400-level

EPSY411
The Psychology of Learning Environments
Description
This module provides a foundational introduction to the concept of the learning environment in school settings, drawing on key theories from educational and social psychology. It examines how students experience classrooms not only as instructional spaces, but as complex relational, emotional, and systemic contexts that shape their engagement, development, and well-being. Through a critical exploration of frameworks such as Moos’ seminal theory of human environments, Fraser’s learning environment dimensions, the Te Kura Tapa Wha model, Bronfenbrenner’s ecological systems theory, psychological safety theory, and Darling-Hammond’s science of learning and development (SoLD) model, students will analyse how social processes, institutional norms, and relational dynamics interact to influence the tone and quality of classroom life. The module pays particular attention to the affective and interpersonal climate of the classroom, exploring how emotional safety, teacher-student relationships, peer cohesion, and systemic influences impact students’ sense of belonging and ability to participate. Students will engage with research and practice that foregrounds student voice and perception as essential to understanding learning environments. The module concludes by exploring approaches to measuring and evaluating learning environments using student feedback, classroom observation tools, and theory-informed reflection.
Occurrences
Semester Two 2026 (Distance)
Points
5 points
Prerequisites
Subject to approval of the Head of School
Restrictions
EPSY401
EPSY412
Cognitive Architecture and Learning in Education
Description
This module explores the fundamental mental processes that shape how people learn, focusing on how information is perceived, processed, stored, and retrieved. Students will examine the roles of attention, memory, and schema development in supporting learning, and consider how cognitive limitations such as working memory capacity affect instructional effectiveness. Through the study of key cognitive concepts such as encoding, cognitive load, and dual processing, students will learn to critically analyse how the mind manages information and how this understanding can inform the design of learning environments. Practical implications for educational practice will be emphasized, including strategies for reducing overload, enhancing retention, and promoting deep understanding. By the end of the module, students will be able to interpret and apply principles of cognitive functioning to improve teaching and learning, laying the foundation for future exploration of learning strategies, metacognition, and instructional design.
Occurrences
Semester Two 2026 (Distance)
Points
5 points
Prerequisites
Subject to approval of the Head of School
Restrictions
EPSY402
EPSY421
Student Motivation: Theory, Research, and Practice
Description
This module offers an in-depth exploration of contemporary theories of student motivation from educational psychology. It examines how learners’ engagement, persistence, and academic behaviours are shaped by a complex interplay of needs, goals, beliefs, interests, and environmental factors. Through a critical examination of foundational and emerging motivational theories-including Self-Determination Theory, Achievement Goal Theory, Attribution Theory, Self-Efficacy, and Interest Development-students will explore how motivation is not a fixed trait but a dynamic and malleable response to learners' psychological experiences and instructional contexts. The module highlights the importance of understanding motivation as both a personal process (shaped by individual beliefs and perceptions) and a contextual phenomenon (shaped by classroom practices, relational dynamics, and task design). Special attention is given to the classroom as a motivational system, with emphasis on the TARGET model as a practical framework for designing learning environments that promote autonomy, mastery, and engagement. Students will consider how motivation can be supported and undermined through subtle elements of everyday teaching-such as the structure of tasks, opportunities for student choice, feedback practices, and the emotional tone of the classroom.
Occurrences
Semester Two 2026 (Distance)
Points
5 points
Prerequisites
Subject to approval of the Head of School
Restrictions
EPSY401
EPSY422
The Learning Sciences and Effective Instruction
Description
This module investigates the most effective, research-informed learning strategies that promote long-term understanding and flexible application of knowledge. Grounded in contemporary cognitive science, students will explore how different learning strategies influence memory, comprehension, and transfer - and how to design instruction that supports deep, durable learning across diverse educational settings. Students will engage critically with robust empirical research on strategies such as retrieval practice, spacing, interleaving, elaboration, dual coding, and the use of concrete examples. The module also challenges prevalent myths in educational practice, such as learning styles and passive review, fostering the development of an evidence-based mindset. Key questions include: How do we ensure that learners are not just performing in the moment, but retaining knowledge over time? How can we embed desirable difficulties into instruction without overwhelming learners? In addition to exploring the theoretical foundations of learning strategies, students will evaluate their real-world implementation. They will learn to analyse and adapt instructional practices, align strategies with cognitive processes, and make principled decisions about when, how, and for whom particular strategies are effective. Attention is also given to how strategies are taught - including the metacognitive and motivational supports needed to build students' strategy use over time.
Occurrences
Semester Two 2026 (Distance)
Points
5 points
Prerequisites
Subject to approval of the Head of School
Restrictions
EPSY402
EPSY431
Group Processes and Peer Influence in Learning Environments
Description
This module explores how peer dynamics shape the social and academic experience of learners in school settings. Drawing on key theories from social and educational psychology, EPSY431 examines the powerful role of group processes-including cooperation, conformity, social comparison, and identity-in influencing student behaviour, motivation, and engagement. Students will critically engage with classic and contemporary models such as Social Interdependence Theory (Johnson & Johnson), Group Norm Formation and Conformity (Sherif, Asch, Festinger), Social Identity Theory (Tajfel & Turner), and Peer Ecology Models (Farmer & Rodkin). Through these lenses, the module investigates how peer relationships, group norms, and perceived status within classrooms affect students’ academic self-concept, participation, and sense of belonging. Particular attention is paid to the formation of classroom cliques, marginalisation, peer-mediated learning, and the development of inclusive or exclusionary cultures among students. Students will consider how social comparison processes influence achievement behaviour, how in-group/out-group distinctions shape classroom hierarchies, and how peer networks impact educational equity and emotional wellbeing.
Occurrences
Semester Two 2026 (Distance)
Points
5 points
Prerequisites
Subject to approval of the Head of School
Restrictions
EPSY401
EPSY432
Metacognition and Self-Regulated Learning
Description
This module investigates the psychological processes that enable learners to monitor, direct, and evaluate their own learning - collectively known as metacognition and self-regulated learning (SRL). Drawing on key theories from cognitive, developmental, and motivational psychology, students will explore how metacognitive knowledge, monitoring, and control contribute to effective learning and learner agency. Using models such as Flavell’s Metacognitive Theory, Zimmerman’s Cyclical Model, and Winne & Hadwin’s Information Processing Model, the module examines how SRL unfolds in phases - planning, performance, and reflection - and how these interact with beliefs, motivation, and emotion. Students will also explore related constructs including self-efficacy (Bandura), autonomy and motivation (Deci & Ryan), and the development of self-regulation through social interaction and scaffolding (Vygotsky’s Zone of Proximal Development). Emphasis is placed on evidence-based strategies for teaching metacognition, supporting strategy use, and promoting reflective practice across educational contexts. Students will critically evaluate research on metacognitive interventions and consider how self-regulation develops across age groups and learning environments. By the end of the module, students will be able to design learning activities that foster independent, strategic, and self-aware learners.
Occurrences
Semester Two 2026 (Distance)
Points
5 points
Prerequisites
Subject to approval of the Head of School
Restrictions
EPSY402

Postgraduate

EPSY613
Assessment Literacy in Education
Description
This module introduces postgraduate students to the foundational concepts and principles that underpin educational measurement, assessment, and evaluation. Students will explore the distinctions between these constructs and examine their respective purposes and roles in teaching, learning, and system-level decision-making. Through historical, philosophical, and applied lenses, the module considers how assessment practices are embedded within wider educational, social, and policy contexts. Drawing on examples from both Aotearoa New Zealand and international settings, the module encourages students to critically reflect on the assumptions and consequences associated with different types of assessment-formative, summative, diagnostic, and benchmark-and to consider how measurement and evaluation can support or constrain educational equity. Students will be introduced to the roles of norm-referenced and criterion-referenced assessment, the influence of colonisation and Te Tiriti o Waitangi on current assessment practices in Aotearoa, and the impact of global assessment trends such as PISA and TIMSS. EPSY613 provides a conceptual and contextual foundation for students to engage meaningfully with other modules on assessment design, data interpretation, and programme evaluation, while fostering critical awareness of how evidence is generated, interpreted, and used in educational systems.
Occurrences
Semester Two 2026 (Distance)
Points
5 points
Prerequisites
Subject to approval of the Head of School.
Restrictions
EPSY603
EPSY614
Psychological Foundations of Learner Diversity and Inclusion
Description
This module introduces postgraduate students to the psychological principles and frameworks that underpin inclusive and exceptional education. EPSY614 examines how individual differences-cognitive, emotional, behavioural, and neurodevelopmental-are understood, identified, and supported within contemporary schooling systems. An emphasis is placed on how learner diversity is constructed and perceived-not only by professionals, but also by children and young people themselves. The module explores how children and adolescents develop awareness of learner differences, and how these perceptions influence identity, inclusion, and social relationships. It also examines how adults (e.g., teachers, psychologists, wh?nau) make sense of learner diversity based on personal, cultural, and professional belief systems. Students will analyse how such beliefs intersect with assessment, intervention, and support. Drawing on ecological systems theory and lifespan developmental models, the module considers the ethical, cultural, and contextual dimensions of labelling, equity, and inclusive practice. EPSY614 provides a robust psychological foundation for those preparing to work in educational psychology, inclusive education, or research with diverse learners and communities.
Occurrences
Semester Two 2026 (Distance)
Points
5 points
Prerequisites
Subject to approval of the Head of School.
Restrictions
EPSY604
EPSY623
Classroom Investigation for Evidence-Informed Practice
Description
Classroom investigation is a structured process where educators or researchers systematically explore questions or issues related to teaching, learning, or assessment within real classroom environments. It draws from the principles of practitioner inquiry and educational psychology, aiming to generate practical, evidence-informed insights that can improve practice. EPSY623 invites postgraduate students in education and psychology to explore how small-scale, classroom-based investigations can be used to strengthen teaching, learning, and assessment practices. The module focuses on how educators and researchers can investigate teaching contexts by collecting and interpreting meaningful evidence to inform decisions. Students will learn how to frame research questions, collect classroom data ethically and purposefully, and interpret potential findings in context.
Occurrences
Semester Two 2026 (Distance)
Points
5 points
Prerequisites
Subject to approval of the Head of School.
Restrictions
EPSY603
EPSY624
Psychological Assessment and Identification in Education
Description
This module explores the role of psychological assessment in identifying and understanding the diverse needs of learners in educational settings. Students will examine the principles, purposes, and processes of assessment through a critical and inclusive lens, with particular emphasis on cognitive, behavioural, and socioemotional profiles. Drawing on frameworks from educational psychology, the module introduces classification systems (including DSM-5 and ICD-11), dynamic and culturally responsive assessment approaches, and ethical decision-making models. Students will learn how to interpret and communicate assessment findings in ways that support learner development, inform teaching, and uphold equity. Designed for postgraduate students in education and psychology, EPSY624 prepares participants to engage confidently and ethically with assessment practices that shape learning pathways, intervention planning, and inclusive support systems in schools.
Occurrences
Semester Two 2026 (Distance)
Points
5 points
Prerequisites
Subject to approval of the Head of School.
Restrictions
EPSY604
EPSY633
Designing for Learning: Constructing and Critiquing Educational Assessments
Description
In this module, students engage with the design of high-quality assessments that are aligned with learning intentions and responsive to learners’ needs. The course provides a structured exploration of assessment design principles, including alignment with curriculum outcomes, blueprinting, and planning matrices. Students will develop and critique a range of assessment formats, such as selected-response (e.g., multiple-choice), constructed-response, and performance-based tasks, as well as portfolio, self-, and peer-assessment strategies. Emphasis is placed on designing rubrics and marking schemes-both analytic and holistic-and on using item analysis techniques, including difficulty, discrimination, and distractor analysis, to inform assessment quality. The module also explores culturally responsive and inclusive approaches to assessment, encouraging students to consider how design decisions affect learner engagement, fairness, and equity. Digital tools and considerations in online and blended assessment environments are also introduced. By the end of the module, students will have practical experience constructing assessment tasks and critically evaluating their quality using both technical and ethical criteria.
Occurrences
Semester Two 2026 (Distance)
Points
5 points
Prerequisites
Subject to approval of the Head of School.
Restrictions
EPSY603
EPSY634
Understanding Neurodivergence and Diverse Learning Profiles
Description
This module introduces the psychological foundations of neurodivergence and learning diversity in educational settings. Students will explore the characteristics, needs, and strengths of learners with profiles such as specific learning disorders (SLD), attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), speech, language and communication needs (SLCN), intellectual disability (ID), and giftedness-including twice-exceptionality. Drawing on educational, cognitive, social, and developmental psychology, students will learn how to interpret these learner profiles through a strengths-based, non-deficit lens. Emphasis is placed on what educators might notice in classroom and school environments-such as patterns in engagement, communication, behaviour, and learning-and how these observations can inform responsive, inclusive practice. The module promotes ethical and evidence-informed decision-making, with a focus on inclusive and culturally sustaining strategies that enhance participation and wellbeing. Designed for educators, support professionals, and postgraduate students, this module supports the development of psychological literacy and inclusive expertise relevant to diverse and neurodivergent learners.
Occurrences
Semester Two 2026 (Distance)
Points
5 points
Prerequisites
Subject to approval of the Head of School.
Restrictions
EPSY604

Not Offered Courses in 2026

400-level

EPSY401
The Social Psychology of Learning and Teaching
Description
This course explores how social and psychological processes shape learning environments, motivation, relationships, and school climate. Grounded in educational psychology theory, it equips participants to understand the dynamics of classrooms and schools not simply as instructional spaces, but as emotionally, socially, and culturally embedded environments that influence student behaviour, identity, and achievement. Spanning six integrated modules, the course begins with a foundational analysis of learning environments, considering the physical, emotional, and relational conditions that support psychological safety and participation. It then examines theories of student motivation, peer group processes, teacher-student interactions, classroom power and communication, and school-wide factors such as transitions, mental health, and system-level structures. Each module connects key psychological theories to real-world educational settings. Students analyse classroom scenarios, evaluate practices, and design strategies to enhance inclusion, equity, and wellbeing. The final module focuses on social-psychological interventions that use targeted, theory-driven techniques to improve classroom and school climate. This course is particularly suited for educators, education/psychology students, researchers, and educational leaders interested in improving engagement, wellbeing, and achievement through the application of psychological science.
Occurrences
Not offered 2026
For further information see EPSY401 course details
Points
30 points
EPSY402
Cognitive Science and Educational Design
Description
EPSY402 explores how cognitive science informs effective, inclusive, and evidence-based learning design. Students engage with key psychological principles-attention, memory, metacognition, motivation, and feedback-and examine how these shape learning across diverse contexts. Through six modules, students investigate cognitive architecture (EPSY412), evidence-based learning strategies (EPSY622), and self-regulated learning (EPSY432). They explore how feedback supports learning transfer (EPSY442), critically evaluate cultural and contextual influences on cognition (EPSY452), and apply research to real-world instructional design (EPSY462). The course combines theory, research critique, and applied design tasks. Students learn to analyse how people learn, question common myths, and create learning experiences that are grounded in psychological science, responsive to diverse learners, and adaptable to real-world educational settings.
Occurrences
Not offered 2026
For further information see EPSY402 course details
Points
30 points
EPSY441
The Psychology of Teaching: Beliefs, Behaviour, and Influence
Description
This module examines the psychological research on teachers and teacher influence within classroom environments. Focusing on the intersection of cognition, emotion, and behaviour, EPSY441 explores how teachers’ beliefs, expectations, communication styles, and classroom management strategies shape student learning and well-being. Drawing on theories from educational psychology, the module begins by investigating how teacher expectations affect student achievement and academic self-concept through processes such as attribution, bias, and feedback. Students will then examine how social perception and implicit beliefs about student identity influence instructional decision-making and relational dynamics, particularly in diverse and inclusive classrooms. The course also explores the powerful role of verbal and nonverbal communication in establishing emotional tone, motivating learners, and conveying relational messages. Building on this, students will engage with research on authority, discipline, and the motivational climate of classrooms, with an emphasis on autonomy-supportive practices and the ethical use of teacher power. The module concludes by turning inward, considering how teacher self-efficacy, emotional regulation, and professional identity development affect both classroom practice and teacher well-being. Across all topics, students will apply theory to reflect on their own practice and analyse the psychological foundations of effective, equitable teaching.
Occurrences
Not offered 2026
For further information see EPSY441 course details
Points
5 points
EPSY442
The Psychology of Feedback and Learning Transfer
Description
This module examines how feedback supports durable learning and facilitates the transfer of knowledge and skills across tasks, contexts, and time. Integrating research from cognitive and educational psychology, students will investigate how feedback can be designed and delivered to enhance not only immediate performance but long-term retention and flexible application. Students will explore the types and functions of feedback-including task-level, process-level, and self-regulatory feedback-and analyse the cognitive mechanisms that make feedback effective or ineffective. uptake and impact. The module also delves into the science of learning transfer, where students will engage with concepts such as near and far transfer, transfer-appropriate processing, and the design strategies of hugging (practice embedded in transfer-like tasks) and bridging (explicit abstraction and connection-making). Research on retrieval-based learning, including the testing effect and desirable difficulties, will be used to show how feedback and assessment can be co-designed to optimise long-term learning. Barriers to effective feedback and transfer will also be addressed, including student misinterpretation, over-reliance on evaluative feedback, and systemic challenges in applying learning across settings. By the end of the module, students will be able to design feedback systems and instructional environments that promote adaptive expertise, transferable knowledge, and lifelong learning skills.
Occurrences
Not offered 2026
For further information see EPSY442 course details
Points
5 points
EPSY451
Psychological Perspectives on Schooling and Student Outcomes
Description
This module provides an in-depth exploration of how school-wide structures and institutional practices influence student development, engagement, and wellbeing through an educational psychology lens. Drawing on theories and research about motivation, identity, self-concept, resilience, and family-school relationships, students will critically examine how broader school-level factors shape learners’ psychological experiences and educational outcomes. The module investigates the psychological impacts of different school structures and settings, such as school type, size, composition, and the organisation of instructional practices, including ability grouping and tracking. Students will explore how systemic factors influence learners’ self-perceptions, motivation, coping skills, and academic adjustment, especially during critical school transitions. Further, the module evaluates whole-school mental health initiatives, examining psychological frameworks that foster resilience, emotional health, and flourishing within educational environments. Additionally, the module addresses the critical role of family-school relationships, exploring psychological models of parental involvement, family-school communication, and partnership-building. Throughout the module, students will develop the analytical skills necessary to assess how institutional-level practices either enable or limit equitable opportunities, inclusion, and psychological wellbeing for all students.
Occurrences
Not offered 2026
For further information see EPSY451 course details
Points
5 points
EPSY452
Critical Perspectives on Cognitive Science in Education
Description
This module invites students to critically examine the cultural and contextual assumptions that underpin cognitive science and its application in education. While other modules have explored the mechanisms and strategies that support learning, this one turns the lens outward - asking how learners’ social identities, cultural norms, institutional settings, and lived experiences shape cognition and learning processes. Students will explore critiques of "universal" models of learning and engage with alternative or complementary perspectives, including sociocultural theory, culturally responsive pedagogy, decolonising education, and indigenous knowledge systems. They will examine how factors like language, values, power, race, gender, and epistemology intersect with cognition, and how educational practices informed by cognitive science can either support or marginalise learners depending on how they are implemented. The goal of this module is to foster intellectual humility, critical reflection, and cultural responsiveness in future educators and researchers. It encourages students to not only evaluate what cognitive science explains well, but also to recognise its limitations - and to consider how broader human experiences and contexts might be more fully integrated into how we understand learning.
Occurrences
Not offered 2026
For further information see EPSY452 course details
Points
5 points
EPSY461
Designing Social-Psychological Interventions for Positive School and Classroom Climates
Description
This module examines how targeted, theory-driven psychological interventions can be used to create more inclusive, equitable, and emotionally supportive school environments. Drawing on research from educational and social psychology, the course focuses on strategically designed interventions that reshape students’ beliefs, perceptions, emotions, and social relationships in ways that lead to lasting change. The module begins by establishing foundational principles of social-psychological intervention, emphasising the importance of psychological precision, ecological fit, cultural responsiveness, and timing. Students explore why such interventions are often effective despite being low-cost and "light-touch," and how they differ from traditional pedagogical or behavioural strategies. Using case studies of internationally recognised programmes-such as the Finnish KiVa antibullying programme-students critically analyse real-world applications, including their theoretical underpinnings, design choices, and contextual limitations. Emphasis is placed on how social norms, identity, peer dynamics, and teacher-student relationships can be intentionally shaped to promote safety, inclusion, and engagement across diverse school settings. Students will leave this module with a practical and conceptual toolkit for designing, evaluating, and adapting interventions that support positive classroom and school climates.
Occurrences
Not offered 2026
For further information see EPSY461 course details
Points
5 points
EPSY462
Translating Cognitive Science into Educational Design
Description
This module explores how insights from cognitive science can be systematically applied to the design of inclusive, effective, and contextually responsive learning experiences. Students engage with the complexities of instructional design, drawing on foundational and contemporary psychological principles-such as memory, attention, metacognition, feedback, and motivation-to guide decisions around content sequencing, task design, and learner support. Rather than focusing on isolated strategies, the module introduces students to the full design process: from aligning learning outcomes and selecting cognitive supports, to anticipating learner variability and evaluating instructional impact. Key tensions-such as fidelity versus flexibility, surface performance versus durable learning, and the challenge of applying research in diverse real-world settings-are critically examined. Students analyse how educators interpret, adapt, or misapply research, and how cognitive biases, professional judgement, and contextual constraints influence design decisions. They also explore the ethical and cultural dimensions of educational design, identifying when learning environments support or marginalise particular learners or ways of knowing. The module integrates emerging perspectives from applied cognitive psychology-including desirable difficulties, cognitive offloading, and prediction error-and design approaches such as constructive alignment, backward design, and design thinking.
Occurrences
Not offered 2026
For further information see EPSY462 course details
Points
5 points

Postgraduate

EPSY603
Assessment, Measurement, and Evaluation in Education: Bridging Research and Practice
Description
EPSY603 explores the principles and practices of educational assessment, measurement, and evaluation, equipping students to engage thoughtfully with data, design, and decision-making in diverse educational contexts. Grounded in both local and global perspectives, including the unique cultural and policy landscape of Aotearoa New Zealand, the course examines how assessment and evaluation can support equitable and meaningful learning. Through six modules, students will develop critical understanding of key concepts such as reliability, validity, and fairness; build skills in designing and interpreting assessments; and apply research-informed frameworks to evaluate educational programmes. The course balances conceptual depth with practical relevance, preparing educators, researchers, and policy professionals to use evidence in ways that are contextually responsive and pedagogically sound.
Occurrences
Not offered 2026
For further information see EPSY603 course details
Points
30 points
EPSY604
Educational Psychology for Unique Learner Needs and Support
Description
EPSY604 provides a comprehensive introduction to the psychological foundations of diverse learner profiles and the systems that support them in educational settings. Anchored in educational psychology, this course equips postgraduate students to understand, interpret, and respond to the complex and varied needs of children and young people in schools. Across six integrated modules, students examine the psychological, emotional, behavioural, and contextual dimensions of learner diversity - exploring topics such as classification systems (e.g., DSM-5, ICD-11), psychoeducational assessment, neurodivergence, learning differences, emotional regulation, trauma-informed support, and functional behaviour assessment. Emphasis is placed on the application of psychological theory to inclusive practice and the interpretation of learner needs through ethical, strengths-based, and culturally responsive lenses. The course also develops students’ capacity to engage in interdisciplinary collaboration and to contribute meaningfully to team-based support planning, drawing on multi-tiered systems of support (MTSS) and ecological approaches. Through case-based assessments and applied analysis, students will learn to interpret psychological profiles, evaluate support strategies, and navigate complex educational scenarios with clarity, compassion, and evidence-informed insight.
Occurrences
Not offered 2026
For further information see EPSY604 course details
Points
30 points
EPSY643
Reading the Evidence: Interpreting Data in Educational Contexts
Description
This module develops students’ confidence and competence in interpreting and communicating educational assessment data. Focusing on foundational data literacy, the course introduces key statistical concepts such as measures of central tendency, variability, and standardised score types, including raw scores, percentiles, and z-scores. Students will engage with data visualisation strategies to support clear and meaningful reporting in schools, tertiary institutions, and across educational systems. Emphasis is placed on using data to inform teaching, support learning, and drive decision-making-particularly within the Aotearoa New Zealand context. Students will also critically evaluate the interpretation of standardised test reports, including tools such as PATs and NCEA data summaries, and consider how assessment data reflects patterns of student performance over time. Throughout the course, students are encouraged to think critically about the limitations of quantitative data and the value of mixed-methods insights, while reflecting on the ethical and practical dimensions of educational evidence use. By the end of the module, students will be able to interpret assessment data with precision, communicate findings effectively, and apply their skills to support evidence-informed educational practice.
Occurrences
Not offered 2026
For further information see EPSY643 course details
Points
5 points
EPSY644
Student Emotion, Regulation, and Trauma-Related Experiences
Description
This module explores the psychological and developmental foundations of student emotion and regulation in educational contexts. It examines how both positive and negative emotional experiences shape learning, identity, behaviour, and classroom participation. Students will investigate how emotions such as joy, pride, shame, anxiety, and frustration emerge in response to school environments, and how these can influence motivation, relationships, and achievement. A particular emphasis is placed on understanding the emotional needs of students experiencing chronic stress, trauma-related adversity, and disrupted attachment. These experiences may manifest as dysregulation, withdrawal, perfectionism, or oppositionality, and can be more constructively understood as communicative signals rather than mere behavioural "problems." Drawing on research from multiple domains of psychology, students will analyse the interplay between emotion, environment, and neurodevelopment. They will critically evaluate inclusive, culturally responsive strategies to foster emotional wellbeing, relational safety, and resilience in school settings. Through applied analysis, this module prepares education professionals and researchers to design informed, ethical, and strengths-based responses that support the full emotional lives of learners.
Occurrences
Not offered 2026
For further information see EPSY644 course details
Points
5 points
EPSY653
Evaluating with Purpose: Programme & Policy Evaluation in Education
Description
Evaluation plays a critical role in driving educational improvement at the classroom, institutional, and policy levels. This module introduces students to foundational models and methods used to evaluate educational programmes and policies. Emphasis is placed on designing evaluations that are methodologically sound, ethically responsible, and contextually relevant. Students will engage with established frameworks such as logic models, the CIPP model, and the Kirkpatrick model, and will explore strategies for stakeholder engagement, mixed methods design, and impactful reporting. Case studies drawn from both Aotearoa New Zealand and international settings provide insight into real-world evaluation challenges and policy responses. By the end of the course, students will be equipped to critically design, interpret, and communicate programme and policy evaluations in a range of educational contexts.
Occurrences
Not offered 2026
For further information see EPSY653 course details
Points
5 points
EPSY654
Understanding Challenging Behaviour and Designing Support Strategies
Description
This module examines the psychological foundations of challenging behaviour in educational settings and prepares students to design and implement effective, inclusive, and context-sensitive support strategies. The course foregrounds Functional Behaviour Assessment (FBA) and its application to help educators and psychologists understand why behaviours occur and how to respond proactively. Emphasising the importance of ecological, developmental, and motivational perspectives, the module supports students to critically analyse behaviour in light of systemic, relational, and emotional factors. Through the ABC model, applied behavioural analysis, and cognitive-behavioural frameworks, learners will explore how to identify the function of behaviour and design interventions that meet the underlying needs of learners, rather than focusing on surface-level compliance. Building on these foundations, EPSY654 introduces multi-tiered systems of support (MTSS), including universal, targeted, and intensive intervention strategies. Students are supported to evaluate and design support plans that are equitable, sustainable, and grounded in implementation science and ethical practice. By the end of the module, students will have developed a critical and applied understanding of behaviour as both a psychological and social phenomenon—and the skills to design interventions that are preventative, educational, and relationally attuned.
Occurrences
Not offered 2026
For further information see EPSY654 course details
Points
5 points
EPSY663
Assessment in a Complex World: Ethics, Culture, and the Politics of Evidence in Education
Description
Assessment is not a neutral process. This module challenges students to critically examine the social, cultural, and political forces that shape how assessment is designed, implemented, and interpreted in educational contexts. Drawing on psychological theories of learning, motivation, and bias, students will explore how high-stakes testing, accountability regimes, and global comparisons (such as PISA) influence both educational systems and individual behaviour. The course interrogates the role of assessment in reinforcing or challenging systemic inequities, with attention to the experiences of diverse learners and the responsibilities of assessors. Students will engage with contemporary debates around fairness, access, and the ethical use of data, including the implications of AI and algorithmic technologies in educational measurement. Key topics include culturally sustaining assessment practices, assessment equity in Aotearoa New Zealand, and the psychological impact of testing on learners and educators. By the end of the module, students will be equipped to analyse assessment systems through a critical psychological lens and advocate for ethical, inclusive, and contextually responsive approaches to evidence use in education.
Occurrences
Not offered 2026
For further information see EPSY663 course details
Points
5 points
EPSY664
Working Together: Collaboration, Ethics, and Consultation in Education
Description
This final module explores the psychological foundations and applied strategies of professional collaboration and consultation in inclusive education. It focuses on the relational, cognitive, and ethical dimensions of working alongside teachers, specialists, whanau, and learners to support meaningful change. Drawing on psychological science, this module introduces models of collaborative problem-solving, systems-informed decision-making, and culturally responsive partnership. It places particular emphasis on the role of consultation in supporting equity, inclusion, and adaptive intervention planning in real school contexts. Students will engage with dilemmas of shared responsibility, role negotiation, and consultation in ethically complex and culturally diverse environments. By the end of the course, students will be equipped to participate in and lead collaborative practices that centre student needs while navigating power, context, and evidence with professionalism and care.
Occurrences
Not offered 2026
For further information see EPSY664 course details
Points
5 points
EPSY696
Special Topic: Assessment Literacy in Education
Description
This short course introduces postgraduate students to the foundational knowledge, skills, and dispositions that underpin effective assessment practice in education. Framed by the concept of assessment literacy, EPSY696 explores how assessment functions as a pedagogical tool that shapes teaching, learning, and decision-making across multiple levels of the education system. Students will investigate key features of high-quality assessment, including validity, reliability, and fairness, and differentiate between formative, summative, diagnostic, and benchmark approaches. Case examples from Aotearoa New Zealand and international settings situate assessment within wider historical, cultural, and political contexts. As a foundation for further study in assessment design, data interpretation, and evaluation, this module supports students to: (1) develop clear conceptual understanding of assessment terms and purposes; (2) examine how data inform teaching and system accountability; (3) identify ethical, cultural, and contextual considerations; and (4) reflect on their own developing assessment literacy. EPSY696 equips educators and educational leaders to become thoughtful, informed users of assessment - not just as technical processes, but as contextually grounded and ethically responsible practices.
Occurrences
Not offered 2026, offered in 2025
For further information see EPSY696 course details
Points
5 points