Balancing risk? First year performing arts students’ experience of a community arts event
- Hains-Wesson, Rachael, Campbell, Angela
- Authors: Hains-Wesson, Rachael , Campbell, Angela
- Date: 2014
- Type: Text , Journal article
- Relation: Issues in Educational Research Vol. 24, no. 3 (2014), p. 320-342
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- Description: This study examines participants’ responses to first year students’ street performances as a non-placement work-integrated learning (WIL) activity over a two year period. The purpose of the study was to determine: (1) community perception, (2) continuous improvement, and (3) future needs. Data was collected through surveying participants’ post-viewing of the street performances, students’ reflective notes, and a recorded focus group interview. The findings indicated that audience members require additional assistance to value the students’ street performances. The results revealed that students require more guidance around researching the sites of practice, understanding group work dynamics, relaxation methods, intra- and interpersonal skill development, conflict resolution and how to effectively build community relations with the local government Council. From the findings, specific recommendations for continual improvement are made. These include offering an explanation of the street performances’ historical and aesthetic connections to the building sites for audience members, affording battery operated body-microphones and light rostrum for improved sight lines, delivering group dynamics information and arranging opportunities for students to engage more effectively with the Council. While the recommendations in this study are intended to advance the field of research that evaluates non-placement WIL performing arts curriculum in higher education, the findings are relevant to any group-based performance activity in learning and teaching. © 2014, Western Australian Institute for Educational Research Inc. All rights reserved.
- Authors: Hains-Wesson, Rachael , Campbell, Angela
- Date: 2014
- Type: Text , Journal article
- Relation: Issues in Educational Research Vol. 24, no. 3 (2014), p. 320-342
- Full Text:
- Reviewed:
- Description: This study examines participants’ responses to first year students’ street performances as a non-placement work-integrated learning (WIL) activity over a two year period. The purpose of the study was to determine: (1) community perception, (2) continuous improvement, and (3) future needs. Data was collected through surveying participants’ post-viewing of the street performances, students’ reflective notes, and a recorded focus group interview. The findings indicated that audience members require additional assistance to value the students’ street performances. The results revealed that students require more guidance around researching the sites of practice, understanding group work dynamics, relaxation methods, intra- and interpersonal skill development, conflict resolution and how to effectively build community relations with the local government Council. From the findings, specific recommendations for continual improvement are made. These include offering an explanation of the street performances’ historical and aesthetic connections to the building sites for audience members, affording battery operated body-microphones and light rostrum for improved sight lines, delivering group dynamics information and arranging opportunities for students to engage more effectively with the Council. While the recommendations in this study are intended to advance the field of research that evaluates non-placement WIL performing arts curriculum in higher education, the findings are relevant to any group-based performance activity in learning and teaching. © 2014, Western Australian Institute for Educational Research Inc. All rights reserved.
Building empathy through a design thinking project : a case study with middle secondary schoolboys
- Dawbin, Benjamin, Sherwen, Matthew, Dean, Sue, Donnelly, Samantha, Cant, Robyn
- Authors: Dawbin, Benjamin , Sherwen, Matthew , Dean, Sue , Donnelly, Samantha , Cant, Robyn
- Date: 2021
- Type: Text , Journal article
- Relation: Issues in Educational Research Vol. 31, no. 2 (2021), p. 440-457
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- Description: Adolescents' empathy is an essential socio-emotional concept that helps mediate friendships and family relationships. Year 10 boys, aged 14-15 years, were invited to participate in a five-day experiential education program (Design Week) based on a social equity challenge using a Design Thinking concept. Students worked in small groups, mentored by experts. Student groups developed innovative solutions to support women who experienced domestic and family violence. As a key outcome, students' empathy measured by the Comprehensive State Empathy Scale increased significantly from a baseline of 63% to 75% at post-test, representing a large effect size (d= 1.06). Six empathy subscale factors were also significantly increased (p= <0.05). The program was feasible and was rated by teachers and students as engaging, relevant to learning, and learning about complex social issues. This paper presents a case study of the Design Week program, shown to be worthy of further testing with secondary school adolescents. © 2021, Western Australian Institute for Educational Research Inc. All rights reserved.
- Authors: Dawbin, Benjamin , Sherwen, Matthew , Dean, Sue , Donnelly, Samantha , Cant, Robyn
- Date: 2021
- Type: Text , Journal article
- Relation: Issues in Educational Research Vol. 31, no. 2 (2021), p. 440-457
- Full Text:
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- Description: Adolescents' empathy is an essential socio-emotional concept that helps mediate friendships and family relationships. Year 10 boys, aged 14-15 years, were invited to participate in a five-day experiential education program (Design Week) based on a social equity challenge using a Design Thinking concept. Students worked in small groups, mentored by experts. Student groups developed innovative solutions to support women who experienced domestic and family violence. As a key outcome, students' empathy measured by the Comprehensive State Empathy Scale increased significantly from a baseline of 63% to 75% at post-test, representing a large effect size (d= 1.06). Six empathy subscale factors were also significantly increased (p= <0.05). The program was feasible and was rated by teachers and students as engaging, relevant to learning, and learning about complex social issues. This paper presents a case study of the Design Week program, shown to be worthy of further testing with secondary school adolescents. © 2021, Western Australian Institute for Educational Research Inc. All rights reserved.
Deep or surface learning? Perceptions of Chinese international and local students in Australian universities
- Li, Boli, Burke, Jenene, Plunkett, Margaret
- Authors: Li, Boli , Burke, Jenene , Plunkett, Margaret
- Date: 2022
- Type: Text , Journal article
- Relation: Issues in Educational Research Vol. 32, no. 1 (2022), p. 149-181
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- Description: Despite the COVID-19 pandemic, Chinese international students (CIS) still constitute the largest international population in Australian higher education. Yet limited research has examined the lived learning experience of CIS and local students in Australian universities. Underpinned by Biggs, Kember and Leung’s (2001) 3P model of learning, this article explores the perceptions of CIS regarding their approaches to learning in Australian universities, as compared with Australian domestic students (ADS). Surveys incorporating the Revised Study Process Questionnaire (R-SPQ-2F) were conducted with 156 CIS and 212 ADS from two Australian universities. The findings demonstrated that perceived disparities existed between the two cohorts in terms of their approaches to learning. These disparities, however, did not support the well-documented view of CIS as mainly surface oriented learners but rather as more rounded learners than ADS in their learning approaches. This study gave voice to CIS to reflect on their learning in Australian universities, in conjunction with and supplemented by insights provided by their Australian student counterparts. It also enabled a greater understanding of CIS learning in Western universities, particularly in Australian universities. © 2022, Western Australian Institute for Educational Research Inc.. All rights reserved.
- Authors: Li, Boli , Burke, Jenene , Plunkett, Margaret
- Date: 2022
- Type: Text , Journal article
- Relation: Issues in Educational Research Vol. 32, no. 1 (2022), p. 149-181
- Full Text:
- Reviewed:
- Description: Despite the COVID-19 pandemic, Chinese international students (CIS) still constitute the largest international population in Australian higher education. Yet limited research has examined the lived learning experience of CIS and local students in Australian universities. Underpinned by Biggs, Kember and Leung’s (2001) 3P model of learning, this article explores the perceptions of CIS regarding their approaches to learning in Australian universities, as compared with Australian domestic students (ADS). Surveys incorporating the Revised Study Process Questionnaire (R-SPQ-2F) were conducted with 156 CIS and 212 ADS from two Australian universities. The findings demonstrated that perceived disparities existed between the two cohorts in terms of their approaches to learning. These disparities, however, did not support the well-documented view of CIS as mainly surface oriented learners but rather as more rounded learners than ADS in their learning approaches. This study gave voice to CIS to reflect on their learning in Australian universities, in conjunction with and supplemented by insights provided by their Australian student counterparts. It also enabled a greater understanding of CIS learning in Western universities, particularly in Australian universities. © 2022, Western Australian Institute for Educational Research Inc.. All rights reserved.
Literacy and numeracy support in vocational education : Perceptions from engineering apprentices in Victoria
- Levy, Stuart, Briede, Michelle, Frost-Camilleri, Liam
- Authors: Levy, Stuart , Briede, Michelle , Frost-Camilleri, Liam
- Date: 2021
- Type: Text , Journal article
- Relation: Issues in Educational Research Vol. 31, no. 3 (2021), p. 891-913
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- Description: This research explored how engineering apprentices at an Australian TAFE institution perceive their supported acquisition of literacy and numeracy skills. Using a mixed methods approach, 56 apprentices completed questionnaires with nine participating in subsequent interviews. The study identified apprentices’ perceived ability levels in reading, writing and numeracy, learning strategies they employed, and literacy and numeracy support they found most helpful. Findings provide insight into apprentices’ approaches to learning, many of whom struggled to articulate how they acquired the literacy and numeracy skills for their studies and employment. Participants primarily focused on navigation of coursework and reading demands while reporting similar learning strategies. Literacy and numeracy support (LNS) teachers were considered helpful for others, with clear distinctions between the trade teacher/trainer and LNS teacher. Agitation with the self-paced nature of the classroom and a mismatch between study and workplace was also highlighted. This research suggests greater awareness of how apprentices learn would support literacy and numeracy skills development without reinforcing a deficit discourse. New approaches to develop apprentices’ learning strategies within the wider dialogue of literacy and numeracy acquisition is recommended. © 2021, Western Australian Institute for Educational Research Inc.. All rights reserved.
- Authors: Levy, Stuart , Briede, Michelle , Frost-Camilleri, Liam
- Date: 2021
- Type: Text , Journal article
- Relation: Issues in Educational Research Vol. 31, no. 3 (2021), p. 891-913
- Full Text:
- Reviewed:
- Description: This research explored how engineering apprentices at an Australian TAFE institution perceive their supported acquisition of literacy and numeracy skills. Using a mixed methods approach, 56 apprentices completed questionnaires with nine participating in subsequent interviews. The study identified apprentices’ perceived ability levels in reading, writing and numeracy, learning strategies they employed, and literacy and numeracy support they found most helpful. Findings provide insight into apprentices’ approaches to learning, many of whom struggled to articulate how they acquired the literacy and numeracy skills for their studies and employment. Participants primarily focused on navigation of coursework and reading demands while reporting similar learning strategies. Literacy and numeracy support (LNS) teachers were considered helpful for others, with clear distinctions between the trade teacher/trainer and LNS teacher. Agitation with the self-paced nature of the classroom and a mismatch between study and workplace was also highlighted. This research suggests greater awareness of how apprentices learn would support literacy and numeracy skills development without reinforcing a deficit discourse. New approaches to develop apprentices’ learning strategies within the wider dialogue of literacy and numeracy acquisition is recommended. © 2021, Western Australian Institute for Educational Research Inc.. All rights reserved.
Parent-educators’ explorations of learning and role tensions during and ‘after’ Covid-19
- Goriss-Hunter, Anitra, Sellings, Peter, Walker, Amy, Claughton, Amy, Oxworth, Catherine, Robertson, Deborah, Griffiths, Katrina
- Authors: Goriss-Hunter, Anitra , Sellings, Peter , Walker, Amy , Claughton, Amy , Oxworth, Catherine , Robertson, Deborah , Griffiths, Katrina
- Date: 2023
- Type: Text , Journal article
- Relation: Issues in Educational Research Vol. 33, no. 3 (2023), p. 974-991
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- Description: This paper investigates the insights that we, as parent-educators gained from our children’s learning experiences throughout the Covid-19 pandemic and how this impacted our approaches to learning and teaching. All authors are teacher education academics working at a regional Australian university. The rapid and extensive changes in our personal and professional circumstances provided an opportunity for us to critically examine the ways in which we promoted learning for our children and our students. Our reflections on these investigations form the basis of this article. To explore these issues we drew on a method involving narrative inquiry and the Indigenous concept of yarning that we call collaborative narrative inquiry and the theoretical framework of Antonovsky’s salutogenic approach. Key findings of the research demonstrated tensions between the roles of parent and educator with a growing focus on the former and an increasing emphasis on health and well-being. These issues impacted the ways in which parent-educators facilitated learning for all students. © 2023, Western Australian Institute for Educational Research Inc.. All rights reserved.
- Authors: Goriss-Hunter, Anitra , Sellings, Peter , Walker, Amy , Claughton, Amy , Oxworth, Catherine , Robertson, Deborah , Griffiths, Katrina
- Date: 2023
- Type: Text , Journal article
- Relation: Issues in Educational Research Vol. 33, no. 3 (2023), p. 974-991
- Full Text:
- Reviewed:
- Description: This paper investigates the insights that we, as parent-educators gained from our children’s learning experiences throughout the Covid-19 pandemic and how this impacted our approaches to learning and teaching. All authors are teacher education academics working at a regional Australian university. The rapid and extensive changes in our personal and professional circumstances provided an opportunity for us to critically examine the ways in which we promoted learning for our children and our students. Our reflections on these investigations form the basis of this article. To explore these issues we drew on a method involving narrative inquiry and the Indigenous concept of yarning that we call collaborative narrative inquiry and the theoretical framework of Antonovsky’s salutogenic approach. Key findings of the research demonstrated tensions between the roles of parent and educator with a growing focus on the former and an increasing emphasis on health and well-being. These issues impacted the ways in which parent-educators facilitated learning for all students. © 2023, Western Australian Institute for Educational Research Inc.. All rights reserved.
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