Horse talk : Equine based learning programs and their engagement with individuals
- Authors: Townsend, Rob , Hood, Michelle
- Date: 2019
- Type: Text , Journal article
- Relation: Australian Journal of Adult Learning Vol. 59, no. 2 (2019), p. 254-268
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- Description: Studies about equine therapies or equine experiential learning recommend that significantly more research, specifically longitudinal research, across age groups, genders, contexts and client cohorts needs to occur in diverse contexts. There exists diverse equine-related programs which engage with a range of cohorts, specifically; young children who have experienced abuse; adolescents who have experienced abuse and family violence and adults who have experienced family violence, psychiatric disorders, social anxiety and social isolation. The most common outcomes from the equine learning program studied for this article, from the case-studies and the thematic analysis includes; behavioural changes, stress relief, mind and body awareness and control, forming a relationship with an intuitive practitioner, guided meditations as a means of creating independent meditation techniques and re-engagement with education, work, friendships and family relationships. The mind-body awareness that is gained by participants of the program provides skills and techniques for individuals (and families) to utilise in every-day, with lifelong learning a crucial aspect of the program.
Constructing narratives in later life : Autoethnography beyond the academy
- Authors: Golding, Barry , Foley, Annette
- Date: 2017
- Type: Text , Journal article
- Relation: Australian Journal of Adult Learning Vol. 57, no. 3 (2017), p. 384-400
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- Description: Learning through life experiences as distinct from learning through the academy and courses have become increasingly important themes in later life adult education research and practice. Whilst the dominant discourse for most younger people is still about education and training for students in standardised and accredited courses, there is increasing concern to find ways of giving voice to empower people otherwise excluded, disempowered or missing from mainstream education, learning, research and the community. This paper specifically explores and actively mirrors ways of using techniques developed through academic autoethnography to empower older people to share and make sense of the lives they have lived by exploring some of the unexamined assumptions that govern everyday life, behaviour and decision making including in the many, often very informal contexts well beyond educational institutions, the academy and paid work. In essence, like autoethnography, our paper seeks to identify, interrogate and celebrate ways of revealing and displaying multiple layers of consciousness connecting the personal to the cultural for sharing and celebrating diversity in later life. [ABSTRACT FROM AUTHOR] Copyright of Australian Journal of Adult Learning is the property of Copyright Agency Limited 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.)
Perspectives on peer learning as adult education in diverse communities
- Authors: Townsend, Robert
- Date: 2014
- Type: Text , Journal article
- Relation: International Journal of Adult, Community and Professional Learning Vol. 20, no. 2 (2014), p. 45-58
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- Description: Peer led learning reduces the number of barriers between education institutions, teacher led instruction, and learners. Peer led approaches to learning, whether in formal educational settings or as part of informal community services, can positively affect attitudes and behaviour. The research gap is identifying the elements of peer learning that can enhance education pathway development for individuals and groups who have turned away from formal education. Most activities, programs, and research around peer learning are directed at the 'formal' peer assisted learning within educational institutions or peer mentoring within clinical and professional settings. There is a need to locate, record, and debate all of the peer learning activities that occur within education providers, community programs, 'underground education', recreational clubs, and arts and performance spaces. This article will present the reflections of the author's own peer education experiences, as well as the preliminary findings of a systematic review about peer learning, and outline the need for future mixed methods research about student informal peer activities. © Common Ground, Rob Townsend, All Rights Reserved.
Responding to professional learning: how effective teachers differentiate teaching and learning strategies to engage highly able adolescents
- Authors: Kronborg, Leonie , Plunkett, Margaret
- Date: 2013
- Type: Text , Journal article
- Relation: Australasian Journal of Gifted Education Vol. 22, no. 2 (2013), p. 52-63
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- Description: This paper outlines a study focusing on a review of professional learning provided to teachers in a new Australian selective high school for highly able students over a twoyear period. The aim was to investigate how the first two cohorts of teachers in this new selective environment perceived the characteristics and competencies required for teachers to be effective with highly academically able students. Considerable professional learning opportunities relating to these aspects had been provided to the teachers through a partnership with the Faculty of Education at Monash University and additionally by the leadership of the school and through collaboration with colleagues. Generally teachers had little prior experience with selective environments except at the leadership level. Findings illustrated that both cohorts had similar perceptions about required teaching qualities but differences existed in relation to the use of differentiated teaching strategies with the older, more experienced teachers reporting more frequent use of such strategies. As such, it was important to tailor professional learning to meet the needs of the less experienced teachers to assist their knowledge and understanding about the importance of differentiated instruction
All over, red rover? The neglect and potential of Australian adult education in the community
- Authors: Golding, Barry , Foley, Annette
- Date: 2011
- Type: Text , Journal article
- Relation: Australian Journal of Adult Learning Vol. 51, no. SPEC.ISS.1 (2011), p. 53-71
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- Description: Consistent with the 'looking back, moving forward' conference theme, in this paper we undertake a critical, research-based appraisal of the current, arguably neglected state of adult education in Australia in 2010, and proceed to paint a picture of how a different and potentially more positive future might be realised. Firstly, we emphasise situations (including states and territories) in Australia in which adult education is seen to be lacking or missing for particular groups of adults. Secondly we emphasise research evidence confirming the demonstrable value of learning for purposes other than those that are immediately vocational. We identify links between lifelong and life wide learning on one hand, and health and wellbeing on the other. Part of the paper involves international comparisons with other forms of adult learning that Australia might learn from, adapt or borrow. We make particular reference to research underpinning the recent Inquiry into the Future of Lifelong Learning by NIACE in the United Kingdom. Our first main conclusion has to do with equity. Adult and community education (ACE) in Australia is currently seen to be least available or accessible to those Australians with the most limited and most negative experiences of school education, but the most need to learn in non-vocational domains. These groups include older Australians, some men and women, people not in paid work, and rural, isolated and Indigenous people. Our second main conclusion is that, to realise adult learning's future potential, we need changes to government policies, research and practice that acknowledge and actively support the broader nature and value of learning for life across all age groups. To paraphrase research from Belgium by Sfard (2008), based around Beck's (1986) exploration of reflexive modernity, the adult education function of ACE is in dire straits, unless education is seen as being much more valuable than the sum of individual vocational competencies, and particularly unless it is also recognised, valued and supported as one of many valuable outcomes of social, lifelong and lifewide learning throughout the community.
Literacy, technology and the economics of attention
- Authors: Lankshear, Colin , Bigum, Chris , Knobel, Michele , Rowan, Leonie
- Date: 2003
- Type: Text , Journal article
- Relation: L1-Educational Studies in Language and Literature Vol. 3, no. (2003), p. 95-122
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- Description: This article is based on aproject aimed at generating practicalsuggestions based on research findings abouthow new technologies might be used to enhanceL1 literacy attainment in disadvantagedsettings. The project involved designing,implementing and researching an innovativeapproach to curriculum and pedagogy using newdigital technologies in language and literacyeducation within classroom settings involvingsmall groups of ''disadvantaged'' learners. Thepaper reports activity and findings from one offour study sites. It focuses on four Grade 9boys seen by their teachers as troublemakersand at risk of failing in English. Theresearchers draw on current conceptual andtheoretical work associated with the emergenceof an Attention Economy theory to design acollaborative activity around constructing awebsite, and to identify and analyse positiveliteracy learning outcomes associated with thepedagogical approach taken. The authors showhow this new perspective on attention informs acritique of conventional approaches to schoolorganization and classroom learning, and how itcan be used to envisage alternative approachesto understanding and teaching students whodisplay literacy learning difficulties atschool.
- Description: C1
- Description: 2003000454