Showing items 1 - 13 of 13

Can twenty years of technology education assist "grass roots" syllabus implementation?

- Ginns, Ian, Norton, Stephen, McRobbie, Campbell, Davis, Robert

  • Authors: Ginns, Ian , Norton, Stephen , McRobbie, Campbell , Davis, Robert
  • Date: 2007
  • Type: Text , Journal article
  • Relation: International Journal of Technology & Design Education Vol. 17, no. 2 (2007), p. 197-215
  • Full Text:
  • Reviewed:
  • Description: Teachers' informed acceptance of challenges associated with teaching technology might ensure the successful implementation of a Technology syllabus in primary schools. They must be prepared to analyse their own understandings of technology concepts and processes, teaching and resource needs, and engage in professional development activities designed to meet their needs. This paper investigates the introduction of a new Technology syllabus into a school and draws on a number of data sources, for example, surveys, interviews with individual teachers, classroom observations, and field notes. It was evident that very specific personal and classroom related issues (e.g., content and pedagogy), and broader issues related to the school and wider communities (e.g., resources and networking), impacted on teachers' acceptance of the syllabus. Based on these findings, the influence of 20 years of technology education and associated research on the essentials of classroom syllabus implementation by teachers is evaluated. Ways of making this store of knowledge and expertise more meaningful and accessible for teachers are explored. [ABSTRACT FROM AUTHOR] Copyright of International Journal of Technology & Design Education is the property of Springer Science & Business Media B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Can twenty years of technology education assist ‘grass roots’ syllabus implementation?

- Ginns, Ian, Norton, Stephen, McRobbie, Campbell, Davis, Robert

  • Authors: Ginns, Ian , Norton, Stephen , McRobbie, Campbell , Davis, Robert
  • Date: 2005
  • Type: Text , Conference paper
  • Relation: Paper presented at 15th Conference on Pupils’ Attitudes Towards Technology, Haarlem-Zuid, Netherlands : 1st April, 2005
  • Full Text: false
  • Reviewed:
  • Description: Elementary school teachers and teacher educators have expressed concerns about what students learn as they engage in design and technology activities. This study was designed to identify students' understandings of selected technology concepts, and changes in those understandings across a range of age levels corresponding to grades 2, 4 and 6 at elementary school. Following an extensive interview program and subsequent data analysis, it is argued that commonalities and variations in understandings exist within and across age levels. The identification of these commonalities and variations is examined for their implications for classroom teachers, the development of more appropriate design and technology programs, and preservice and inservice teacher education.
  • Description: E1
  • Description: 2003001336

Mentoring for pre-service teachers and the use of inquiry-oriented feedback

- McGraw, Amanda, Davis, Robert

  • Authors: McGraw, Amanda , Davis, Robert
  • Date: 2017
  • Type: Text , Journal article
  • Relation: International Journal of Mentoring and Coaching in Education Vol. 6, no. 1 (2017), p. 50-63
  • Full Text: false
  • Reviewed:
  • Description: Purpose: The purpose of this paper is to examine the nature of feedback offered by school mentors in three primary and secondary rural schools during pre-service teachers’ (PSTs’) professional placements. In the context of discussions about the need for more integrated theory/practice connections for PSTs which are “mutually reinforced by all programme components” (Teacher Education Ministerial Advisory Group, 2014, p. ix), it aims to examine whether certain contextual features of school environments have an impact on the nature of feedback offered to PSTs. Design/methodology/approach: Through a phenomenological analysis of semi-structured interviews, this paper explores the relationship between certain contextual features of school environments and their impact on the effectiveness of mentor feedback practices. Findings: It is suggested that teacher mentors are more likely to offer inquiry-oriented feedback informed by well-developed personal theories and values if they teach in schools where feedback processes are promoted as a central part of teachers’ ongoing professional learning. Professional learning experiences, which include classroom observations, peer feedback and a focus on using feedback to enhance students’ learning, extend and deepen teachers’ understandings and beliefs about feedback as well as their repertoire of strategies. Consequently, they are more informed and better able to work with PSTs using inquiry-oriented approaches. Originality/value: Through an examination of teacher narratives, this paper presents two frameworks for considering the nature of feedback offered to PSTs by their teacher mentors: inquiry-oriented and instructional-oriented feedback. It argues that teacher mentors are better equipped to use inquiry-oriented feedback approaches and build growth-fostering relationships if they are engaged in ongoing professional learning experiences in their schools based on classroom observations and non-judgemental peer feedback. © 2017, © Emerald Publishing Limited.

Narrative pedagogies in Science, Mathematics and Technology

- Hobbs, Linda, Davis, Robert

  • Authors: Hobbs, Linda , Davis, Robert
  • Date: 2012
  • Type: Text , Journal article
  • Relation: Research in Science Education Vol. , no. (2012), p. 1-17
  • Full Text:
  • Reviewed:
  • Description: Despite years of research, there remains serious concern regarding the engagement of students in science, mathematics and technology education. In this paper, the authors explore how narrative pedagogies are used in science, mathematics and technology in order to make the subjects meaningful. The paper focuses specifically on the role and aesthetic nature of narrative as a pedagogical approach in these school subjects and between school sectors. Case study methodology was used to compare the findings of two independent studies investigating the role of narrative-based pedagogies in mathematics and science (first author) and technology (second author). Based on this comparison, this paper proposes two perspectives on narrative-based pedagogies that deal with the connection of students with the subject: inward-looking that situated the learner within the story generated around artefact creation, and outward-looking that situated the stories of the content into students' lifeworlds. The use of this comparative lens enabled a higher level of analysis that could not have been achieved by each research programme, generating a broader narrative that provided deeper insight into the teaching and learning experience. © 2012 Springer Science+Business Media B.V.

Negotiating the dilemmas of community-based learning in teacher education

- Johnston, Robbie, Davis, Robert

  • Authors: Johnston, Robbie , Davis, Robert
  • Date: 2008
  • Type: Text , Journal article
  • Relation: Teaching Education Vol. 19, no. 4 (2008), p. 351-360
  • Full Text:
  • Reviewed:
  • Description: At the University of Ballarat, pre-service teachers (PSTs) in their second year of the Bachelor of Education (P-10) are required to plan community-based teaching and learning in conjunction with school students, their teachers and schools along with community organizations. These requirements are in synergy with curriculum developments in schools and appear to be valued by them. In this paper, the implementation of community-based teaching and learning programs developed by PSTs is examined for educational and organizational issues that shaped the outcomes for PSTs. The paper highlights a number of consistent themes that throw light on factors that appear to affect the success of such pre-service courses. These insights contribute to the understanding of community-based PST education curricula and pedagogies as an important and emerging area of interest.

OK, please just tell us what to do : The challenge of freedom in teacher education

- Davis, Robert, Johnston, Robbie

  • Authors: Davis, Robert , Johnston, Robbie
  • Date: 2007
  • Type: Text , Conference paper
  • Relation: Paper presented at 2007 National Biennial Conference of the Australian Curriculum Studies Association: Curriculum Centre Stage: Inclusivity, Creativity and Diversity, Melbourne : 7th-10th July 2007
  • Full Text:
  • Description: At the University of Ballarat, pre-service teachers (PSTs) in their second year of the Bachelor of Education (P-10) are required to plan community-based teaching and learning in conjunction with school students, their teachers and schools along with community organisations. These requirements are in synergy with curriculum developments in schools and appear to be valued by them. While the transformative potential of community-based teaching and learning for teacher educators is acknowledged, there is a clear need for more research into the factors which underlie the success or otherwise of such approaches. In this paper, the implementation of community-based teaching and learning programs developed by pre-service teachers is examined for educational and organisational issues that shaped the outcomes for students. The paper highlights a number of consistent themes that throw light on factors that appear to affect the success of such pre-service courses. These insights contribute to the understanding of community-based pre-service teacher education curricula and pedagogies as an important and emerging area of interest.
  • Description: 2003005036

Racetrack mapping : Engaging students in mathematics and geography

- Tromp, Calvin, Davis, Robert

  • Authors: Tromp, Calvin , Davis, Robert
  • Date: 2007
  • Type: Text , Journal article
  • Relation: Australian Primary Mathematics Classroom Vol. 12, no. 3 (2007), p. 4-7
  • Full Text: false
  • Reviewed:
  • Description: Calvin Tromp and Rob Davis lead us through a mapping task that engages students in significant learning in the final weeks of the year: this paper reports on a classroom investigation of a sequence of cross-disciplinary mapping lessons undertaken by Grade Five students at Black Hill Primary, a Victorian State Primary School in Ballarat
  • Description: C1
  • Description: 2003005033

Severe chronic neutropenia : Treatment and follow-up of patients in the severe chronic neutropenia international registry

- Dale, David, Cottle, Tammy, Fier, Carol, Bolyard, Audrey, Bonilla, Mary Ann, Boxer, Laurence, Cham, Bonnie, Freedman, Melvin, Kannourakis, George, Kinsey, Sally, Davis, Robert, Scarlata, Debra, Schwinzer, Beate, Zeidler, Cornelia, Welte, Karl

  • Authors: Dale, David , Cottle, Tammy , Fier, Carol , Bolyard, Audrey , Bonilla, Mary Ann , Boxer, Laurence , Cham, Bonnie , Freedman, Melvin , Kannourakis, George , Kinsey, Sally , Davis, Robert , Scarlata, Debra , Schwinzer, Beate , Zeidler, Cornelia , Welte, Karl
  • Date: 2003
  • Type: Text , Journal article
  • Relation: American Journal of Hematology Vol. 72, no. 2 (Feb 2003), p. 82-93
  • Full Text: false
  • Reviewed:
  • Description: Severe chronic neutropenia (SCN) is defined as an absolute neutrophil (ANC) of less than 0.5 x 10(9)/L, lasting for months or years. Congenital, cyclic, and idiopathic neutropenia are principal categories of SCN. Since 1994, the Severe Chronic Neutropenia International Registry (SCNIR) has collected data to monitor the clinical course, treatments, and disease outcomes for SCN patients. This report summarizes data for 853 patients, almost all treated with daily or alternate-day recombinant human granulocyte colony-stimulating factor (G-CSF or Filgrastim). G-CSF treatment increased the ANC overall from 0.34 x 10(9)/L +/- 0.018 pre-treatment to 3.70 x 10(9)/L +/- 0.18 during the first year of treatment. For most patients, the responses were durable with patients remaining on the same dose of G-CSF for many years. Long-term hematological observations showed stable mean leukocyte and neutrophil counts and gradually increasing hemoglobin levels. Thrombocytopenia developed in 4% of patients. As of January 1, 2000, myelodysplasia (MDS) or. acute myelogenous leukemia (AML) has occurred in 35 of 387 patients with congenital neutropenia with a cumulative risk of 13% after 8 years of G-CSF treatment. This event occurred without a predictable relationship to the duration or dose of G-CSF treatment. No patients with cyclic or idiopathic neutropenia developed MDS or AML. Other important adverse events included hepatomegaly, osteoporosis, vasculitis, glomerulonephritis, and deaths in 4 of 14 cases requiring splenectomy. Growth and development and the outcome of pregnancy appeared to be unaffected by G-CSF treatment. These data indicate that congenital, cyclic, and idiopathic neutropenia can be effectively treated with long-term GCSF. The risk of leukemia, osteoporosis, other potentially adverse events, and pregnancy outcome need to be further evaluated with continuing long-term observations. (C) 2003 Wiley-Liss, Inc.
  • Description: C1

Structuring technology education for pre-service teachers

- Davis, Robert

  • Authors: Davis, Robert
  • Date: 2007
  • Type: Text , Conference paper
  • Relation: Paper presented at 18th Pupils Attitudes Towards Technology: International Conference on Design and Technology, Glasgow : 21st-22nd June 2007 p. 437-443
  • Full Text: false
  • Description: It is evident that there are numerous conceptions of what constitutes technology in the primary classroom, and yet a shared understanding of the subject area is crucial for the productive development of the discipline. In this study, pre-service teachers reflected on a new method of teaching technology that provides for a shared conceptualisation of the Key Learning Area. It is apparent that such a structure may allow for meaningful and shared insights into technological practice and provide a possible basis for structuring technology education courses, particularly for those students unfamiliar with the subject. This research is significant in that it examines a pedagogical method that has, until now, not been utilised in such pre-service courses, and addresses some of the major concerns being voiced in the subject area.
  • Description: 2003005048

Teacher change in response to student learning in technology

- Davis, Robert

The technological narrative of a teaching and learning space

- Davis, Robert, Rogers, Pauline

Towards a pedagogy of group work : Working the rhetoric of group work in an undergaduate curriculum and pedagogy unit at the University of Ballarat

- Zeegers, Margaret, Davis, Robert, Russell, Rupert, Menon, E.

Using a model of technology activity in the primary classroom

- Davis, Robert

  • 1