Faculty of Education - Research Publications

Permanent URI for this collection

Search Results

Now showing 1 - 10 of 2284
  • Item
    No Preview Available
    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.
  • Item
    Thumbnail Image
    Tetun akademiku: University lecturers' roles in the intellectualisation of Tetum
    Newman, T (Springer, 2021-02)
    In this article I examine lecturers’ beliefs about the use of Tetum for academic, scientific and vocational communication at university in Timor-Leste and discuss the discursive and performative language planning roles that they play in the intellectualisation of the language. Drawing on analysis of recorded discussions among university lecturers from different disciplinary areas and distinct institutional settings, I identify a range of discursive and ideological forces being brought to bear on the use of Tetum to communicate disciplinary and professional knowledge. I focus especially on lecturers’ value-laden explanations for how and why they ‘mix’ Tetum with Portuguese, English and Indonesian in particular contexts of classroom communication. Lecturers’ statements about the limitations of Tetum for academic and scientific communication, while grounded in the real need for coordinated intellectualisation of the language, also mask lecturers’ individual preferences for (and greater confidence in) the use of more established ‘academic languages’, stemming from their own past experiences of language socialisation. I argue that these negative beliefs about the potential reach of Tetum reinforce hegemonic discourses that work against its coordinated intellectualisation. Meanwhile, significant individual efforts towards the intellectualisation of Tetum endure in the form of innovative translation and translanguaging work; efforts that I argue require greater attention and support. I conclude with a discussion about the need to recognise and value the expertise and contributions of multiple stakeholders in the development and intellectualisation of the Tetum language, including those who are not traditionally understood as ‘language experts’.
  • Item
    Thumbnail Image
    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.
  • Item
    Thumbnail Image
    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.
  • Item
    No Preview Available
    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
  • Item
    No Preview Available
    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.
  • Item
    Thumbnail Image
    Raising the bar: Using assessment to target teaching and support high expectations for students with additional learning needs.
    White, E ( 2021-01-21)
    An invited keynote presentation to discuss how to use empirical, developmental assessment, such as the SWANs and ABLES tools, to inform the targeted teaching of students with intellectual disability and/or autism.
  • Item
    No Preview Available
    Developing a framework for the application of self-regulated learning (SRL) to classroom instruction
    White, E ; Kang, S ; Scott, W ; Murdoch, C ; Graham, L ; Vosniadou, S ; Lawson, MJ ; Bodner, E ; Stephenson, H ( 2021-11-28)
    Australian Association for Research in Education Conference
  • Item
    No Preview Available
    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.
  • Item
    No Preview Available
    Arviointi ja erityyispedagogiikka [Assessment and special education]
    Nieminen, JH ; White, E ; Luostarinen, A ; Nieminen, JH (PS Kustannus, 2019)