Melbourne Graduate School of Education - Research Publications

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    Australia: Significant Characteristics of the School System and the Mathematics Curriculum
    Williams, G ; Mesiti, C ; Clarke, D ; Clarke, D ; Keitel, C ; Shimizu, Y (Sense Publishers, 2006)
    In Australia, states and territories regulate their own education systems, however, national benchmarks representing minimum standards for Numeracy (in the areas of number sense, measurement and data sense, and spatial sense) help inform the individual state curricula. Australia has three school sectors: Government, Independent, and Catholic. As data collection in the Learner's Perspective Study (LPS) was restricted to Government schools, this overview focuses primarily on the types of schools from which the Learner's Perspective Study (LPS) data from Year 8 mathematics lessons was collected: Victorian government secondary schools.
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    Hybrid task design: connecting learning opportunities related to critical thinking and statistical thinking
    Kuntze, S ; Aizikovitsh-Udi, E ; Clarke, D (SPRINGER HEIDELBERG, 2017-11)
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    Learning from Lessons: studying the structure and construction of mathematics teacher knowledge in Australia, China and Germany
    Chan, MCE ; Clarke, DJ ; Clarke, DM ; Roche, A ; Cao, Y ; Peter-Koop, A (SPRINGER, 2018-03)
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    Chinese students' groupwork practices and experiences in China
    Li, D ; Remedios, L ; Clarke, D (SPRINGER, 2014-08)
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    Don't Shoot Me, I'm Only The Architect: Exploring The Complex Interactions Between Design, Pedagogy And School Culture
    Clarke, D ; Mitcheltree, H ; Cleveland, B ; Imms, W (LEaRN, University of Melbourne, 2016)
    Architects and school leaders are integral to the process of procuring, designing, constructing and using innovative learning environments (ILE’s). However, the following questions arise: How much do they know of each other’s professions? What can both groups potentially contribute to the development of ILE’s? Is it only luck that results in a successful ILE project? There is a groundswell of support for schools to move towards the development of student-centric pedagogies and many schools and educational organisations are procuring new, flexible environments to support and enable this change. However, as schools become aware that the construction of a space is not necessarily the key factor in modifying teaching and learning practice, the focus is shifting towards the analysis of complex non-design factors that impact the successful inhabitation of the space. There are critical moments in the school procurement process during which architects and educators could work more closely with each other. Early engagement enables the architect to develop a deeper understanding of the pedagogical vision to inform the architectural brief and schematic design. Concurrently, while working with the architect the school community becomes more aware of how space and pedagogy are interlinked. A relative blind spot in current research is an understanding of the complex cultural and organisational factors that have an impact on the end-use effectiveness of physical spaces. Using a recently completed single school project and drawing on professional experience and a critical review of current literature, this paper proposes an early outline for a PhD thesis investigating the complex relationship between the key stakeholders that contribute to the design of both the physical and social factors that shape new learning environments.
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    Architects as Agents for Organisational Change in New Generation Learning Spaces
    Clarke, D ; Imms, W ; Cleveland, B ; Fisher, K (Sense Publishers, 2016)
    Space, technology and pedagogy are often heralded as the key influences in the development of New Generation Learning Spaces (NGLS's) (JISC, 2006; (Radcliffe, Wilson, Powell, & Tibbetts, 2008).The successful utilisation of these spaces and the introduction of new teaching and learning practices to them is not, however, a guaranteed outcome of a process that only focuses upon the physical aspects of NGLS design. As an architect working in the field of education space design, my observations of recent school expansion projects where new generation learning theories were being explored reveal that the critical factors for successful implementation of new pedagogies are at least as reliant upon space and technology design, as on the presence of both a holistic approach to architectural design and the leadership of aligned organisational change When designing new spaces, architects are perfectly positioned to explore organisational issues that need to be addressed as part of the transformation of a teaching and learning community, and yet historically they typically focus on the space being designed (making allowance for the integration of technology). This chapter explores how a minor expansion of traditional architectural practice through the application of design thinking can assist school communities to improve their chances of successful transformation from traditional teaching and learning models to those that fully take advantage of new generation learning spaces.