What does a role model Australian primary school health and physical education program look like?
- Authors: Lynch, Timothy
- Date: 2012
- Type: Text , Conference paper
- Relation: ICHPER-SD 53rd Anniversary World Congress & Exposition p. 150-161
- Full Text: false
- Reviewed:
“Learner voice”: Who speaks? Who listens?
- Authors: Angus, Lawrence , Golding, Barry , Lavender, Peter , Foley, Annette
- Date: 2012
- Type: Text , Conference paper
- Relation: ECER 2012, The Need for Educational Research to Champion Freedom, Education and Development for All
- Full Text: false
- Reviewed:
- Description: The paper will report on an ongoing research project being conducted by the authors, on behalf of the Australian National VET Equity Advisory Council (NVEAC), in which we are required to conduct “a review and analysis of effective models and underpinning principles for gathering and responding to feedback from learners, particularly disadvantaged learners”. The term “learner voice” is used throughout the NVEAC documentation to describe engagement with students of vocational education and training. But the “voice” that has unashamedly dominated the policy discourse in vocational and adult education and training in recent decades has been that of business and industry. Recently, however, particularly in England during the final term of the New Labour administration, and increasingly is some Scandinavian and European countries, a renewed emphasis on policies of social inclusion has introduced the notion of “learner voice” into policy considerations. Especially important are the voices of learners who are perceived to be disadvantaged or marginalised. In Australia, too, discourses of both inclusion and human capital have led to policies of involving students, their interests and their views in some way in the education project. The engagement of students with the tertiary education sector and institutions has come to be regarded as a way of promoting students’ learning by making their education and training more relevant to, and inclusive of, their “needs” while simultaneously contributing to the more efficient utilisation of human capital in an increasingly competitive national economy. Such inclusiveness, therefore, is promoted as facilitating the twin virtues of equity and efficiency, and is seen by some as having the potential to empower learners and transform their learning experience, and also to transform and expand Vocational Education and Training (VET) and Adult and Community Education (ACE). The paper will critically examine the dynamics of the vet policy framework and the range current practice in relation to learner voice. It will particularly emphasise contradictions in both practice and policy in relation to who speaks and with what authority, and who listens to what effect.
Learning in place: Pedagogical pathways for place-making
- Authors: Green, Monica
- Date: 2009
- Type: Text , Conference paper
- Relation: AARE 2008 p. 1-19
- Full Text:
- Reviewed:
- Description: Abstract: This paper examines the position and role of 'place' in primary school curriculum. Drawing on the research literature and preliminary data the paper analyses a re-imagined environmental education program at a primary school. Innovative and collaborative processes that depict children as integral designers of a new garden place are discussed. Focus is given to the school ground as an important site for teaching and learning. The role of an ecological centre designed to teach children about sustainable building principles is discussed. Attention is drawn to the importance of children as place makers via endeavours that encourage and support children's fascination and affinity with outdoor places in the school ground. Tending a food garden is proposed as a significant pedagogical pathway for nurturing children's sense of wonder and enabling familiarity and a love of the natural world. Keywords: place, place makers, children, school ground, natural world, gardening
The use of graded online discussion groups in teaching environmental science: a case study
- Authors: Panther, Barbara
- Date: 2009
- Type: Text , Conference paper
- Relation: Collected Wisdom: Off Campus Learning and Teaching Symposium p. 48-52
- Full Text: false
- Reviewed:
Auto/ethnography : a journey of self/indulgence
- Authors: Manning, Debra
- Date: 2008
- Type: Text , Conference paper
- Relation: AARE Conference 2007 p. 16p.
- Full Text:
- Reviewed:
- Description: Abstract: Research aspires to be objective and purposeful, and keen to improve my own teaching, I began a phenomenographic exploration of lecturers’ experiences teaching in multi-cultural classrooms. Disparities between the participants’ perspectives and my expectations, however, found me caught between my purposefulness and my passion for the topic. Seeking a way forward I was drawn to explore my own assumptions about research and my role as the researcher. The emerging insights create a compelling, and at times shocking, account of my pervasive influence on this purportedly, objective research project. Searching for theoretical reflections of my experiences I discovered auto/ethnography. My initial delight turned into distaste at the degree of self disclosure I encountered in the writings. I rejected auto/ethnography as self indulgent and un-academic, yet as I wrote, I could not stem the flow of revelations about the centrality of my values and beliefs in this research project. This paper offers some thoughts on my research journey and concludes by reframing the pejorative ‘self-indulgent’ to assert that to give oneself up to contemplation of the diverse influences of the researcher’s self on her research is enlightening and essential for ethical research….indeed self/indulgent. Key words: research; auto/ethnography; reflexivity; higher education
Mechatronics training through project-based learning and industry liaison
- Authors: Ibrahim, Yousef
- Date: 2008
- Type: Text , Conference paper
- Relation: ISIE08 30 June 2008 to 2 July 2008 p. 1383-1387
- Full Text: false
- Reviewed:
- Description: This paper presents a technique that was used in the development of Mechatronics courses in Thailand and Australia. The technique was based on project-based learning and industry engagement. Mechatronics course development was supported by AusAID grant to the Royal Thai Government (RTG) to establish six different mechatronics programs in six Universities. Mechanisms were established to ensure industrypsilas input throughout the stages of mechatronics course development at each University. This paper discusses those mechanisms.
Intimate spectacular : Telling the truth in music theatre
- Authors: Bourne, Tracy
- Date: 2007
- Type: Text , Conference paper
- Relation: ASDA, Melbourne 2007
- Full Text: false
- Description: Music theatre is a form struggling for definition. A musician will tell you that music theatre is new opera,while an actor will tell you that music theatre is a musical. Good music theatre should be both musically and theatrically satisfying. It should broaden the boundaries of performance and take a work beyond the limitations of one form into a more complete and expressive experience. Myth and metaphor are well suited to music theatre form, but the small story can work well too. This paper will use the process of writing and performing a ‘true story’ to argue for the relevance of music theatre in dealing with the emotional content of smaller works. ‘Running with pigs …’1 was written as a response to my own experience of pregnancy, birth and stillbirth. Music theatre form allowed us to engage with the personal nature of the material with humour and with sadness, and gave us the flexibility to enter the surreal, inner world of pregnancy and grief. In this performance, music theatre was not an escape from real life, but a way of giving space and structure to real feelings within the story.
Get Ready Get Set... Flow in sport as a model for enhancing vocal peformance
- Authors: Bourne, Tracy
- Date: 2006
- Type: Text , Conference paper
- Relation: Australian National Association for Teaching,
- Full Text: false