Master of Education in Evidence-Based Teaching
Course code: MC-EDEBT
January, July
Commonwealth Supported Places (CSPs) available
Access Melbourne is available
January, July
AUD $38,496 (2026 indicative first year fee)
IELTS 6.5: with no band less than 6.0
Course structure
Overview
What you will learn
Diverse pedagogical strategies to provide rich and creative learning environments that empower learners
You’ll gain the knowledge and skills to use evidence to make sound evidence-based judgments about the nature and implementation of teaching interventions.
Understand how to identify and critically appraise appropriate evidence-based practices in response to identified student needs
You’ll learn to generate and analyse diverse sources of data that can effectively assess and inform student learning and development.
Analyse and integrate key findings from research to understand major influences on student learning and teacher performance
Evaluate the impact of your teaching on your students’ learning and demonstrate an understanding of the ways in which theory and research inform practice.
Course structure
Full-time students complete four compulsory 12.5 point subjects in the first two terms, part-time students complete four compulsory subjects in the first four terms. These four subjects comprise the first 50 points of the course.
The final 50 points of the course can be completed as either the Coursework or the Research Pathway option.
In order to be eligible to take the Research Pathway option, students must attain an average of H2A or above (i.e. 75% or above) in the first four compulsory subjects.
Workload
The estimated hours required for each subject is between 15 -19 hours per week, but this varies for each student and depends on your task management and planning, familiarity with the material, reading style and speed.
Single subjects
You can also study single subjects to contribute to your professional development. For more information, please contact Student Support.
Explore this course
Explore the subjects you could choose as part of this degree.
Complete all the following
First year
Students must complete these subjects in the first year.
| Accordion | |
|---|---|
| Clinical Teaching and Learning · 12.5 pts |
This subject will introduce participants to clinical practice in schools as a paradigm for learning and teaching. It will explore the importance of data, theory and research in informing interventionist teacher practice and introduce participants to models of clinical practice and the notion of clinical judgment. It will enhance participants’ capacity to utilise individual student data in determining student zone of proximal development in order to establish the starting point for teaching. The developmental model of learning will provide the theoretical basis through which a range of assessment tools and feedback approaches are explored. There will be an emphasis on linking concepts studied to the school context. |
| Evidence-based Practice · 12.5 pts |
The major focus of this course is the exploration of research evidence that informs and supports the implementation of Clinical Teaching in classroom contexts. Participants will consider how they can use evidence-based practice to enhance the effectiveness and impact of their classroom actions and identify appropriate interventions for students, when necessary. Specifically, they will use the clinical judgement decision-making model to examine the current evidence base about what works best, what criteria can be developed to make decisions about student success, and how to select, implement, review and communicate research-supported teaching strategies that address identified student needs. |
| The Student as Learner · 12.5 pts |
This subject focuses on the theoretical frameworks and evidence bases that educators use in understanding the development of their students and in planning suitable instructional sequences that are responsive to the inherent variability of learners. It covers foundational concepts related to learning environments, learning processes and child and adolescent development. It also provides opportunities to explore and discuss implications for teaching that are related to the consideration of learners’ profiles of capabilities and how teachers facilitate the quality, depth and active nature of their learning. |
| Learning From Evidence · 12.5 pts |
This subject will develop participants’ skills in using student achievement data to inform teaching practice to support student learning. It will consider the use of a wide range of data types and sources to evaluate learning, teaching and assessment and make recommendations for improving practice. Through case studies and practical activities, participants will be exposed to ideas, methods and techniques to support high quality, evidence-based decision making. |
Second year
Students must complete two (2) electives and EDUC90926 Researching Education Practice followed by EDUC90978 Clinical Teaching Capstone. Part-time students must take the electives before EDUC90926 Researching Education Practice.
| Accordion | |
|---|---|
| Researching Education Practice · 12.5 pts |
In this subject, students will develop an understanding of research in education, as the first part of their capstone experience, and advanced skills to analyse complex educational problems and the bodies of knowledge associated with them. Students will undertake coursework focusing on: what constitutes research in education; the function of a literature review; common methodologies and methods in education research; key issues in research ethics; the management and analysis of data; and the fundamentals of research writing. Students will develop insight into common approaches to research in education and will consider how principles of research can inform professional practice. They will develop the research skills to justify and interpret educational research propositions and the findings from educational research. This subject provides students with an understanding of research principles and methods applicable to education practice or policy, and focusses on the use of research to inform and improve education practice. |
| Clinical Teaching Capstone · 12.5 pts |
Students will learn about how educators can use action research methods to improve their teaching practice. Students will develop skills in using clinical models to target teaching to the point of student need and evaluate the effectiveness of their interventions. There will be analysis and discussion of exemplars of clinical praxis, together with an analysis of case studies of student learning. Course participants will also use tools to reflect on examples of teaching and consider means of improving teaching, and will study how to integrate a clinical model into day-to-day teaching practice. |
In order to be eligible to take the Research Pathway option, students must attain an average of H2A or above (i.e. 75% or above) in the first four compulsory subjects.
First year
Students must complete these subjects in the first year.
| Accordion | |
|---|---|
| Clinical Teaching and Learning · 12.5 pts |
This subject will introduce participants to clinical practice in schools as a paradigm for learning and teaching. It will explore the importance of data, theory and research in informing interventionist teacher practice and introduce participants to models of clinical practice and the notion of clinical judgment. It will enhance participants’ capacity to utilise individual student data in determining student zone of proximal development in order to establish the starting point for teaching. The developmental model of learning will provide the theoretical basis through which a range of assessment tools and feedback approaches are explored. There will be an emphasis on linking concepts studied to the school context. |
| Evidence-based Practice · 12.5 pts |
The major focus of this course is the exploration of research evidence that informs and supports the implementation of Clinical Teaching in classroom contexts. Participants will consider how they can use evidence-based practice to enhance the effectiveness and impact of their classroom actions and identify appropriate interventions for students, when necessary. Specifically, they will use the clinical judgement decision-making model to examine the current evidence base about what works best, what criteria can be developed to make decisions about student success, and how to select, implement, review and communicate research-supported teaching strategies that address identified student needs. |
| The Student as Learner · 12.5 pts |
This subject focuses on the theoretical frameworks and evidence bases that educators use in understanding the development of their students and in planning suitable instructional sequences that are responsive to the inherent variability of learners. It covers foundational concepts related to learning environments, learning processes and child and adolescent development. It also provides opportunities to explore and discuss implications for teaching that are related to the consideration of learners’ profiles of capabilities and how teachers facilitate the quality, depth and active nature of their learning. |
| Learning From Evidence · 12.5 pts |
This subject will develop participants’ skills in using student achievement data to inform teaching practice to support student learning. It will consider the use of a wide range of data types and sources to evaluate learning, teaching and assessment and make recommendations for improving practice. Through case studies and practical activities, participants will be exposed to ideas, methods and techniques to support high quality, evidence-based decision making. |
Second year
One (1) elective, and EDUC90848 Applied Research Methodology and then EDUC90945 Applied Research Study. Full time students may take EDUC90848 and EDUC90945 Applied Research Study together.
| Accordion | |
|---|---|
| Applied Research Methodology · 12.5 pts |
This subject equips students with practical skills to select appropriate research methodologies for conducting evaluation research across diverse contexts. Students will learn to match evaluation questions and purposes with suitable methodological approaches, considering stakeholder needs, resources, and other contextual factors. Through hands-on activities, students will develop competencies in designing applied studies to suit different contexts and evaluative purposes. The subject emphasises the complexities of methodological decision-making within real-world evaluation contexts and prepares students to critically appraise the quality of existing evaluations. Ethical considerations are integrated throughout the subject. |
| Applied Research Study · 25 pts |
Students negotiate an individual project relating to education with an individual supervisor. The project includes a critical review of relevant academic and research literature and a research project relating to educational practice. Students also participate in regular online activities to support them and build their skills as they develop their project, analyse research literature and data, and write up their research report. |
This is the list of electives available for the course
| Accordion | |
|---|---|
| Autism Intervention · 12.5 pts |
This subject will consider how professionals can better understand ways in which people with autism and those identifying as Autistic interact with and experience the world, and how that impacts on engagement and learning. The subject unifies research from neuroscience, psychology and pedagogy to create a multidisciplinary evidence-base that reflects the science of learning. This will be used by students in conjunction with an intervention model of tiered response supported by the Ziggurat Model for Autism Intervention. Educators will combine this foundation with their expertise to develop a sustainable intervention framework tailored to a community of learners that is both responsive and rigorous. |
| Resilience and Relationships · 12.5 pts |
The subject will support participants to develop further skills in promoting student wellbeing and creating supportive and safe learning environments at a classroom and whole school level. Current research will be used to understand what teachers can do to support the social and emotional learning of their students, and how to implement school-wide approaches that foster student resilience and respectful relationships across all partners in the education process. |
| Literacy Across the School Years · 12.5 pts |
This subject will examine the development of literacy from the preschool years through secondary schooling. Topics will include relationships between language and literacy; language development; literacy development, oral and written language of the teacher and the learner; comprehension; literacy across the curriculum, discipline specific literacy, and evidence based literacy practices. This subject will highlight the importance of planning effective evidenced-based language and literacy approaches and strategies to meet the needs of diverse learners on a developmental continuum. It will illustrate how teachers, educational leaders and policymakers can cater for diversity in both policy and practice through authentic and focused assessment practices, including profiling learner’s strengths and challenges and through the use of evidence based practices in the learning environment. |
| Neuroscience of Human Learning · 12.5 pts |
This subject examines the foundations of human learning through a neurological lens, ranging from the sensory detection, encoding, storage, retrieval, storage, and behavioural outputs, to social constructs of learned information. A neuroscience of learning lens will also be used as a framework for critiquing educational practices, policies and products. The subject will provide opportunities for students to analyse ways in which findings derived from neurological research can be used to inform their professional practice. |