Faculty of Education - Research Publications

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http://hdl.handle.net/11343/161

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Now showing 1 - 10 of 1168

Meaning Making in Early Childhood Research: Pedagogies and the Personal

Iorio, JM ; Parnell, W ; Iorio, JM ; Parnell, W (Routledge, 2017)

Meaning Making in Early Childhood Research asks readers to rethink research in early childhood education through qualitative research practices reflective of arts-based pedagogies. This collection explores how educators and researchers can move toward practices of meaning making in early childhood education. The text’s narrative style provides an intimate portrait of engaging in research that challenges assumptions and thinking in a variety of international contexts, and each chapter offers a way to engage in meaning making based on the experiences of young children, their families, and educators.
Pencil or Keyboard? Boys’ Preferences in Writing

Sze, J ; Southcott, J (Nova Southeastern University, 2020)

Handwriting is an important subject in primary schools, especially in the Early Years. The importance of writing skill is now seen as a debate with the increasing demand on children to learn technology skills to help them with 21st Century learning—how to write on the keyboard effectively. The topic is important because handwriting is an essential life skill to have with or without technology. In this study, I looked at the importance of both in the context of the qualitative case studies in three schools in Melbourne, Australia. The aim of the research is to explore how do students understand the learning of handwriting and keyboarding in schools? This qualitative case study employed a Thematic Analysis approach in which the central intention was to understand the lived experience of six Year 6 boys across three schools and their attitudes to writing and technology. In this article, I addressed the importance of teaching handwriting to primary school students, especially in the first four years of their school life from Foundation to Year 3. The findings suggest that teachers should continue explicitly teaching handwriting to their students despite the heavy reliance on technology in today’s lifestyle.
In Jen’s Shoes – Looking Back to Look Forward: An Autoethnographic Account

Sze, J ; Southcott, J (Nova Southeastern University, 2019)

This paper discusses the monumental events in my life that have shaped my two professional identities, teacher and researcher. I used autoethnography as a research methodology to traverse my personal life narratives across two different countries: Vietnam and Australia to seek and to examine my dual cultural identities, and how they shaped me. I am a passionate teacher who believes that teaching can change the world through the causes that I care about such as anti-racism and equity in education for students from all backgrounds. In this case study, data were collected by semi-structured interview and reflection on journals. Data were analysed using Interpretative Phenomenological Analysis. The findings are reported under four themes that reflected the stages of my life: designed in Vietnam, made in Australia was the first phase, growing up in Australia, my schooling years and professional years. By making sense of the narratives and involved, it helped me to understand myself better, who I am as a teacher and the causes that I believe in. As an Australian with hybrid cultural identities, I am the norm in contemporary culture.
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
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.
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.
Arviointi ja erityyispedagogiikka [Assessment and special education]

Nieminen, JH ; White, E ; Luostarinen, A ; Nieminen, JH (PS Kustannus, 2019)
Esteetön arviointi [Accessible evaluation]

Nieminen, JH ; White, E ; Luostarinen, A ; Nieminen, JH (Santalahti-kustannus, 2019)
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.
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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