- Faculty of Education - Research Publications
Faculty of Education - Research Publications
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ItemEnactment of Scientific Inquiry: Observation of Two Cases at Different Grade Levels in China MainlandWang, L ; Zhang, R ; Clarke, D ; Wang, W (SPRINGER, 2014-04)
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ItemHybrid task design: connecting learning opportunities related to critical thinking and statistical thinkingKuntze, S ; Aizikovitsh-Udi, E ; Clarke, D (SPRINGER HEIDELBERG, 2017-11)
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ItemLearning from Lessons: studying the structure and construction of mathematics teacher knowledge in Australia, China and GermanyChan, MCE ; Clarke, DJ ; Clarke, DM ; Roche, A ; Cao, Y ; Peter-Koop, A (SPRINGER, 2018-03)
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ItemStructured affordances in the use of open-ended tasks to facilitate collaborative problem solvingChan, MCE ; Clarke, D (SPRINGER HEIDELBERG, 2017-11)
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ItemThe social essentials of learning: an experimental investigation of collaborative problem solving and knowledge construction in mathematics classrooms in Australia and China (vol 30, pg 39, 2018)Chan, MCE ; Clarke, D ; Cao, Y (SPRINGER, 2018-03)
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ItemVideo as a tool for focusing teacher self-reflection: supporting and provoking teacher learningHollingsworth, H ; Clarke, D (SPRINGER, 2017-10)
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ItemChinese students' groupwork practices and experiences in ChinaLi, D ; Remedios, L ; Clarke, D (SPRINGER, 2014-08)
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ItemResearching the creation of a national curriculum from systems to classroomsGerrard, J ; Albright, J ; Clarke, DJ ; Clarke, DM ; Farrell, L ; Freebody, P ; Sullivan, P (SAGE PUBLICATIONS LTD, 2013-04)Under the auspices of its ‘Education Revolution’, the Federal Labor Government is currently implementing a national curriculum for schools. Representing an important intervention into educational practice and governance, the Australian Curriculum offers a unique research opportunity, providing substantial scope for the examination of the changing systems and school-level practices entailed in large-scale curriculum reform. Research into the Australian Curriculum also presents a valuable opportunity to develop educational research methodologies that attend to the complex and multifaceted processes of curriculum reform, from systems to classrooms. Taking two of the disciplinary towers of modern curricula (English and mathematics) and Australia’s two largest jurisdictions (New South Wales and Victoria) as the focus, this article draws on a three-year Australian Research Council Linkage Project to outline an approach to researching major curriculum reform.
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ItemAdvancements in Research Synthesis Methods: From a Methodologically Inclusive PerspectiveSuri, H ; Clarke, D (SAGE PUBLICATIONS INC, 2009-03)The dominant literature on research synthesis methods has positivist and neo-positivist origins. In recent years, the landscape of research synthesis methods has changed rapidly to become inclusive. This article highlights methodologically inclusive advancements in research synthesis methods. Attention is drawn to insights from interpretive, critical, and participatory traditions for enhancing trustworthiness, utility, and/or emancipatory potential for research syntheses. Also noted is a paucity of the literature that builds connections between methodologically diverse segments of the literature on research synthesis methods. Salient features of a methodologically inclusive research synthesis (MIRS) framework are described. The MIRS framework has been conceptualized by distilling and synthesizing ideas, theories, and strategies from the extensive literatures on research synthesis methods and primary research methods. Rather than prescribe how a research synthesis should be conducted or evaluated, this article attempts to open spaces, raise questions, explore possibilities, and contest taken-for-granted practices.
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ItemAddressing the challenge of legitimate international comparisons of classroom practiceClarke, D ; Mesiti, C ; O'Keefe, C ; Xu, LH ; Jablonka, E ; Mok, IAC ; Shimizu, Y (Elsevier BV, 2007-12-01)