EDN604-2 Facilitated Study Unit
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EDN604-2 |
|---|---|
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $493 |
| Domestic tuition unit fee | $2,592 |
| International unit fee | $3,720 |
Unit Outline: Semester 1 2021, Kelvin Grove, Internal
| Unit code: | EDN604-2 |
|---|---|
| Credit points: | 12 |
| Co-requisite: | EDN604-1 |
| Coordinator: | Lyra L'Estrange | lyra.lestrange@qut.edu.au |
Overview
The units EDN604-1 and EDN604-2 are linked together, and can be studied concurrently, or consecutively. In these units you will undertake an in-depth literature review to investigate the empirical research and other scholarship, theory, policy, and practice on a topic of your choice. As capstone units, these serve as the culminating achievement in your degree. You will take charge of your learning and make decisions about the topic, approaches and outcomes, supported by feedback. You will refine specialised academic knowledge and skills required to analyse critically, reflect on and synthesise information, programs, concepts and theories. You will build an integrated understanding of a body of knowledge, and apply your learning to effectively communicate the implications of your findings for educational practice. You will cultivate ways of working to identify problems, research the evidence base, and apply your consolidated learning in response to new decision-making career.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate a body of knowledge including understanding of recent developments in a specific area of professional educational policy and/or practice (CLO1.1)
- Demonstrate cognitive synthesis and critical inquiry to solve problems and demonstrate mastery of theoretical and empirical knowledge and professional practice and scholarship (CLO2.1)
- Use technical and communication skills to design, research, evaluate, analyse, and theorise about developments that contribute to professional practice and scholarship (CLO2.4).
- Apply knowledge and skills with creativity and initiative to new situations in professional practice and/or for further learning with high level personal autonomy and accountability (CLO3.1).
- Apply knowledge and skills to plan and execute a substantial and effective evidence-based project and communicate this in a written report. (CLO3.2)
- Work independently by taking responsibility for developing a personal learning agenda (CLO3.1).
Content
- The investigation undertaken in the unit will be in the form of an in-depth literature review.
- The unit fosters critical inquiry and autonomous learning but also requires engagement with a community of learners (lecturers and peers) in order that others' perspectives are considered in the processes of learning and investigation.
Content of the unit will address:
- Planning: Planning the literature review requires clarity of purpose; a rationale for the investigationtopic; statement of objectives; outline of content to be covered; and outcomes desired.
- Investigating: Investigation of a problem of professional relevance that involves a review of current and scholarly literature that explores theory, research, and policy and critically analyses of that information to arrive at recommendations or implications to address the selected educational issue.
- Reporting: The development of skills to argue a position in a written paper that is informed by scholarly theory and research is an important dimension of the learning in this unit. In writing analyses of the literature, the evaluation of information will be considered, as well as the ways in which information is applied and extended to make specific recommendations for future actions in a professional context.
The development of skills for academic writing will be addressed. Styles for writing reviews of theoretical and research literature will be discussed, including issues about writing for different audiences. This will enhance your skills and understanding of writing for effective dissemination of ideas through publication to academics, professional colleagues, or policy-makers.
Learning Approaches
This unit will be taught using face-to-face, online, and blended learning modes. There will be an emphasis on collaboration through staff-student interactions and student-student interactions.
Feedback on Learning and Assessment
The purpose of formative feedback to you in this unit is to promote your learning by identifying strengths and weaknesses and areas needing further work or development. Via this feedback process we are able to identify students who may require additional academic language and/or learning support.
Assessment
Overview
The units EDN604-1 and EDN604-2 are linked together. Students enrolled in EDN604-1 and EDN604-2 together in one semester will submit a 7,000 word final report at the end of semester. Students enrolled in EDN604-1 and EDN604-2 in adjacent semesters will enroll first in EDN604-1, submit a 3,500 word paper at the end of semester (marked as satisfactory or unsatisfactory), and will then enroll in EDN604-2 in the following semester. In EDN604-2 students will continue to extend the same literature review, submitting 7,000 words in all by the end of that semester.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Literature Review
Literature Review Plan
Plan for a literature review on your selected topic. The literature review plan is to be completed only in EDN604-1.
Relates to learning outcomes
CLO1.1, CLO2.1, CLO2.4, CLO3.2
Assessment: Literature Review
Progress Report
The Progress Report will include: review of reflection on progress. The progress report is to be completed only for EDN604-1.
Relates to learning outcomes
CLO1.1, CLO2.1, CLO2.4, CLO3.1, CLO3.2
Assessment: Literature Review
Final Report
The final report may be written for an academic or professional audience. It will present a critical analysis and synthesis of the findings of the literature review and should include recommendations /implications to inform professional decision-making and practice on the focus issue.
Relates to learning outcomes
CLO1.1, CLO2.1, CLO2.4, CLO3.1, CLO3.2
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Other
References
American Psychological Association. (2010). Publication Manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association.
Browne, M. N., & Keeley, S. M. (2015). Asking the right questions: A guide to critical thinking (11th ed.). Boston: Pearson.
Machi, L.A. & McEvoy, B.T. (2016). The literature review: Six steps to success (3rd ed.). Thousand Oaks, CA: Corwin Press.
Ridley, D. (2012). The literature review: a step-by-step guide for students (2nd ed.). London: Sage.
Wallace, M., & Wray, A. (2016). Critical reading and writing for postgraduates (3rd ed.). Los Angeles, CA: Sage Publications.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with this unit.
Unit Outline: Semester 1 2021, Online
| Unit code: | EDN604-2 |
|---|---|
| Credit points: | 12 |
| Co-requisite: | EDN604-1 |
Overview
The units EDN604-1 and EDN604-2 are linked together, and can be studied concurrently, or consecutively. In these units you will undertake an in-depth literature review to investigate the empirical research and other scholarship, theory, policy, and practice on a topic of your choice. As capstone units, these serve as the culminating achievement in your degree. You will take charge of your learning and make decisions about the topic, approaches and outcomes, supported by feedback. You will refine specialised academic knowledge and skills required to analyse critically, reflect on and synthesise information, programs, concepts and theories. You will build an integrated understanding of a body of knowledge, and apply your learning to effectively communicate the implications of your findings for educational practice. You will cultivate ways of working to identify problems, research the evidence base, and apply your consolidated learning in response to new decision-making career.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate a body of knowledge including understanding of recent developments in a specific area of professional educational policy and/or practice (CLO1.1)
- Demonstrate cognitive synthesis and critical inquiry to solve problems and demonstrate mastery of theoretical and empirical knowledge and professional practice and scholarship (CLO2.1)
- Use technical and communication skills to design, research, evaluate, analyse, and theorise about developments that contribute to professional practice and scholarship (CLO2.4).
- Apply knowledge and skills with creativity and initiative to new situations in professional practice and/or for further learning with high level personal autonomy and accountability (CLO3.1).
- Apply knowledge and skills to plan and execute a substantial and effective evidence-based project and communicate this in a written report. (CLO3.2)
- Work independently by taking responsibility for developing a personal learning agenda (CLO3.1).
Content
- The investigation undertaken in the unit will be in the form of an in-depth literature review.
- The unit fosters critical inquiry and autonomous learning but also requires engagement with a community of learners (lecturers and peers) in order that others' perspectives are considered in the processes of learning and investigation.
Content of the unit will address:
- Planning: Planning the literature review requires clarity of purpose; a rationale for the investigationtopic; statement of objectives; outline of content to be covered; and outcomes desired.
- Investigating: Investigation of a problem of professional relevance that involves a review of current and scholarly literature that explores theory, research, and policy and critically analyses of that information to arrive at recommendations or implications to address the selected educational issue.
- Reporting: The development of skills to argue a position in a written paper that is informed by scholarly theory and research is an important dimension of the learning in this unit. In writing analyses of the literature, the evaluation of information will be considered, as well as the ways in which information is applied and extended to make specific recommendations for future actions in a professional context.
The development of skills for academic writing will be addressed. Styles for writing reviews of theoretical and research literature will be discussed, including issues about writing for different audiences. This will enhance your skills and understanding of writing for effective dissemination of ideas through publication to academics, professional colleagues, or policy-makers.
Learning Approaches
This unit will be taught using face-to-face, online, and blended learning modes. There will be an emphasis on collaboration through staff-student interactions and student-student interactions.
Feedback on Learning and Assessment
The purpose of formative feedback to you in this unit is to promote your learning by identifying strengths and weaknesses and areas needing further work or development. Via this feedback process we are able to identify students who may require additional academic language and/or learning support.
Assessment
Overview
The units EDN604-1 and EDN604-2 are linked together. Students enrolled in EDN604-1 and EDN604-2 together in one semester will submit a 7,000 word final report at the end of semester. Students enrolled in EDN604-1 and EDN604-2 in adjacent semesters will enroll first in EDN604-1, submit a 3,500 word paper at the end of semester (marked as satisfactory or unsatisfactory), and will then enroll in EDN604-2 in the following semester. In EDN604-2 students will continue to extend the same literature review, submitting 7,000 words in all by the end of that semester.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Literature Review
Literature Review Plan
Plan for a literature review on your selected topic. The literature review plan is to be completed only in EDN604-1.
Relates to learning outcomes
CLO1.1, CLO2.1, CLO2.4, CLO3.2
Assessment: Literature Review
Progress Report
The Progress Report will include: review of reflection on progress. The progress report is to be completed only for EDN604-1.
Relates to learning outcomes
CLO1.1, CLO2.1, CLO2.4, CLO3.1, CLO3.2
Assessment: Literature Review
Final Report
The final report may be written for an academic or professional audience. It will present a critical analysis and synthesis of the findings of the literature review and should include recommendations /implications to inform professional decision-making and practice on the focus issue.
Relates to learning outcomes
CLO1.1, CLO2.1, CLO2.4, CLO3.1, CLO3.2
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Other
References
American Psychological Association. (2010). Publication Manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association.
Browne, M. N., & Keeley, S. M. (2015). Asking the right questions: A guide to critical thinking (11th ed.). Boston: Pearson.
Machi, L.A. & McEvoy, B.T. (2016). The literature review: Six steps to success (3rd ed.). Thousand Oaks, CA: Corwin Press.
Ridley, D. (2012). The literature review: a step-by-step guide for students (2nd ed.). London: Sage.
Wallace, M., & Wray, A. (2016). Critical reading and writing for postgraduates (3rd ed.). Los Angeles, CA: Sage Publications.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with this unit.
Unit Outline: Semester 2 2021, Kelvin Grove, Internal
| Unit code: | EDN604-2 |
|---|---|
| Credit points: | 12 |
| Co-requisite: | EDN604-1 |
| Coordinator: | Lyra L'Estrange | lyra.lestrange@qut.edu.au |
Overview
The units EDN604-1 and EDN604-2 are linked together, and can be studied concurrently, or consecutively. In these units you will undertake an in-depth literature review to investigate the empirical research and other scholarship, theory, policy, and practice on a topic of your choice. As capstone units, these serve as the culminating achievement in your degree. You will take charge of your learning and make decisions about the topic, approaches and outcomes, supported by feedback. You will refine specialised academic knowledge and skills required to analyse critically, reflect on and synthesise information, programs, concepts and theories. You will build an integrated understanding of a body of knowledge, and apply your learning to effectively communicate the implications of your findings for educational practice. You will cultivate ways of working to identify problems, research the evidence base, and apply your consolidated learning in response to new decision-making career.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate a body of knowledge including understanding of recent developments in a specific area of professional educational policy and/or practice (CLO1.1)
- Demonstrate cognitive synthesis and critical inquiry to solve problems and demonstrate mastery of theoretical and empirical knowledge and professional practice and scholarship (CLO2.1)
- Use technical and communication skills to design, research, evaluate, analyse, and theorise about developments that contribute to professional practice and scholarship (CLO2.4).
- Apply knowledge and skills with creativity and initiative to new situations in professional practice and/or for further learning with high level personal autonomy and accountability (CLO3.1).
- Apply knowledge and skills to plan and execute a substantial and effective evidence-based project and communicate this in a written report. (CLO3.2)
- Work independently by taking responsibility for developing a personal learning agenda (CLO3.1).
Content
- The investigation undertaken in the unit will be in the form of an in-depth literature review.
- The unit fosters critical inquiry and autonomous learning but also requires engagement with a community of learners (lecturers and peers) in order that others' perspectives are considered in the processes of learning and investigation.
Content of the unit will address:
- Planning: Planning the literature review requires clarity of purpose; a rationale for the investigationtopic; statement of objectives; outline of content to be covered; and outcomes desired.
- Investigating: Investigation of a problem of professional relevance that involves a review of current and scholarly literature that explores theory, research, and policy and critically analyses of that information to arrive at recommendations or implications to address the selected educational issue.
- Reporting: The development of skills to argue a position in a written paper that is informed by scholarly theory and research is an important dimension of the learning in this unit. In writing analyses of the literature, the evaluation of information will be considered, as well as the ways in which information is applied and extended to make specific recommendations for future actions in a professional context.
The development of skills for academic writing will be addressed. Styles for writing reviews of theoretical and research literature will be discussed, including issues about writing for different audiences. This will enhance your skills and understanding of writing for effective dissemination of ideas through publication to academics, professional colleagues, or policy-makers.
Learning Approaches
This unit will be taught using face-to-face, online, and blended learning modes. There will be an emphasis on collaboration through staff-student interactions and student-student interactions.
Feedback on Learning and Assessment
The purpose of formative feedback to you in this unit is to promote your learning by identifying strengths and weaknesses and areas needing further work or development. Via this feedback process we are able to identify students who may require additional academic language and/or learning support.
Assessment
Overview
The units EDN604-1 and EDN604-2 are linked together. Students enrolled in EDN604-1 and EDN604-2 together in one semester will submit a 7,000 word final report at the end of semester. Students enrolled in EDN604-1 and EDN604-2 in adjacent semesters will enroll first in EDN604-1, submit a 3,500 word paper at the end of semester (marked as satisfactory or unsatisfactory), and will then enroll in EDN604-2 in the following semester. In EDN604-2 students will continue to extend the same literature review, submitting 7,000 words in all by the end of that semester.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Literature Review
Literature Review Plan
Plan for a literature review on your selected topic. The literature review plan is to be completed only in EDN604-1.
Relates to learning outcomes
CLO1.1, CLO2.1, CLO2.4, CLO3.2
Assessment: Literature Review
Progress Report
The Progress Report will include: review of reflection on progress. The progress report is to be completed only for EDN604-1.
Relates to learning outcomes
CLO1.1, CLO2.1, CLO2.4, CLO3.1, CLO3.2
Assessment: Literature Review
Final Report
The final report may be written for an academic or professional audience. It will present a critical analysis and synthesis of the findings of the literature review and should include recommendations /implications to inform professional decision-making and practice on the focus issue.
Relates to learning outcomes
CLO1.1, CLO2.1, CLO2.4, CLO3.1, CLO3.2
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Other
References
American Psychological Association. (2010). Publication Manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association.
Browne, M. N., & Keeley, S. M. (2015). Asking the right questions: A guide to critical thinking (11th ed.). Boston: Pearson.
Machi, L.A. & McEvoy, B.T. (2016). The literature review: Six steps to success (3rd ed.). Thousand Oaks, CA: Corwin Press.
Ridley, D. (2012). The literature review: a step-by-step guide for students (2nd ed.). London: Sage.
Wallace, M., & Wray, A. (2016). Critical reading and writing for postgraduates (3rd ed.). Los Angeles, CA: Sage Publications.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with this unit.
Unit Outline: Semester 2 2021, Online
| Unit code: | EDN604-2 |
|---|---|
| Credit points: | 12 |
| Co-requisite: | EDN604-1 |
Overview
The units EDN604-1 and EDN604-2 are linked together, and can be studied concurrently, or consecutively. In these units you will undertake an in-depth literature review to investigate the empirical research and other scholarship, theory, policy, and practice on a topic of your choice. As capstone units, these serve as the culminating achievement in your degree. You will take charge of your learning and make decisions about the topic, approaches and outcomes, supported by feedback. You will refine specialised academic knowledge and skills required to analyse critically, reflect on and synthesise information, programs, concepts and theories. You will build an integrated understanding of a body of knowledge, and apply your learning to effectively communicate the implications of your findings for educational practice. You will cultivate ways of working to identify problems, research the evidence base, and apply your consolidated learning in response to new decision-making career.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate a body of knowledge including understanding of recent developments in a specific area of professional educational policy and/or practice (CLO1.1)
- Demonstrate cognitive synthesis and critical inquiry to solve problems and demonstrate mastery of theoretical and empirical knowledge and professional practice and scholarship (CLO2.1)
- Use technical and communication skills to design, research, evaluate, analyse, and theorise about developments that contribute to professional practice and scholarship (CLO2.4).
- Apply knowledge and skills with creativity and initiative to new situations in professional practice and/or for further learning with high level personal autonomy and accountability (CLO3.1).
- Apply knowledge and skills to plan and execute a substantial and effective evidence-based project and communicate this in a written report. (CLO3.2)
- Work independently by taking responsibility for developing a personal learning agenda (CLO3.1).
Content
- The investigation undertaken in the unit will be in the form of an in-depth literature review.
- The unit fosters critical inquiry and autonomous learning but also requires engagement with a community of learners (lecturers and peers) in order that others' perspectives are considered in the processes of learning and investigation.
Content of the unit will address:
- Planning: Planning the literature review requires clarity of purpose; a rationale for the investigationtopic; statement of objectives; outline of content to be covered; and outcomes desired.
- Investigating: Investigation of a problem of professional relevance that involves a review of current and scholarly literature that explores theory, research, and policy and critically analyses of that information to arrive at recommendations or implications to address the selected educational issue.
- Reporting: The development of skills to argue a position in a written paper that is informed by scholarly theory and research is an important dimension of the learning in this unit. In writing analyses of the literature, the evaluation of information will be considered, as well as the ways in which information is applied and extended to make specific recommendations for future actions in a professional context.
The development of skills for academic writing will be addressed. Styles for writing reviews of theoretical and research literature will be discussed, including issues about writing for different audiences. This will enhance your skills and understanding of writing for effective dissemination of ideas through publication to academics, professional colleagues, or policy-makers.
Learning Approaches
This unit will be taught using face-to-face, online, and blended learning modes. There will be an emphasis on collaboration through staff-student interactions and student-student interactions.
Feedback on Learning and Assessment
The purpose of formative feedback to you in this unit is to promote your learning by identifying strengths and weaknesses and areas needing further work or development. Via this feedback process we are able to identify students who may require additional academic language and/or learning support.
Assessment
Overview
The units EDN604-1 and EDN604-2 are linked together. Students enrolled in EDN604-1 and EDN604-2 together in one semester will submit a 7,000 word final report at the end of semester. Students enrolled in EDN604-1 and EDN604-2 in adjacent semesters will enroll first in EDN604-1, submit a 3,500 word paper at the end of semester (marked as satisfactory or unsatisfactory), and will then enroll in EDN604-2 in the following semester. In EDN604-2 students will continue to extend the same literature review, submitting 7,000 words in all by the end of that semester.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Literature Review
Literature Review Plan
Plan for a literature review on your selected topic. The literature review plan is to be completed only in EDN604-1.
Relates to learning outcomes
CLO1.1, CLO2.1, CLO2.4, CLO3.2
Assessment: Literature Review
Progress Report
The Progress Report will include: review of reflection on progress. The progress report is to be completed only for EDN604-1.
Relates to learning outcomes
CLO1.1, CLO2.1, CLO2.4, CLO3.1, CLO3.2
Assessment: Literature Review
Final Report
The final report may be written for an academic or professional audience. It will present a critical analysis and synthesis of the findings of the literature review and should include recommendations /implications to inform professional decision-making and practice on the focus issue.
Relates to learning outcomes
CLO1.1, CLO2.1, CLO2.4, CLO3.1, CLO3.2
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Other
References
American Psychological Association. (2010). Publication Manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association.
Browne, M. N., & Keeley, S. M. (2015). Asking the right questions: A guide to critical thinking (11th ed.). Boston: Pearson.
Machi, L.A. & McEvoy, B.T. (2016). The literature review: Six steps to success (3rd ed.). Thousand Oaks, CA: Corwin Press.
Ridley, D. (2012). The literature review: a step-by-step guide for students (2nd ed.). London: Sage.
Wallace, M., & Wray, A. (2016). Critical reading and writing for postgraduates (3rd ed.). Los Angeles, CA: Sage Publications.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with this unit.