Melbourne Graduate School of Education - Research Publications

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    Out of the box and into the 21st century: Digital literacy and human rights for our most disenfranchised students.
    White, E ( 2019-05-04)
    Conference presentation at the Round Table on Information Access for People with Print Disabilities Conference
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    Documenting, assessing, and teaching digital literacy for students with disability, via an evidence basis of subject matter expertise, teacher knowledge, scholarly discourse, and student ability.
    White, E ( 2019-12-02)
    A discussion of the development and outcomes of the new digital literacy tool within the SWANs/ABLES suite of teaching resources to support the teaching and learning of students with intellectual disability and/or autism.
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    A Critical Review of D’Andrea, F. M. (2012). Preferences and practices among students who read braille and use assistive technology. Journal of Visual Impairment and Blindness, 106(10), 585-596
    White, E (South Pacific Educators in Vision Impairment (SPEVI), 2015)
    Utilising research about the educational use of assistive technology by students with vision impairment to access computers (Corn & Wall, 2002: Farnsworth & Luckner, 2008; Fellenius, 1999) and recognising the importance of technology in school and personal life, D’Andrea investigated the current academic use of paper braille and assistive technology among twelve blind, braille-using students aged 16-22 in the United States, and their practice and attitudes regarding such use. Her results suggest a varying nature to how students used a range of high and low tech tools, and how their approaches to completing class work were largely influenced by their personal opinions and experiences of the technologies. The study also demonstrates the importance of students’ choice-making ability regarding the selection of tools and strategies.
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    Arviointi ja erityyispedagogiikka [Assessment and special education]
    Nieminen, JH ; White, E ; Luostarinen, A ; Nieminen, JH (PS Kustannus, 2019)
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    Esteetön arviointi [Accessible evaluation]
    Nieminen, JH ; White, E ; Luostarinen, A ; Nieminen, JH (Santalahti-kustannus, 2019)
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    Narrative Language and Literacy Education Research Within a Postcolonial Framework
    Doecke, B ; Anwar, D ; Illesca, B ; Mirhosseini, SA (Springer, 2017)
    This chapter explores the heuristic value of narrative as it might be applied to researching language and literacy education in postcolonial settings. We focus specifically on the importance of autobiographical writing as a means of enabling educators and researchers to engage with a ‘plurality of consciousnesses’ (Bakhtin MM, Problems of Dostoyevsky’s poetics (Emerson C, ed and trans). University of Minnesota Press, Minneaplois, 1984) and to explore the values and beliefs they bring to their work. In this way we challenge the pretensions to objectivity of the scientific research privileged by standards-based reforms. By locating autobiographical writing in a postcolonial framework, however, we also seek to differentiate our standpoint from the claims typically made on behalf of ‘narrative inquiry’ (Clandinin J, Connelly M, Narrative inquiry: experience and story in qualitative research. Jossey-Bass, San-Francisco, 2000). We argue that personal narratives should prompt analyses that investigate how our individual situations are mediated by larger social and historical contexts. This means combining storytelling with analytical writing in order to produce hybrid texts that challenge accepted forms of academic writing. Crucially, this also means embracing ‘trans-lingualism’ (Canagarajah S, Translingual practice: global English and cosmopolitan relations. Routledge, London/New York, 2013), working at the interface between English and other languages, and engaging with issues of language and socio-cultural identity vis-à-vis the globalization of English as the language of science.
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    Stepping Inside an English Classroom: Investigating the Everyday Experiences of an English Teacher
    Breen, L ; Illesca, B ; Doecke, B (Taylor and Francis Group, 2018)
    This essay presents an English teacher’s inquiry into her professional practice in an institutional setting that is heavily regulated by standards-based reforms. Rather than something external to her, she sees those reforms as part of an internal conflict that affects her capacity to be fully responsive to her students. In dialogue with a colleague, she writes stories that reaffirm the deeply relational character of her work, both as an ethically responsive stance and as a means to understand the socially mediated character of her everyday world. She attempts to find alternative ways of seeing and accounting for her work than the reified mentality of standards-based reforms, positing a world that is relational, rather than compartmentalised, where our chief responsibility as teachers is to cultivate a sensitivity towards others around us, rather than continually being compelled to classify and judge them.
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    Enhancing music integration through critical and creative thinking in Australian primary schools
    King, F ; Bowe, M-L ; Merrick, B (International Society of Music Education, 2018-07-12)
    Extended Poster presentation
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    Technology-supported classrooms: New opportunities for communication and development of mathematical understanding
    Ball, L ; Stacey, K ; Büchter, A ; Glade, M ; Herold-Blasius, R ; Klinger, M ; Schacht, F ; Scherer, P (Springer Spektrum, 2019-06-03)
    This chapter provides an overview of some themes which have emerged over two decades of Bärbel Barzel’s work related to the teaching and learning of school mathematics with technology. The themes which are discussed include technology supporting mathematical communication, technology supporting cognitive activities and technology supporting an open classroom. Overall, the focus is on the potential for technology-supported classrooms to promote students’ understanding in secondary school mathematics. Four papers are used to illustrate Barzel’s contribution.
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    To lead or not to lead? Gender disparity in the leadership of boys’ schools
    Acquaro, D ; Stokes, H (Gender & Education Association, 2015)
    This paper provides an analysis of gender disparity within Australian boys’ schools revealing a disproportionate number of men and the under-representation of women in senior school leadership roles. With women accounting for the vast majority of teachers worldwide and significant increases in women entering the teaching profession over the last two decades, they continue to be underrepresented in senior management roles in secondary schools (Yong-Lyun and Brunner, 2009). The pursuit of leadership in boys’ schools is more complex for women, with senior roles often beyond their reach. This marginalisation has left capable, enthusiastic female educators disenchanted, frustrated and resentful of a profession that sees them managing ‘soft’ roles, and making space for male counterparts who take up the top jobs. This paper draws on findings from semi-structured interviews with thirty-six female teachers across six boys’ schools. Drawing on feminist perspectives of leadership (Sinclair, 2014; Blackmore, 1999), this paper analyses teachers’ perceptions of factors that block them and lead to male domination within school leadership. Results show that career advancement in boys’ schools is not self-determined with sex discrimination and a lack of support or mentoring, diminishing female teacher’s aspirations for the top jobs. This research provides an important insight into the continuing yet under-researched operations of patriarchy within the feminized field of teaching. It challenges sex-role stereotyping and a deficit perspective of women in presenting boys with a fairer representation of gender within boys’ schools.