Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This course is designed to provide students with the knowledge and skills required to develop and implement programs for the management of student behaviours. Student behaviour problems will be examined from individual, group and system perspectives.
This course may not be offered 'In Person' if the enrolment is less than 10 students.
This course has been organised into 11 modules. Readings relevant to each topic are included in your course profile on Blackboard. You are encouraged to seek connections between the topics and materials rather than thinking of all the topic areas as separate. At the end of each module there is a section on using the resources which has been designed to help make the readings more meaningful. You need to remember that there are many more materials/readings that I would have liked to include but copyright restrictions often prevented this (e.g., articles from the same issue of a journal). Hence, it is important that you read as widely as possible and augment the readings with additional articles and books. To help you I have included a list of additional readings in each module.
Course requirements
Restrictions
Entry to the Graduate Certificate and Master of Educational Studies (32 unit) programs.
Jointly taught details
This course is jointly-taught with:
- Another instance of the same course
All lectures for EDUC7002 (in-person) and EDUC7002 (external) are offered in hybrid mode.
Course contact
Course staff
Lecturer
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
This course is designed to provide students with the knowledge and skills required to develop and implement programs for the management of student behaviours. Student behaviour problems will be examined from individual, group, and system perspectives and theories and strategies designed to change behaviour will be presented.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Topic 1:Developing a supportive school environment - define the term supportive school environment'
LO2.
Topic 1:Developing a supportive school environment - identify the characteristics of a supportive school environment
LO3.
Topic 1:Developing a supportive school environment - understand the policy and social context of a supportive school environment
LO4.
Topic 1:Developing a supportive school environment - discuss the background research on Effective Schooling.
LO5.
Topic 1:Developing a supportive school environment - identify the characteristics of effective or successful schools
LO6.
Topic 1:Developing a supportive school environment - Identify the characteristics of effective or exemplary teachers
LO7.
Topic 1:Developing a supportive school environment - understand the term primary prevention as it applies to educational settings
LO8.
Topic 2: Developing a positive school climate - identify the basic assumptions that underpin both the Quality school environment and the Behavioural-Interactionist perspective to managing students behaviours
LO9.
Topic 2: Developing a positive school climate - understand the similarities and differences proposed in these two approaches to managing behaviour
LO10.
Topic 2: Developing a positive school climate - understand the principles that underpin the selection of a school discipline program
LO11.
Topic 2: Developing a positive school climate - synthesize and integrate information from the readings to help formulate your own approach to understanding and managing behaviour in schools
LO12.
Topic 3: Developing a supportive class environment - Identify students psychological needs in learning (as identified by Glasser): Belonging, Power, Freedom, Fun, and understand how these impact on classroom learning situations.
LO13.
Topic 3: Developing a supportive class environment - Identify the goals of misbehaviour and how these impact on classroom learning.
LO14.
Topic 3: Developing a supportive class environment - Understand the importance of creating a milieu that balances students needs with the needs of teachers.
LO15.
Topic 3: Developing a supportive class environment - Know how to establish guidelines for acceptable behaviours and identify specific rules.
LO16.
Topic 4: Interpersonal and helping relationships - understand the conditions under which cooperative learning is effective
LO17.
Topic 4: Interpersonal and helping relationships - structure group activities to promote positive interactions to facilitate learning
LO18.
Topic 4: Interpersonal and helping relationships - understand how teacher-student interactions are affected by cooperative group work.
LO19.
Topic 5: Bullying and harassment - define bullying behaviours
LO20.
Topic 5: Bullying and harassment - understand and identify the different types of physical and psychological bullying that can be perpetrated
LO21.
Topic 5: Bullying and harassment - identify a range of strategies to respond to bullying behaviour
LO22.
Topic 6: Increasing behaviour - define and differentiate positive reinforcement and negative reinforcement
LO23.
Topic 6: Increasing behaviour - suggest some methods for identifying reinforcers for a particular individual
LO24.
Topic 6: Increasing behaviour - describe two techniques for increasing the behaviour of individuals using a group intervention
LO25.
Topic 7: Decreasing behaviour - identify strategies for increasing appropriate behaviours in students and decreasing inappropriate or negative behaviours
LO26.
Topic 7: Decreasing behaviour - understand how positive behavioural supports can be implemented at the individual, class, and school levels.
LO27.
Topic 8: Analysis of behaviour - describe at least two methods for conducting functional behavioural assessments
LO28.
Topic 8: Analysis of behaviour - explain the rationale for conducting a functional analysis before implementing a behaviour change programme.
LO29.
Topic 9: Generalization - define the 3 types of generalization
LO30.
Topic 9: Generalization - suggest at least 4 strategies for enhancing generalization
LO31.
Topic 9: Generalization - list at least 3 barriers to generalization
LO32.
Topic 10: Self-Management - identify situations in which self-management approaches may be useful
LO33.
Topic 10: Self-Management - describe some of the advantages of using self-management techniques
LO34.
Topic 10: Self-Management - describe some of the limitations of this approach to behaviour change
LO35.
Topic 11: Evaluation - describe at least 3 single case study designs
LO36.
Topic 11: Evaluation - describe the essential elements of action research methods
LO37.
Topic 11: Evaluation - describe the advantages of the scientist practitioner model
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Essay/ Critique |
Assessment 1
|
20% 1500 words |
28/03/2025 2:00 pm |
| Essay/ Critique |
Assessment 2
|
20% 1500 words |
2/05/2025 2:00 pm |
| Essay/ Critique |
Assessment 3
|
20% 1500 words |
30/05/2025 2:00 pm |
| Essay/ Critique |
Assessment 4
|
40% 1500 words |
13/06/2025 2:00 pm |
Assessment details
Assessment 1
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 20% 1500 words
- Due date
28/03/2025 2:00 pm
- Other conditions
- Student specific.
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L07, L08, L09, L10, L11, L12, L13, L14, L15
Task description
Assessment Task 1
The goal of this task is to identify and discuss the characteristics of effective schools and the role these schools play in promoting successful student learning.
1. What are the characteristics of effective or successful schools?
2. How might the school environment optimise on students’ potential for learning?
3. What are the similarities and differences between the Quality School movement (Glasser) approach and the Behaviour-interactionist perspective to managing students’ behaviours and fostering learning?
4. Discuss the importance of recognising students’ social and emotional needs in learning.
Evaluation criteria: This assignment task will be evaluated according to the relevance of the response to each of the four parts of the task (outlined above). Each of the four parts is of equal value (Total words = 1500)
This task covers Topics 1-3 in your Learning Guide.
Submission guidelines
Assessment is to be submitted through Turn-It-In
To submit your assignment upload itﾠthrough Turnitin on the EDUC7002 Blackboard. For this course the originality percentage value should not be more than 20%. For this Assessment Task, you will be allowed to have unlimited attempts up to the due date and due time. This allows you to change your Assessment Task if you find the originality percentage value is higher than 20% on the previous attempt. "Submission using Turnitin" will be available up to 14.00 hrs on the date the Task is due. However, it is strongly recommended that you use "Submission using Turnitin" for your final attempt no later than 12 hours before due date and time.
If your originality value is above 20%, seriously consider using more paraphrasing. Sometimes the value is high due to the same references being used across all students’ submissions. If this is the case, you won’t need to reduce the percentage value.
The return of a Turnitin originality value for the first attempt can be quick – in a few minutes and less than an hour. But if this is the second or third attempt, the originality check can take more than 24 hours. Please allow yourself plenty of time to submit your final copy by the due date and time.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Assessment 2
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 20% 1500 words
- Due date
2/05/2025 2:00 pm
- Other conditions
- Student specific.
- Learning outcomes
- L16, L17, L18, L19, L20, L21
Task description
Assessment Task 2
The goal of this task is to understand the nature of bullying and the effects of different strategies for dealing with cyber bullying behaviours. You can focus on cyber bullying when respond to each question below if you prefer.
- Identify the different facets of bullying behaviour or cyber bullying and their likely effects on individuals.
- Is the nature of bullying or cyber bullying experienced by girls different from that experienced by boys?
- What is the effect of fostering social and emotional relationships in dealing with bullying or cyber bullying?
- Discuss some strategies that can be used to counter bullying or cyber bullying behaviours once they emerge.
Evaluation criteria: This assignment task will be evaluated according to the relevance of the response to each of the four parts of the task (outlined above). Each of the four parts is of equal value (Total words = 1500)
This task covers Topics 4-5 in your Learning Guide.
Submission guidelines
Assessment is to be submitted through Turn-It-In
To submit your assignment upload itﾠthrough Turnitin on the EDUC7002 Blackboard. For this course the originality percentage value should not be more than 20%. For this Assessment Task, you will be allowed to have unlimited attempts up to the due date and due time. This allows you to change your Assessment Task if you find the originality percentage value is higher than 20% on the previous attempt. "Submission using Turnitin" will be available up to 14.00 hrs on the date the Task is due. However, it is strongly recommended that you use "Submission using Turnitin" for your final attempt no later than 12 hours before due date and time.
If your originality value is above 20%, seriously consider using more paraphrasing. Sometimes the value is high due to the same references being used across all students’ submissions. If this is the case, you won’t need to reduce the percentage value.
The return of a Turnitin originality value for the first attempt can be quick – in a few minutes and less than an hour. But if this is the second or third attempt, the originality check can take more than 24 hours. Please allow yourself plenty of time to submit your final copy by the due date and time.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Assessment 3
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 20% 1500 words
- Due date
30/05/2025 2:00 pm
- Other conditions
- Student specific.
- Learning outcomes
- L22, L23, L24, L25, L26, L27, L28, L29, L30, L31
Task description
Assignment Task 3
The goal of this task is to understand the foundational elements of applied behaviour analysis.
1. What is the purpose of a functional assessment?
2. What strategies are available for conducting a functional assessment? Pick three and give a brief description of each.
3. List three techniques commonly used in behavioural interventions. Briefly describe each technique.
4. Define generalization and describe the evidence you would need to know it had occurred.
Evaluation criteria: This assignment task will be evaluated according to the relevance of the response to each of the four parts of the task (outlined above). Each of the four parts is of equal value (Total words = 1500)
Submission guidelines
Assessment is to be submitted through Turn-It-In
To submit your assignment upload itﾠthrough Turnitin on the EDUC7002 Blackboard. For this course the originality percentage value should not be more than 20%. For this Assessment Task, you will be allowed to have unlimited attempts up to the due date and due time. This allows you to change your Assessment Task if you find the originality percentage value is higher than 20% on the previous attempt. "Submission using Turnitin" will be available up to 14.00 hrs on the date the Task is due. However, it is strongly recommended that you use "Submission using Turnitin" for your final attempt no later than 12 hours before due date and time.
If your originality value is above 20%, seriously consider using more paraphrasing. Sometimes the value is high due to the same references being used across all students’ submissions. If this is the case, you won’t need to reduce the percentage value.
The return of a Turnitin originality value for the first attempt can be quick – in a few minutes and less than an hour. But if this is the second or third attempt, the originality check can take more than 24 hours. Please allow yourself plenty of time to submit your final copy by the due date and time.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Assessment 4
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 40% 1500 words
- Due date
13/06/2025 2:00 pm
- Other conditions
- Student specific.
- Learning outcomes
- L32, L33, L34, L35, L36, L37
Task description
Assessment Task 4
Students will submit a paper of 1500 words on the following:
Develop an approach you would recommend for a school or organization eager to reduce bullying or cyber bullying. Include strategies at the individual, group, and systems level. Discuss how you would evaluate each element of your proposed intervention. Topic 11 deals with evaluation but a number of other recommended readings will also be useful. (Total words = 1500)
Submission guidelines
Assessment is to be submitted through Turn-It-In
To submit your assignment upload itﾠthrough Turnitin on the EDUC7002 Blackboard. For this course the originality percentage value should not be more than 20%. For this Assessment Task, you will be allowed to have unlimited attempts up to the due date and due time. This allows you to change your Assessment Task if you find the originality percentage value is higher than 20% on the previous attempt. "Submission using Turnitin" will be available up to 14.00 hrs on the date the Task is due. However, it is strongly recommended that you use "Submission using Turnitin" for your final attempt no later than 12 hours before due date and time.
If your originality value is above 20%, seriously consider using more paraphrasing. Sometimes the value is high due to the same references being used across all students’ submissions. If this is the case, you won’t need to reduce the percentage value.
The return of a Turnitin originality value for the first attempt can be quick – in a few minutes and less than an hour. But if this is the second or third attempt, the originality check can take more than 24 hours. Please allow yourself plenty of time to submit your final copy by the due date and time.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: Poor expression of ideas; literature is not usedﾠto support arguments/positions. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy some of the basic requirements of the course; poor expression of ideas; literature is not used adequately to support arguments/points. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Falls short of satisfying the basic requirements for a pass; some relevant ideas but generally they are disjointed and poorly expressed; some use of the relevant literature to support point/ideas; arguments are not made or well structured. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Demonstrates adequate understanding of the requirements of the course; ideas are soundly expressed with some support from the literature; adequate structure to the presentation. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates substantial understanding of the requirements of the course; is able to present ideas in a logical and well reasoned way and to use the literature to support points/arguments. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrates ability to analyse and synthesize information; uses the relevant literatureﾠto support arguments/ideas; work is well structured and cogently presented. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrates imagination or creativity based upon analysis and synthesis of complex information; is able to use the literature to argue positions/points expressed; and, is able to present these positions/points in a very well structured and cogent presentation. |
Additional course grading information
Determining final grades: The final grades are determined by consideration of the weighting of individual assessment items, through the use of weighting formula and the profile of individual grades across accumulated assessment tasks.”
An exemplar to show calculation of the final grade:
All three assignments in this course will be provided a grade out of 7. The final grade will be calculated using the weighting and the individual assignment grades as follows.
Example:
A student receives the following three grades
Assignmentﾠ 1 (A1) : grade of 6 at 20% weighting
Assignment 2 (A2): grade of 5.5 at 20% weighting
Assignment 3 (A3): grade of 6.5 at 20% weighting
Assignment 4 (A4): grade of 5 at 40% weighting
The final grade for this student taking into account the weighting of each assignment would be:
ﾠﾠﾠ (A1)ﾠﾠﾠﾠ +ﾠﾠﾠﾠﾠﾠ (A2)ﾠﾠﾠﾠﾠﾠﾠ +ﾠﾠﾠﾠﾠﾠ (A3)ﾠﾠﾠ+ﾠ ﾠ ﾠ ﾠ (A4)
(0.2ﾠx 6) + (0.2ﾠx 5.5) + (0.2ﾠx 6.5) + (0.4 x 5)ﾠ= 1.2ﾠ+ 1.1 + 1.3 + 2 = 5.6
The final grade would be rounded up to the nearest whole number; in this case the grade would be 6.
In the case where the final grade is 0.5 or above, the grade will be rounded up to the nearest whole number (e.g. 5.5 would become 6). In the case where the final grade is 0.49 or below, the grade will be rounded down to the nearest whole number (e.g. 6.49 would become 6).
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments in this course:
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
Use of AI/MT to support or inform assessment
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
If you look at your Learning Guide on Blackboard you will see that I have identified a number ofﾠ recommended readings and additional readings for you to use. These readings have been scanned and are available on Blackboard for you to use.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (24 Feb - 02 Mar) |
Lecture |
Topic 1: Supportive school environment Lecture on the characteristics of a supportive and effective school environment. Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 2 (03 Mar - 09 Mar) |
Lecture |
Topic 2: Developing a positive school climate Strategies for developing a positive school climate Learning outcomes: L08, L09, L10, L11 |
Week 3 (10 Mar - 16 Mar) |
Lecture |
Topic 3: Developing a supportive classroom environment Strategies for developing a positive classroom environment Learning outcomes: L12, L13, L14, L15 |
Lecture |
Topic 4: Fostering helping relationships Developing a supportive classroom environment. Learning outcomes: L12, L13, L14, L15 |
|
Week 4 (17 Mar - 23 Mar) |
Lecture |
Topic 4: Fostering helping relationships Promoting interpersonal relationships among students and teachers Learning outcomes: L16, L17, L18 |
Week 5 (24 Mar - 30 Mar) |
Lecture |
Topic 5: Bullying and harrassment Strategies for dealing with bullying and harassment Learning outcomes: L19, L20, L21 |
Multiple weeks From Week 6 To Week 8 |
Lecture |
Topic 6: Increasing behaviour Strategies for promoting positive behaviour in schools. Learning outcomes: L22, L23, L24 |
Mid-sem break (21 Apr - 27 Apr) |
No student involvement (Breaks, information) |
Mid-semester Break |
Week 9 (28 Apr - 04 May) |
Lecture |
Topic 7: Decreasing behaviour Strategies to decrease negative behaviours. Learning outcomes: L25, L26 |
Week 10 (05 May - 11 May) |
Lecture |
Topic 8: Analysis of behaviour Using functional analysis as the basis for behavioural interventions Learning outcomes: L27, L28 |
Week 11 (12 May - 18 May) |
Lecture |
Topic 9: Generalization Strategies for assisting transfer of behavioural strategies across settings. Learning outcomes: L29, L30, L31 |
Week 12 (19 May - 25 May) |
Lecture |
Topic 10: Self-management Programs that promote self-management of behaviour Learning outcomes: L32, L33, L34 |
Week 13 (26 May - 01 Jun) |
Not Timetabled |
Topic 11: Evaluation Different ways to evaluate interventions Learning outcomes: L35, L36, L37 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.