General information

Students need to receive a satisfactory grade at the completion of the Professional Experience placement and achieve a grade of 50% or more in order to be eligible to pass this unit.

Detailed information for each individual assessment can be found on the iLearn site under Assessment.

Please follow these guidelines when you submit each assignment:

• Allow a left and right-hand margin of at least 2cm in all assignments.
• Please type all assignments using 12-point font and 1.5 spacing.
• All assessments must be submitted through turnitin in .doc or .pdf format for submission.
• Faculty assignment cover sheets are NOT required for this unit.

Draft Submissions & Turnitin Originality Reports

• Students may use Turnitin’s Originality Report as a learning tool to improve their academic writing if this option is made available in the unit.
• Students are strongly encouraged to upload a draft copy of each assessment to Turnitin at least one week prior to the due date to obtain an Originality Report.
• The Originality Report provides students with a similarity index that may indicate if plagiarism has occurred. Students will be able to make amendments to their drafts prior to their final submission on the due date.
• Only one Originality Report is generated every 24 hours up to the due date.

When preparing your assignments, it is essential that:

• Students must retain a copy of all assignments before submission, and retain the copy until your final grade for the subject has been received;
• Marks will be deducted if you submit your assessment late (refer to the ‘late assessments’ section below for more details);
• Unless there are exceptional circumstances, no assessment will be accepted after the date that the assessment has been returned to other students.
• If an assessment is considered to be below passing standard, another staff member on the unit will provide a second opinion. No failed assessment may be re-submitted.

Late Assessments:

A deduction of 5% of the total possible mark allocated for that assessment would be made for each day or part day that assessment is late, weekends counting as two days. For example, if an assessment is worth 20 marks and you submit it 2 days late, you will have 2 marks (2 x 5% of 20 marks) subtracted from your awarded mark.

Extensions:

In extenuating circumstances, students may apply to the unit coordinator for an extension to the assessment due date. Reasons for the extension need to be documented through the special consideration form accessible through ask.mq.edu.au and supported (e.g., a doctor’s certificate in the case of illness).

Note that:

• Students MUST speak with the unit coordinator prior to submitting their request through https://ask.mq.edu.au
• Extensions will only be granted in receipt of the completed form submitted through ask.mq.edu.au plus documentation.
• Emails are not appropriate means of extension requests.
• It is essential that you plan ahead and organise your study time effectively. Poor time management is not grounds for an extension.
• In the case of computer malfunction, a draft of your assignment may be requested. Please ensure that you print out a draft regularly, so that it is available for submission on request.   
• Extensions are usually not granted on the due date.

Referencing: 

All assignments should cite and provide full bibliographical details of all material that you have used to inform or support your ideas. At the Institute of Early Childhood, students are required to use the American Psychological Association (APA) referencing procedures. Full details about how to cite and reference correctly can be found in Perrin (2015) and in the IEC Referencing Guide on iLearn. All students will need to download this guide and use it as they prepare their assignment.

Highly recommended text

Perrin, R. (2015). Pocket guide to APA style (5th ed.). Wadsworth: Cengage Learning.

Grades

The final grade a student receives signifies their overall performance in meeting the learning outcomes for the unit. The number assigned to a grade (Standard Numerical Grade or SNG) reflects the extent to which student attainment matches the grade descriptors.

Your raw mark for the unit (i.e., the total of your marks for each assessment item) may not be the same as the SNG which you receive. Results may be scaled to ensure there is a degree of comparability across the university, so that units with the same past performances of their students should achieve similar results. The process of scaling does not change the order of marks among students. A student who receives a higher raw score mark than another will also receive a higher final scaled mark.

HD           High Distinction  85-100% 

Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the discipline.

D             Distinction  75-84%

Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience.

Cr            Credit  65-74%

Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the discipline.

P              Pass  50-64%

Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes.

F              Fail  0-49%

Does not provide evidence of attainment of learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline.

Please note: It is the responsibility of individual students to be aware of pre and co requisites throughout their program. If you are considering withdrawing from this unit please seek academic advice as this may impact on your progression throughout the degree.

Students should read this unit outline carefully at the start of semester.  It contains important information about the unit.  If anything in it is unclear, please consult the Unit Coordinator.

Requirements for this unit:

The timetable for classes can be found on the University web site at: https://timetables.mq.edu.au/2015/

• There will be four (4) day sessions for this unit throughout the semester. Attendance is compulsory. These sessions have been scheduled on the following Fridays:
  • 6^th March
  • 27^th March
  • 8^th May
  • 5^th June

Classes will be held in X5B 041 from 9am – 4pm. Students are expected to attend for the full day.

1.     Required Textbooks

These texts can be purchased from the http://www.unibooks.com.au

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2012). Programming and planning in early childhood settings. (5th ed.) Victoria: Thomson.

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice. (3rd ed.). NSW: Pearson Education.

Porter, L. (2008). Young children’s behaviour: Practical approaches for caregivers and teachers. (3rded.). Sydney: MacLennan and Petty.

2.     Weekly required reading schedule:

There is a combination of readings from your textbooks and readings which can be sourced via Multisearch on the library website. A link is available through iLearn under: Learning support & resources.

Week 1

Textbooks:

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2012). Programming and planning in early childhood settings. (5th ed.) Victoria: Thomson. (Chapter 8)

Porter, L. (2008). Young children’s behaviour: Practical approaches for caregivers and teachers. (3^rd ed.). Sydney: MacLennan and Petty. (Chapters 1 & 2)

Reading 1

Early Years Learning Framework:

http://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf (you will be familiar with this document but please browse through and start to think about working with children 2-5 years).

Week 2

Textbooks:

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice. (3^rd ed.). NSW: Pearson Education. (Chapter 9)

Porter, L. (2008). Young children’s behaviour: Practical approaches for caregivers and teachers. (3^rd ed.). Sydney: MacLennan and Petty. (Chapter 13)

Reading 2

Curtis, D., & Carter, M. (2008). Learning together with young children: A curriculum framework for reflective teachers. St. Paul, MN: Red Leaf Press (Chapter 6)

Week 3

Textbooks:

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2012). Programming and planning in early childhood settings. (5th ed.) Victoria: Thomson. (Chapter 10)

Porter, L. (2008). Young children’s behaviour: Practical approaches for caregivers and teachers. (3^rd ed.). Sydney: MacLennan and Petty. (Chapter 14)

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice. (3^rd ed.). NSW: Pearson Education. (Chapter 25)

Reading 3

Epstein, A.S.(2015). The intentional teacher. Choosing the best strategies for young children’s learning. Washington: NAEYC. (Chapter 1)

 Week 4

Textbooks:

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice. (3^rd ed.). NSW: Pearson Education. (Chapter 22).

Reading 4

Derman-Sparks, L, LeeKeenan, L, & Nimmo, J (2015). Leading anti-bias early childhood programs. A guide for change. New York: Teachers College Press. (Chapter 3)

Reading 5

Derman-Sparks, L. & Olsen Edwards, J. (2010). Anti bias education for young children and ourselves. (2^nd ed.). Washington DC: NAEYC. (Chapter 1 downloadable from: http://www.naeyc.org/store/files/store/TOC/254.pdf)

Week 5

Textbooks

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2012). Programming and planning in early childhood settings. (5th ed.) Victoria: Thomson. (Chapter 11)

Porter, L. (2008). Young children’s behaviour: Practical approaches for caregivers and teachers. (3^rd ed.). Sydney: MacLennan and Petty. (Chapter 11)

Reading 6

2015 Institute of Early Childhood, Macquarie University Professional Experience Handbook. Retrieved from: http://www.iec.mq.edu.au/current_students/current_undergraduate_students/professional_experience/

Week 6

Textbooks:

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2012). Programming and planning in early childhood settings. (5th ed.) Victoria: Thomson. (Chapter 7 & 8)

Porter, L. (2008). Young children’s behaviour: Practical approaches for caregivers and teachers. (3^rd ed.). Sydney: MacLennan and Petty. (Chapters 8)

Reading 7

Curtis, D., & Carter, M. (2013). The art of awareness: How observation can transform your teaching (2nd ed.). St. Paul, MN: Red Leaf Press.  (Chapter 14)

Week 9

Textbooks:

Porter, L. (2008). Young children’s behaviour: Practical approaches for caregivers and teachers. (3^rd ed.). Sydney: MacLennan and Petty. (Chapters 3 & 4)

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice. (3^rd ed.). NSW: Pearson Education. (Chapter 25)

Week 10

Textbooks:

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2012). Programming and planning in early childhood settings. (5th ed.) Victoria: Thomson. (Chapter 9)

Reading 8

Fleet, A., Honig, T., Robertson, J., Semann, A. & Shepherd, W. (2011). What's pedagogy anyway. Retrieved from:

http://www.cscentral.org.au/Resources/what-is-pedagogy-anyway-.pdf

Week 11

Reading 9

Connor, J. (2012). Foundations for learning: Relationships between the early years learning framework and the Australian curriculum (An ECA–ACARA paper). Retrieved from: http://foundationinquirylearning.global2.vic.edu.au/files/2013/06/ECA_ACARA_Foundations_Paper-2cq59mi.pdf

Reading 10

Dockett. S. & Perry, B. (2014). Continuity of learning: A resource to support effective transition to school and school aged care. Retrieved from: http://docs.education.gov.au/node/36571

Week 12

Textbook:

Porter, L. (2008). Young children’s behaviour: Practical approaches for caregivers and teachers. (3^rd ed.). Sydney: MacLennan and Petty. (Chapters 16 & 17)

Reading 11

Ashton, J., Woodrow, C., Johnston, C., Wangmann, J., Singh, L., & James, T. (2008). Partnerships in learning: linking early childhood services, families and schools for optimal development. Australian Journal of Early Childhood, 33(2), 10-16. 

3. Assumed Texts

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2012). Programming and planning in early childhood settings (5th ed.). Victoria: Cengage Learning Australia Pty Limited.

Crowther, I. (2011). Creating effective learning environments (3rd ed.). Ontario: Thomson.

These texts can be purchased from Mia Mia Child & Family Study Centre. Please complete order form located on iLearn Learning Support & Resources tab and email to administration.miamia@mq.edu.au to place your order.

Mia Mia Child & Family Study Centre. (2014). A glimpse into an early childhood learning environment: Mia Mia. Sydney: Macquarie University.

Mia Mia Child & Family Study Centre. (2014). Play and materials for children birth to two years. Sydney: Macquarie University.

Mia Mia Child & Family Study Centre. (2013). The language of three things: Lids, gumnuts and cups. Sydney: Macquarie University.

Perrin, R. (2012). Pocket guide to APA style (4th ed.). Wadsworth: Cengage Learning.

The following texts can be downloaded from the links:

Australian Government Department of Education Employment and Workplace Relations. (2009). Belonging, being & becoming: The early years learning framework for Australia.  Australia: Commonwealth of Australia. Retrieved from http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf

Australian Government Department of Education Employment and Workplace Relations. (2010). Educators being, belonging & becoming: Educators’ guide to the early years learning framework of Australia.  Australia: Commonwealth of Australia. Retrieved from http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/educators_guide_to_the_early_years_learning_framework_for_australia.pdf

Early Childhood Australia. (2006). Early childhood Australia code of ethics.  Retrieved from http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/07/code_of_ethics_brochure_print_2010.pdf

NSW Department of Community Services. (2002). NSW Curriculum framework for children's services: The practice of relationships.  Sydney: Office of Childcare. Retrieved from http://www.community.nsw.gov.au/docswr/_assets/main/documents/childcare_framework.pdf

4. Highly Recommended Reading

Reflective Practice

Perry, R. (2004). Teaching practice for early childhood: A guide for students. (2nd ed.). London: Routledge Falmer.

Focus on children

Curtis, D., & Carter, M. (2008). Learning together with young children: A curriculum framework for reflective teachers. Minnesota: Redleaf Press.

Fleet, A., & Robertson, J. (2004). Overlooked curriculum: Seeing everyday possibilities. Canberra: Early Childhood Australia.

Gonzalez-Mena, J,, & Eyer, D. (2007). Infants, toddlers and caregivers. (7th ed.) Boston: McGraw Hill

Gonzalez-Mena, J. (2004). Foundations: Early childhood education in a diverse society. (3rd ed.). California: Mayfield Publishing.

Hendrick, J. & Weissman, P (2007). Total learning: Developmental curriculum for the young child. (7th ed.). Columbus: Merrill Publishing.

Honig, A. (2002). Secure relationships: Nurturing infant/toddler attachment in early care settings. Washington: NAEYC.

Lady Gowrie Child Centre (1997). More than one way to plan: A practical approach to planning and programming in early childhood. Sydney: Lady Gowrie Child Centre.

Patterson, C., & Fleet, A. (2003). Meaningful planning: Rethinking teaching and learning relationships. Canberra: AECA

Social Justice Issues

Dau, E. (2001). The anti-bias approach in early childhood. Sydney: Longman.

Gonzalez-Mena, J. (2007). Diversity in care and education: Honoring differences (5th ed.). New York: McGraw Hill.

Klein, M. D. & Chen, D. (2001). Working with children from culturally diverse backgrounds. Clifton Park NY: Delmar Cengage Learning.

Pelo, A., & Davidson, F. (2000). That’s not fair: A teacher’s guide to activism with young children. Minnesota: Redleaf Press.

Robinson, K.H., & Jones-Diaz, C. (2006). Diversity and difference in early childhood education: Issues for theory and practice. Berkshire, UK: Open University Press.

 Curriculum Decision Making

Curtis, D., & Carter, M. (2013). The art of awareness: How observation can transform your teaching (2nd ed.). St. Paul, MN: Red Leaf Press.

Fleet, A., & Patterson, C. (2011). Seeing assessment as a stepping stone: Thinking in the context of the EYLF. Deakin West, ACT: Early Childhood Australia Inc

Fleet, A., Patterson, C., & Robertson, J. (Eds.). (2006). Insights: Behind early childhood pedagogical documentation. Sydney: Pademelon Press.

Fleet, A., Patterson, C., & Robertson, J. (Eds.). (2012). Conversations: Behind early childhood pedagogical documentation. Sydney: Pademelon Press.

Goodfellow, J. (2009). The early years learning framework: Getting started. Canberra: ECA.

Helm, J. & Katz, L. (2001). Young investigators: The project approach in the early years. New York: Teachers College Press.

Helm, J., & Beneke, S. (Eds.). (2003). The power of projects: Meeting contemporary challenges in early childhood classrooms – Strategies and solutions. New York: Teachers College Press.

Hill, L., Stremmel, A. & Fu, V. (2005). Teaching as inquiry: Rethinking curriculum in early childhood education. Boston: Pearson Education.

Jones, E., & Nimmo J. (1994). Emergent curriculum. Washington: NAEYC.

Patterson, C., & Fleet, A. (2011). Planning in the context of the EYLF: Powerful, practical and pedagogically sound. Canberra: ECA

Raban, B., Margetts, K., Church, A. & Deans, J. (2010). The early years learning framework in practice: A handbook for educators and parents. Albert Park: Teaching Solutions.

 Ideas from Reggio Emilia

Cadwell, L. (1997). Bringing Reggio Emilia home: An innovative approach to early childhood education.  New York: Teachers College Press.

Cadwell, L. (2003). Bringing learning to life: The Reggio approach to early childhood education. New York: Teachers College Press.

Edwards, C., Gandini, L. & Forman, G. (Eds.). (1998). The hundred languages of children: The Reggio Emilia approach – Advanced reflections.(2nd ed.). Connecticut: Ablex Publishing. 

Millkan, J. (2003). Reflections: Reggio Emilia principles within Australian contexts. Sydney: Pademelon Press.

Representations of Learning

Gandini, L., Hill, L., Cadwell, L. & Schwall, C. (Eds.). (2005). In the spirit of the studio: Learning from the atelier of Reggio Emilia. New York: Teachers College Press.

Kolbe, U. (2005). It’s not a bird yet: The drama of drawing. Bryon Bay: Peppinot Press.

Kolbe, U. (2001). Rapunzel’s supermarket: All about young children and their art. Sydney: Peppinot Press.

 Transition to School

Dockett, S., & Perry, B. (2006) Starting school: A handbook for early childhood educators. Castle Hill: Pademelon Press.

Dockett, S., & Perry, B. (2001). Beginning school together: Sharing strengths. Canberra: Australian Early Childhood Association.

Dockett, S., & Perry, B. (2007). Transitions to school: Perceptions, expectations, experiences. Sydney: UNSW.

Pianta, R. C., & Cox, M. J. (Eds.). (1999). The transition to kindergarten. Baltimore: P. Brookes Publications.

Pianta, R.C., & Kraft-Sayre, M. (2003). Successful kindergarten transition. Your guide to connecting children, families & schools. Baltimore: Brookes.

Some Useful Journals

Australian Journal of Early Childhood

Contemporary Issues in Early Childhood (online journal www.triangle.co.uk/ciec)

Early Child Development and Care

Early Childhood Education Journal

Early Childhood Research and Practice (online journal http://ecrp.uiuc.edu/index.html)

Early Childhood Research Quarterly

Early Years: An International Journal of Research and Development

International Journal of Early Childhood

International Journal of Early Years Education

Some Useful Websites

Early Childhood Australia: http://www.earlychildhoodaustralia.org.au/

National Association for the Education of Young Children: http://www.naeyc.org

Grades

The final grade a student receives signifies their overall performance in meeting the learning outcomes for the unit. The number assigned to a grade (Standard Numerical Grade or SNG) reflects the extent to which student attainment matches the grade descriptors.

Your raw mark for the unit (i.e., the total of your marks for each assessment item) may not be the same as the SNG which you receive. Results may be scaled to ensure there is a degree of comparability across the university, so that units with the same past performances of their students should achieve similar results. The process of scaling does not change the order of marks among students. A student who receives a higher raw score mark than another will also receive a higher final scaled mark.

HD           High Distinction  85-100% 

Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the discipline.

D             Distinction  75-84%

Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience.

Cr            Credit  65-74%

Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the discipline.

P              Pass  50-64%

Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes.

F              Fail  0-49%

Does not provide evidence of attainment of learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline.

General information

Students need to receive a satisfactory grade at the completion of the Professional Experience placement and achieve a grade of 50% or more in order to be eligible to pass this unit.

Detailed information for each individual assessment can be found on the iLearn site under Assessment.

Please follow these guidelines when you submit each assignment:

• Allow a left and right-hand margin of at least 2cm in all assignments.
• Please type all assignments using 12-point font and 1.5 spacing.
• All assessments must be submitted through turnitin in .doc or .pdf format for submission.
• Faculty assignment cover sheets are NOT required for this unit.

Draft Submissions & Turnitin Originality Reports

• Students are strongly encouraged to upload a draft copy of each assessment to Turnitin at least one week prior to the due date to obtain an Originality Report.
• The Originality Report provides students with a similarity index that may indicate if plagiarism has occurred. Students will be able to make amendments to their drafts prior to their final submission on the due date.
• Only one Originality Report is generated every 24 hours up to the due date.

When preparing your assignments, it is essential that:

• Students must retain a copy of all assignments before submission, and retain the copy until your final grade for the subject has been received;
• Marks will be deducted if you submit your assessment late (refer to the ‘late assessments’ section below for more details);
• Unless there are exceptional circumstances, no assessment will be accepted after the date that the assessment has been returned to other students.
• If an assessment is considered to be below passing standard, another staff member on the unit will provide a second opinion. No failed assessment may be re-submitted.

Late Assessments:

A deduction of 5% of the total possible mark allocated for that assessment would be made for each day or part day that assessment is late, weekends counting as two days. For example, if an assessment is worth 20 marks and you submit it 2 days late, you will have 2 marks (2 x 5% of 20 marks) subtracted from your awarded mark.

Extensions:

In extenuating circumstances, students may apply to the unit coordinator for an extension to the assessment due date. Reasons for the extension need to be documented through the special consideration form accessible through ask.mq.edu.au and supported (e.g., a doctor’s certificate in the case of illness).

Note that:

• Students MUST speak with the unit coordinator prior to submitting their request through https://ask.mq.edu.au
• Extensions will only be granted in receipt of the completed form submitted through ask.mq.edu.au plus documentation.
• Emails are not appropriate means of extension requests.
• It is essential that you plan ahead and organise your study time effectively. Poor time management is not grounds for an extension.
• In the case of computer malfunction, a draft of your assignment may be requested. Please ensure that you print out a draft regularly, so that it is available for submission on request.   
• Extensions are usually not granted on the due date.

Referencing:

All assignments should cite and provide full bibliographical details of all material that you have used to inform or support your ideas. At the Institute of Early Childhood, students are required to use the American Psychological Association (APA) referencing procedures. Full details about how to cite and reference correctly can be found in Perrin (2015) and in the IEC Referencing Guide on iLearn. All students will need to download this guide and use it as they prepare their assignment.

Highly recommended text

Perrin, R. (2015). Pocket guide to APA style (5^th ed.). Wadsworth: Cengage Learning.