Mobilising a lens of inclusivity within initial teacher education. Teacher education in and for uncertain times.
- Authors: Goriss-Hunter, Anitra , Burke, Jenene
- Date: 2018
- Type: Text , Conference paper
- Relation: Australian Teacher Education Association and Teacher Education Forum of Aotearoa New Zealand Conference, 4-6 July 2018, Melbourne.
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- Description: In uncertain contemporary times, Initial Teacher Education (ITE) educators are under considerable pressure from political, social and institutional sources to ensure that PSTs are “classroom ready”; fully equipped to prepare diverse student cohorts to lead fulfilling post-school lives in an increasingly complex and changing world. To achieve this goal, current research and policy is increasingly focusing on foregrounding inclusive teaching practice. A great deal of education literature focuses on notions of diversity and inclusion with regard to student education in schools (Blackmore, 2009, Campbell & Whitty, 2002, Nieto, 1999, Smyth & McInerney, 2007, and Smyth & McInerney, 2009). Much has also been written about the difficulties inherent in educating PSTs regarding the complexities of inclusive teaching (Blackmore, 2009, Shor, 1992, Sleeter, 2001, Smyth & McInerney, 2007, and 2018 ATEA & TEFANZ Conference: Teacher Education in and for Uncertain Times Smyth & McInerney, 2009). In addition, leading education organizations and accrediting institutions, such as the Victorian Institute of Teaching (VIT) and the Australian Institute for Teaching and School Leadership (AITSL) promote inclusion as a mandated teaching approach. While inclusion is the approach mandated in Australia for catering for diversity, the authors argue that current notions of inclusive teaching are still haunted by ghosts of integration and other non-inclusive practices in approaches that hierarchical, additive and focused on deficit thinking. In this model, students are diagnosed as having a particular condition, disorder, impairment, or other difference, which is prioritized as their chief learning characteristic. The rich complexity of a learner’s strengths, preferences, challenges and goals is then narrowed down to one major ingredient – the impairment or difference – which becomes the focus of strategies and practices recommended as appropriate for that particular condition. In this presentation, the authors ask the thorny question, how do we teach PSTs to identify the complexity of learner needs and to make pedagogic decisions to enable learning to occur for all students? The presentation contributes a way forward through the authors’ examination of a range of pedagogies used in class to facilitate PSTs’ investigation of approaches and practices that encourage teaching for inclusion. In order to facilitate PSTs’ learning concerning inclusive teaching, the authors focus on creating opportunities to enable students to work with a diverse range of learners “selecting strategies on the basis of what is to be learnt rather than what is wrong with the learner” (Florian, 2008, p. 2004). As an exploration of pedagogic decisions and teaching approaches, the paper outlines a case study that makes use of a self-study methodology as well as discourse analysis. This research mode “includes elements of ongoing inquiry, respects personal experience, and emphasizes the role of knowledge construction. The collaborative component of self-study acknowledges the important role of the social construction of knowledge (Lassonde, Galman & Kosnik, 2009, p. 10). The inclusivity of a self-study approach and its multi-faceted nature encourages reflection, collaboration and on-going dialogue between educators and PSTs providing insights into teaching practices. From observations and reflective examination of their teaching practices and course development, the authors identify and analyse the pedagogies that are being used to achieve the aims of promoting teaching for inclusion in ITE courses. In addition to a self-study methodology, discourse analysis is used to examine formal literature and policy discussing diversity and inclusion."
Capability, compatibility, and usability evaluation of hardware-in-the-loop platforms for DC-DC converter
- Authors: Maxwell, Shawn , Islam, Syed , Hossain, Kamal , Park, Sung-Yeul
- Date: 2016
- Type: Text , Conference proceedings , Conference paper
- Relation: 2016 IEEE Energy Conversion Congress and Exposition, ECCE 2016; Milwaukee, United States; 18th-22nd September 2016 p. 1-6
- Full Text: false
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- Description: This paper evaluates the capability, compatibility, and usability of Hardware-in-the-Loop platforms for DC-DC converter. This was accomplished by interfacing the platforms with a physical power stage as well as a controller. The employed platforms are Hi-Rel Power-pole board, Texas Instruments Digital Controller, RTDS, OPAL-RT, dSPACE, and Typhoon. Two sets of experimentation were performed: the power stage represented by the Power-pole board, RTDS, OPAL-RT, dSPACE, and Typhoon and the controller replaced by TI DSC, RTDS, OPAL-RT, dSPACE, and Typhoon. Three points of evaluation for a testing platform that are of interest to industrial researchers as well as academia are capability (speed or modeling capacity), compatibility (ease of porting models from other platforms), and usability (ease of use of software and hardware). This paper provides an introductory resource for research and education by providing results of a simple buck converter example.
Tracking academic regional workforce retention through author affiliation data
- Authors: Kitt, Sharon
- Date: 2013
- Type: Text , Conference paper
- Relation: Proceedings of ISSI 2013 - 14th International Society of Scientometrics and Informetrics Conference Vol. 2, p. 1746-1758
- Full Text: false
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- Description: Academic mobility is considered a standard requirement for the development and progression of an academic research career. However, this career mobility is at odds with the drive to recruit and retain professionally-qualified workers in regional Australia, to ensure future generations of regional Australians have capacity to access higher education in their home region. To date, little work has been completed regarding the retention of active research staff in regional Australia. The purpose of this paper is twofold: to determine the viability of using author affiliation data as listed on publications to track an institutional cohort of authors by their affiliation; also, to determine if data analysed using this method revealed any insights regarding the retention of academic staff. Whilst using author affiliation data was found to be viable, it required extensive data manipulation and cleansing. Once analysed, the data revealed intriguing insights into the retention and movement of active academic researchers. Implications for regional higher education will be discussed.
Learner voice in VET and ACE: What do stakeholders say
- Authors: Golding, Barry , Angus, Lawrence , Foley, Annette , Lavender, Peter
- Date: 2012
- Type: Text , Conference paper
- Relation: Paper presented at AVETRA 2012 15th Annual Conference Canberra p. 1-10
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- Description: Our paper presents some initial findings from research funded by the National VET Equity Advisory Council (NVEAC) and conducted in a range of VET and ACE organisations in three Australian states and the Northern Territory with a view to identifying the mechanisms and systems used to capture learner voice. The paper also draws upon recent research in the UK and Europe that has provided critical insights into the benefits to learners' experiences and successes that result from taking learner voice seriously in the Further Education (FE) setting.
- Description: 2003009274
Two narratives within D & T education in secondary schools across Victoria
- Authors: Brown, Michael
- Date: 2008
- Type: Text , Conference paper
- Relation: Paper presented at 5th Biennial International Conference on Technology Education Research 'Exploring Technology Education: Solutions to issues in a Globalised World', Crowne Plaza Hotel, Gold Coast, Queensland : 27th - 29th November 2008 p. 45-55
- Full Text: false
- Description: 2003006827
A profile of men's sheds in Australia: Patterns, purposes, profiles and experiences of participants: Some implications for ACE and VET about engaging older men
- Authors: Golding, Barry
- Date: 2006
- Type: Text , Conference paper
- Relation: Paper presented at Global VET: Challenges at the global, national and local levels Conference 2006, Wollongong, New South Wales : 19th April, 2006
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- Description: This paper uses literature and survey results to explore several issues associated with the emergence and development of community-based men’s sheds in Australia and their relationship to both community and further education and the training system. It develops a series of questions about these developments and their relationship to the development of men as learners as well as the nature of education and voluntary organisations. The confirms for the first time, using compelling and rigorously collected survey data from participants, the critical value of men’s sheds in community settings in Australia to older men’s well being: particularly to their health, social enjoyment, ongoing learning capacity and ability to contribute to the community. The sheds, relatively recently created, now provide a valuable and critically important place for a wide range of mainly older men within safe, supervised settings in where approximately 150 such sheds are now found in southern Australia. They allow men to regularly meet and happily socialise, mainly with other men with tools, in a safe, familiar, shared workspace in a wide range of communities, situations and organisational types. The men who use men’s sheds respond positively to environments that allow them to feel at home and learn by doing, in practical, group situations with other men. This paper confirms the high potential of men’s sheds, if carefully configured and managed, to include and support men experiencing issues associated with retirement, health, social isolation, aging and significant change.
- Description: E1
- Description: 2003002043
About Face : Implications of research into men's learning preferences in rural towns
- Authors: Golding, Barry
- Date: 2005
- Type: Text , Conference paper
- Relation: Paper presented at Emerging Futures 2005: recent, responsive and relevant research Conference, Brisbane : 13th -15th April, 2005
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- Description: E1
- Description: 2003001327
Challenges for social work and welfare education in 21st century: A contextual analysis
- Authors: Green, Rosemary
- Date: 2005
- Type: Text , Conference paper
- Relation: Paper presented at the Annual International HERDSA Conference 2005, Sydney : 3rd - 6th July, 2005
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- Description: The social work and welfare profession has experienced change and challenge from a number of sources in the late 20th Century. In Western countries, changing government ideology and policy about welfare provision has fundamentally altered the landscape in which social and welfare workers are employed. The role and purpose of the social welfare profession has been interrogated, with a resulting perceived 'crisis' for the profession. Government policies have also affected the provision of education for students, and this, too, has had an impact on the shape and structure of courses, and the work of academics. In addition, broader changes in society have created a challenging environment, for example, there is a general distrust of professionals together with the speaking out by marginalised groups about their place and treatment within society and by professional groups such as social welfare. Such a context affects the profession, and recruitment of students. Within this milieu, social work and welfare education must equip graduates to work effectively in a changing and sometimes hostile world. This paper broadly examines the context affecting provision of education for social work and education in the 21st century. These issues are similar across Western countries, and affect many other professional groups.
- Description: E1
- Description: 2003001260
Self-study as a means of understanding and embracing the complexities of (re)learning as a teacher educator
- Authors: Brandenburg, Robyn
- Date: 2005
- Type: Text , Conference paper
- Relation: Paper presented at Challenges for the profession: Perspectives and directions for teachers, teaching and teacher education Conference 2005, Sydney : 2nd June, 2005
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- Description: E1
- Description: 2003001319
Sustainability and community based organisations : The adult and community education sector in Victoria
- Authors: Harman, Jessie , Lowe, Julian , Campbell, Dianne
- Date: 2005
- Type: Text , Conference paper
- Relation: Paper presented at the 2005 ARNOVA Conference, Washington DC, USA : 17th November, 2005
- Full Text: false
- Reviewed:
- Description: E1
- Description: 2003001460
Using a model of technology activity in the primary classroom
- Authors: Davis, Robert
- Date: 2005
- Type: Text , Conference paper
- Relation: Paper presented at Technology Education: A future in technology 2005, Christchurch, New Zealand : 1st October, 2005
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- Description: E1
- Description: 2003001335
CAS : Student engagement requires unambiguous advantages
- Authors: Pierce, Robyn , Herbert, Sandra , Giri, Jason
- Date: 2004
- Type: Text , Conference paper
- Relation: Paper presented at 27th annual conference of the Mathematics Education Group of Australasia, Townsville, Australia : p. 462-469
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- Description: E1
- Description: 2003000921
Learning to use CAS: Voices from a classroom
- Authors: Pierce, Robyn , Stacey, Kaye
- Date: 2004
- Type: Text , Conference paper
- Relation: Paper presented at the 28th conference of the International Group for the Psychology of Matematics Education, PME 28, Bergen, Norway : 14th July, 2004
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- Reviewed:
- Description: This paper reports on the experiences of students who were learning mathematics with CAS for a second consecutive school year. Evidence presented shows that nearly all students managed the challenging task of mastering the technical aspects of using CAS well. It also shows that the level of technical difficulty and the degree to which it presents an obstacle to mathematical learning is not predictable from conventional mathematical ability. There is a complex interaction between cognitive and affective factors. Planning appropriate teaching for developing the effective use of CAS will require awareness and understanding of these individual differences.
- Description: E1
- Description: 2003000920
Marketing education in Australia : The missing P!
- Authors: Lowe, Julian , Lowe, Ben
- Date: 2004
- Type: Text , Conference paper
- Relation: Paper presented at the ANZMAC 2004 Marketing Accountabilities and Responsibilties, Wellington, New Zealand : 29th - 11th, 2004
- Full Text: false
- Reviewed:
- Description: Some marketing educators quite rightly justify the worth of their courses on the basis of industry value. For instance, “the entertainment industry is a $500 billion industry and therefore understanding this industry is of considerable importance to marketers”. If industry value is the key driver of course importance then none could be more important than a course in pricing – a US$32 trillion industry (World Bank, 2004)! Yet in Australia, no such courses exist at tertiary level and pricing is often given only cursory treatment in the marketing curriculum. This article highlights the need for greater attention to pricing education and makes recommendations as to why pricing is not incorporated in the curriculum, why it should be present in the curriculum and how it could be incorporated into the curriculum.
- Description: E1
- Description: 2003000996
Minerals council of Australia review of tertiary minerals education : What does it do for minerals education?
- Authors: Tuck, Michael
- Date: 2004
- Type: Text , Conference paper
- Relation: Paper presented at The Minerals Industry - Future Directions for New Leaders', Ballarat, Victoria : 21st April, 2004
- Full Text: false
- Reviewed:
- Description: Mining education in Ballarat has a long and proud history dating back to the 1870s. Today the School of Engineering continues this tradition at the University of Ballarat. The recent review of Tertiary Minerals Education by the Minerals Council of Australia has questioned the current situation regarding Minerals tertiary education in Australia and recommendations have been made regarding the future of minerals tertiary education. This paper initially examines the original recommendations made by the Minerals Council of Australia and assesses subsequent changes made to these recommendations. Secondly the paper outlines the future shape of mining education in the light of these recommendations given that they are implemented. Finally the future delivery of mining education is discussed, particularly with respect to the impact of modern technologies.
- Description: E1
- Description: 2003000705
Sustainability : Change and challenge for teachers, learners and the engineering curriculum
- Authors: Hall, Stephen
- Date: 2004
- Type: Text , Conference paper
- Relation: Paper presented at Creating Flexible Learning Environments 2004 Conference, Toowoomba, Queensland : 27th - 28th September, 2004
- Full Text: false
- Reviewed:
- Description: This paper endeavours to examine the challenges that introducing sustainability into the curriculum brings for academics, students and engineering programs. The paper addresses the various international, national and regional drivers for increasing curriculum sustainability content and environmentally responsive behaviour by Universities. Finally, the consideration of triple bottom line reporting within a common first year engineering subject at The University of Ballarat is discussed as a recent curriculum development to incorporate current sustainability thinking.
- Description: E1
- Description: 2003000715
The applicability of networks in Australian adult and vocational learning research
- Authors: Golding, Barry
- Date: 2004
- Type: Text , Conference paper
- Relation: Paper presented at Learns and Practitioners: The Heart of the Matter, Canberra : 17th March, 2004
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- Description: Networks have increasingly been recognised by educators as important in adult and vocational learning contexts, in that they have the capacity to help potential learners engage and become better connected with a wide range of learning organisations through their families, jobs and communities and also with opportunities for future learning and work. The importance of ‘being connected’, including through networks to and between learning organisations, has come into higher relief with a recent increase in theorising about aspects of social capital including learning networks, the growth of lifelong learning and an identification of the particular penalties associated with several forms of disengagement from learning for people of all ages. This paper begins with a scan of research literature on networks in adult and vocational learning. The paper identifies some new techniques involving networks, found by experience to assist in the process of adult and vocational learning research: particularly for identifying potential research interviewees within learning organisations and communities, strengthening relationships between learning organisations and identifying opportunities for future collaboration. It also provides some insights from new data on organisational networks derived from a number of recent research studies about learning networks in TAFE, adult and community education and public safety organisations in small and remote towns. The paper finally provides a number of tentative, general findings about the broader applicability of network theory to research and theories about learning in such contexts.
- Description: E1
- Description: 2003000774
Are schools of education failing the tertiary mathematics sector?
- Authors: Mays, Heather , Yearwood, John
- Date: 2003
- Type: Text , Conference paper
- Relation: Paper presented at 2003 International Symposium on Information Technology, Las Vegas, USA : 28th April, 2003
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- Description: In the 1990s, two major issues emerged globally for tertiary mathematics educators: declining standards in the mathematical proficiency of students at tertiary-entry level and the advocates for the incorporation of IT into the processes of teaching and learning. Addressing these issues required significant reform of both curriculum content and classroom practice to ensure that the technology was used appropriately and effectively. These reforms were largely implemented by staff from tertiary Schools of Mathematics. Rather than leading the reform, the Education community lagged behind and in some instances has taken research into the use of IT in Mathematics Education in a questionable direction. In this paper, we outline what we contend has been a failure on the behalf of the Education community to tackle and address problems experienced by mathematics educators (particularly at the tertiary level) and make some suggestions for the directions of future research in Mathematics Education.
- Description: E1
- Description: 2003000464
Excellence through diversity : Internationalisation of curriculum and pedagogy
- Authors: Ryan, Janette , Hellmundt, Susan
- Date: 2003
- Type: Text , Conference paper
- Relation: Paper presented at the 17th IDP Australian International Education Conference, Woolongong, New South Wales : 5th December, 2003
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- Description: Recent times have seen a large increase in the numbers of international students attending Australian universities. At some universities, international students comprise up to twenty percent of the whole student cohort. Yet university teachers report that they feel ill-equipped and untrained to teach such students. International students themselves report that they feel undervalued and that their teaching and learning needs are often not well met. This paper reports on research on the experiences of both university lecturers and international students of teaching and learning at Australian universities. This research found strong evidence of a ‘gap’ in perceptions between staff and students about how well the learning needs of international students are being met and a general lack of awareness amongst university lecturers of teaching and learning issues in relation to international students. The paper will detail the impacts of these issues in terms of curriculum, pedagogy and assessment, and the broader factors influencing the learning of international students. It will suggest some strategies for better internationalising not only curriculum content, but also teaching methods and assessment practices. Such strategies will be of benefit not only to international students but also all learners in a diverse learning environment.
- Description: E1
- Description: 2003000470
Globalisation and the reshaping of teacher professional culture : Do we train competent technicians or informed players in the policy process?
- Authors: Angus, Lawrence
- Date: 2003
- Type: Text , Conference paper
- Relation: Paper presented at International yearbook on Teach Education 2003, Melbourne : 20th July, 2003
- Full Text: false
- Reviewed:
- Description: E1
- Description: 2003000452