A leadership enrichment program for research higher degree students : An experiential learning approach to leadership training
- Barron, Deirdre, Zeegers, Margaret
- Authors: Barron, Deirdre , Zeegers, Margaret
- Date: 2006
- Type: Text , Conference paper
- Relation: Paper presented at Australian Association of Research in Education (AARE) Conference 2006, Adelaide, South Australia : 26th-27th November 2006
- Full Text:
- Description: Enrichment programs for Research Higher Degree (RHD) students are an endeavour undertaken by all Australian Universities. Most of these enrichment programs have in the main been centred on the generic skills required to expedite the research program, for example software skills, information gathering and collating skills, language development programs and seminars on various methodologies. There are some examples where enrichment programs have focused on leadership. These programs often assume not only that leadership can be taught, but also that a traditional seminar/lecture approaches to such a curriculum is a practical, efficient and effective approach to leadership education. This paper questions these assumptions by arguing for a more experientially-based approach to leadership education at the RHD level. This approach has demanded a consideration of pedagogical approaches outside, or peripheral, to the traditional approaches of RHD training. A specific example of a leadership program that incorporates experiential learning in is presented. The paper delineates a brief overview of experiential approaches to education, followed by a more specific review of the potential role these approaches can play in leadership education.
- Description: 2003005532
- Authors: Barron, Deirdre , Zeegers, Margaret
- Date: 2006
- Type: Text , Conference paper
- Relation: Paper presented at Australian Association of Research in Education (AARE) Conference 2006, Adelaide, South Australia : 26th-27th November 2006
- Full Text:
- Description: Enrichment programs for Research Higher Degree (RHD) students are an endeavour undertaken by all Australian Universities. Most of these enrichment programs have in the main been centred on the generic skills required to expedite the research program, for example software skills, information gathering and collating skills, language development programs and seminars on various methodologies. There are some examples where enrichment programs have focused on leadership. These programs often assume not only that leadership can be taught, but also that a traditional seminar/lecture approaches to such a curriculum is a practical, efficient and effective approach to leadership education. This paper questions these assumptions by arguing for a more experientially-based approach to leadership education at the RHD level. This approach has demanded a consideration of pedagogical approaches outside, or peripheral, to the traditional approaches of RHD training. A specific example of a leadership program that incorporates experiential learning in is presented. The paper delineates a brief overview of experiential approaches to education, followed by a more specific review of the potential role these approaches can play in leadership education.
- Description: 2003005532
China and secondary school textbooks surface and deep learning approaches
- Zeegers, Margaret, Zhang, Xiaohong
- Authors: Zeegers, Margaret , Zhang, Xiaohong
- Date: 2004
- Type: Text , Journal article
- Relation: International Journal of the Book Vol. 2, no. (2004), p. 255-258
- Full Text:
- Reviewed:
- Description: This paper explores features of secondary school English as Second Language textbooks in use in China. It examines a number of textbooks in relation to surface and deep learning approaches,particularly as these relate to western constructs of Chinese learners.
- Description: C1
- Description: 2003001332
- Authors: Zeegers, Margaret , Zhang, Xiaohong
- Date: 2004
- Type: Text , Journal article
- Relation: International Journal of the Book Vol. 2, no. (2004), p. 255-258
- Full Text:
- Reviewed:
- Description: This paper explores features of secondary school English as Second Language textbooks in use in China. It examines a number of textbooks in relation to surface and deep learning approaches,particularly as these relate to western constructs of Chinese learners.
- Description: C1
- Description: 2003001332
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.
- Authors: Zeegers, Margaret , Davis, Robert , Russell, Rupert , Menon, E.
- Date: 2006
- Type: Text , Journal article
- Relation: International Journal of Learning Vol. 12, no. 10 (2006), p. 205-211
- Full Text:
- Reviewed:
- Description: C1
- Description: 2003001856
- Authors: Zeegers, Margaret , Davis, Robert , Russell, Rupert , Menon, E.
- Date: 2006
- Type: Text , Journal article
- Relation: International Journal of Learning Vol. 12, no. 10 (2006), p. 205-211
- Full Text:
- Reviewed:
- Description: C1
- Description: 2003001856
To registrate and/or deregistrate : Getting onto and off the postgraduate supervisor register
- Zeegers, Margaret, Barron, Deirdre
- Authors: Zeegers, Margaret , Barron, Deirdre
- Date: 2004
- Type: Text , Journal article
- Relation: International Journal of Learning Vol. 10, no. (2004), p. 721-726
- Full Text:
- Reviewed:
- Description: This paper focuses on the registration of supervisors as a crucial element in constructs and practices of postgraduate studies in Australian universities. It examines two processes in a number of Australian universities postgraduate divisions' practices in compilation of postgraduate supervisor registers-how people get onto the register, and how people get off it. It takes issue with the reliance on custom and tradition as a dominant practice of registration and/or deregistration for supervision of postgraduate research studies. It suggests a model of supervisor registration and deregistration as intentional and systematic intervention, based on literature deriving from research in postgraduate supervision which acknowledges the problematic natures of relationships between teaching, learning and knowledge production. In doing so, it examines issues of discursive practice and the problematic nature of power differentials in supervisor/supervisee relationships and the possibilities presented by both registration and deregistration for such relationships.
- Description: C1
- Description: 2003000803
- Authors: Zeegers, Margaret , Barron, Deirdre
- Date: 2004
- Type: Text , Journal article
- Relation: International Journal of Learning Vol. 10, no. (2004), p. 721-726
- Full Text:
- Reviewed:
- Description: This paper focuses on the registration of supervisors as a crucial element in constructs and practices of postgraduate studies in Australian universities. It examines two processes in a number of Australian universities postgraduate divisions' practices in compilation of postgraduate supervisor registers-how people get onto the register, and how people get off it. It takes issue with the reliance on custom and tradition as a dominant practice of registration and/or deregistration for supervision of postgraduate research studies. It suggests a model of supervisor registration and deregistration as intentional and systematic intervention, based on literature deriving from research in postgraduate supervision which acknowledges the problematic natures of relationships between teaching, learning and knowledge production. In doing so, it examines issues of discursive practice and the problematic nature of power differentials in supervisor/supervisee relationships and the possibilities presented by both registration and deregistration for such relationships.
- Description: C1
- Description: 2003000803
From slogan to pedagogy : Teacher education and reflection at the University of Ballarat
- Smith, Patricia, Zeegers, Margaret, Russell, Rupert
- Authors: Smith, Patricia , Zeegers, Margaret , Russell, Rupert
- Date: 2004
- Type: Text , Journal article
- Relation: International Journal of Learning Vol. 10, no. (2004), p. 3357-3371
- Full Text:
- Reviewed:
- Description: C1
- Description: 2003000806
- Authors: Smith, Patricia , Zeegers, Margaret , Russell, Rupert
- Date: 2004
- Type: Text , Journal article
- Relation: International Journal of Learning Vol. 10, no. (2004), p. 3357-3371
- Full Text:
- Reviewed:
- Description: C1
- Description: 2003000806
Living on the planet of the readers: Exploring books beyond the boundaries of literacy
- Zeegers, Margaret, Smith, Patricia
- Authors: Zeegers, Margaret , Smith, Patricia
- Date: 2004
- Type: Text , Journal article
- Relation: International Journal of the Book Vol. 2, no. (2004), p. 121-127
- Full Text:
- Reviewed:
- Description: Regardless of the literacy competencies that are basic to the mechanics of reading, there is a much larger and richer view of reading that goes well beyond such competencies. There are whole worlds of literature to explore as well, and it can be a most satisfying experience for adults and children as they explore them together. The 21st Century has emerged from a long tradition of culturally satisfying and spiritually delighting engagement with the language arts that are embodied in literature, and not just literacy. This paper explores some of those things from our more ancient pasts, and examines their relevance for adults, particularly parents and teachers, and children in the present age in the area of literature. In doing so, it goes beyond concepts of literacy, exploring notions of literature.
- Description: C1
- Description: 2003001331
- Authors: Zeegers, Margaret , Smith, Patricia
- Date: 2004
- Type: Text , Journal article
- Relation: International Journal of the Book Vol. 2, no. (2004), p. 121-127
- Full Text:
- Reviewed:
- Description: Regardless of the literacy competencies that are basic to the mechanics of reading, there is a much larger and richer view of reading that goes well beyond such competencies. There are whole worlds of literature to explore as well, and it can be a most satisfying experience for adults and children as they explore them together. The 21st Century has emerged from a long tradition of culturally satisfying and spiritually delighting engagement with the language arts that are embodied in literature, and not just literacy. This paper explores some of those things from our more ancient pasts, and examines their relevance for adults, particularly parents and teachers, and children in the present age in the area of literature. In doing so, it goes beyond concepts of literacy, exploring notions of literature.
- Description: C1
- Description: 2003001331
Softening the rock and the hard place : First year education practicum and mentoring at the University of Ballarat
- Smith, Patricia, Zeegers, Margaret
- Authors: Smith, Patricia , Zeegers, Margaret
- Date: 2002
- Type: Text , Conference paper
- Relation: Paper presented at the 6th Pacific Rim, First year in Higher Education Conference, Christchurch, New Zealand : 8th July, 2003
- Full Text:
- Reviewed:
- Description: In 2001 the School of Education introduced a new P-10 Education course, and a major aspect in this was the introduction of practicum for First Year students within three weeks of starting their course. Evaluations of this have suggested that this is a move that has been enthusiastically embraced by students and in 2002 we have worked on what has been established to extend and develop the experience for First Years by means of systematic construction of a community of practice to support their development as emergent professionals. To build the sort of community of practice that we envisaged, we turned to Legitimate Peripheral Participation (LPP), action research models, and reflective practice to inform our work to make the practicum as meaningful as possible to First Years as emergent professionals.
- Description: E1
- Description: 2003000128
- Authors: Smith, Patricia , Zeegers, Margaret
- Date: 2002
- Type: Text , Conference paper
- Relation: Paper presented at the 6th Pacific Rim, First year in Higher Education Conference, Christchurch, New Zealand : 8th July, 2003
- Full Text:
- Reviewed:
- Description: In 2001 the School of Education introduced a new P-10 Education course, and a major aspect in this was the introduction of practicum for First Year students within three weeks of starting their course. Evaluations of this have suggested that this is a move that has been enthusiastically embraced by students and in 2002 we have worked on what has been established to extend and develop the experience for First Years by means of systematic construction of a community of practice to support their development as emergent professionals. To build the sort of community of practice that we envisaged, we turned to Legitimate Peripheral Participation (LPP), action research models, and reflective practice to inform our work to make the practicum as meaningful as possible to First Years as emergent professionals.
- Description: E1
- Description: 2003000128
Honours : a taken-for-granted pathway to research?
- Zeegers, Margaret, Barron, Deirdre
- Authors: Zeegers, Margaret , Barron, Deirdre
- Date: 2009
- Type: Text , Journal article
- Relation: Higher Education Vol. 57, no. 5 (2009), p. 567-575
- Full Text:
- Reviewed:
- Description: In this paper we examine variations in Honours programs in Australian universities and the consequences that this has for students who wish to undertake higher degrees by research after their undergraduate programs have been successfully completed. Our review of universities' Honours programs across rural, regional, and urban Australia has indicated that there is a degree of variation that is localised as far as each university is concerned, and that there is a lack of consistency in various universities' application of policies or procedures in the implementation of their Honours programs. We conclude by calling for greater consistency across universities in Australia in the awarding of Honours, certainly, but also suggesting that a review needs to be undertaken as part of national, systematic and orchestrated project.
- Authors: Zeegers, Margaret , Barron, Deirdre
- Date: 2009
- Type: Text , Journal article
- Relation: Higher Education Vol. 57, no. 5 (2009), p. 567-575
- Full Text:
- Reviewed:
- Description: In this paper we examine variations in Honours programs in Australian universities and the consequences that this has for students who wish to undertake higher degrees by research after their undergraduate programs have been successfully completed. Our review of universities' Honours programs across rural, regional, and urban Australia has indicated that there is a degree of variation that is localised as far as each university is concerned, and that there is a lack of consistency in various universities' application of policies or procedures in the implementation of their Honours programs. We conclude by calling for greater consistency across universities in Australia in the awarding of Honours, certainly, but also suggesting that a review needs to be undertaken as part of national, systematic and orchestrated project.
From supervising practica to mentoring professional experience : Possibilities for education students
- Authors: Zeegers, Margaret
- Date: 2005
- Type: Text , Journal article
- Relation: Teaching Education Vol. 16, no. 4 (2005), p. 349-357
- Full Text:
- Reviewed:
- Description: This paper explores the possibilities presented in examining taken for granted aspects of pre-service teacher practicum practices, especially in terms of naming and positioning within teacher education, as they present at a regional university in Ballarat, Australia. The University of Ballarat has introduced a new P-10 teacher education course which is about to enter its fourth year. The course has focused some of its attention on traditional aspects of paid supervisory and assessment roles of practising teachers in relation to student teachers. As a result, changes have been made, with reconfigured foci on the roles of both practising teachers and undergraduate students, as well as those of other staff who support the new programme. One such focus is on what Schön described as "indeterminate zones of practice," and the result has been a research programme exploring those zones as part of mentorship in relation to mandated supervision and assessment requirements for graduate registration. Examination of data provided by transcripts of focus groups conducted with the students, mentors, community coordinators, and university teachers involved in the programmes suggests possibilities that may serve to inform efforts to meet a major part of the challenge to better prepare pre-service teachers in finding innovative and relevant ways to improve practicum experience from the outset of undergraduate education. Those involved in the programme at the University of Ballarat have examined assumptions underlying participants' roles in relation to partnerships within communities of practice in relation to the roles of university and educators in the field, as well as critically examining concepts of mentoring that guide reflection on practice and scaffold student learning. Such considerations go beyond concerns of individual pre-service teacher classroom performances, focusing on the generalizability of pre-service teacher experience in relation to the profession as a whole. © 2005 School of Education, University of Queensland.
- Description: C1
- Description: 2003001329
- Authors: Zeegers, Margaret
- Date: 2005
- Type: Text , Journal article
- Relation: Teaching Education Vol. 16, no. 4 (2005), p. 349-357
- Full Text:
- Reviewed:
- Description: This paper explores the possibilities presented in examining taken for granted aspects of pre-service teacher practicum practices, especially in terms of naming and positioning within teacher education, as they present at a regional university in Ballarat, Australia. The University of Ballarat has introduced a new P-10 teacher education course which is about to enter its fourth year. The course has focused some of its attention on traditional aspects of paid supervisory and assessment roles of practising teachers in relation to student teachers. As a result, changes have been made, with reconfigured foci on the roles of both practising teachers and undergraduate students, as well as those of other staff who support the new programme. One such focus is on what Schön described as "indeterminate zones of practice," and the result has been a research programme exploring those zones as part of mentorship in relation to mandated supervision and assessment requirements for graduate registration. Examination of data provided by transcripts of focus groups conducted with the students, mentors, community coordinators, and university teachers involved in the programmes suggests possibilities that may serve to inform efforts to meet a major part of the challenge to better prepare pre-service teachers in finding innovative and relevant ways to improve practicum experience from the outset of undergraduate education. Those involved in the programme at the University of Ballarat have examined assumptions underlying participants' roles in relation to partnerships within communities of practice in relation to the roles of university and educators in the field, as well as critically examining concepts of mentoring that guide reflection on practice and scaffold student learning. Such considerations go beyond concerns of individual pre-service teacher classroom performances, focusing on the generalizability of pre-service teacher experience in relation to the profession as a whole. © 2005 School of Education, University of Queensland.
- Description: C1
- Description: 2003001329
Student response to the IT handicap
- Zeegers, Margaret, Beales, Brad
- Authors: Zeegers, Margaret , Beales, Brad
- Date: 2006
- Type: Text , Journal article
- Relation: International journal of learning Vol. 12, no. 10 (2006), p. 39-43
- Full Text:
- Reviewed:
- Description: This paper investigates undergraduates' innovative reflection-as a scripted and performed comedy routine in their School Revue-on their introduction as pre-service teachers (PSTs) to the discourses of Information Technologies (ITs) in teaching in schools. It is a small case study that we present here, mondful of the lack of generalisability that this presents, but we feel that it does lend itself to a close examination of a wide array of issues, experiences and outcomes in this small group that wrote and implemented the sketch in the Revue. Given the primacy of the role of language in any educational undertaking, it is perhaps not surprising that the focus of this sketch is on language, particularly as it is received by students, in that group of novice IT for Education students.
- Description: C1
- Description: 2003001862
- Authors: Zeegers, Margaret , Beales, Brad
- Date: 2006
- Type: Text , Journal article
- Relation: International journal of learning Vol. 12, no. 10 (2006), p. 39-43
- Full Text:
- Reviewed:
- Description: This paper investigates undergraduates' innovative reflection-as a scripted and performed comedy routine in their School Revue-on their introduction as pre-service teachers (PSTs) to the discourses of Information Technologies (ITs) in teaching in schools. It is a small case study that we present here, mondful of the lack of generalisability that this presents, but we feel that it does lend itself to a close examination of a wide array of issues, experiences and outcomes in this small group that wrote and implemented the sketch in the Revue. Given the primacy of the role of language in any educational undertaking, it is perhaps not surprising that the focus of this sketch is on language, particularly as it is received by students, in that group of novice IT for Education students.
- Description: C1
- Description: 2003001862
Focus groups and ELICOS evaluation
- Authors: Zeegers, Margaret
- Date: 2002
- Type: Text , Journal article
- Relation: English Australia Journal Vol. 20, no. 1 (2002), p. 17-23
- Full Text:
- Reviewed:
- Description: C1
- Description: 2003000125
- Authors: Zeegers, Margaret
- Date: 2002
- Type: Text , Journal article
- Relation: English Australia Journal Vol. 20, no. 1 (2002), p. 17-23
- Full Text:
- Reviewed:
- Description: C1
- Description: 2003000125
Critical pedagogy and situated practice : An ethnographic approach to pre-service teacher education
- Zeegers, Margaret, Smith, Patricia
- Authors: Zeegers, Margaret , Smith, Patricia
- Date: 2004
- Type: Text , Journal article
- Relation: International Journal of Learning Vol. 10, no. (2004), p. 3455-3461
- Full Text:
- Reviewed:
- Description: C1
- Description: 2003000804
- Authors: Zeegers, Margaret , Smith, Patricia
- Date: 2004
- Type: Text , Journal article
- Relation: International Journal of Learning Vol. 10, no. (2004), p. 3455-3461
- Full Text:
- Reviewed:
- Description: C1
- Description: 2003000804
Subjects of western education : Discursive practices in western postgraduate studies and the construction of international student subjectivities
- Barron, Deirdre, Zeegers, Margaret
- Authors: Barron, Deirdre , Zeegers, Margaret
- Date: 2006
- Type: Text , Journal article
- Relation: Australian Educational Researcher Vol. 33, no. 2 (2006), p. 77-96
- Full Text:
- Reviewed:
- Description: This paper focuses on discursive practices of postgraduate research as a crucial element in constructs of international student subjectivities when they undertake postgraduate studies in Australian universities. As such, it focuses on a discursive field emerging within domains of internationalisation, globalisation, and resistance. It examines processes and protocols in a number of Australian universities'postgraduate divisions' practices in the conduct of postgraduate supervision, in the context of increasing pressures towards internationalisation within frameworks of globalising influences. It takes issue with Western custom and tradition as privileged within the field of supervision of postgraduate research studies and suggests a model of postgraduate research supervision as intentional and systematic intervention, based on literature deriving from research in postgraduate supervision which acknowledges the problematic natures of cultural relationships as to teaching and learning and knowledge production, and student resistances within these fields. In doing so, it examines issues of discursive practices and the problematic natures of power relationships in supervisor-supervisee protocols and possibilities suggested by alternative models of postgraduate supervision of international students.
- Description: C1
- Description: 2003001850
- Authors: Barron, Deirdre , Zeegers, Margaret
- Date: 2006
- Type: Text , Journal article
- Relation: Australian Educational Researcher Vol. 33, no. 2 (2006), p. 77-96
- Full Text:
- Reviewed:
- Description: This paper focuses on discursive practices of postgraduate research as a crucial element in constructs of international student subjectivities when they undertake postgraduate studies in Australian universities. As such, it focuses on a discursive field emerging within domains of internationalisation, globalisation, and resistance. It examines processes and protocols in a number of Australian universities'postgraduate divisions' practices in the conduct of postgraduate supervision, in the context of increasing pressures towards internationalisation within frameworks of globalising influences. It takes issue with Western custom and tradition as privileged within the field of supervision of postgraduate research studies and suggests a model of postgraduate research supervision as intentional and systematic intervention, based on literature deriving from research in postgraduate supervision which acknowledges the problematic natures of cultural relationships as to teaching and learning and knowledge production, and student resistances within these fields. In doing so, it examines issues of discursive practices and the problematic natures of power relationships in supervisor-supervisee protocols and possibilities suggested by alternative models of postgraduate supervision of international students.
- Description: C1
- Description: 2003001850
A 3D approach to first year English education
- Authors: Zeegers, Margaret
- Date: 2013
- Type: Text , Journal article
- Relation: Quality Assurance in Education Vol. 21, no. 1 (2013), p. 54-69
- Full Text:
- Reviewed:
- Description: Purpose: The purpose of this paper is to explore the suggestive possibilities of an approach to undergraduate English teacher education that the author has called the 3D Approach - Develop professional knowledge, Display professional knowledge, Disseminate professional knowledge - in relation to a number of groups of first year pre-service teachers (PSTs) engaging the teaching and learning materials of their English education course. Design/methodology/approach: The paper examines ways in which this approach has been assessed by the PSTs themselves, constructing this as an expression of their lived experience as PSTs. The author draws on Vygotsky's concept of the Zone of Proximal Development, initiates a systematic and orchestrated program of explicit scaffolding of first year PST learning and draws on University-generated student assessment of their courses, focus groups and individual interviews to investigate ways in which the 3D approach may be considered as enhancing first year PST learning. Findings: PSTs' own informed evaluations of their own developing knowledge have made visible the teaching and learning that they have engaged and articulated. What the author outlines in this paper is not a "Eureka" moment for first year PSTs, but it is the result of careful scholarly considerations of what careful scholarly considerations by first years in Education courses may engage. For this cohort of PSTs, and for the author, it is a particular form of engagement with pedagogy. It is a pedagogy for teachers, part of active engagement on the part of the teacher and the learner, producing knowledge together. Research limitations/implications: Lack of generalisability from case study research may be considered as a limitation, but the author would argue that it is the details thrown up for careful examination in a case study which may serve to inform professional discussion and debate. Practical implications: Negative press of inadequate teachers emerging from universities, with their specious claims will not progress reasoned discussion; research on how the PSTs are themselves taught and how they develop as professionals will. PSTs' own informed evaluations of their own developing knowledge will go some way towards enabling this to happen. This sort of research opens up possibilities for starting with the right sort of questions, a shift from asking the wrong sort of questions, which the author would argue is that sort on which the media are basing their opinion pieces. Social implications: Continuing public discussions, usually conducted in and by the media, about teacher quality, particularly as this tends to be tied to notions of teacher pay, indicates a wider social concern about the need for quality teachers. This sort of social concern is also a major concern for teacher educators, and is to be addressed as such. This paper addresses some of those concerns. Originality/value: The paper engages issues about teacher education raised publicly in the media and ties these to the more private domain of university practice in a given teacher education course. © Emerald Group Publishing Limited.
From the scriptoria to the printing press : A consideration of scholarship and library
- Zeegers, Margaret, Barron, Deirdre
- Authors: Zeegers, Margaret , Barron, Deirdre
- Date: 2009
- Type: Text , Journal article
- Relation: International Journal of the Book Vol. 6, no. 4 (2009), p. 9-16
- Full Text:
- Reviewed:
- Description: Ancient social systems have exhibited constructs of scholarships based on social configurations and requirements that have involved tribal, temple, village or palace elders teaching and developing their apprentices using oral communication such as storytelling, recitation of recipes, formulas and chants, plus work in the field itself as young people developed as midwives, shamans, carpenters, and so on. While writing is a mighty technological achievement of some 5,000 years ago, perhaps even mightier is that of the printing press about 500 years ago. It is generally held to be the development that marked the end of Medieaval times, and has had an even more profound an effect than the first moon landing, so much did it shake the foundations of society. For one thing, the same elders entrusted with the education of the young were able to use print as part of their education protocols. This in itself enabled a shift in constructs of scholarship, as it was possible to record in print what had formerly been kept in memory. The possibilities that emerged were those of teaching learners how to develop knowledge from information, and not rely on information alone. Such possibilities have not really been taken up until fairly recent times. Emerging new paradigms present scholarship in the light of information work whose dependence on information storage systems has already transformed the relationship between scholarship and libraries to a stage where the dominant partner is the library, scholarship becoming marginalised in the so-called information age. Such a sea change requires a major adjustment on the part of both partners in what has for so long been a most productive relationship. To be able to understand the magnitude and order of the change, it is necessary to take a close look at what has underpinned it for so long. [ABSTRACT FROM AUTHOR]
- Description: 2003007960
- Authors: Zeegers, Margaret , Barron, Deirdre
- Date: 2009
- Type: Text , Journal article
- Relation: International Journal of the Book Vol. 6, no. 4 (2009), p. 9-16
- Full Text:
- Reviewed:
- Description: Ancient social systems have exhibited constructs of scholarships based on social configurations and requirements that have involved tribal, temple, village or palace elders teaching and developing their apprentices using oral communication such as storytelling, recitation of recipes, formulas and chants, plus work in the field itself as young people developed as midwives, shamans, carpenters, and so on. While writing is a mighty technological achievement of some 5,000 years ago, perhaps even mightier is that of the printing press about 500 years ago. It is generally held to be the development that marked the end of Medieaval times, and has had an even more profound an effect than the first moon landing, so much did it shake the foundations of society. For one thing, the same elders entrusted with the education of the young were able to use print as part of their education protocols. This in itself enabled a shift in constructs of scholarship, as it was possible to record in print what had formerly been kept in memory. The possibilities that emerged were those of teaching learners how to develop knowledge from information, and not rely on information alone. Such possibilities have not really been taken up until fairly recent times. Emerging new paradigms present scholarship in the light of information work whose dependence on information storage systems has already transformed the relationship between scholarship and libraries to a stage where the dominant partner is the library, scholarship becoming marginalised in the so-called information age. Such a sea change requires a major adjustment on the part of both partners in what has for so long been a most productive relationship. To be able to understand the magnitude and order of the change, it is necessary to take a close look at what has underpinned it for so long. [ABSTRACT FROM AUTHOR]
- Description: 2003007960
A clash of chronotopes: Adult reading of children's and young adult literature
- Zeegers, Margaret, Pass, Charlotte, Jampole, Ellen
- Authors: Zeegers, Margaret , Pass, Charlotte , Jampole, Ellen
- Date: 2010
- Type: Text , Journal article
- Relation: The International Journal of the Book Vol. 7, no. 4 (2010), p. 89-97
- Full Text:
- Reviewed:
- Description: In this paper we explore ways in which adults engage children's and young adult books in primary and secondary schools in relation to Bakhtin's (1981) posited chronotope. We base our discussion on an analysis of experienced practising teachers' own engagement with books that are offered to children and young adults as part of teachers' didactic activities in developing literacy skills and literature appreciation in classrooms, drawing on the concept of the chronotope as going beyond the didactic to embrace the artistic and cultural in children's responses to their reading and writing. The suggestive possibilities of the chronotope as an organising feature of teaching reading and writing in a number of genres and production of text types, affords new ways of approaching reading by teachers, at the same time as it invites these teachers to examine their own responses to the literature that they engage in the process. The concept of the chronotope opens up spaces for literary and pedagogical responses that derive from children's own experience of their world, but we argue that teacher responses that are restricted by their own views of the world may inhibit a full exploration by children of the possibilities that the books that they encounter as didactically bound and culturally limiting.
- Authors: Zeegers, Margaret , Pass, Charlotte , Jampole, Ellen
- Date: 2010
- Type: Text , Journal article
- Relation: The International Journal of the Book Vol. 7, no. 4 (2010), p. 89-97
- Full Text:
- Reviewed:
- Description: In this paper we explore ways in which adults engage children's and young adult books in primary and secondary schools in relation to Bakhtin's (1981) posited chronotope. We base our discussion on an analysis of experienced practising teachers' own engagement with books that are offered to children and young adults as part of teachers' didactic activities in developing literacy skills and literature appreciation in classrooms, drawing on the concept of the chronotope as going beyond the didactic to embrace the artistic and cultural in children's responses to their reading and writing. The suggestive possibilities of the chronotope as an organising feature of teaching reading and writing in a number of genres and production of text types, affords new ways of approaching reading by teachers, at the same time as it invites these teachers to examine their own responses to the literature that they engage in the process. The concept of the chronotope opens up spaces for literary and pedagogical responses that derive from children's own experience of their world, but we argue that teacher responses that are restricted by their own views of the world may inhibit a full exploration by children of the possibilities that the books that they encounter as didactically bound and culturally limiting.
Beyond cognition : Affective learning and undergraduate education student engagement in learning
- Authors: Zeegers, Margaret
- Date: 2008
- Type: Conference paper
- Relation: Paper presented at The European Conference on Educational Research: From Teaching to Learning?, Gothenburg, Sweden : 10th-12th September 2008
- Full Text:
- Description: In this paper I report on a project designed to enhance student teacher engagement in learning by developing an explicit pedagogy of affective learning, traditionally ignored in teacher education as discipline-based studies have dominated the field. Strategies investigated are based on reading engaged on affective levels, intertwined with current approaches to academic reading, with metacognitive responses recorded by the students as part of student evaluation of their own learning. Reading has been structured around literature reading circles (affective reading component), and academic reading circles (professional reading component). The project uses strategy in relation to the identifiable stages in a teaching sequence which help students to realise a learning goal, so that they use learning strategies and respond to teaching strategies that scaffold their learning. The reading program pushes the boundaries of their discipline-based learning, engaging what Schön refers to as ‘indeterminate zones of practice’ as giving an affective dimension, having wider implications for student engagement in discipline-based units than straight academic encounters with discipline-based literature allows. The reading is designed to integrate discipline-based knowledge, the implications of this for professional lives, and the affective dimensions of professional practice. The results of this project indicate that, according to student evaluations, their capacities for self monitoring and self evaluation was enhanced at the same time as their own engagement with relevant literature deepened their understandings of issues that emerged from that engagement.
- Description: 2003006620
- Authors: Zeegers, Margaret
- Date: 2008
- Type: Conference paper
- Relation: Paper presented at The European Conference on Educational Research: From Teaching to Learning?, Gothenburg, Sweden : 10th-12th September 2008
- Full Text:
- Description: In this paper I report on a project designed to enhance student teacher engagement in learning by developing an explicit pedagogy of affective learning, traditionally ignored in teacher education as discipline-based studies have dominated the field. Strategies investigated are based on reading engaged on affective levels, intertwined with current approaches to academic reading, with metacognitive responses recorded by the students as part of student evaluation of their own learning. Reading has been structured around literature reading circles (affective reading component), and academic reading circles (professional reading component). The project uses strategy in relation to the identifiable stages in a teaching sequence which help students to realise a learning goal, so that they use learning strategies and respond to teaching strategies that scaffold their learning. The reading program pushes the boundaries of their discipline-based learning, engaging what Schön refers to as ‘indeterminate zones of practice’ as giving an affective dimension, having wider implications for student engagement in discipline-based units than straight academic encounters with discipline-based literature allows. The reading is designed to integrate discipline-based knowledge, the implications of this for professional lives, and the affective dimensions of professional practice. The results of this project indicate that, according to student evaluations, their capacities for self monitoring and self evaluation was enhanced at the same time as their own engagement with relevant literature deepened their understandings of issues that emerged from that engagement.
- Description: 2003006620
Designing capacity : Broadening and deepening design capacity through design education
- Barron, Deirdre, Zeegers, Margaret
- Authors: Barron, Deirdre , Zeegers, Margaret
- Date: 2008
- Type: Text , Conference paper
- Relation: Paper presented at The European Conference on Educational Research: From Teaching to Learning?, Gothenburg, Sweden : 10th-12th September 2008
- Full Text:
- Description: In this paper we canvass a shift in professional practice for teachers and teaching and learning as it focuses on Design Education. We acknowledge that changes in formal educational settings result from the scope and rapidity of changes in emerging technologies and understandings of pedagogical influences on teaching and learning. In canvassing the changes, in this paper we identify issues that emerge in relation a number of proposed solutions in dealing with gaps in teacher education in the field of Design Education. We suggest that these same solutions draw on traditional disciplines which ignore the possibilities of Design to engage 21st Century problems in teaching and learning. We draw attention to a neglect in current teacher education programs in relation to teachers of design and what this may imply for classrooms, teachers, and their work.
- Description: 2003006590
- Authors: Barron, Deirdre , Zeegers, Margaret
- Date: 2008
- Type: Text , Conference paper
- Relation: Paper presented at The European Conference on Educational Research: From Teaching to Learning?, Gothenburg, Sweden : 10th-12th September 2008
- Full Text:
- Description: In this paper we canvass a shift in professional practice for teachers and teaching and learning as it focuses on Design Education. We acknowledge that changes in formal educational settings result from the scope and rapidity of changes in emerging technologies and understandings of pedagogical influences on teaching and learning. In canvassing the changes, in this paper we identify issues that emerge in relation a number of proposed solutions in dealing with gaps in teacher education in the field of Design Education. We suggest that these same solutions draw on traditional disciplines which ignore the possibilities of Design to engage 21st Century problems in teaching and learning. We draw attention to a neglect in current teacher education programs in relation to teachers of design and what this may imply for classrooms, teachers, and their work.
- Description: 2003006590
The chronotope and Australian children's and young adult books
- Authors: Zeegers, Margaret
- Date: 2005
- Type: Text , Journal article
- Relation: International Journal of the Book Vol. 3, no. 1 (2005), p. 19-24
- Full Text:
- Reviewed:
- Description: The chronotope is suggested as going beyond the didactic to embrace the artistic and cultural in children's responses to their reading and writing. The essentially solipsistic concerns of young children and young adults in schools may be engaged using the suggestive possibilities of the chronotope as an organising feature of teaching reading and writing in a number of genres and production of text types, affording new ways of approaching reading and writing in classrooms. The chronotope opens up spaces for literary and pedagogical responses that takes teachers and students beyond the traditional and conventional referents of characterisation, plot, theme, setting, style, and so on. While this paper's focus is on literature designed for Australian children and young adults, the concepts may be applied more generally in relation to literature from within other cultures as well.
- Description: C1
- Description: 2003001334
- Authors: Zeegers, Margaret
- Date: 2005
- Type: Text , Journal article
- Relation: International Journal of the Book Vol. 3, no. 1 (2005), p. 19-24
- Full Text:
- Reviewed:
- Description: The chronotope is suggested as going beyond the didactic to embrace the artistic and cultural in children's responses to their reading and writing. The essentially solipsistic concerns of young children and young adults in schools may be engaged using the suggestive possibilities of the chronotope as an organising feature of teaching reading and writing in a number of genres and production of text types, affording new ways of approaching reading and writing in classrooms. The chronotope opens up spaces for literary and pedagogical responses that takes teachers and students beyond the traditional and conventional referents of characterisation, plot, theme, setting, style, and so on. While this paper's focus is on literature designed for Australian children and young adults, the concepts may be applied more generally in relation to literature from within other cultures as well.
- Description: C1
- Description: 2003001334
European and Indigenous Australian positionings through books and non-print texts : Investigations with a regional Australian primary school
- Authors: Zeegers, Margaret
- Date: 2011
- Type: Text , Journal article
- Relation: International Journal of the Book Vol. 8, no. 2 (2011), p. 107-121
- Full Text:
- Reviewed:
- Description: In this paper I describe a project, based on children's engagement with books and non-print media, at a regional Victorian (Australia) primary school. As an added dimension of their engagement with the books regularly used in their classroom, the children have examined non-print texts with local Indigenous Australian artists as part of an Indigenous Australian artists-in-residence program, with a view to foregrounding their school's Black History. The school is close to one of the largest regional cities in the state of Victoria, Australia. In this project, primary school students have worked with Indigenous Australian story-tellers, artists, dancers and musicians to explore ways in which they may examine both print and non-print texts for a critical appreciation of ways in which their school has been positioned in the physical landscape and in the historical landscape, where Indigenous Australian roles and contributions have continued to be marginalised, at best, and denied, at worst. From such critical engagement, the children have created non-print texts of their own: tangible, durable artefacts of acknowledgment of their own school's Black History. Constructed as texts which may be read by all who enter the school, the artefacts produced are part of a continuing critical engagement with books that represent European perspectives on Indigenous Australia, and non-print texts that represent Indigenous Australian perspectives. Both types of texts are engaged and interpreted by the children as part of this project, with the outcome of non-print texts created by the children themselves. Those visual texts have been posted on a wall at the school entrance, focussing on the very point of Indigenous and non-Indigenous Australian children's entry to their school's grounds and buildings. I have argued that this helps to position their school within a more comprehensive context of its physical and historical landscape than traditional, Eurocentric books and their perspectives on Indigenous Australia have allowed. © Common Ground, Margaret Zeegers, All Rights Reserved.
- Authors: Zeegers, Margaret
- Date: 2011
- Type: Text , Journal article
- Relation: International Journal of the Book Vol. 8, no. 2 (2011), p. 107-121
- Full Text:
- Reviewed:
- Description: In this paper I describe a project, based on children's engagement with books and non-print media, at a regional Victorian (Australia) primary school. As an added dimension of their engagement with the books regularly used in their classroom, the children have examined non-print texts with local Indigenous Australian artists as part of an Indigenous Australian artists-in-residence program, with a view to foregrounding their school's Black History. The school is close to one of the largest regional cities in the state of Victoria, Australia. In this project, primary school students have worked with Indigenous Australian story-tellers, artists, dancers and musicians to explore ways in which they may examine both print and non-print texts for a critical appreciation of ways in which their school has been positioned in the physical landscape and in the historical landscape, where Indigenous Australian roles and contributions have continued to be marginalised, at best, and denied, at worst. From such critical engagement, the children have created non-print texts of their own: tangible, durable artefacts of acknowledgment of their own school's Black History. Constructed as texts which may be read by all who enter the school, the artefacts produced are part of a continuing critical engagement with books that represent European perspectives on Indigenous Australia, and non-print texts that represent Indigenous Australian perspectives. Both types of texts are engaged and interpreted by the children as part of this project, with the outcome of non-print texts created by the children themselves. Those visual texts have been posted on a wall at the school entrance, focussing on the very point of Indigenous and non-Indigenous Australian children's entry to their school's grounds and buildings. I have argued that this helps to position their school within a more comprehensive context of its physical and historical landscape than traditional, Eurocentric books and their perspectives on Indigenous Australia have allowed. © Common Ground, Margaret Zeegers, All Rights Reserved.