List of Titles

“Struck by the way our bodies conveyed so much:” A collaborative self-study of our developing understanding of embodied pedagogies

- Forgasz, Rachel, McDonough, Sharon

Authors: Forgasz, Rachel , McDonough, Sharon
Date: 2017
Type: Text , Journal article
Relation: Studying Teacher Education Vol. 13, no. 1 (2017), p. 52-67
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Description: Embodied pedagogies offer methodological and pedagogical possibilities for exploring and understanding the emotional and embodied dimensions of teaching and learning to teach. In this paper we present a collaborative self-study that examines what we have learned about the nature, value and facilitation of embodied pedagogies through our experiences as both facilitators and participants. Through engaging in this self-study we have deepened our understanding of three aspects of embodied pedagogies: the nature of embodiment as a process of learning and coming to know, the challenges associated with engaging learners in embodied pedagogies, and some of the factors that contribute to skilful facilitation of embodied pedagogies. Articulating these understandings offers insight for ourselves and for other teacher educators looking to engage preservice teachers in embodied explorations and understandings of teaching and learning. © 2017 Informa UK Limited, trading as Taylor & Francis Group.

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The impact of work-integrated learning experiences on attaining graduate attributes for exercise and sports science students

- Hall, Melinda, Pascoe, Deborah, Charity, Megan

Authors: Hall, Melinda , Pascoe, Deborah , Charity, Megan
Date: 2017
Type: Text , Conference proceedings
Relation: Australian Collaborative Education Network 2016 Annual Conference; Sydney, Australia; 28th-30th September 2016; published in Asia-Pacific Journal of Cooperative Education Vol. 18, p. 101-113
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Description: Exercise and Sports Science (E&SS) programs at Federation University Australia provide work-integrated learning (WIL) opportunities for students to develop, apply and consolidate theoretical knowledge in the workplace. This study aimed to determine the influence of WIL experiences on achieving common graduate attributes for E&SS students. From a larger study cohort (N=80), semi-structured interviews (n=4) delved into participant perceptions of graduate attributes and the impact of positive and negative WIL experiences. Using constant comparative analysis, interviews were coded and arranged into lower and higher order themes using the Graduate Employability Skills publication as a framework and the process validated by a WIL colleague. Results showed three out of four essential graduate attributes were developed during all WIL experiences regardless of whether they were positive or negative. These findings have implications for E&SS higher education providers and WIL agencies in ensuring the development of key graduate attributes during all WIL experiences.

All over, red rover? The neglect and potential of Australian adult education in the community

- Golding, Barry, Foley, Annette

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.

A journey to transformism in Australia teacher education : Reconceptualising teacher education in the 21st Century

- Dyson, Michael

Authors: Dyson, Michael
Date: 2009
Type: Text , Book
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Description: This book presents an alternative way of perceiving both formal schooling and teacher education. It challenges the educational community to examine the current practice of education and suggests a transforming alternative. Using the methodology and writing style of auto ethnography, the author has investigated an internship, in which interns were given room to negotiate their role, make mistakes, form relationships, and come to know the work of teachers. They were encouraged to become thinkers and were nurtured in their state of 'becoming' by mentors. As a result of this study a new model of teacher education, known as 'The Transformism model',is suggested. This involves the evolution of student teachers from a 'me view' perception to a 'worldview' perception. This model is not about training people to be teachers but is about the education of teachers through the adoption of adult learning and the incorporation of "Choice Theory". A new form of educational politics and practice is proposed where people come together in community; share their beliefs and knowledge, their likes and dislikes, their differences and their similarities in openness and with hope for a better world. " From publisher site"

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Food gardens : Cultivating a pedagogy of place

- Green, Monica

Authors: Green, Monica
Date: 2008
Type: Text , Conference proceedings
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Description: Place-based education attempts to position the individual in relationship with the human and non-human elements of the life-world, at a place that is welcoming of educational experience and a knowledge base from which to construct a more ecologically sustainable culture. Food gardens, along with ecological restoration projects within schools are experiencing a significant renaissance and are important sites for place-based education. Many of these places are located in and around the immediate environment of a school ground and become significant educational portals through which children explore their world. This paper reports on the literature reviewed for a study on how a pedagogy of place is cultivated within garden experiences. There is limited research about the use of school gardens as an educational tool and the specific pedagogies that support learning in this context. A number of themes emerge from various bodies of literature that provide a conceptual framework for the study of food garden pedagogies. These themes include placebased education, ecological literary, and nature as teacher. It is useful to think about primary school gardens in the light of this literature because it helps frame a research question for a study into how pedagogies of place can be cultivated within food gardens. [Author abstract, ed]

Place matters: pedagogies of food, ecology and design

- Green, Monica

Authors: Green, Monica
Date: 2013
Type: Text , Journal article
Relation: Environmental Education Research Vol. 19, no. 2 (2013), p.
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Description: This study uses theories of place inhabitation, relationships to food, place ecologies, and place-based pedagogies to examine the educational value of food gardens and related environmental and health initiatives in primary (elementary) schooling in Australia. It assumes that food gardens and their school ground contexts are important ecopedagogical sites for renewing children’s relationships with proximal, everyday places. The study highlights how schools are engaging with socioenvironmental challenges through pedagogical frameworks that support education for sustainability. These frameworks are significant in that they position children as active agents who experience deep levels of embodied learning. A key premise of the thesis is that young learners are experientially capable of developing an ecoethical awareness if they are to become ecologically proactive subjects and citizens. Empirical work drew on case study approaches and arts-based auto-ethnographic methodologies to identify the pedagogical potential of food gardens and school ground ecologies. Fifty-three children aged 8–12 years, three gardening/environmental education teachers and three principals from three Australian primary schools (2×Victoria; 1×Tasmania) worked ethnographically with the researcher during 2007–2009. Data were primarily derived from semi-structured, face-to-face interviews. Other key sources included children’s mapping work, field notes, photos, and the researcher’s journal. Key features of the data collection were: many of the students participated in ‘walking interviews’ that encouraged garden- and school ground-based stories at sites of their choice, coupled with 15 days of participant observation of garden and classroom-based lessons to provide further contextualization. Analysis of interviews and lessons involved a ‘storyline’ approach to interpreting findings. Theoretically informed discussions of the empirical data highlight the following: across the three schools, recognizing the role and significance of teachers’ work and the value of integrated approaches to pedagogy are central requirements for designing, implementing, and evaluating place-oriented curricula. In each case study, relational pedagogies of connection and responsibility afford learning opportunities that can bring children into deepened contact with local places and people. Collectively, the initiatives undertaken by the schools and their wider communities are ‘positive’ and ‘hopeful’, and their examples show how school garden-based ecopedagogies can play a critical role in the renewal of more sustainable people–place relations.

Student Voices in Transition: The experiences of pathways students

- Levy, Stuart, Earl, Catherine

Authors: Levy, Stuart , Earl, Catherine
Date: 2012
Type: Text , Book
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Description: Student voices in transition reports the voices of students who entered university through access pathways at Monash University in Australia and South Africa. It provides insight into why these students sought university qualifications, how they adjusted to university study, the challenges they faced and the rewards they experienced. It identifies the issues faced by commencing university students, particularly those who have past experiences of modest academic achievement, and what the transition to university actually involves, regardless of how it is reported by experts, lecturers or institutions."--Back cover.

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Alternative settings - alternative teachers? Reflections on teaching outside the mainstream

- Dyson, Michael, Plunkett, Margaret

Authors: Dyson, Michael , Plunkett, Margaret
Date: 2012
Type: Text , Conference paper
Relation: Joint AARE-APERA conference,Australian Association for Research in Education p. 1-12
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Description: While alternative educational settings in Australia have expanded over the past two decades, there has been little formal research conducted into teacher perceptions of what it means to teach outside the mainstream. This paper outlines part of a longitudinal study involving the School for Student Leadership (SSL), an alternate educational setting in Victoria, Australia, which offers residential programs for Year 9 students. The SSL began operating in 2000 as the Alpine School situated at Dinner Plain and since then two further campuses have been added. A research partnership between Monash University Gippsland and the SSL began in 2001, with this component commencing in 2009 involving a mixed methods study consisting of both surveys and interviews. The focus of this paper is the qualitative findings resulting from interviews with 33 teachers across the 3 campuses. While a small body of literature relating to environmental and experiential education (Brown, 2006, Schartner, 2000, Simmons, 1988, Smith-Cabasto & Cavern, 2006) from a teaching perspective does exist, none really captures the breadth of the type of program offered through the SSL, which does not sit in isolation from broader educational, social and global discourses. While there is an ongoing debate about how we should educate young people there are some points of general agreement. One is that we live in a world of rapid global, technological and social change and education should equip young people to deal with these changes. This particular research provided an opportunity to seek teachers' perceptions about whether this goal was easier to achieve in a non-traditional setting. A particular focus was on participants' current perceptions about their role as 'teacher' and whether it differed depending on the setting. The findings provided interesting insights about the focus of the teachers that choose to become involved, with most suggesting that they were searching for more meaningful ways to connect their pedagogy and practice. They also felt that mainstream settings rarely provided opportunities for the development of substantive relationships with students. There was an acknowledgement that the alternate setting of the SSL did provide a greater opportunity for equipping students to deal with change but this also required teachers to respond differently, shifting the emphasis from content to context and from being a teacher to being an educator, facilitator or mentor.

Cyber-relations in the field of home computer use for leisure : Bourdieu and teenage technological experts

- Johnson, Nicola

Authors: Johnson, Nicola
Date: 2009
Type: Text , Journal article
Relation: E-Learning and Digital Media Vol. 6, no. 2 (2009 2009), p. 187-197
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Description: This article highlights the practice of a group of New Zealand teenagers who are considered by their family and themselves to be technological experts. Drawing on Pierre Bourdieu’s key concepts of habitus, field and capital, this text identifies and discusses the cyber-relations that constitute the practice in the field of home computer use for leisure. The purpose of this article is to claim that though this field is predominantly a field of leisure, these are valid sites of informal learning. As almost all of the experts in the study gained their expertise through independent means, with minimal input from their schooling, discussion focuses on what these informal trajectories to technological expertise might mean for pedagogy and formal learning within schools.

Rewriting the Script of Mentoring Pre-Service Teachers in Third Space: Exploring Tensions of Loyalty, Obligation and Advocacy

- McDonough, Sharon

Authors: McDonough, Sharon
Date: 2014
Type: Text , Journal article
Relation: Studying Teacher Education Vol. 10, no. 3 (September 2014), p. 210-221
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Description: Supporting pre-service teachers as they develop their understandings of teaching, learning and their identities as teachers is complex and multi-faceted work. I draw on self-study to explore my work in a new partnership model between a school in Victoria, Australia and a regional university. During 2013, I worked in both contexts and carried out the dual roles of teacher educator and secondary teacher. In this partnership, I set out to create a third space for mentoring and supporting pre-service teachers, making connections between their on-campus work and their developing practice in schools. Throughout the self-study, I kept field notes and a reflective journal. In analysing these, I identified the tensions and challenges of working in this space and in articulating my pedagogy as a university mentor. I experienced uncomfortable moments of learning, where I faced tensions related to issues of obligation, loyalty and advocacy. I argue that engaging in processes of translation and mediation enables university mentors to articulate a pedagogy of mentoring and, in so doing, to rewrite the script of mentoring for pre-service and supervising teachers.
Description: C1

Control and resilience : The importance of an internal focus to maintain resilience in academically able students

- Kronborg, Leonie, Plunkett, Margaret, Gamble, Nicholas, Kaman, Yvette

Authors: Kronborg, Leonie , Plunkett, Margaret , Gamble, Nicholas , Kaman, Yvette
Date: 2017
Type: Text , Journal article
Relation: Gifted and Talented International Vol. 32, no. 1 (2017), p. 59-74
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Description: This article reports one component of a longitudinal multilayered research project originating from a unique partnership between a university and a selective secondary school in Victoria, Australia. One hundred and twenty-five Year 10 academically able students at the school completed a survey at two different times to investigate a range of motivational constructs, including locus of control and resilience. Students were grouped according to their locus of control (LoC) focus (either internal or external), and, subsequently, scores from their resilience profiles were compared using multivariate analysis of variance. Findings illustrated that students with a more internally focused locus of control were more resilient at two time points. These findings have important implications for educators, as resilience is recognized as an important attribute to be developed in all students, including academically able students.

The tin-man and the TAM: A journey into M-learning in the Land of Aus

- Peck, Blake, Deans, Cecil, Stockhausen, Lynette

Authors: Peck, Blake , Deans, Cecil , Stockhausen, Lynette
Date: 2010
Type: Text , Journal article
Relation: World Journal on Educational Technology Vol. , no. (2010), p. 16-26
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Description: Within the past few years the virtues and pitfalls of Podcasting specifically within the higher education environment have been extolled. However, there is little, if any discussion of how academic staff have undergone this period of transformation in an era of technological adoption and sweeping pedagogic change. Using the technology adoption model (Davis 1989) as a theoretical platform and the characters from the classic film the Wizard of Oz as signposts, this paper explores and describes a staff development journey that M-Learning pedagogies. More specifically the way in which Podcast technology was introduced in an undergraduate Bachelor of Nursing program conducted in a regional University in Victoria, Australia. The journey's resultant destination reveals that courage; passion and an openness to try something new are essential for the successful introduction of new electronic pedagies by academics.
Description: C1

Humanities education as a pathway for women in regional and rural Australia: Clemente Ballarat

- Smith, Jeremy, Gervasoni, Ann, Howard, Peter

Authors: Smith, Jeremy , Gervasoni, Ann , Howard, Peter
Date: 2013
Type: Text , Journal article
Relation: Australian Journal of Adult Learning Vol. 53, no. 2 (2013), p. 253-279
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Description: his paper provides insight into the experience of Clemente humanities education for six regional and rural Australian women living around Ballarat. Each took part in an audio-taped semistructured interview which explored the impact that university study had on their lives. Their responses suggest that Clemente Ballarat was life-giving. The student insights identified the critical importance of: providing a supportive learning environment for people lacking life opportunities and routine; students feeling better and happier with themselves resultant from personal learning achievements; doing something that was about ‘me’; support from others including Learning Partners and the program’s counsellor; students appreciating their academic and inner strengths; rekindling dreams and hope; seeking ways out of poverty for their family; finding friendships and connection; appreciating the academic disciplines; improvements in well-being and mental health; and pride in achievements. Students also were apprehensive about what the future may hold after completion and graduation. These insights highlight the treasures that students found when engaged in humanities education based upon community embedded socially supported structures that enable learning. Further, these insights provide contextual outcomes for the Clemente program, which could be implemented across regional and rural Australia for people experiencing multiple disadvantages or social exclusion.

Student attitudes towards learning in differentiated settings

- Kronborg, Leonie, Plunkett, Margaret, Kelly, Liz, Urquhart, Felicity

Authors: Kronborg, Leonie , Plunkett, Margaret , Kelly, Liz , Urquhart, Felicity
Date: 2008
Type: Text , Journal article
Relation: Australasian Journal of Gifted Education Vol. 17, no. 2 (2008), p. 23-32
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Description: This research examined the attitudes of Year 7 students in an independent girls' school in Melbourne, towards the learning environment in their English, mathematics and science classes. Whilst science classes at the school were not explicitly differentiated on the basis of ability, an Extended Curriculum Program (ECP) operated for English and maths classes. Fifty-eight Year 7 students completed surveys examining their perceptions towards achievement, motivational orientation and overall satisfaction with their classes. Results indicated that students with involvement in extended curriculum classes had more positive perceptions of these classes but their overall attitude towards learning in the mainstream environment was also more positive. A finding of particular interest was that ECP students rated themselves as more intrinsically and less extrinsically motivated than peers in mainstream mixed-ability classes and thus had motivational orientations that were more likely to be associated with achievement, even in mixed ability settings.

Determinants of classroom environment in Queensland secondary schools : a multilevel reanalysis

- Dorman, Jeffrey

Authors: Dorman, Jeffrey
Date: 2008
Type: Text , Journal article
Relation: Educational Research and Evaluation: An International Journal on Theory and Practice Vol. 14, no. 5 (2008), p. 429-444
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Description: This paper reports the reanalysis of data collected in a study of 3 determinants of classroom environment (viz. year level, subject, and school type) using multivariate analysis of variance and multilevel analysis. Data were collected from 2,211 students in Queensland Catholic and government schools. The Catholic School Classroom Environment Questionnaire, which assesses student affiliation, interactions, cooperation, task orientation, order and organisation, individualisation, and teacher control, was administered to the sample. The original multivariate analyses which used the class as the unit of analysis were supplemented by similar analyses using the student as the unit of analysis and multilevel analyses. While multilevel analyses yielded tests of significance results similar to multivariate analyses conducted with the class as the unit of analysis, effect sizes for the multilevel analyses were similar to those reported for multivariate tests conducted with the student as the unit of analysis.

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The primacy of the mother tongue : Aboriginal literacy and non-standard English

- Zeegers, Margaret, Muir, Wayne, Lin, Zheng

Authors: Zeegers, Margaret , Muir, Wayne , Lin, Zheng
Date: 2003
Type: Text , Journal article
Relation: The Australian Journal of Indigenous Education Vol. 32, no. (2003), p. 51-60
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Description: This article describes Indigenous Australian languages as having a history of pejoration dating from colonial times, which has masked the richness and complexity of mother tongues (and more recently developed kriols) of large numbers of Indigenous Australians.The paper rejects deficit theory representations of these languages as being inferior to imported dialects of English and explains how language issues embedded in teaching practices have served to restrict Indigenous Australian access to cultural capital most valued in modern socio-economic systems.We go on to describe ways in which alternative perspectives where acknowledgment of rich,complex and challenging features of Indigenous Australian languages may be used by educators as empowering resources for teacher education and teaching in schools. Our paper stresses the urgency of establishing frameworks for language success within which to develop other successful learning outcomes of Indigenous Australians.
Description: C1
Description: 2003000496

Just for them to understand better : The impact of learning difficulties at university

- Ryan, Janette, Brown, Maryann

Authors: Ryan, Janette , Brown, Maryann
Date: 2005
Type: Text , Journal article
Relation: Australian Journal of Learning Disabilities Vol. 10, no. 1 (2005), p. 19-24
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Description: There has been much attention given to the needs of students with learning disabilities in Australian schools in recent years. The needs and experiences of university students with learning disabilities have received less attention. This article reports on the results of a small study of students who identified as having a range of difficulties with learning at one Australian university. Eight students across a range of discipline areas and year levels were asked about the nature of their difficulties, the kinds of adjustments they receive and their effectiveness, and for their suggestions about how these adjustments could be improved. The results pointed to the need for university lecturers to better understand the kinds of learning difficulties experienced by such students. Such an understanding can assist lecturers in knowing how to adjust their teaching and learning practices so these students can more fully participate and be successful in their university studies.
Description: C1
Description: 2003001321

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Australian clinician's views on interprofessional education for students in the rural clinical setting

- Jacob, Elisabeth, Barnett, Tony, Missen, Karen, Cross, Dorothy, Walker, Lorraine

Authors: Jacob, Elisabeth , Barnett, Tony , Missen, Karen , Cross, Dorothy , Walker, Lorraine
Date: 2012
Type: Text , Journal article
Relation: Journal of Research in Interprofessional Practice and Education Vol. 2, no. 2 (2012 2012), p. 219-229
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Description: Background: Collaboration between education providers and clinical agencies to develop models that facilitate cross-disciplinary clinical education for students is essential to produce work-ready graduates. Methods and Findings: This exploratory study investigated the perceptions of and opportunities for interprofessional education (IPE) from the perspectives of 57 clinical staff from three regional/rural health services across Victoria, Australia. Data were collected through a semi-structured questionnaire, interviews, and focus group discussions with staff from 15 disciplinary groups who were responsible for clinical education. Although different views emerged on what IPE entailed, it was perceived by most clinicians to be valuable for students in enhancing teamwork, improving the understanding of roles and functions of team members, and facilitating common goals for patient care. While benefits of IPE could be articulated by clinicians, student engagement with IPE in clinical areas appeared to be limited, largely ad hoc, and opportunistic. Barriers to IPE included: timing of students’ placements, planning and coordination of activities, resource availability, and current regulatory and education provider requirements. Conclusions: Without the necessary resources and careful planning and coordination, the integration of IPE as a part of students’ clinical placement experience will remain a largely untapped resource.

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