Education
Teaching at the University of Waikato sets you up to become a skilled and reflective teacher. We produce qualified teachers who are in high demand both in New Zealand and around the world. Alongside preparing teachers for the classroom the study of education encompasses a broad range of options that reflect the far-reaching nature of the field. Educators are interested in how knowledge, skills and values are constructed, accumulated, and conveyed through formal and informal means.
We also offer Education subjects for the Bachelor of Social Sciences and Bachelor of Arts degrees, and a range of postgraduate qualifications.
Along with subjects designed for students wanting to become teachers the papers available in the subject Education provide opportunities for academic and professional development for those employed in the education sector. It is possible to plan a programme that is tailored to individuals' intellectual and/or professional needs. Students who are not necessarily working in the education sector may wish to consider the subject Education and Society.
Subjects
Interested in becoming a teacher?
Teaching (Early Childhood)
Prepare yourself for a career working in a variety of childhood settings with children from birth up to six years old.
Gain theoretical and practical experience as you learn about all the aspects of Te Whariki – the Early Childhood curriculum.
It's an integrated programme with seven major themes: bicultural development; cultural diversity; equity and social justice; inclusion; parents and whanau; transition to school; and infants and toddlers.
Teaching (Primary)
Prepare yourself for a career in primary, composite, intermediate and middle schools or kura, working with children from five to 13 years old.
You'll gain a solid foundation in all aspects of the New Zealand curriculum. You'll also learn about professional and ethical practices, child development, issues that face teachers and learners with special needs, teaching children from diverse backgrounds, classroom management, environmental education for sustainability, and the wider contexts of school, community and national systems.
On practicum, you'll take an active role in the classroom over several weeks in a school, under the guidance of an associate teacher. This includes a minimum of one day per week in the first year of your degree, a six week block in second year and an eight week block in third year.
Teaching (Secondary)
As a graduate of this programme you will be among the best prepared teaching graduates and highly regarded by education employers, within New Zealand and overseas.
You'll have the understanding, skills and academic requirements to be an early childhood, primary or secondary teacher.
You'll be eligible to apply for a provisional practicing certificate, and after two years of full time teaching be granted a full practicing certificate with the New Zealand Education Council.
Please note: We will not be offering new enrolments in the Bachelor of Teaching Secondary or Primary Conjoint programme in 2020 - please contact us to talk about your study options at [email protected]. An alternative pathway to becoming a Secondary School Teacher is to complete a relevant degree followed by a Graduate Diploma of Teaching.
Teaching (Māori Medium/Te Kaupapa Arareo Māori)
Te Kura Toi Tangata School of Education is committed to the education and development of Māori medium teaching. This subject prepares students for teaching in English medium, bilingual (Māori and English) and Māori medium (total immersion) educational settings. We cater for students seeking support and teaching qualifications, teachers interested in professional development and researchers keen to contribute new knowledge.
Te Whare Wānanga o Waikato The University of Waikato and Te Kura Toi Tangata School of Education has always had a strong affinity with Māori. Many of our graduates are now influential leaders in Māori education working in wānanga, universities, schools and government departments.
Bachelor of Social Sciences subjects with the School of Education
The School of Education Bachelor of Social Sciences is underpinned by a strong social justice perspective and is ideal for anyone wanting to make a difference in the lives of children and adults within family, education, community and/or workplace settings. It offers social science majors in areas such as Human Development, Education and Society and Digital Learning along with core papers on teaching and learning.
This degree will enable graduates to ensure that managing and promoting learning is not only the role of teachers, but parents, business people, salespeople, health professionals, and local and central government.
Education and Society
Education and Society today has close affinities with contemporary interdisciplinary fields exploring issues of social policy, culture, gender, work and leisure. Since education is as much concerned with who we might become as who we already are, it is relevant to all our collective and personal decision-making on questions of justice, rights and freedom.
Education and Society is available as a major for the BA and BSocSc. Education and Society may also be taken as a second major or as a supporting subject within other undergraduate degrees, subject to academic approval of the Faculty or School of Studies in which the student is enrolled.
Human Development
The Human Development programme explores the development of individuals, families, groups and communities throughout the human lifespan. It is important for those wishing to go into professions such as youth work, eldercare, social work, counselling and teaching. An understanding of human development is relevant to many other careers that involve working with or for people.
Papers develop skills relevant to career objectives such as human relations, human services, programme planning, community liaison, counselling, policy and evaluation, administration of programs concerned with the family or other groups and research.
Digital Learning
Technology is now part of everyday life and is increasingly becoming part of our learning environments. With Digital Learning at Waikato you will develop an understanding of the importance it plays in education.
Digital Learning blends both technical and pedagogical skill sets. It builds knowledge of digital technologies for and in teaching and learning (pedagogical focus) and to develop understanding of teaching and learning which will encourage better design, development, deployment and evaluation of such technologies (technical focus). Digital Learning includes a range of papers from the education, computer science, screen and media, and graphic and design disciplines.
Qualifications
Bachelor of Teaching (BTchg)
Teachers are influential community members, making a difference to young people and their learning, knowledge and skill acquisition. They play a major role in helping their students develop their independence and success in their lives.
As a graduate of this programme you will be among the best prepared teaching graduates and highly regarded by education employers, within New Zealand and overseas. You'll have the understanding, skills and academic requirements to be an early childhood, primary or secondary teacher. You'll be eligible to apply for a provisional practicing certificate, and after two years of full time teaching be granted a full practicing certificate with the New Zealand Education Council. 82% of recent teaching graduates are in employment.
Bachelor of Social Sciences(BSocSc)
The School of Education Bachelor of Social Sciences is underpinned by a strong social justice perspective and is ideal for anyone wanting to make a difference in the lives of children and adults within family, education, community and/or workplace settings. It offers social science majors in areas such as Human Development, Education and Society and Digital Learning along with core papers on teaching and learning.
Postgraduate study options
Master of Counselling (MCouns)
The Master of Counselling (MCouns) is established as a flagship degree that has seen 92% of graduates over the past six years gain successful employment.
The degree has specifically been designed for professional counsellors or supervisors interested in leadership roles within the New Zealand counselling profession.
The programme has a key teaching focus on providing experiences in which you can further develop your professional attitudes, knowledge and competencies in the areas of counselling, group leadership, mediation and practitioner research. You'll graduate with a high level of knowledge and understanding through the narrative practice this programme is known for.
Master of Disability and Inclusion Studies (MDInS)
The Master of Disability and Inclusion Studies examines the issues which produce various related social norms and sets out to produce practitioners who challenge them. The programme explores contemporary theories, methodologies and practices related to the broad field of disability and inclusion studies.
This programme is known for its grounding in a social justice model of inclusive community and educational practice and is relevant for a variety of professionals working in community organisations and schools, and those concerned with disability advocacy and rights.
Studying the Master of Disability and Inclusion Studies (MDInS) you'll gain a stronger understanding of social life and the differences between us, and challenge current approaches used in the education sector and beyond.
Master of Education (MEd)
This programme is for educational practitioners who are graduates and want to improve their skills, know;edge and career prospects in Education. Developing skills in leadership in curriculum, pedagogy or policy development, the benefits include career advancement and the development of expertise in a specific area of educational practice.
Master of Educational Leadership (MEdLeadership)
Enhance your career prospects with a specialised programme that challenges you personally and professionally. Make a difference to the quality of education and create opportunities for your future leadership in education.
Work with academics who are internationally recognised for their leadership research and practice. Develop the skills, knowledge and dispositions to be an effective educational leader.
Complete coursework at a pace that suits you – part-time while you work, or full-time over one calendar year.
Graduate Diploma of Teaching (GradDipT)
Prepare yourself for a career in secondary schools, working with young people aged 13-18 years old. The University of Waikato can prepare you for most curriculum subjects. There are currently shortages in english, maths, science, technology and te reo Māori.
This programme consists of eight compulsory papers (120 points, with 80 points at 300 level), including three curriculum subject papers, two teaching practicum and three Professional Education papers. Learn how to teach your curriculum areas and develop skills in teaching and learning.
Postgraduate Certificate in Tertiary Teaching and Learning (PGCert(TertiaryT&L))
The Postgraduate Certificate in Tertiary Teaching and Learning — PGCert(TertiaryT&L) — is a recognised qualification for staff working in tertiary education contexts who wish to extend their understanding of tertiary learning and teaching, improve their own practice and facilitate positive change in student learning across their courses and programmes or in their specific areas of work.
Key information
| Area of Study: |
|---|
Study Education in these qualifications
Study Education as a specialisation of
Papers
Available Education papers
100 Level
| Code | Paper Title | Points | Occurrence / Location |
|---|---|---|---|
| DLRNG100 | Developing Digital Fluency | 15.0 | 23A (Online) |
| This paper offers a foundation for students learning to navigate and communicate effectively through digital learning environments. It incorporates purposeful selection of technologies for learning, and digital literacy which includes being able to research, create, evaluate and apply technical skills while doing so. | |||
| EDART100 | Engaging with Arts Education in the Community | 15.0 | 23A (Tauranga) |
| This paper aims to develop students' strength in learning and teaching selected arts disciplines in school and community settings. | |||
| EDSOC101 | The New Zealand Educational Context | 15.0 | 23B (Hamilton), 23B (Online) & 23B (Tauranga) |
| The paper addresses the educational policies, ideas and processes shaping the educational contexts within which New Zealanders learn and teach. | |||
| EDUCA110 | How and why do we learn? An introduction | 15.0 | 23A (Hamilton) & 23A (Tauranga) |
| This introductory paper gives students opportunities to critically engage with a body of salient theoretical lenses addressing learning, teaching and education. Learning and teaching are interrogated from social, psychological and anthropological perspectives. Students are encouraged to engage in critical deconstruction of learning... | |||
| HMDEV100 | Lifespan Development | 15.0 | 23A (Hamilton), 23B (Online) & 23B (Tauranga) |
| HMDEV100 focuses on understanding and enhancing human development through an exploration of biological, psychological, social and cultural factors that influence patterns of development and learning over the lifespan. | |||
| LLTED101 | An Introduction to Children's Literature | 15.0 | 23A (Online) |
| In this paper we examine children's literature from picturebook to novel; from author to illustrator; from history to modern times. The link between children's literature and education is a thread running through the course. Class members will develop a familiarity with a range of genres and concepts linking children's literature a... | |||
| MAOED100 | Huarahi Matauranga Māori: Historical and Contemporary Approaches to Māori Education | 15.0 | 23A (Hamilton) & 23A (Online) |
| This paper examines historical and contemporary approaches in Maori education provision in Aotearoa New Zealand. It explores policies, practices and developments that have impacted on the educational development of Maori. | |||
| MTHED100 | Conceptual Understanding in Mathematics | 15.0 | 23A (Hamilton) & 23A (Online) |
| This paper provides an introduction to key conceptual understandings in mathematics and connects mathematics with everyday life. | |||
| WRITE100 | Writing for Academic Success | 15.0 | 23A (Hamilton), 23A (Online), 23A (Tauranga), 23B (Hamilton), 23B (Online), 23B (Tauranga), 23JS (Hamilton), 23JS (Online) & 23JS (Tauranga) |
| The paper gives opportunities for undergraduate students to develop their academic literacy skills. It begins with general academic communication and research skills and then embeds academic literacy practice within disciplines of study. | |||
200 Level
| Code | Paper Title | Points | Occurrence / Location |
|---|---|---|---|
| DLRNG200 | Digital Learning: Critical Perspectives and Lifelong Possibilities | 15.0 | 23A (Online) |
| This paper examines educational uses of digital technologies, with an emphasis on learning through electronic networks, including social media. The paper explores evolving theoretical shifts and policy directions alongside topical issues and practical perspectives. | |||
| EDART202 | Visual Art in Educational Contexts | 15.0 | 23X (Block) |
| The paper explores a chosen art process through exposure to art skills and visual research strategies. It embraces current art education practices through art experiences and guided inquiry. | |||
| EDART203 | Music in Educational Contexts | 15.0 | 23G (Hamilton) |
| This paper explores music education enabling students to further develop their musical skills and knowledge in the context of school and community music education. | |||
| EDUCA200 | Te Hononga Tangata | 15.0 | 23B (Online) |
| This paper prepares students to recognise and understand local and global cultural diversity, and to work competently and confidently in culturally appropriate ways with diverse others in educational contexts. | |||
| EDUCA210 | Learning Through Life: Contexts and Considerations | 15.0 | 23B (Hamilton) |
| In this paper, students will explore contemporary considerations which shape learning and teaching across the lifespan, and contextualise these within specific areas of focus. Students will have opportunities to reflect systematically on their own lifelong learning trajectories, and on the relationship between individual goals for ... | |||
| EDUCA290 | Directed Study | 15.0 | 23C (Tauranga) |
| This paper is available for those students involved in a specified project or study. | |||
| LLTED201 | New Zealand Children's Literature | 15.0 | 23B (Online) |
| This paper explores children's literature, establishing familiarity with key and emerging New Zealand writers and illustrators. Skills in visual and textual analysis are developed and there is critical reflection on the question of what makes children's literature distinctively New Zealand. | |||
300 Level
| Code | Paper Title | Points | Occurrence / Location |
|---|---|---|---|
| DLRNG300 | Developing Educational Technologies: Contemporary Social and Educational Issues | 15.0 | 23A (Online) |
| This paper considers the broad range and pace of development in digital technologies, and implications for educators and others involved in technologies for education and training, including businesses, and new learners. | |||
| DLRNG301 | Digital Innovation Adoption and Theories of Digital Learning | 15.0 | 23B (Online) |
| This paper explores contemporary theories associated with digital innovation adoption and the design, development and use of digital systems, content and environments, with particular focus on social, distributed, networked and collaborative learning. | |||
| EDSOC303 | Education and Sexuality | 15.0 | 23B (Online) |
| A study of the ways childhood and adult sexuality is constructed, monitored and regulated in society and in educational settings. The major emphasis is on exploring sexuality through historical and sociological perspectives. | |||
| EDUCA303 | Curriculum Perspectives | 15.0 | 23A (Online) |
| This paper examines curriculum conceptions, perspectives, and decision-making, through a range of historical, political and socio-cultural contexts and settings. Participants engage in critique of curriculum issues and shaping forces. | |||
| EDUCA390 | Directed Study | 15.0 | 23A (Hamilton), 23B (Hamilton), 23H (Hamilton), 23H (Online) & 23X (Online) |
| No description available. | |||
| HMDEV320 | Disability, Diversity and Inclusion: Intersecting Identities and Experiences | 15.0 | 23B (Online) |
| This paper looks at the emergence of disability as a social and political identity. Using a rights perspective, it critiques inclusion in the spaces and places of everyday civic society. | |||
| LLTED324 | Dyslexia | 15.0 | 23X (Block) |
| This paper will give students the theoretical knowledge as well as a practical understanding of the nature of dyslexia, its diagnosis, as well as how to teach dyslexics to read. | |||
500 Level
| Code | Paper Title | Points | Occurrence / Location |
|---|---|---|---|
| COUNS540 | Working with Groups | 30.0 | 23B (Block) |
| This paper explores dialogic group processes with selected kinds of groups. Students will be given the opportunity to develop group membership and leadership roles through observation, participation and evaluation during an experiential workshop format and through on-line discussion and assignments. The paper includes a particular... | |||
| COUNS546 | Conflict Resolution: Restorative Approaches | 30.0 | 23B (Block) |
| This paper develops the skills of facilitating conflict resolution using mediation, conferencing and other types of restorative and generative conversations in families, schools and other contexts. A narrative perspective on conflict resolution features strongly in the paper. | |||
| COUNS549 | Counselling and Contexts | 30.0 | 23A (Block) & 23H (Block) |
| This paper provides an overview of counselling practice and its contexts, including optional modules on school counselling, or addictions. It teaches the skills and ethical perspectives of collaborative approaches to counselling, offering a particular introduction to narrative therapy. | |||
| DINST521 | Critical Studies in Disability and Inclusion | 30.0 | 23A (Online) |
| This paper critically explores an intersectional understanding of disability and inclusion using Critical Disability Studies and Disability Studies in Education perspectives. It engages with ideas of equality and social inclusion and the social barriers and enablers to equal access in education, health and other social systems. The... | |||
| DLRNG500 | Debates in Digital Learning and Educational Technology | 30.0 | 23A (Online) |
| This paper provides an opportunity for leaders and practitioners in a range of fields to explore contemporary theories, debates, practice, policy and research in educational technology and/or digital learning. | |||
| EDLED501 | Educational Leadership: Concepts, Theory and Practice | 30.0 | 23A (Hamilton) & 23A (Online) |
| Leading in educational contexts can be a challenging and complex undertaking. This paper introduces students to foundational theoretical and practical conepts of educational leadership in Aotearoa New Zealand and internationally. Students are supported to critically examine their own leadership beliefs and experiences and explore h... | |||
| EDSOC500 | Practitioner Research: Aotearoa New Zealand Histories and Social Sciences Curriculum | 30.0 | 23X (Online) |
| This paper is designed for Primary and Secondary teachers to research and implement the contemporary reset of the schooling History/ Social Sciences curriculum, and undertake supervised classroom-based research. | |||
| EDUCA500 | Culturally Responsive Methodologies incorporating kaupapa Māori and Critical Theories | 30.0 | 23X (Block - Tauranga) |
| Culturally Responsive Methodologies utilise kaupapa Maori and critical theoretical frameworks to develop contexts within which the researched community can define the terms for engaging, relating and co-creating new knowledge. | |||
| EDUCA504 | Critical Reflections on Decolonising Education Spaces | 30.0 | 23X (Online) |
| Students critically reflect on extensive literature, their responses and their learning journal completed through Poutama Pounamu blended learning modules to engage in a reflexive synthesis of their ongoing learnings. This paper involved students critically reflecting back on their learning journals, a range of relevant literature ... | |||
| EDUCA506 | Educational Assessment | 30.0 | 23B (Online) |
| This paper provides an opportunity to develop in-depth knowledge and critical awareness of the theoretical issues and practical implications associated with improving learning and teaching through the implementation of educational assessment. It is appropriate for anyone involved in education in the broadest sense. | |||
| EDUCA510 | Special Topic | 10.0 | 23X (Hamilton) |
| This paper is available for students who require an individually supervised project to complete their qualification in a subject offered by Te Kura Toi Tangata School of Education. | |||
| EDUCA515 | Special Topic | 15.0 | 23X (Hamilton) |
| This paper is available for students who require an individually supervised project to complete their qualification in a subject offered by Te Kura Toi Tangata School of Education. | |||
| EDUCA530 | Special Topic | 30.0 | 23X (Online) |
| The content of this paper is determined case-by-case as it will be used when the content is determined by the academic associated with an individual students' programme. One example would be a student who is undertaking an independent self-directed study that is not research based. The contents, assignments, marking criteria, and ... | |||
| EDUCA557 | Becoming a researcher: theory, ethics and methods | 30.0 | 23A (Online), 23B (Online) & 23H (Block) |
| This paper introduces students to the major educational research paradigms, methodologies appropriate to collecting data in schools (including interviews, observations, surveys, case studies), action research, literature reviews, critiquing research, and report writing. It includes consideration of ethical issues in research. | |||
| EDUCA560 | Contemporary Educational Policies, Thought and Issues | 30.0 | 23B (Block) |
| This paper allows participants to explore contemporary issues in education as it relates to their practice, focusing on policies, contexts and thought, through the disciplines of sociology, policy and curriculum studies. | |||
| EDUCA561 | Learners and Learning Across Educational Contexts | 30.0 | 23A (Block - Tauranga) |
| This paper focuses on learners and learning across various educational contexts including geographical, historical, and cultural environments, and enhances students' understanding and practice related to diverse learners and learning environments. | |||
| EDUCA562 | Curriculum, Pedagogies and Multiliteracies | 30.0 | 23A (Hamilton) |
| This paper equips students with skills and knowledge to identify, understand and critically analyse curriculum intention and design, enacted pedagogies, and multiliteracies representation, in practice, across a variety of educational settings. | |||
| EDUCA590 | Directed Study | 30.0 | 23I (Hamilton) & 23I (Online) |
| Students have the opportunity to pursue a topic of their own interest under the guidance of academic staff. | |||
| EDUCA591 | Research-based Inquiry: Informing Practice | 30.0 | 23B (Hamilton) |
| A supported project enabling students to identify and investigate a research question of interest, develop a report that includes implications for professional practice, and resource to disseminate to a relevant audience. | |||
| EDUCA592 | Dissertation | 60.0 | 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| A report on the findings of a theoretical or empirical investigation. | |||
| EDUCA593 | Education Thesis | 90.0 | 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| An externally examined piece of written work that reports on the findings of supervised research. | |||
| EDUCA594 | Education Thesis | 120.0 | 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| An externally examined piece of written work that reports on the findings of supervised research. | |||
| GLOBE500 | Global Trends in Education: Narratives, Agendas and Voices | 30.0 | 23B (Online) |
| This paper considers the narratives, agendas, discourses and voices that have shaped global education trends, and considers their impact on creating more equitable, inclusive, socially just and sustainable educational futures. | |||
| HMDEV500 | Contemporary Issues in Lifespan Development | 30.0 | 23B (Block - Tauranga) |
| This paper focuses on contemporary issues in development across the lifespan with an emphasis on diversity, culture and social justice, and considers the influence of these on life experiences. | |||
| LLTED522 | Teaching Writers | 30.0 | 23A (Online) |
| This paper provides an opportunity for participants to build a professional community in which they critically consider theories, discourses, and experiences that influence writers and teachers of writing. This class layers conceptual and practical elements of writing and teaching writers, and participants are expected to develop d... | |||
| LLTED523 | The Joy and Disruption of Children's Literature | 30.0 | 23B (Online) |
| In this paper we engage with the depth and traditions of current scholarship in the field of children's literature using texts from a wide range of contexts. The course begins by covering a wide scope of current issues in children's literature and ends with an opportunity for students to gain deep knowledge of a topic of their choi... | |||
| MAOED500 | Rangahau Kaupapa Māori - Kaupapa Māori Research | 30.0 | 23X (Hamilton) |
| This paper seeks to explore Kaupapa Maori research theory and methodologies, developing more informed and culturally located and responsive research practice, with a particular focus on researching in Maori educational contexts. | |||
| MAOED501 | Matauranga Reo Māori | 30.0 | 23A (Hamilton) |
| Ka arohaehaehia nga ariaa ako, whakaako raanei i te reo Maori hei reo tuatahi, tuarua ranei, nga momo aromatawai i te reo me te uu o te whakawhitinga ki te whakaako i te reo Maori hei reo tuatahi, tuarua ranei. Ka whakauruhia te huhua o nga take a iwi. A critical examination of theories of first and second language acquisition, lea... | |||
| MAOED502 | Tirohanga Whakahaere | 30.0 | 23A (Hamilton) |
| This paper explores the influence of social, cultural and political factors, nationally and internationally on leadership in Maori medium contexts. It provides participants with the opportunity to examine and inform their own practice of leadership. This paper is suitable for those who currently lead or aspire to lead in Maori medi... | |||
| MAOED503 | Te Whakaora Reo: Matauranga Rumaki | 30.0 | 23X (Hamilton) |
| This paper examines indigenous theory and practice, indigenous language revival and indigenous language revitalisation. It also looks at Maori immersion education activities alongside other indigenous languages initiatives. Also included is an exploration of the way immersion education in overseas contexts can strengthen Maori imme... | |||
| MAOED523 | Māori Educational Policies: Their Development and Some Strategic Responses | 30.0 | 23X (Block - Tauranga) |
| This paper examines the historical and contemporary politics and practices that have contributed to the current education disparities that affect Maori people in particular, but also the wider fabric of New Zealand society. The paper then considers historical and contemporary policies developed to address these disparities and a nu... | |||
| MTHED500 | Mathematics and Statistics Education: Enhancing Practice | 30.0 | 23B (Online) |
| This paper considers effective pedagogical approaches in Aotearoa, New Zealand, that enhance learning and practices in mathematics. It includes critically engaging with research and current debates related to pedagogical content knowledge and culturally responsive pedagogies. | |||
| SCTED512 | Science, Technology and Environmental Education: Innovation and Trends | 30.0 | 23B (Online) |
| This paper aims to help teachers of science, technology or environmental education to develop their knowledge of science, technology or the environment and to consider how this knowledge might be integrated into educational activities. Students will develop an understanding of the wider issues of curriculum and assessment innovatio... | |||
800 Level
| Code | Paper Title | Points | Occurrence / Location |
|---|---|---|---|
| EDUCA800 | Education MPhil Thesis | 120.0 | 23X (Hamilton) |
| No description available. | |||
900 Level
| Code | Paper Title | Points | Occurrence / Location |
|---|---|---|---|
| EDUCA900 | Education PhD Thesis | 120.0 | 23I (Hamilton), 23I (Tauranga), 23J (Hamilton), 23J (Tauranga), 23K (Hamilton), 23L (Tauranga), 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| No description available. | |||
| EDUCA994 | EdD Thesis | 120.0 | 23I (Hamilton) & 23X (Hamilton) |
| No description available. | |||
| EDUCA995 | EdD Research Portfolio | 120.0 | 23I (Hamilton) & 23X (Hamilton) |
| No description available. | |||
Scholarships and prizes
New to Waikato? The International Excellence Scholarship is worth up to $10,000.
Visit our Scholarship Finder for information about possible scholarships
Contacts
Te Kura Toi Tangata School of Education
Phone: 0800 WAIKATO (924 528)
Email: [email protected]