Faculty of Education - Research Publications
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ItemThirty-one is a lot!: Assessing four-year-old children's number knowledge during an open-ended activity(SAGE Publications, 2015)In Early Childhood Education, formative assessment should be ongoing and include multiple sources of evidence of children's existing knowledge. Children's understanding of mathematical concepts is highly diverse from a very early age, yet practical strategies to assess children's individual understanding are not always child centred and strengths based.This study explores the diverse ways in which 47 four-year-old children at three different early learning centres in metropolitan Melbourne demonstrated their number knowledge while they traced around wooden numerals, drawing and discussing values of quantity. Examples of children's representations of quantity are illustrated, accompanied by extracts of transcribed conversations. Findings demonstrate that this formative assessment strategy, through attuned prompts and skilled inquiry from the teacher, elicits children's complex understanding of number, located in the everyday experiences of their lives. Embedded in play-based activity, this assessment strategy is both engaging for children and highly productive for educators in documenting children's learning.
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ItemNo Preview AvailablestudioFive—A Site for Teaching, Research and Engagement in Australian Arts Education(Springer, 2019-08-09)This chapter explores arts education in Australia through the S.P.A.C.E. ontology. Using studioFive within the Melbourne UNESCO Observatory of Arts Education at the University of Melbourne as a case study, this chapter foregrounds a multidisciplinary facility that offers numerous semiotic affordances, researchoriented processes, and ways to extend into intercultural research. Through such research capacity building, a broad aim of studioFive is to provide mentoring of next generation of arts-based educational researchers, to establish partnerships for further theory development, and to push the boundaries of research methodologies through which to surface and share the power of the arts in education and culture. studioFive is a purpose-built site for multi-modalities and cross- and interdisciplinary teaching, learning and research in arts education at the University of Melbourne. This chapter extends on this and advocates for an education-based approach, which considers the enactment of the Australian Curriculum, arts-based initial teacher education, the continued professional learning of teachers and the potential for intercultural, international research in, through and across the arts
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ItemArtworks in residence: Semiosis, transmediation and ZPD(Intellect, 2018)
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ItemPerformative Literacy: Children’s Graphic-Narrative-Embodied Play(John Wiley & Sons, Inc., 2019)Drawing and narrative are semiotic tools for children's communication of thoughts and feelings, both real and imaginary. Because they are composed from children's personal experiences, they are infused with deep meanings that link the emotions, the body, and the work of art itself in a dialectical relationship between, in particular, (1) embodied simulation and spatial‐temporal reasoning and (2) empathetic intention, emotion, and agency. Such knowledge‐building is enhanced and enriched through children's use of interconnected signs – visual, verbal, gestural – as they fashion real and imaginary worlds on paper. Children's rich, symbolic texts may be mediated through a type of performative semiosis, where teachers, parents, and other children create zones of proximal development with each other as they draw. Through a dialogic process, children co‐create artworks and narratives that are fundamentally philosophical and laden with developing values of self and worldviews. These are vital messages for art educators who work with young children.
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ItemAdapting mainstream classroom procedures to accommodate students with diverse abilities(Journal of Cognitive Education and Psychology, 1994)
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ItemThe measurement of meter recognition in children in grades 3 and 5(Australian Journal of Music Education, 1987)
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ItemTHE RELATIONSHIP BETWEEN METER RECOGNITION, RHYTHMIC NOTATION, AND INFORMATION-PROCESSING COMPETENCE(TAYLOR & FRANCIS LTD, 1991-12)
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ItemThe use of symbols in drawings by children, nondisabled adults and adults with an intellectual disability(Developmental Disabilities Bulletin, 1991)
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ItemCultural influences on children's developing artistry: what can China and Australia learn from each other?(Australian Pre-School Association, 1995)
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ItemThe arts and schooling: An analysis of cultural influences(Journal of Cognitive Education and Psychology, 1997)