Minerva Elements Records
Permanent URI for this collection
Search Results
1 - 10 of 75
-
ItemDisciplinary dilemmas: learning spaces as a discussion between designers and educators(The Australasian Journal of Philosophy in Education, 2009)As an architect and academic, I have been attempting to engage in conversations outside my discipline around the theme of education with a particular focus on how space can support learning. Currently undertaking a Doctorate of Education as the only non-cognate student, I am struck by the different languages that the disciplines of architecture and education use. We each have our own shorthand for capturing and communicating complex ideas. Architects and educators come from different tribes with different ways of viewing the world. These different languages support effective communication when we are working within an academic discipline but can alienate and confuse when we are attempting to work in interdisciplinary ways. The context of this paper is a research project called 'Smart Green Schools' funded by the Australian Research Council (ARC) as part of their Linkage Grant program. The aim of the Smart Green Schools research is to investigate the relationships between pedagogy, space and sustainability. Our team is supported by nine industry partners including the Department of Education and Early Childhood Development (DEECD) (Victoria), the Government Architect (Victoria) and a range of architecture and design firms which specialise in school design. The five chief investigators come from the diverse fields of architecture, education, educational planning, urban design and sustainability. There are two PhD students; one who was a science teacher prior to accepting the ARC scholarship and the other, an architect.
-
Item
-
Item
-
Item
-
ItemDevelopment of a new measurement tool for individualism and collectivism(SAGE PUBLICATIONS INC, 2007-12)A new measurement tool for individualism and collectivism has been developed to address critical methodological issues in this field of social psychology. This new measure, the Auckland Individualism and Collectivism Scale (AICS), defines three dimensions of individualism: (a) responsibility (acknowledging one's responsibility for one's actions), (b) uniqueness (distinction of the self from the other), and (c) competitiveness (striving for personal goals is one's prime interest). The scale also defines two dimensions of collectivism: (a) advice (seeking advice from people close to one, before taking decisions) and (b) harmony (seeking to avoid conflict). The AICS avoids the need for measuring horizontal and vertical dimensions of collectivism and individualism and the confounding effect of familialism on the collectivism—individualism constructs.
-
ItemMusical Futures in Victoria( 2010)
-
Item
-
ItemExamining the didactic contract when handheld technology is permitted in the mathematics classroom(SPRINGER HEIDELBERG, 2010-11)
-
ItemAppreciating mathematical structure for all(Springer Science and Business Media LLC, 2009-01-01)
-
ItemBottom-up processing and reading comprehension in experienced adult readers(WILEY-BLACKWELL PUBLISHING, INC, 2009-08)Previous research has indicated a weak to moderate role for word recognition skill in contributing to reading comprehension efficiency in highly experienced adult readers. The goal of this study was to re‐evaluate the strength of this association, including assessment of the contribution of skill in discriminating unfamiliar shapes and identifying letters. Unexpectedly, the results revealed a very strong association between efficiency in reading connected text and word recognition skill, as measured by efficiency of access to the orthographic lexicon. Ability to identify letters rapidly and accurately also contributed to orthographic access skill. These associations were only minimally reduced by controlling for skill in discriminating unfamiliar shapes. The results were interpreted in terms of the verbal‐efficiency theory, according to which rapid and accurate lower‐level processing liberates resources for equally crucial higher‐level comprehension processing, ultimately resulting in more efficient text comprehension.