage in discourses on the theory and practice of curriculum leadership and examine the academic literature in the field.

EDLC901 Current and Emerging Theories and Practices in Leadership and Management (4 AUs)
The course aims to enable learners to understand educational reforms and implications for educational leadership; explore current theories of educational leadership; examine critically existing practices and policies in teaching and learning and explore emerging practices of educational leadership and its implication for teaching and learning. This course is open to EdD students. The course provides foundational understanding of educational leadership theories and management that are relevant for their doctoral study.

EDLC902 Ethics for Leaders (4 AUs)
This course equips students with knowledge of concepts and principles that will enable them to think and act ethically as leaders in their professional contexts in education. It is targeted at advanced students engaged in educational leadership and management. Ethical leadership matters in education as the very act of educating is ethical work. That is, leaders not only have the duty and responsibility to be clear about their personal and professional values. They also have the further responsibility of creating an ethical environment that contributes to the moral development of their students, staff and/or other educational stakeholders. But what does it mean to develop a good person as well as a good citizen? How should educational leaders respond to various ethical dilemmas that arise from clashes of values in terms of their obligations to self, the profession, the organization and various stakeholders? This course addresses these and other questions, and invite students to critically engage with the scholarly literature in ethics, leadership and education. It prepares them to become leaders engaged with the complexities of ethical decision making in education.

EDLM901 Theory, Research and Practice in Teaching and Learning (4 AUs)
This course on advanced educational psychology provides a detailed analysis of modern learning theories and practices as they relate to education. Historically, the field of educational psychology gained from a series of learning theories, including behaviorism, social cognitive theory, information processing, and constructivism. In this course, these theories are examined in depth and explored for their application to a variety of educational settings. The question, "how do humans learn (best)"? is at the heart of such theories, and participants are invited to construct and reconstruct their personal theories of learning throughout the course. However, modern day educational psychologists face questions that are considerably more varied and diverse than simply, what constitutes learning? Increasingly, they are concerned with a variety of topics, including knowledge building, the role of working memory, the importance of emotions and student well-being, encouraging innovation and critical thinking, incorporating learners with special needs, as well as engaging adult learners. In considering these topics, a common theme continues to be how psychological principles can illuminate processes of learning and This course thus considers how theory, research, and practice inform each other in order to improve the efforts of educators.

EDLM902 Understanding Learner Motivation: Theory, Research and Practice (4 AUs)
This course provides participants with an in-depth understanding of the theoretical underpinnings of learner motivation. It is intended for PhD/EdD students who intend or are currently working on a research proposal in the area of motivation. The course covers an overview of the central theories of motivation, with a focus on how these can be applied in the classroom context to foster learning. In doing so, participants will be invited to explore issues related to the motivation of learners, the factors affecting learner motivation, and the strategies that could be employed to promote motivation. Participants will be required to carry out a critical review of existing literature on motivational constructs of their interest, which leads to the development of a research proposal relevant to their anticipated PhD/EdD research.

EDLM903 Advances in Early Childhood Education: Issues and Trends (4 AUs)
This course will introduce participants to key current and historical issues and trends underpinning the developments of early childhood education (ECE). Participants will examine, discuss and reflect on on-going discourses, debates and controversies surrounding quality care and practices for young children from international as well as local perspectives. In particular, there will be opportunities to explore how ECE in the Singapore context can benefit from developments in the wider field, and yet stay relevant to its contextual demands. Participants will acquire deeper understanding and appreciation of these issues and trends through both instructor-directed and learner-centred investigation and activities. The course adopts a constructivist pedagogy in which learning takes place primarily through participation in critical discourses pertaining to the various topics, and through the process, to develop greater insights into how ECE has taken shape over the years and in different sociocultural contexts. Participants are expected to select readings, lead discussions, develop their own viewpoints, frame arguments, and guide their own and the class learning experiences.

EDLM904 Advances in Special Education: Issues and Trends (4 AUs)

Disability and special education come with topics that bring with it ambiguities, debates, 
controversies and emotions. In seeking to navigate through these topics, this introductory 
course is designed to provide an overview of the issues and trends in the field of special education. 
The challenge for participants is to sift through competing information and arguments to build one’s 
personal opinions or perhaps even question or change one's opinions about the education of 
children and adolescents with special needs. The course will provide participants with an 
understanding of special education in both international and local contexts and highlight varied 
viewpoints relating to issues such as inclusion, accommodation of students with special needs, and 
the application of evidence-based practices.

EDME901 Theoretical Perspectives and Issues in Mathematics Education Research (4 AUs)
The aim of the course is to lay the foundation for Mathematics Education Research. The key objectives are: 
To explore theoretical perspectives related to mathematics education, and issues in mathematics education research.
To facilitate development of knowledge and skills for further work in understanding and doing mathematics education research. 

EDME902 Curriculum Studies in Mathematics (4 AUs)
The course aims to introduce participants to issues and research on curriculum development inrelation to mathematics education. In particular, the objectives of the course are to: 

*  Familiarise participants with the process and issues of mathematics curriculum development. 

*  Examine the development of the Singapore Mathematics Curriculum from the perspective of curriculum development process. 

*  Compare and contrast mathematics curriculum of other countries with the Singapore Mathematics Curriculum

EDME903 Assessment in Mathematics (4 AUs)
This is a specialisation elective course for the EdD programme. The course supports the objective of providing participants with the knowledge and skills related to the specific area of assessment in mathematics education. It focuses on developing expertise related to assessment in mathematics by:

1. Developing your knowledge in theories related to assessment in mathematics;

2. Developing our knowledge and skills in identifying, analysing, and remediating students misconceptions and errors in mathematics;

3. Developingyourknowledgeoftheissues,trendsandemergingdevelopmentsof assessment in mathematics education; and

4. Developing your ability to relate the theoretical ideas in mathematics education to the authentic problems of practice faced by teachers/practitioners in mathematics

The purpose of this course is twofold: first, to provide theoretical perspectives of assessment issues in mathematics education in both local and international contexts; second, to provide participants with the knowledge and competencies to examine current assessment practices in light of these theoretical perspectives and propose strategies to address assessment-related issues in the Mathematics classrooms.

EDME904 Singapore Primary School Mathematics (4 AUs)
This course aims to achieve the following objectives:

a) enable students to develop a good understanding of the key features that characterise the Singapore primary school mathematics curriculum, and

b) provide opportunities for students to be updated on some of the main issues surrounding the development and implementation of mathematical problem solving which is the focus of the Singapore primary school mathematics.

EDSC901 Foundations of Science & Science Education (4 AUs)
This course aims to:

*  Review the research literature on science education, and evaluate empirical studies according to their theoretical underpinnings and research traditions 

*  Identify studies informed by the three dominant theoretical perspectives in science education research: constructivist, sociocultural and critical, and evaluate their strengths and limitations 

*  Appreciate and appraise for each perspective, its intellectual roots and assumptions, research goals and methods, and views on improving science teaching and learning.

Students will gain a general overview of the theoretical and research traditions in science education and will better theorize their respective research goals and methods for their dissertation, and evaluate their views on improving science teaching and learning.

EDSC902 Science Curriculum Change and Curriculum Evaluation (4 AUs)
The aims of this course are:

(1) To learn about the history of science reform in various countries andrelate it to changes in the Singapore science education context;

(2) To critically examine the issues of science curriculum reform; and

(3) To learn about curriculum evaluation perspectives and methods and apply it to conduct internal evaluation of a school science curriculum or programme.

Postgraduate students in science/STEM education programmes should take this course to hone their understanding about curriculum studies and evaluation in science education contexts. The knowledge will be relevant for designing research studies, planning lessons, and evaluating programmes in science education.

EDSC903 Science as Practice (4 AUs)
Science as practice aims to bring the practices that scientists engage in as they go about their daily business of doing science into science classrooms. It is argued that when students are engaged in science as practice, they get a more accurate idea of what science is and are better able to carryout practices of science such as inquiry in science. Amidst the varied discourses of science as practice in the science education community, there is still no clear picture of how science as practice can be carried out. This course offers participants various theoretical arguments relating to science as practice, particularly science as inquiry. These theoretical arguments will be applied to examine and critique interactions that happen in science classrooms so as to surface the nuances and complexities of science as practice in reality. Anyone who is interested in developing a deeper understanding of authentic science teaching should take this course. EdD participants of this course are also expected to trial an idea related to practices of science and critically reflect upon the tensions and dilemma related to the implementation of science as practice.

EDSC904 Assessment of Students' Alternative Conceptions and Conceptual Change (4 AUs)
The course seeks to provide participants with the knowledge, tools and experience to diagnose their students/audiences alternative conceptions and learning difficulties, especially of science related concepts. They will also learn to develop and implement interventions to engender the students/audiences conceptual change. This course is suitable for educators and those involved in outreach programmes to facilitate more effective dissemination and better understanding of information by their students/audiences.

EDSC905 Science Discourse: Language, Literacy & Argumentation (4 AUs)
Language plays an important role in science and in science teaching. Science teachers need to be cognizant of the nature and role of language in science, and how scientific language differ between everyday language. This will help teachers become more aware of the difficulties students have with learning the scientific language. Classroom talk plays an important role in socializing students into the language of science. A communicative framework will be introduced to help teachers understand the role of talk in science teaching and learning, and to analyse and orchestrate talk more effectively to support science learning. Argumentation, as an important scientific practice and discourse type, will be highlighted as a pedagogical approach and strategy in developing students scientific practices and conceptual understanding.

EDSC906 Representations & New Media in Science Education (4 AUs)
This course offers an overview of the theories and analytical tools to examine representations and media for educational research and classroom practice. In addition, participants as teacher researchers will apply the theories learned to analyse representational artifacts commonly used in the teaching of science (e.g., diagram, textbook), including the use of media such as animation, simulation and video. This will enable them to be more cognizant of the role of representations in their teaching and consequently use multiple media and forms of representations more effectively to support student learning.

EDSC907 Critical Studies in Science Education (4 AUs)
In this course, you will learn about critical theory and examine issues in science education with acritical lens. You will learn about what it means to teach science with critical praxis and be a reflexive science practitioner. You will acquire the vocabulary used in critical science education research. Specifically, multiculturalism and gender issues in science education will be discussed and pedagogies that enhance student participation in science. Critical methodologies and validity issues in critical research will also be discussed. During this course, you will discuss taken-for-granted assumptions about schooling, curriculum, teaching, and learning. Then, you will apply the theories learned to design culturally relevant science activities.

EDSC908 STEM Education History, Policies, and Research Trends (4 AUs)
This course provides an overview of the history of STEM education, including the emergence of STEM and STEM education in the US and its development in other regions, such as Europe and Asia. STEM education policies in selected countries, including Singapore, will be examined and discussed. Empirical studies will be analyzed and discussed to highlight trends in STEM education research. Differences in interpretation of STEM education will be highlighted in light of the STEM education policies and research discussed.

EDSC909 STEM Curriculum and Instruction (4 AUs)
This course interconnects the teaching, learning, and assessment aspects of an integrated STEM curriculum. Various models of integration (e.g., disciplinary, multidisciplinary, interdisciplinary, or transdisciplinary) will be discussed. The S-T-E-M Quartet developed by members of the meriSTEM@NIE will be introduced to facilitate students design and evaluation of STEM activities and curricula. Various modes of assessments targeting conceptual, epistemic, and social goals of STEM education will be highlighted to facilitate design of assessing learning in STEM activities.

EDTM901 Trends and Issues in the Use of ICT in Education (4 AUs)
The use of ICT will continue to be a prominent feature of education in Singapore as well as globally. This course will help EdD students identify current trends in the use of ICT in education. It will also develop their ability to critically interrogate the application of educational technology in schools and institutes of higher learning, isolate important socio-technical issues, and frame desirable futures with technology.

The course aims to provide students with a deep understanding of current trends and issues in the use of ICT for the purpose of advancing human learning. It is intended to be personally transformative, and it will help graduate students envision productive uses of technology for educational practice oriented toward social good. 

EDTM902 Theoretical Foundations of Technology-Mediated Learning Environments (4 AUs)
The pervasiveness of technology is taken for granted in the new information age. Technology- mediated learning, whether using the Internet, using social media, or via mobile devices, are increasingly adopted. However, uninformed, and uncritical uses of emerging technologies are often observed. Therefore, this course aims to equip participants with solid theoretical bases for making compelling design decisions with respect to technology-mediated learning environments to increase students cognitive engagement, positive learning experiences, and increased learning outcomes. The participants of the course are EdD candidates who are specialized in technologies and technology-mediated learning environments. They can be school teachers, e-learning designers, or corporate trainers.

EDTM903 Learning Analytics for Science of Learning
The deluge of data and technological advancements has allowed new insights into learning. For instance, eye trackers and emotion detection tools not only enable us to examine learners’ attentional patterns, emotions, and engagement, but also support us in studying their collaborative interaction patterns more holistically. This course will discuss how learning analytics (LA) can be applied in the Science of Learning (SoL) and review cutting-edge embodied technologies (e.g., physiological sensors and wearables) and relevant theories (e.g., emotions, cognitive load theory). Furthermore, this course will explore how to use various analysis techniques and visualizations to interpret sample datasets. Students will learn about theoretical constructs in LA and the SoL as well as their connection with measurement, various sources of data, data analysis techniques, and LA applications. They will also learn to think critically about data and its use, such as what data can inform us, and how it can help to enhance learning processes and outcomes.

EDTM904 Education at the Intersection of AI and Neuroscience (4 AUs)
The human brain is the best example of intelligence known, with unsurpassed ability for complex, real-time interaction with a dynamic world. At the same time, developments in AI are yielding benefits for neuroscientific research. Patterns identified from neural networks can illuminate computations enacted by the biological brain, functioning both as a model for developing and testing ideas about how the brain performs computations. Conversely, brain-activity recordings can be fed to an artificial neural network and tasked with learning how to reproduce the data, functioning as a tool for processing complex data sets that the Science of Learning research fi eld is generating. This course will explore cycles of mutual reinforcement between neuroscientifi c data and artifi cial neural networks to obtain further insights into how computation works in the brain, and how machines that can take on more human-like intelligence to advance understanding for how a learner develops. Specifi cally, the course will focus on unexplored spaces at the intersections of neural AI, symbolic AI, brain science and cognitive science. Takeaways include implications for education and how cutting edge teaching and learning methodologies harnessed from AI and SoL fi elds may be developed.

EDVP901 Research and Issues in Art Education (4 AUs)
This course examines the history of art education as a discipline and explores various methodologies, critical theory, and resource material for such research. This involves techniques of scholarly and critical writing and evaluation of bibliographic sources and art works. Educators, artists and professionals interested in critiquing the past and current climates of art education should take this course, alongside those who are interested in using art as part of their research approaches. The intention of this course is to assist candidates to locate their own approaches to art education within the context of historic and contemporary ideas and to understand the orientation and significance of art education theory and practice. Take this course if you want to gain a deeper understanding of the theory behind art education, if you want to learn how art is and can be applied in research or if you would like to develop your knowledge or career in art education.

EDVP902 Visual Arts and Creativity (4 AUs)
This course explores and considers recent research on creativity in relation to art educational practices. This course will cover various theories and perspectives on creativity and will draw upon creative and innovative developments in the field of arts, culture, and the sciences to exemplify the interconnectivity, relevance, and centrality of the arts to innovations. Implications for children's artistic development will be discussed in the context of the above understanding. Various theories will be made relevant through interdisciplinary studio-based experiences and in- depth class discussion. You should take this course if you are an artist, educator or professional interested in understanding interdisciplinary perspectives on and applications of creativity. This course will benefit you if you want to innovate and develop flexible, creative, and contemporary approaches to your teaching, research, or practice.

EDVP921 Issues in Music Education (4 AUs)
This course introduces a study on the historical, sociological and philosophical foundations of teaching and learning music from Singapore and global perspectives. The course also explores in depth current curricular thinking and issues in music education.

EDVP922 Philosophy of Music Education (4 AUs)
This course centres on the philosophical foundations of music education. In particular, it seeks to address the big questions that confront contemporary music education. Course readings range from ancient to living scholars and philosophers, and cut across cultural borders in its inclusion of Asian and comparative philosophical writings. The course aims to ground music educators with an understanding of the underlying philosophies and assumptions of music education.

NEDD901 Literature Review Methods (4 AUs)
This course is designed to help beginning doctoral students participants retrieve, analyse and synthesise the literature for their respective research, thereby establishing the significance of their research proposal. Advanced library skills and referencing system will also be introduced. Other than gaining research literacy skills, students will have a chance to develop their scholarly identities and dispositions as well as build a community of learners in preparation for their research journey. Thus, the outcomes of this course include understanding of the concepts, skills, dispositions, and ethics necessary to conduct a literature review, and, consequently, research. These outcomes will lay the foundation for the literature review chapter for their respective proposals, in addition to completing literature reviews to develop different sections of their dissertations.

NEDD902 Quantitative Research Methods (4 AUs)
This course will provide you with a sound understanding of quantitative research methods in education. The course will focus on the theoretical, methodological, and practical aspects of research methodologies. The aim is to provide you with the necessary insights on educational research in:

(i) identifying gaps in current research in a particular area of study,

(ii) developing meaningful research questions, and

(iii) understanding research designs, and analyses.

Discussions on planning and validity of research designs will enable you to evaluate the validity of research that has been conducted in a particular educational area. These experiences will increase your appreciation of the complexities involved in working with data, and hence enable you to develop a meaningful research study. Quantitative methodologies stipulate a systematic empirical investigation of observable phenomena via statistical, mathematical, or computational techniques which will develop into the concept of hypothesis testing.

NEDD903 Qualitative Research Methods (4 AUs)
This course aims to equip students with skills to:

(1) analyze the basic assumptions of research traditions and specify the interrelationships among them;

(2) select the appropriate qualitative research approach and method(s) to answer their specific research questions;

(3) reflect on issues to consider when selecting participants; 

(4) consider the rigour and ethics of qualitative research; and

(5) consider operational, ethical and logistical details when collecting qualitative data, analyzing the data, and aligning theories, data and practice to construct a coherent and powerful thesis.

NEDD904 Academic Reading and Writing for Education (4 AUs)
The aim of this course in academic reading and writing for education is to help you to develop your reading and writing of English to meet the discourse demands of doctoral study. Another crucial aim is to encourage you to self-evaluate and reflect on the processes of your learning to assist you in adopting an ethical standpoint as researcher, reader, and writer.

As a writer on the course, you will learn how to write coherently, clearly, and precisely in an academic register suited to research in education. You will become aware of how choices you make in grammar and vocabulary are significant not only in terms of accuracy but also in contributing to the logic of argumentation and in positioning your opinions and the research of others in paragraphs and complete texts. As a reader on the course, you will learn how to read to survey large quantities of materials to gather and process information. Through focused reading you will become aware of the genre and linguistic conventions of academic discourse and have the opportunity to reflect on how writers achieve their aims and address their readers. Additionally, you will develop deep reading capacities which will allow you to read critically to judge the credibility and worth of data. You will also learn how to apply digital and media technologies to assist you in researching and presenting evidence and data in appropriate and accessible forms.

In sum, the course aims to increase your knowledge and awareness of the academic register of education and offer opportunities for you to develop fluency and flexibility in handling it. Thus, this course provides you with the linguistic foundation for your doctoral studies, useful for your research, your coursework, and your dissertation.

NEDD905 Research Proposal and Preparation (3 AUs)
The aim of this course is to support students in preparing and confirming their research proposal for the EdD dissertation in a timely fashion. All EdD students must take this course after completing their Research Methodology, Literature Review, Academic Reading and Writing for Education and specialization courses. They must also complete this course by the 5th semester of their candidature. In completing this course, the students would achieve the important milestone of finalising their research proposal with the endorsement of an expert review panel.

NEDD906 Research Report (3 AUs)
The aim of this course is to support students in preparing and finalising their EdD dissertation in a timely fashion. All EdD students must take this course after passing NEDD905 and by the 8th semester. In completing this course, the student would acquire an appreciation of the strengths and weaknesses related to their dissertation and be guided to formulate action plans to complete their dissertation.