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15 results on '"Beavis, Catherine"'

1. Student Perspectives on First Year Experience Initiatives Designed for Pre-Service Teachers in Their First Weeks of University Study

Author

Larkin, Kevin, Rowan, Leonie, Garrick, Barbara, and Beavis, Catherine

Abstract

Universities throughout Australia are increasingly investing significant amounts of time and money in efforts to improve the quality of first year students' experiences and, by extension, increase retention, performance and student satisfaction. This paper reports upon a pilot research project conducted at a Queensland university that investigates student understandings of, and reactions to, a range of initiatives put in place to enhance their "first year experience". The research showed that students had mixed reactions to the initiatives put in place to support them and that staff played a vital role in terms of how students responded to various forms of institutional support. In analysing the results the paper demonstrates the need for ongoing research into how a diverse cohort of students make sense of the first year experience they are offered.

Published
2016

2. RTS and RPGs: New Literacies and Multiplayer Computer Games.

Author

Beavis, Catherine

Abstract

The new social studies of childhood point to the need for studies which explore young people's uses of technology. Multiplayer computer games provide an important site for exploring the role of new technologies in young people's lives, in particular in relation to issues of representation, identity, and community, and to the changing nature of literacy and textuality in these multimodal texts. This paper reports on a small study of six teenage players of multiplayer computer games. Five boys and one girl aged 15-16 were interviewed individually about their game playing practices and preferences, and filmed as they played online. The study focused on issues of representation and community online, the experience of playing online and on intersections between traditional print-based text, visual images, symbols, sound, interactivity, and other elements as these young people played the games. (Contains 14 references.) (PM)

Published
2002

3. Magic or Mayhem? New Texts and New Literacies in Technological Times.

Author

Beavis, Catherine

Abstract

Questions about the implications of the new technologies for literacy, literacy teaching, and literacy practices provoke diverse and contradictory responses in the media, in policy documents, in state and national assessment surveys, and among teachers themselves. On one hand, the need for literacy to be reconceptualized and redefined in the face of rapid change seems overwhelming. On the other, definitions of literacy, particularly as they are enacted in curriculum and assessment policies and in schools, for the most part remain largely print based. A pilot study with four teachers in two secondary schools in Australia explored the implications of the new technologies for literacy and the English curriculum. The focus was on what it might mean to extend the range of texts studied in English to incorporate games, on the nature of computer games as narratives and text, and on changing constructions of literacy as they were reflected in this instance in the planning, teaching, and evaluation of the unit on computer games as texts of the new technologies. Joint planning sessions were held with the teachers. Findings suggest computer games in the classroom do bring "mayhem," not least in the technological, copyright, and classifications (ratings) involved. Yet at the same time, there is also "magic" in the texts themselves in the engagement of many students more commonly bored or marginal with traditional texts and subject matter. (Contains 23 references.) (NKA)

Published
1999

4. Literacy, English, and Computer Games.

Author

Beavis, Catherine

Abstract

A study examined the incorporation of computer games into English classrooms, seeking to explore computer games as text, players' engagement with them, literacies needed, and the interchangeability of traditional and newer technology. Subjects were students enrolled in a coeducational private middle school or a state secondary school, and used two particular computer games that teachers had integrated into English instruction. Results indicated that: (1) digital literacy and the English curriculum can coexist; (2) classroom dynamics were high; (3) logistic difficulties arose; (4) boys were involved most, but in some cases girls were involved equally; and (5) students improved their reading achievement. Findings suggest that the reconstruction of the English classroom needs to proceed in ways that enfranchise all students and that are hospitable to high aspirations. (Contains 41 references.) (EF)

Published
1999

5. Annotated Bibliography of Research in the Teaching of English.

Author

Brown, Deborah, Beavis, Catherine, and Kalman, Judith

Abstract

Presents a selected bibliography of research in the teaching of English published between July and December of 2002. Addresses topics including bilingual/foreign language education, discourse processes, literacy, professional development, reading, technology and literacy, and writing. (SG)

Published
2003

6. Annotated Bibliography of Research in the Teaching of English.

Author

Brown, Deborah, Beavis, Catherine, and Kalman, Judith

Abstract

Presents annotations of 37 selected recent research in the teaching of English and related fields. Addresses bilingual/foreign language education, discourse processes, literacy, professional development, reading, teaching and learning of literature, teaching and learning of writing, and technology and literacy. Notes that most of the studies appeared during the six-month period from July through December 2001. (SG)

Published
2002

7. Annotated Bibliography of Research in the Teaching of English.

Author

Brown, Deborah, Beavis, Catherine, and Kalman, Judith

Abstract

Presents a selected bibliography of 50 recent research articles (published between January and June 2002) in the teaching of English. Includes works on topics such as: assessment; bilingual/foreign language education; discourse processes; literacy; professional development; reading; teaching and learning of literature; teaching and learning of writing; and technology and literacy. (SG)

Published
2002

8. 'It Makes You Realize, Really, Just How Deep Your Subtext Is': Literature, Subjectivity, and Curriculum Change.

Author

Beavis, Catherine

Abstract

Explores complex relationships between teachers (in Victoria, Australia) and curriculum change. Explores ways in which the teachers' positioning within a mix of discourses and settings variously supported or undermined their preparedness to accept new configurations of the subject Literature as well as the implications of curriculum change not just for constructions of the subject but also for teacher subjectivity. (SG)

Published
2001

13. Research methodologies in creative practice: literacy in the digital age of the twenty first century - learning from computer games

Author

Beavis, Catherine, Bradford, Clare, O'Mara, Joanne, and Walsh, Christopher

Abstract

Literacy remains one of the central goals of schooling, but the ways in which it is understood are changing. The growth of the networked society, and the spread of Information and Communications Technologies (ICT), has brought about significant changes to traditional forms of literacy. Older, print based forms now take their place alongside a mix of newer multi-modal forms, where a wide range of elements such as image, sound, movement, light, colour and interactivity often supplant the printed word and contribute to the ways in which meaning is made. For young people to be fully literate in the twenty-first century, they need to have clear understandings about the ways in which these forms of literacy combine to persuade, present a point of view, argue a case or win the viewers’ sympathies. They need to know how to use them themselves, and to be aware of the ways in which others use them. They need to understand how digital texts organise and prioritise knowledge and information, and to recognise and be critically informed about the global context in which this occurs. That is, to be effective members of society, students need to become critical and capable users of both print and multimodal literacy, and be able to bring informed and analytic perspectives to bear on all texts, both print and digital, that they encounter in everyday life.\ud \ud This is part of schools’ larger challenge to build robust connections between school and the world beyond, to meet the needs of all students, and to counter problems of alienation and marginalisation, particularly amongst students in the middle years. This means finding ways to be relevant and useful for all students, and to provide them with the skills and knowledge they will need in the ICT-based world of the Twentyfirst century. With respect to literacy education, engagement and technology, we urgently need more information as to how this might be best achieved.

Published
2008

14. MUSEUMS, GAMES, AND HISTORICAL IMAGINATION: STUDENT RESPONSES TO A GAMES-BASED EXPERIENCE AT THE AUSTRALIAN NATIONAL MARITIME MUSEUM.

Author

Rowan, Leonie, Townend, Geraldine, Beavis, Catherine, Kelly, Lynda, and Fletcher, Jeffrey

Subjects
MARITIME museums, ELECTRONIC games, CURRICULUM
Abstract

Digital games feature prominently in discussions concerning the ways museums might reimagine themselves--and best serve their audiences--in an increasingly digital age. Questions are increasingly asked about the opportunities various games might provide to foster historical imagination, and, in this process, contribute to the curation, construction and dissemination of knowledge: goals central to the work of modern museums. This paper reports on the experiences and perceptions of three groups of year 9 students (aged 14-15) as they engaged with one purpose built digital game--called The Voyage-- at the Australian National Maritime Museum in 2015. The researchers sought students' feedback on the strengths, weakness and possibilities associated with using games in museum contexts (rather than at home, or at school). In presenting students' perspectives and their associated recommendations, the paper provides vital end-user input into considerations about how museums might maximize the potential of digital games, to enhance historical awareness and understanding, build links to formal curriculum, and strengthen partnerships between schools and museums. [ABSTRACT FROM AUTHOR]

Published
2016

15. Student Perspectives on First Year Experience Initiatives Designed for Pre-service Teachers in their First Weeks of University Study.

Author

Larkin, Kevin, Rowan, Leonie, Garrick, Barbara, and Beavis, Catherine

Subjects
COLLEGE teachers, GRADE repetition
Abstract

Universities throughout Australia are increasingly investing significant amounts of time and money in efforts to improve the quality of first year students' experiences and, by extension, increase retention, performance and student satisfaction. This paper reports upon a pilot research project conducted at a Queensland university that investigates student understandings of, and reactions to, a range of initiatives put in place to enhance their "first year experience". The research showed that students had mixed reactions to the initiatives put in place to support them and that staff played a vital role in terms of how students responded to various forms of institutional support. In analysing the results the paper demonstrates the need for ongoing research into how a diverse cohort of students make sense of the first year experience they are offered. [ABSTRACT FROM AUTHOR]

Published
2016
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