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2. Developing 21st Century Intercultural and Collaborative Competencies through Transformative Internationalisation Projects: A Post Neo-Colonialism Approach
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Anand, Pranit and Lui, Byron
- Abstract
There is widespread agreement that collaboration, teamwork and intercultural competence, among others, are essential 21st century skills. Higher education teaching and learning initiatives tend to have a significant focus on developing these skills through assessments and other in-class activities, and yet often do not take advantage of opportunities to collaborate with other institutions located in different countries to give their students an authentic, globalised learning experience. Previous transnational education projects have tended to encourage cross-institutional collaboration through engagement with host institution subjects/courses that are delivered at off-shore locations. Although these initiatives are valuable, they tend to impose a 'neo-colonialism' approach and therefore may not develop 'transformative' international perspectives. This paper will present an initiative that was developed between two institutions located in Australia and Hong Kong, where their students collaborated on an assessment for learning task that involved developing a real-life solution for not-for-profit organisations, often located in a third country. The ideas discussed in this paper will be useful for anyone who is trying to create a more immersive, authentic learning experience for their students. These initiatives developed in our students a heightened sense of belonging to a truly globalised world we live in and instilled a shared responsibility of care. Ideas discussed in the presentation will also be useful for policy makers about how to go about creating more supportive policy and governance frameworks to encourage greater collaborations with off-shore institutions in a truly respectful arrangement. [For the complete proceedings, see ED601080.]
- Published
- 2019
3. Exploring Children's Values Questionnaire: Measurement, Gender, and Age Issues
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Fyffe, Loyd Richard and Hay, Ian
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Values are conceptualized as the standards individuals use to determine the status of events and actions and are considered to influence individuals' behaviours, reasoning, and perceptions. Based on a synthesis of six school-based student values enhancement programs, this paper reports on the development of the Children's Values Questionnaire (CVQ). This Questionnaire was conceptualized as composing of seven dimensions: Self-Concept; Behaviour; Healthy Life; Social; School Climate; Emotional Intelligence; World View and 26 related sub-dimensions. A total of 848 co-educational students (52% male, 48% female) from Years (Grades) 4 to 7, ages 9 to 13+ years, across 11 Australian schools completed the 95-item CVQ Questionnaire. The Cronbach alpha coefficient of the instrument was 0.94, indicating that the questionnaire had good internal consistency. The inter-correlation between its seven dimensions clustered at Pearson r = 0.55. An exploratory factor analysis was supportive of the CVQ's theoretical construct (Norm Fit Index of the data to the theoretical construct, 0.09). Girls rated themselves higher than boys (p < 0.001) on items related to Playing by the Rules, Responsibility, Creativity, Empathy, and Communication, and boys rated themselves higher than girls on Physical Activities items (p < 0.001). Older students (Years 6 and 7) compared to younger students (Years 4 and 5) demonstrated greater discernment and differentiation of context (p < 0.05), the growing influence of peer friendship in their value beliefs and an increase in confidence in social settings (p < 0.001). The relationship of the CVQ to Schwartz's Universal Valued Goals is reported in the paper, along with examples of the application of the CVQ in schools.
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- 2021
4. Research Degrees in Information and Communication Technology (ICT): Why so Few Doctoral Students?
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Guerin, Cally, Jayatilaka, Asangi, Ranasinghe, Damith, McCulloch, Alistair, and Calder, Paul
- Abstract
A "knowledge society" relies on a workforce with high-level skills in Information and Communication Technology (ICT). Continuing development of ICT will arise partly from research undertaken by doctoral graduates. However, compared to other cognate disciplines, ICT has relatively few students taking up doctoral studies. This article explores some of the perceived barriers to undertaking doctoral studies in ICT in three Australian universities. Current students were surveyed regarding their post-course intentions relating to employment and further study, and the resulting data was analysed in terms of type of university attended, gender, nationality and first-in-family status. Overall, the perceived barriers to doing a research degree were related to the financial implications of such study and a limited understanding of what research in ICT involves. The following recommendations are made to universities and higher education policy-makers: that universities ensure that students have accurate information about the financial costs of doctoral studies; that students be provided with authentic undergraduate research experiences; and that pathways be developed to facilitate a smooth return to research degrees after periods of working in industry.
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- 2017
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5. The Role of Work-Integrated Learning in Developing Students' Perceived Work Self-Efficacy
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Reddan, Gregory
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The notion of work self-efficacy is significant as the self-efficacy beliefs of an individual have considerable influence on his/her level of motivation and performance in the workplace. This paper aims to determine the effects of the learning activities of a work-integrated learning course in Exercise Science in relation to students' perceived work self-efficacy in industries relevant to their studies. Comparison of pre- and post-course scores on the Work Self-Efficacy Scale demonstrated significant improvement in students' perceived work self-efficacy in all seven dimensions, as well as their perceived skill levels in thirteen important aspects of the work environment. The results suggested that all three course components (the work experience placement, career development workshops and presentations from practicing lecturers and professionals) provided important contributions to students' development. The factors that were considered to be most influential included feedback from supervisors, personal motivation and involvement, and regular workplace experience. [Paper presented at the World Association for Cooperative and Work-Integrated Education, International Research Symposium on Cooperative and Work-Integrated Education, (2nd, Victoria, British Columbia, Canada, 2016).]
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- 2016
6. Identifying Inconsistent Respondents to Mixed-Worded Scales in Large-Scale Assessments
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Steinmann, Isa, Braeken, Johan, and Strietholt, Rolf
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This study investigates consistent and inconsistent respondents to mixed-worded questionnaire scales in large-scale assessments. Mixed-worded scales contain both positively and negatively worded items and are universally applied in different survey and content areas. Due to the changing wording, these scales require a more careful reading and answering process than scales with only one type of wording (Marsh, 1986; Schmitt & Stults, 1985). Especially poor readers might not notice the changing item wording (Marsh, 1986). Therefore, using mixed-worded scales can have unintended consequences, because not all respondents answer positively and negatively worded items in a consistent way. This study assumes and aims to identify two distinct groups of respondents to mixed-worded scales, consistent and inconsistent respondents. We argue that this population heterogeneity underlies the common phenomenon of wording-related effects in mixed-worded scales (Gnambs & Schroeders, 2017; Marsh, 1986). We investigated five datasets from three large-scale assessments. At first we included n = 4,799 15-year-old students from the USA who were surveyed in PISA (Programme for International Student Assessment) 2015, second n = 5,943 fourth-graders from Australia who participated in both TIMSS (Trends in International Mathematics and Science Study) and PIRLS (Progress in International Reading Literacy Study) 2011, and third n = 4,989 fifth- and n = 4,791 ninth-graders from Germany who participated in NEPS (National Educational Panel Study) in 2010/2011 and 2014/2015. The mixed-worded scales measured the reading self-concept in PISA and PIRLS, the mathematics self-concept in TIMSS, and the global self-esteem in NEPS. In order to identify two unobserved groups of respondents to the different mixed-worded scales, we formulated a constrained factor mixture model (e.g., Masyn et al., 2010) that operationalized these two assumed classes of respondents. We modeled the consistent class to show a response pattern that implies changing the side of the response scale (i.e. agree with positively worded items and disagree with negatively worded items or vice versa) and the inconsistent class to show the same response pattern to both item types (i.e. agreeing or disagreeing to all items). The findings of this study have different implications for the use of mixed-worded questionnaire scales in large-scale assessments as well as for future research in the field of interactions between survey instruments and respondents. The study further connects two strands of previously unrelated research, research on the detection of inconsistent/careless respondents and research on the reasons for unexpected item intercorrelation patterns in mixed-worded scales. In all five datasets, the estimated parameter patterns were in line with theoretical expectations and the mixture models consistently outperformed more traditional two-dimensional confirmatory factor analysis models. Between 7% and 20% of respondents were found to belong to the inconsistent classes. To further substantiate and validate the interpretation of the proposed model, class membership was related to a theoretically relevant characteristic of the respondents, the reading achievement. Conform with expectations, the reading achievement scores were lower in the classes of inconsistent respondents than in the classes of consistent respondents in all five datasets.
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- 2021
7. Dimensions of Self-Perceived Employability in First Year IT Students
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Antonio, Amy and Tuffley, David
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Undergraduate students entering university arrive with certain expectations as to how their degree program will equip them to enter the world of work. Students are aware of the competitive nature of the modern day labor market and, as seen in this study, there is a majority belief that their program of choice and the good reputation of the university will give them an advantage in increasingly competitive labor markets. This competition and the relentless trend of automation are placing downward pressure on the numbers of otherwise employable graduates. In this study, we use an established research instrument (Rothwell et al, 2008) to examine the expectations and self-perceptions of undergraduate students, considering dimensions of self-perceived employability in a cohort of 300 Information Technology (IT) students (136 responses) at a multi-campus, metropolitan university. We then contrast these results with the perceptions held by university students across multiple domains and professions. The results indicate that the IT students perceive themselves to be more employable relative to other professions. [For the complete proceedings, see ED579282.]
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- 2017
8. E-Learning Instructional Design Practice in American and Australian Institutions
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Sadeghi, Sayed Hadi
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This research study provides a comparative understanding of instructional design e-practice in an Australian and an American university. This comparative study identifies information relating to the current status of instructional design e-practice that will be of assistance to Australian universities to improve their existing online programs. The study investigated two universities using a quantitative methodological approach. Participants were students, lecturers and admins of one Faculty in an Australian university and one Faculty in an American university engaged with e-learning programs. The instructional design variables, namely clarifying expectations, personalization, learning scenarios, organizing resources and accuracy of materials were investigated for e-practice. The results showed that there were no significant differences in evaluation of the sub factors between Australian and American students and lecturers. American admins evaluated the sub factors of personalization, organizing resources, and accuracy of materials higher than Australians; however, Australian admins evaluated the sub factor of clarifying expectations higher than the Americans. The evaluations of instructional design practice and its sub factors were above average in general in both countries; however, the sub factor of organizing resources was evaluated as poor in the Australian sample and poor and average in the American sample. This indicates that this sub factor needs to improve in both countries. [For the complete proceedings, see ED579335.]
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- 2017
9. Library Experience and Information Literacy Learning of First Year International Students: An Australian Case Study
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Hughes, Hilary, Hall, Nerilee, and Pozzi, Megan
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This qualitative case study provides fresh understandings about first year undergraduate international students' library and information use at an Australian university, and their associated information literacy learning needs. The findings provide evidence to inform the development of library spaces and information literacy responses that enhance international students' transition and learning. The study was conducted in 2015 as part of a project that simultaneously investigated the same topic at three US universities. This paper presents the case study context, reviews relevant literature and identifies gaps in research about international students' library use and information literacy, and outlines the qualitative methodology--questionnaire, interviews and thematic analysis. The findings reveal international students' lived experiences of using the library and information, in general and for assignments. After presenting the students' recommendations to the library, the paper discusses the wider implications of the findings for university libraries and information literacy innovation.
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- 2017
10. Detecting Learning Strategies with Analytics: Links with Self-Reported Measures and Academic Performance
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Gaševic, Dragan, Jovanovic, Jelena, Pardo, Abelardo, and Dawson, Shane
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The use of analytic methods for extracting learning strategies from trace data has attracted considerable attention in the literature. However, there is a paucity of research examining any association between learning strategies extracted from trace data and responses to well-established self-report instruments and performance scores. This paper focuses on the link between the learning strategies identified in the trace data and student reported approaches to learning. The paper reports on the findings of a study conducted in the scope of an undergraduate engineering course (N = 144) that followed a flipped classroom design. The study found that learning strategies extracted from trace data can be interpreted in terms of deep and surface approaches to learning. The detected significant links with self-report measures are with small effect sizes for both the overall deep approach to learning scale and the deep strategy scale. However, there was no observed significance linking the surface approach to learning and surface strategy nor were there significant associations with motivation scales of approaches to learning. The significant effects on academic performance were found, and consistent with the literature that used self-report instruments showing that students who followed a deep approach to learning had a significantly higher performance.
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- 2017
11. Enhancing Employability of Exercise Science Students
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Reddan, Gregory
- Abstract
The notion of employability is gaining importance as an essential outcome of many degrees in institutions of higher education throughout Australia. This paper aims to determine the effects of an Exercise Science course, which includes elements of both career development learning and work-integrated learning, on six dimensions of employability - commencement readiness; collaboration; informed decision-making; lifelong learning; professional practices and standards; and integration of knowledge/ theory and practice. The course components examined by the presented study included fieldwork placements, workshops and related career development assignments. Work Readiness Scales were administered prior to and on completion of the course. Students also rated the extent to which they considered any changes in their abilities were the result of each of the course components. Furthermore, responses to an openended questionnaire were analyzed to determine common themes affecting student development of each of the six dimensions. Comparison of pre- and post-work placement scores on the Work Readiness Scales demonstrated statistically significant differences in all the dimensions of employability except informed decision-making. Student ratings suggested that placements had a more significant effect on the changes in their abilities than the course workshops and assignments, however all three course components contributed to the development of workplace competencies. Student responses indicated that the course increased their awareness of personal strengths and weaknesses in relation to employability, as well as their knowledge of specific occupations relevant to exercise science. [This paper was first published in the WACE 19th Conference on Cooperative and Work-Integrated Education, 2015, refereed proceedings held in Kyoto, Japan.]
- Published
- 2017
12. Developing Independent Listening Skills for English as an Additional Language Students
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Picard, Michelle and Velautham, Lalitha
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This paper describes an action research project to develop online, self-access listening resources mirroring the authentic academic contexts experienced by graduate university students. Current listening materials for English as an Additional Language (EAL) students mainly use Standard American English or Standard British pronunciation, and far fewer materials use Australian or regional accents. Materials are also simplified or spoken at a slower speed, emphasizing comprehension-type questions, despite the fact that literature reveals effective listening development involves practice in real-life listening contexts. Academic listening materials conversely emphasize the formal lecture and development of note-taking skills. We developed a range of activities where listening input was accompanied by materials reflecting top-down and bottom-up strategies as well as other cognitive and meta-cognitive skills. Materials were developed over two action research cycles involving EAL research student participants. Paper-based exercises were trialed and then developed into online materials where students could create their own listening materials and build portfolios. Results from the participants in the workshops/focus groups indicate they were able to develop their listening skills independently because of the explicit and focused approach of the materials. However, even more explicit and simple instructional design was needed when translated into the online environment.
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- 2016
13. 'We Did the How to Teach It': Music Teaching and Learning in Higher Education in Australia
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Joseph, Dawn
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The Australian Government recognizes that the Arts are a critical part of formal school education and it should not be viewed as subordinate or extra. This paper forms part of a wider research project titled "Pre-service teacher attitudes and understandings of Music Education" that started in 2013. The focus of this paper investigates music teaching and learning in a core unit within the Bachelor of Education (Primary) course at Deakin University (Australia). Using questionnaire and interview data gathered in 2014, I employ Interpretative Phenomenological Analysis to analyse and codify the data. Three themes are discussed in relation to: Why it is important to include music in the primary school? What was enjoyable and what aspects were challenging in the music workshops? What can students integrate as generalist teachers into their future classrooms? Though the findings focus on "we did the how to teach it", it also highlights some challenges and opportunities for students and staff. Tertiary educators are challenged to raise the capacity and status of music when preparing students to translate the music curriculum into their future classrooms.
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- 2015
14. You Mean I Have to Teach Sustainability Too? Initial Teacher Education Students' Perspectives on the Sustainability Cross-Curriculum Priority
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Dyment, Janet E. and Hill, Allen
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In this paper, we report on an investigation into initial teacher education students' (ITES) understandings of sustainability and the Australian National Curriculum Sustainability Cross Curricular Priority (CCP). We also explore their willingness and capacities to embed the CCP into their own teaching practices. The ITES (N = 392) completed a quantitative survey with a series of Likert Scale questions and were asked to list "5 words" when they think of sustainability. Analysis reveals that ITES have generally limited to moderate understandings of sustainability and education for sustainability, but lesser understandings of the Sustainability CCP and the 9 organising ideas. Understandings of sustainability were dominated by an environmental focus. We conclude this paper with a discussion of the implications of narrow environmental understandings of sustainability. We explore factors that limit and enable teacher educators to embed sustainability education more explicitly. We note the importance role teacher educators play in supporting ITES to better understand sustainability.
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- 2015
15. The Role of Prior Warning on Test Performance: How Effective Is It to Improve Students' Grades?
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Ahmed, Rafiuddin
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Students' use of test information to prepare for a test in a controlled or supervised test environment has been examined in studies outside Australia. This paper reports the findings of the use of test information and its value, in terms of an improvement/decline in marks, in an actual test of an undergraduate subject taught at an Australian university. Using a questionnaire survey of students, the study finds that students overall don't perceive test information useful, there is no statistically significant difference in performance between known and unknown questions, students' scores improve from the use of information and in some instances the improvements are statistically significant between students with different characteristics. The paper contributes to our understanding of students' willingness to use information and the benefits of such information to study and perform for improved test scores. The study has implications for educators making test information available as a preferred practice or universities using it as part of a policy to improve student retention rates or supplement evaluation of students' learning.
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- 2015
16. EAL Assessment: What Do Australian Teachers Want?
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Davison, Chris and Michell, Michael
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Assessing English as a second or an additional language (ESL/ EAL) learners in schools is a particularly challenging area for most teachers. With so many students requiring systematic and regular EAL support, all teachers need access to appropriate and useful assessment tools and advice, but most assessment systems are imposed on teachers, rather than negotiated with them based on a contextualised and detailed understanding of their needs. Drawing on questionnaire, focus group and teacher-based classroom observation data, this paper provides a snapshot of the views of more than 30 EAL specialist teachers drawn from with a representative range of teachers from selected government, Catholic and independent schools in Victoria and NSW. The paper concludes with a discussion of the key criteria needed for more effective EAL assessment.
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- 2014
17. Pre-Service Visual Art Teachers' Perceptions of Assessment in Online Learning
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Allen, Jeanne Maree, Wright, Suzie, and Innes, Maureen
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This paper reports on a study conducted into how one cohort of Master of Teaching pre-service visual art teachers perceived their learning in a fully online learning environment. Located in an Australian urban university, this qualitative study provided insights into a number of areas associated with higher education online learning, including that of assessment, the focus of this paper. Authentic assessment tasks were designed within the University's learning and teaching framework of constructive alignment and were sequenced across the three semesters of the visual art program. Analysis of data collected through a questionnaire and semi-structured interviews revealed that participants largely held very positive attitudes about the suite of online assessment tasks, particularly in light of (a) the collaborative learning that took place, (b) the nature, structure and sequence of the tasks, and (c) the ways in which the tasks contributed to their workplace readiness.
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- 2014
18. Creating Multicultural Music Opportunities in Teacher Education: Sharing Diversity through Songs
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Joseph, Dawn, Nethsinghe, Rohan, and Mas, Alberto Cabedo
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This paper contributes to the knowledge base for preparing pre-service teachers (PSTs) for contemporary multicultural classrooms. To do so, we refer to our ongoing project "See, Listen and Share: Exploring intercultural music education in a transnational experience" across three Higher Education sites (Australia and Spain). Drawing on our narrative, and PSTs' questionnaire data, using Interpretative Phenomenological Analysis to analyze and code the PST data, we report on our initial experience and findings across the three sites and cultural contexts. Generalisations to other institutions cannot be made. We discuss what was taught and how it was taught in our three settings, highlighting some key highs in relation to enjoyment, and learning from culture bearers and some lows in relation to language and accompaniment. We contend that music education in teacher education courses may serve as an effective vehicle to explore cultural expressions, enabling positive attitudes towards cultural diversity.
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- 2018
19. Teenagers' Perceptions of Teachers: A Developmental Argument
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J-F, Swabey, Karen, Pullen, Darren, Getenet, Seyum, and Dowden, Tony
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Using the concept of a developmental lens (Brighton, 2007; Caskey & Anfara, 2014; Davis, 2006; J-F, Pullen, & Carroll, 2013; National Middle School Association, 2010; Peterson, 2010), this article focuses on young teenage students' perceptions of teachers. School teachers play an important role in the educational development of teenagers but little is known about how teachers cater for teenage students' social, emotional, physical and cognitive developmental domains. Even less is known about teenage students' perceptions of their teachers. The current study asked a cohort of Year 9 students in a secondary school in Brisbane, Australia (N=182) to comment on what they "liked" about their teachers. The students' responses were mapped against each of the four developmental domains. Analysis of the data showed that students' emotional and social domains were more salient than their physical and cognitive domains. Specifically, the young teenage students reported liking their teachers when the teachers' were emotionally positive and socially accommodating. The findings of this paper are discussed via a developmental lens with regard to the implications for teacher education.
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- 2018
20. 'Just Let Me Go at It': Exploring Students' Use and Perceptions of Guided Inquiry
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Garrison, Kasey L., FitzGerald, Lee, and Sheerman, Alinda
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Guided Inquiry (GI) is an emerging pedagogy based on the Information Search Process (ISP), a research-based information-literacy model identified by Carol C. Kuhlthau (1985, 1988a, 1988b, 1988c, 1989b) and operationalized by the Guided Inquiry Design (GID) process (Kuhlthau, Maniotes, and Caspari 2007, 2012, 2015). This study investigated perceptions and use of GI by Year 9 students at an Australian independent private school engaged in an inquiry unit in their Personal Development, Health, and Physical Education class focused on "Overcoming Adversity." Two academic researchers and the school librarian collaborated on this mixed-methods study collecting data from survey questionnaires, focus-group interviews, and students' work in digital inquiry process journals and final product presentations. Findings indicate students understand important elements of the GID process, including its independent nature, structure, and pacing through stages, and the element of choice. However, they differ on whether these aspects have a positive or negative effect on their learning and research process. An implication for GI practice from this study is a greater focus on allowing students independence and to proceed at their own pace, as expressed in a student's comment and the title of this paper: "Just let me go at it."
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- 2018
21. Punish Them or Engage Them? Teachers' Views of Unproductive Student Behaviours in the Classroom
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Sullivan, Anna M., Johnson, Bruce, Owens, Larry, and Conway, Robert
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This paper reports on a study that investigated the extent to which student behaviour is a concern for school teachers. A questionnaire was used to investigate teachers' views about student behaviour in their classes. The results suggest that low-level disruptive and disengaged student behaviours occur frequently and teachers find them difficult to manage. Aggressive and anti-social behaviours occur infrequently. Teachers employ strategies to manage unproductive behaviours that locate the problem with the student. This paper argues that teachers could benefit from understanding how the classroom ecology influences engagement and therefore student behaviour, rather than focusing on "fixing" unproductive behaviour.
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- 2014
22. International Students Experience in Teacher Education: Creating Context through Play Workshops
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Joseph, Dawn and Rouse, Elizabeth
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Higher education in Australia attracts many international students. Universities are challenged to prepare them with the necessary understandings, knowledge and skills to effectively participate in their study. For international students, understanding Early Childhood contexts in Australia is a new way of viewing teaching and learning from their own cultural perspective. This paper situates itself as part of a wider study "Improving work placement for international students, their mentors and other stakeholders". A pilot program was run at Deakin University for the Master of Teaching Early Childhood students to undertake play workshops before commencing placement. Questionnaires were analysed using Interpretative Phenomenological Analysis. Three themes emerged and are discussed. The findings show that while play workshops may provide a "place and space" for international students to gain knowledge, skills and understandings before going out on placement, they do have some limitations. Generalisations to other institutions cannot be made.
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- 2017
23. Development of a Questionnaire to Measure Risk-Taking in Decision-Making by School Principals
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Trimmer, Karen
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A difficult nexus can arise in positivist research when developing a model or theoretical framework that is then used to underpin the construction of measuring instruments that are subsequently used to test the assumptions underlying the model. This paper explores this nexus through consideration of a study of risk-taking in decision-making for public school principals in Western Australia (WA). A theoretical model of factors impacting on reasoned risk-taking in decision-making was developed and a questionnaire developed to measure the constructs included in the research model as there were no pre-established measurement instruments. The design of the questionnaire and development of items utilised findings from research in measurement theory to structure the items and the response scales to measure constructs in the model. Data was provided from a stratified random sample of principals in 253 schools. Rasch modeling and factor analysis were used to analyse the resultant measurement scale.
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- 2017
24. Discourse Analysis as a Tool for Promoting the 'Critical Literate' VET Teacher
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Thoma, Michael and Ostendorf, Annette
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The paper deals with the concept of 'Critical Literacy' in the context of VET teacher education. It focuses on the question of whether and how critical literacy can be developed drawing on elements of discourse research. This is illustrated by means of a higher educational setting, dealing with business administration textbook usage and research. The impact of our learning and teaching setting is illustrated via an empirical longitudinal study (three-phase pre-post design) of students doing a master's degree in business education at an Austrian university. Data were initially collected directly before and after the university seminar using a semi-standardised questionnaire (n = 54). In order to obtain an insight into the sustainable impact of our discourse analysis course on students' thought and actions, in the third phase of data collection, eight participants, who in the meantime had four months experience in VET schools as student teachers (120 h) were invited to a qualitative interview. The paper encompasses a theoretical discussion on the concept of critical literacy, applies it to the target group VET teacher students and shows empirical evidence on pros and cons of discourse analytical course design aiming at the critical literate teacher.
- Published
- 2018
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25. At Risk Students and Teacher-Student Relationships: Student Characteristics, Attitudes to School and Classroom Climate
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Walker, Sue and Graham, Linda
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Student characteristics, their attitude to school and classroom climate can influence teacher-student relationships and adjustment to school. Poor early school experiences are associated with school avoidance, disruptive behaviour, teacher conflict, and suspension and exclusion. The focus, however, remains on the behaviour of individual children, rather than seeing behaviour as the result of interactions between individuals and their pedagogical contexts. This paper presents findings from the first year of an Australian longitudinal project tracking 240 children (101 boys, 139 girls) from high suspending primary schools serving disadvantaged communities through the first six years of school. Analyses, using multiple measures, including classroom observations, assessments and questionnaires, and multiple informants, such as teacher and child reports, explore associations between child characteristics, children's attitudes to school, teacher-student relationship quality and the quality of classroom interactions as children commence school. Findings point to the importance of self-regulation as children transition to school and the pivotal role of inclusive and emotionally supportive classroom contexts in supporting the development of positive teacher-student relationships in the first year of school.
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- 2021
- Full Text
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26. Indigenous Australians' Information Behaviour and Internet Use in Everyday Life: An Exploratory Study
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Du, Jia Tina and Haines, Jelina
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Introduction: This paper reports the first stage of an ongoing information behaviour research project undertaken with a rural Indigenous community in South Australia. Method: Twenty-one Ngarrindjeri volunteers participated in the field study. Permission was granted and extensive community consultations were conducted. Analysis: Questionnaires and interview transcriptions were analysed using the open coding method. Results: Ngarrindjeri people's everyday information needs included the gathering of information on weather, jobs, entertainment, culture, education, and health services. The Internet (37.6%) was the most frequently used source of information where participants obtained information from social media, specialised Websites and search engines. However, non-Internet resources accounted for 62.4% of overall information sources and these included local sources such as families and relatives, Elders, and local TV channels. Ngarrindjeri participants were distressed by a lack of computer literacy, costs of maintaining a network, and inadequate facilities in the rural area. Despite this, their attitudes towards the Internet were still positive: they recognised the value of technologies and would like to distribute their culture online, with caution and in an appropriate manner. Conclusion: The study provides insights into indigenous Australians' information behaviour and Internet use in their daily lives. Future research directions are also discussed.
- Published
- 2017
27. Feel, Think, Teach--Emotional Underpinnings of Approaches to Teaching in Higher Education
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Kordts-Freudinger, Robert
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The paper investigates relations between higher education teachers' approaches to teaching and their emotions during teaching, as well as their emotion regulation strategies. Based on the assumption that the approaches hinge on emotional experiences with higher education teaching and learning, three studies assessed teachers' emotions, their emotion regulation strategies and their approaches to teaching with questionnaires. Study 1, with n = 145 German university teachers and teaching assistants, found relations between positive emotions and the student-oriented approach to teaching, but not with negative emotions. In addition, cognitive reappraisal and expressive suppression were related to the student-oriented approach. Study 2, with n = 198 German teachers, replicated these findings and, in addition, found relations between perspective taking, empathic concern and personal distress, and the student-oriented approach. Study 3, with n = 76 Australian and New Zealand teachers, again replicated and extended the findings by establishing a relation between negative emotions and the content-oriented approach to teaching. The results of all studies together indicate a significant emotional component of the approaches to teaching. Positive emotions are not only directly related to the student-oriented approach, but also partially mediate the relation between cognitive reappraisal and the student-oriented approach. This link seems to generalize to emotional components of empathy. In addition, the cultural-educational context seems to moderate the relations between negative emotions and the content-oriented approach to teaching. Limitations and directions for future research and educational practice are discussed.
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- 2017
28. IEngage: Using Technology to Enhance Students' Engagement in a Large Classroom
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Sawang, Sukanlaya, O'Connor, Peter, and Ali, Muhammad
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This paper aims to answer how we can increase students' engagement in a large class. We hypothesised that the use of KeyPad, an interactive student response system, can lead to enhanced student engagement in a large classroom. We tested a model of classroom technology integration enhancing the students' engagement among first year undergraduate students (n = 131). This study provides evidence of significant effect of positive attitude and social pressure on the intent to use KeyPads. In turn, the intent to use KeyPads leads to the actual use of KeyPads which is directly associated with the level of student engagement. In addition, we find evidence for the relationship between extraversion and level of engagement such that compared to extrovert students, introvert students felt more engaged.
- Published
- 2017
29. Preparing Japanese Students' Digital Literacy for Study Abroad: Is More Training Needed?
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Cote, Travis J. and Milliner, Brett
- Abstract
Study abroad programs provide an excellent opportunity for students to accelerate their language learning and acquire cultural capital (Byram & Feng, 2006). Research into returnees from a variety of study abroad programs, however, has revealed that this is not always the case (e.g., Kinginger, 2011; Sato & Hodge, 2015; Yoshimitsu, 2009). To promote a more positive academic and culturally-inclusive study abroad experience, one recommendation is for language teachers to focus on students' digital literacy (Kinginger, 2011). Given the reported poor levels of digital literacy among Japanese freshman students (see Lockley 2011; Murray & Blyth, 2011), the researchers in this current study were attempting to determine if this wider trend also applied to students at their private university in Tokyo. The authors surveyed first-year College of Tourism and Hospitality (cth) students preparing for a year-long study abroad program. This paper will report on student responses to two sections of a computer literacy questionnaire created by Son, Robb and Charismadjiri (2011). The first section considers students responses to the digital self-assessment items, and in the second section, student results in a 10-item digital skills knowledge test will be reported on.
- Published
- 2017
30. Developing a Theoretical Framework to Inform the Design of a Teacher Professional Development Program to Enable Foundation to Year 2 Teachers of Mathematics to Build on Indigenous and Low-SES Students' Cultural Capital
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Anderson, Robyn, Stütz, Alexander, Cooper, Tom, and Nason, Rod
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This paper reports on the early stages of the conceptualisation and implementation of the Accelerated Inclusive Mathematics-Early Understandings (AIM EU) project, a project whose major goals are to advance theory and practice in the improvement of Foundation to Year 2 (F-2) teachers' capacity to teach mathematics and through this to enhance F-2 Indigenous and low-SES students' levels of engagement and learning of mathematics. A design-research methodology was used to achieve the advancement of theory and practice. The major outcome of the research is a revised theoretical framework to inform the design and implementation of culturally relevant mathematics pedagogy for F-2 Indigenous and low-SES students.
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- 2017
31. University Student Ambassadors Bring Languages Back to Their High School Peers
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Bissoonauth-Bedford, Anu and Stace, Ray
- Abstract
There is a general recognition that learning of foreign languages is in decline in Australia. This paper uses the social constructivist theory as a conceptual framework to report on a project where university language students supported their high school peers in the learning of their specialist language in New South Wales, Australia. The project involved 15 university students from the University of Wollongong and over 100 high school students engaged in the study of five foreign languages (French, German, Italian, Japanese, and Mandarin) in four local schools. The first section gives the aims and rationale of the study; the second describes the methodology and data collection; and the third section discusses the results and evaluation of the project by the students involved in the study. Preliminary results show that both cohorts of students benefitted from the study in different ways. It was the direct interaction between both groups that allowed more advanced students to assist their younger peers and to reflect on their own language learning in the process. The conclusion discusses implications for widening access to foreign language education in Australia and bridging the gap between tertiary and secondary sectors.
- Published
- 2017
32. Using Electronic Textbooks to Teach Mathematics in the Secondary Classroom: What Do the Students Say?
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Knight, Bruce Allen, Casey, Maria, and Dekkers, John
- Abstract
Textbooks have been used to enhance teaching in mathematics at all levels of schooling for many years. The use of textbooks enables the mathematics content to be presented in a sequenced, coherent and logical way. There are very few studies, however, that explore student thoughts about the use of electronic textbooks (e-texts) in secondary classrooms. This paper reports the results of a study that aimed to develop an understanding of the phenomenon of student experiences of using an e-text during mathematics lessons; specifically those aspects that dominate the experiences and the ways students perceive their relationships amongst themselves and their teacher when using a mathematics e-text. The results of this study suggest that students using the e-text had a very positive experience. The use of e-texts brings a renewed approach to learning by providing students with what they perceive to be a useful, empowering experience.
- Published
- 2017
33. Improving Digital Assessment Practice: A Case Study of a Cross-Institutional Initiative
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Chase, Anne-Marie, Ross, Bella, and Robbie, Diane
- Abstract
Assessment practice is a crucial component of higher education learning and teaching, however many academic teachers lack formal teaching qualifications and often fall back on teaching and assessing the way they themselves were taught. Furthermore, with increasingly diverse student cohorts, larger classes and increasing components of teaching delivered online, it is unsurprising that students rate assessment as one of the poorest features of their learning experiences. For these reasons, understanding the specific contexts of assessment is important now more than ever. This paper will present the findings of a case study of a cross-institutional initiative aimed at exploring how to improve digital assessment practice by focusing on context, and encouraging and facilitating collegial collaboration. The aim of the case study was to progress a digital assessment project at an Australian higher education provider. Teams of staff from two higher education providers collaborated to develop and implement eight prototype assessments to reform digital assessment practices. The assessments were selected from online undergraduate academic subjects across a range of disciplines. Findings reveal that both staff and students felt that there were benefits to the cross-institutional collaboration. The resulting assessment was perceived as improving student motivation and engagement and more tailored for the online environment than the existing assessment.
- Published
- 2017
34. Critical Service-Learning: Promoting Values Orientation and Enterprise Skills in Pre-Service Teacher Programmes
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Iyer, Radha, Carrington, Suzanne, Mercer, Louise, and Selva, Gitta
- Abstract
Experiential learning pathways within education programmes such as Service-learning are a means to enrich the learning of pre-service teachers. As a pathway, Service-learning provides value-oriented learning focused on inclusion, diversity, and difference. This paper adopts critical social theory to examine how, along with these values, critical Service-learning promotes a deeper comprehension of values such as empathy, civic responsibility, social justice, and equity. Our paper also studies how, along with values, enterprise skills develop when pre-service teachers adopt a self-responsible, decision-making approach to implementing inclusion, social justice, and equity. Fifty-one data sets from interviews, questionnaires, and reflection logs with two groups of students over two semesters were examined to comprehend the unique experiences of students as they navigated through values and enterprise skills. The study concludes by reiterating the value of incorporating nontraditional ways of learning that align with the traditional pedagogical offerings for pre-service teachers.
- Published
- 2018
- Full Text
- View/download PDF
35. Scaffolding the Mathematical 'Connections': A New Approach to Preparing Teachers for the Teaching of Lower Secondary Algebra
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Ormond, Christine A.
- Abstract
This paper discusses the results of a three-year mixed methods study into the effectiveness of a mathematics education unit. This was written for both pre-service primary education students and re-training in-service teachers, to prepare them for the teaching of pre-algebra and early algebra. The unit was taught rom 2013 to 2015 inclusively in a School of Education setting of a university in an Australian capital city. Focusing on the Number and Algebra strand in the Australian Curriculum, its purpose was to better prepare some novice teachers through modelling a more coherent approach to mathematics teaching. The unit's genesis lies in the author's belief that many mathematics teachers conduct their classes in isolated "pockets" of instruction that are not sufficiently informed by a broader, connected understanding of the mathematics. The unit was also prepared as a contribution to the recent call by the Australian Association of Mathematics Teachers for more targeted initiatives to combat the decrease of STEM skills in our schools (AAMT, 2014). Results from the analysis of this study suggest that there might be much to be gained from this new approach.
- Published
- 2016
36. The Influences on Teaching Perspectives of Australian Physical Education Teacher Education Students: The First-Year Influences on Teaching Perspectives Exploratory (FIT-PE) Study
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Hyndman, Brendon P. and Pill, Shane
- Abstract
There has been a paucity of literature investigating the teaching beliefs and intentions of Australian physical education teacher education (PETE) students that enter teacher training. The First-year Influences on Teaching Perspectives Exploratory (FIT-PE) study explores the teaching perspectives of first year PETE students; including teaching perspectives predicted as being dominant and important for physical education teaching. The teaching perspectives inventory (TPI) was administered to 105 Australian PETE students. Independent t-tests and one-way ANOVA statistical tests were conducted to compare average teaching perspective summary scores across demographic variables. The FIT-PE study findings revealed 18 year olds (compared to 20-25 year olds) and PETE students from rural backgrounds (compared to regional) had significantly higher average summary scores for the transmission (content-oriented) teaching perspective. This paper provides reflective opportunities for teacher training programs of the underlying core teaching values (beliefs and intentions) of students at the entry point of PETE training.
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- 2016
37. Mineral Supertrumps: A New Card Game to Assist Learning of Mineralogy
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Spandler, Carl
- Abstract
Mineralogy is an essential component of Earth Science education, yet many students struggle to obtain adequate comprehension and knowledge of mineralogy during tertiary (postsecondary) degree programs. The use of educational games can be an effective strategy for science teaching as games provide an active learning environment that enhances student engagement and motivation. This paper introduces a new card game called ''Mineral Supertrumps'' that can be used to counter the challenge of learning mineralogy at either secondary or tertiary level. The card game includes information on the properties of 54 minerals, which include the most important rock-forming minerals as well as minerals of industrial and economic significance. The game is easy to learn and play, and it is designed to motivate learning of mineral properties through active and competitive game-play in a group setting. Group play also helps to build identity and culture around student cohorts, which may also promote learning outcomes. Most students in the second year of a tertiary geology program surveyed after playing the game found it enjoyable to play and considered it to be effective for enhancing learning about mineral properties and their application to society and other Earth Science disciplines. Nevertheless, our survey results also indicate that student engagement with the game (and hence, learning benefits) may be limited if the game is not integrated with other course content, and/or it is not linked to incentive-based exercises (e.g., assessment).
- Published
- 2016
- Full Text
- View/download PDF
38. Preparing International Pre-Service Teachers for Professional Placement: In-School Induction
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Nallaya, Sasikala
- Abstract
This paper reports on an Australian University's support program to prepare its first year international pre-service teachers (IPSTs) for professional placement. The aim of the program was to address some of the practicum challenges experienced by the IPSTs. A case study was undertaken to investigate the effectiveness of the program. Ten international students enrolled in the Master of Teaching program were participants of this investigation. Data was collected through a questionnaire administered post-program and non-participant observation. The findings indicated that the program was beneficial towards inducting IPSTs to the Australian school context and contributed towards their confidence, communicative skills, and ability to link theory and practice.
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- 2016
39. Purpose, Practice and Theory: Teacher Educators' Beliefs about Professional Experience
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Morrison, Chad M.
- Abstract
The purposes of professional experience within initial teacher education programs are varied (Russell, 2005). However, there is limited literature explaining (a) university-based teacher educators' beliefs about its purposes and (b) how these purposes are reflected in practice. This study investigated these themes. A pragmatic mixed-method research design (Tashakkori & Teddlie, 2010) was developed to survey teacher educators from two Australian and New Zealand universities (n = 56). Participants were anonymously surveyed using a diamond ranking activity (requiring placement of 9 of 11 professional experience purpose statement cards, pre-determined from literature) and open response items seeking explanations of placement determining criteria and statement elimination. Following analysis of questionnaire data, focus groups were utilised to further explore the aggregated findings. Survey data were analysed by weighting frequencies of each statement. Analysis of the data indicated significant variation of perspectives amongst the teacher educators and resulted in the clustering of purposes into four groups. This paper presents these data from the Australian university cohort (n = 26). This study, the first of a series designed to elucidate understandings of teacher educators' purposes for professional experience, reinforces the importance of professional experience as authentic workplace learning within initial teacher education. The findings also reveal the complex beliefs that underpin teacher educators' practices when preparing, mentoring and supervising preservice teachers for and within professional experience.
- Published
- 2016
40. Extending Engineering Practice Research with Shared Qualitative Data
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Trevelyan, James
- Abstract
Research on engineering practice is scarce and sharing of qualitative research data can reduce the effort required for an aspiring researcher to obtain enough data from engineering workplaces to draw generalizable conclusions, both qualitative and quantitative. This paper describes how a large shareable qualitative data set on engineering practices was accumulated from 350 interviews and 12 field studies performed by the principal investigator and by students conducting PhD and capstone research projects. Ethical research practice required that sharing and reuse of qualitative data be considered from the start. The researchers' interests and methods were aligned to maintain sufficient consistency to support subsequent analysis and re-analysis of data. Analysis helped to answer questions of fundamental significance for engineering educators: what do engineers do, and why are the performances of engineering enterprises so different in South Asia compared with similar enterprises in Australia? Analysis also demonstrated the overwhelming significance of technical collaboration in engineering practice. Conceiving engineering practice as a series of technical collaboration performances requires a more elaborate understanding of social interactions than is currently the case in engineering schools. Another finding is that global engineering competency could be better described in terms of "working with people who collaborate differently". Research helped to demonstrate that formal treatment of technical collaboration in an engineering curriculum could help avoid student misconceptions about engineering practice that hinder their subsequent engineering performances.
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- 2016
41. Reflection for Learning: Teaching Reflective Practice at the Beginning of University Study
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Pretorius, Lynette and Ford, Allie
- Abstract
Reflective practice is a key skill in many professions and is considered an essential attribute of healthcare practitioners. Healthcare students are often expected to develop reflection skills through their assignments, and this is frequently expected to occur with little explicit instruction, practice or guidance about how to reflect. Currently, there is limited guidance in the literature on how teachers can help students develop these reflective skills effectively. In this study, we describe a process for embedding reflective skills into a transition program for new healthcare students about to enter university. By allowing students to explore reflection through a method of self-discovery supported by peer discussion, we found that students were likely to recognize and value reflection as a learning tool (a concept we term "reflection for learning"). Additionally, these students were more likely to continue to practice reflection in their studies than students who had not participated in the training. In summary, this paper demonstrates that students are able to make meaningful deductions about reflective practice and their own learning through use of a basic framework in which to self-reflect, from the very start of their tertiary studies.
- Published
- 2016
42. Student Perceptions to Teaching Undergraduate Anatomy in Health Sciences
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Anderton, Ryan S., Chiu, Li Shan, and Aulfrey, Susan
- Abstract
Anatomy and physiology teaching has undergone significant changes to keep up with advances in technology and to cater for a wide array of student specific learning approaches. This paper examines perceptions towards a variety of teaching instruments, techniques, and innovations used in the delivery and teaching of anatomy and physiology for health science students, and asks whether active learning through more progressive methods of teaching is beneficial for students across health science disciplines. In total, 138 health science students consisting of 32 biomedical science students, 52 exercise and sports science students, and 54 health and physical education students completed the retrospective study. Biomedical science students were least receptive to progressive teaching modalities, preferring anatomical dissections to laboratory workbooks (p <0.05) and body painting (p <0.05). In comparison, students from health and sport related degrees responded significantly better to anatomical models and laboratory workbooks than anatomical dissections (p <0.001). While gender differences were subtle, males responded positively to online multiple-choice question resources (p < 0.05) in comparison to females. Following a multimodal delivery of anatomy and physiology, students from all cohorts reported feeling significantly more confident (p < 0.005) when discussing all material in the course. The results obtained demonstrate differences amongst cohorts, which indicate that student perceptions to learning anatomy and physiology are dependent on individual course expectations. Moreover, these results support "hands on" practical teaching, and the use of a variety of teaching tools to foster learning and enjoyment of anatomy and physiology in health sciences.
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- 2016
43. A Collaborative Endeavour between Mathematics and Science Educators: Focus on the Use of Percent in Chemistry
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Ramful, Ajay, Bedgood, Danny, and Lowrie, Thomas
- Abstract
This paper is the outcome of a collaborative endeavour between mathematics and science educators where the insight from each field mutually informed one another. Specifically, building on the knowledge base from mathematics education research, this study analyses the ways in which percent is interpreted by first year university students in general chemistry. The content analysis of the chemistry problems reveals six categories of situations where percent is distinctly used. Within each category, we unfold the mathematical structure of the chemistry problems to feature the inherent complexity in setting the functional relationship among quantities. Our analysis also highlights how percent is used as an intensive quantity involving an implicit referent that conceals its interpretation. The strategies used by the students included the unitary analysis method, the equation method and the proportion method. Furthermore, percent was commonly interpreted as a fraction, ratio and operator. Although inadequate conceptual knowledge of chemistry explained some of the errors observed in the percent problems, the procedural meaning attached to percent in terms of its operator interpretation tend to be equally influential. Importantly, our study highlights how the knowledge base from mathematics and chemistry education can productively be used to further our understanding of the mathematical knowledge for learning chemistry.
- Published
- 2016
44. Building a Model of Support for Preschool Children with Speech and Language Disorders
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Robertson, Natalie and Ohi, Sarah
- Abstract
Speech and language disorders impede young children's abilities to communicate and are often associated with a number of behavioural problems arising in the preschool classroom. This paper reports a small-scale study that investigated 23 Australian educators' and 7 Speech Pathologists' experiences in working with three to five year old children with speech and language disorders. The participants responded to a questionnaire relating to the types of SaLD; social and emotional challenges experienced by children; their role in providing support and issues confronting both professions. The findings highlighted that educators play a valuable role in supporting children's speech and language disorders through the social context of the preschool classroom. Furthermore inter-professional practice between Speech Pathologists and educators was viewed as highly valuable. Drawing upon these findings, a model of support is presented to improve interventions for holistic development.
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- 2016
45. Improving Students' Interpersonal Skills through Experiential Small Group Learning
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Skinner, Kay Lesley, Hyde, Sarah J., McPherson, Kerstin B. A., and Simpson, Maree D.
- Abstract
Health professional students must be equipped with the skills necessary to interact with patients. Effective interpersonal skills are difficult to both learn and teach, requiring development, practise and evaluation in both educational and clinical settings. In professions such as physiotherapy, traditional approaches to teaching these skills have encompassed clinical modelling, and stand-alone didactic teaching of the theory behind communication. These provide limited opportunity for students to practise and receive feedback on their interpersonal and communication skills. This paper describes the implementation of an experiential small group learning approach in an undergraduate physiotherapy program and discusses outcomes. Implications for practice are that: experientially based small group learning with opportunities for practise, reflection, self-evaluation and feedback, can improve students' confidence and interpersonal skills; consistent and scaffolded participation in experiential learning opportunities and assessment of this participation across the program is key to this approach. Interpersonal skills remain a challenge for new graduates; support and mentoring in this domain by supervisors may enhance the transition to work.
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- 2016
46. 'Perezhivanija' Discovered through Narrative Analysis: Emotive and Motivational Foci in Parent's Diverse Heritage Language and Cultural Sustaining in Australia
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Babaeff, Robyn
- Abstract
Extensive linguistic research and theorising relating to maintaining the family heritage, as bilingual or multilingual family in differing language contexts, is currently available. Substantial research beneficially explores approaches to multilingual parenting, outcomes for individuals through parent and child perspectives, among linguistic and social realms of being multilingual in differing contexts. Personal experiences as emotive ways of reasoning, actions, and motive for sustaining one's heritage in a differing context are partially considered, but the cognitive-affective dimension could be more comprehensively explored. This paper conveys research methodology of parents' subjective sense for sustaining their heritage, as situated and unique for individuals through cultural-historical psychology elements. A cultural-historical framework provides a dynamic and multi-faceted scope of parent's subjective sense of self, for reasoning and approaches to sustaining their heritage with family. Construction of subjective perspectives involves the temporal motion of past to present, to enlighten motive and ideals for the present and future. Narrative analysis methodologies evidencing "perezhivanie" represent individuals' subjective configurations with individuals' contemporary and transpiring development of the subjective sense of self. This study associates Vygotsky's original "perezhivanie" conceptualisation and contemporary advances of subjectivity to cognise the intellectual-affective affiliation for motive substantiated through narrative analysis to show human subjective sense in motion.
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- 2016
47. Promoting Cultural Diversity: African Music in Australian Teacher Education
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Joseph, Dawn
- Abstract
Australia is forged by ongoing migration, welcoming a range of cultures, languages and ethnicities, celebrating a diverse range of the Arts. In this multicultural society, music and dance may serve as a positive medium to transmit and promote social cohesion. I argue that the inclusion of innovative and immersive practice of African music in teaching units may foster understandings of culture in education settings. In this paper I discuss tertiary students' experience in relation to the teaching and learning of African music within higher education courses. Drawing on interview data with six sessionals, questionnaire data, observation notes, anecdotal feedback and narrative reflection, I employ Interpretative Phenomenological Analysis to analyse and code the data into two broad themes. By offering a discussion on teaching and learning African music, I invite international dialogue regarding best practice for preparing, assessing and evaluating our students to raise/enhance the quality of Musical Arts Education.
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- 2016
48. Student Teachers' Cognition about L2 Pronunciation Instruction: A Case Study
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Burri, Michael
- Abstract
In view of the minimal attention pronunciation teacher preparation has received in second language (L2) teacher education, this study examined the cognition (i.e. beliefs, thoughts, attitudes and knowledge) development of 15 student teachers during a postgraduate subject on pronunciation pedagogy offered at an Australian tertiary institution. Findings revealed that, as a result of taking the subject, student teachers' cognition shifted from teaching individual sounds (i.e. segmentals) to favouring a more balanced approach to pronunciation instruction. That is, teaching the melody of the English language (i.e. suprasegmentals) was seen as important as teaching segmentals. Non-native speakers' self-perceived pronunciation improvement, an increase in their awareness of their spoken English, and native/non-native collaboration played critical roles in facilitating participants' cognition growth. The findings also showed that cognition development is a complex process. The paper concludes with recommendations for preparing L2 teachers to teach English pronunciation in their classroom contexts.
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- 2015
49. Facebook and the Final Practicum: The Impact of Online Peer Support in the Assistant Teacher Program
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Paris, Lisa F., Boston, Julie, and Morris, Julia
- Abstract
Australian pre-service teachers (PST) frequently report feeling isolated and vulnerable during the high stakes Assistant Teacher Program (ATP) final practicum. Mentoring and online learning communities have been shown to offer effective support during periods in which pre-service and beginning teachers feel challenged. As social media progressively infiltrates all aspects of contemporary life, individuals and organisations are opting to use technology in highly adaptive ways; as a result, they have to navigate both the positive aspects and pitfalls of the medium. In this paper we examine whether university Facebook© support groups, coupled with professional standards training and moderator involvement by university staff, enhanced ATP outcomes for preservice teachers in art and science.
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- 2015
50. Conceptual and Contextual Contradictions: How a Group of Primary School Teachers Negotiated Professional Learning in a Multiliteracies Book Club
- Author
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Gardiner, Veronica and Cumming-Potvin, Wendy
- Abstract
The need to diversify digital communications for a global twenty-first century has prompted many theorists to reimagine literacy teaching and learning. Although the new Australian curriculum acknowledges multimodality and multimodal texts, professional learning continues to privilege print-focused literacy. Utilizing a multiliteracies' and community of practice framework, this study scaffolded seven primary school teachers in critical and collaborative professional learning. A case study explored the teachers' evolving perspectives and knowledge work during monthly meetings in a multiliteracies book club. Drawing on a qualitative approach, this paper focuses on how the teachers, who were based in regional Western Australia, problematized conceptual and contextual issues. More broadly, the discussion highlights how the teachers perceived and (re)negotiated contradictory constructions of literacy and professional learning. Findings suggest that generating scaffolded spaces for-and-with teachers is important for innovation in professional literacy learning.
- Published
- 2015
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