Melbourne Graduate School of Education - Research Publications

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    Mental Health Informatics
    Lech, M ; Song, I ; Yellowlees, P ; Diederich, J ; Lech, M ; Song, I ; Yellowlees, P ; Diederich, J (Springer Berlin Heidelberg, 2014)
    This book introduces approaches that have the potential to transform the daily practice of psychiatrists and psychologists.
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    Supporting Children with English as an Additional Language: Developing language and communication skills using the creative arts
    Harries, J ; Raban, B (Essential Resources, 2019)
    The book aims to help educators and students to feel more confident in their knowledge and ability to support children who are new to English. It’s packed with activities that focus on the creative arts and encourages educators to develop children’s language and communication skills as they play. The creative activities are presented in a very accessible format that educators can dip into and return to as an ongoing resource throughout the early years.
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    English as an Additional Language in Practice: Supporting the language and communication skills in the early years
    Bevan, A ; Raban, B (Essential Resources, 2019)
    This book gives clear guidance to educators about how to support the communication and language development of EAL children with reference to the new 2018 National Quality Framework (ACECQA, 2017). As well as providing essential information about EAL learners, it covers topics including: how children learn languages; how to prepare for a new starter who has limited or no English; helping children to settle-in, creating a suitable environment; working with families; and, observation and assessment. There are also chapters which focus specifically on supporting the prime area of communication and language.
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    Education policy: Mapping the landscape and scope
    Bohlinger, S ; Dang, T ; Klatt, M ; Bohlinger, S ; Dang, T ; Klatt, M (Peter Lang GmbH, 2016)
    This book maps recent developments in the landscape of education policy in higher and vocational education, the returns of education, curriculum design and education reforms, driven by social, economic, political and cultural factors. Contributed by over twenty authors from five continents, this collection provides diverse, innovative and useful perspectives on the ways education policy is researched, implemented and enacted. It helps researchers, policy makers, students and practitioners to better understand processes of policy making, its theory, practice and outcomes. Despite national differences, many shared features and challenges emerge from this book as education systems face the common need to reinvent their existing systems and processes.
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    Positive Psychologists on Positive Psychology (Vol. 3)
    Jarden, A ; Slemp, G ; Chia, A ; Lahti, E ; Hwang, EB ; Jarden, A ; Slemp, G ; Chia, A ; Lahti, E ; Hwang, EB (No publisher, 2016)
    Interest in positive psychology is rapidly expanding as the field continues to make swift progress in terms of scientific advancement and understanding. There are more courses, more workshops, more conferences, more students, more associations, more journals and more textbooks than ever before. The news media and public are thirsty for information related to happiness, and, specifically, wellbeing, and for all facets of positive psychology generally. Psychology departments are increasingly looking to teach courses and offer qualifications that focus specifically on positive psychology, and various organisations are trying to understand how they can best capitalise on and harness the field’s initial scientific findings. What you don’t hear so much about is how positive psychology operates in the real world, how researchers and practitioners became interested in positive psychology, how they work with clients and the various models and theories they use. What do they find most useful? What happens to their thinking and practice as they become experienced and knowledgeable in the positive psychology arena? Why did they decide to move into positive psychology? What do they get out of being involved in the positive psychology community? What directions are they and the field heading towards? Is gender an issue for this developing field? This book discusses these kinds of questions and issues, and is a book for all those in the wellbeing, helping professional and psychological fields interested in knowing more about the development, theory, research and application of the new field of positive psychology. It is a book that spans an eclectic range of interests from psychology students to psychologists, to coaches, to media and beyond.
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    Evaluating Learning Environments: Snapshots of Emerging Issues, Methods and Knowledge
    Cleveland, B ; Imms, W ; Fisher, K ; Imms, W ; Cleveland, B ; Fisher, K (SENSE PUBLISHERS, 2016)
    The recent trend in innovative school design has provided exciting places to both learn and teach. New generation learning environments have encouraged educators to unleash responsive pedagogies previously hindered by traditional classrooms, and has allowed students to engage in a variety of learning experiences well beyond the traditional ‘chalk and talk’ common in many schools. These spaces have made cross-disciplinary instruction, collaborative learning, individualised curriculum, ubiquitous technologies, and specialised equipment more accessible than ever before. The quality of occupation of such spaces has also been encouraging. Many learning spaces now resemble places of collegiality, intellectual intrigue and comfort, as opposed to the restrictive and monotonous classrooms many of us experienced in years past. These successes, however, have generated a very real problem. Do these new generation learning environments actually work – and if so, in what ways? Are they leading to the sorts of improved experiences and learning outcomes for students they promise? This book describes strategies for assessing what is actually working. Drawing on the best thinking from our best minds – doctoral students tackling the challenge of isolating space as a variable within the phenomenon of contemporary schooling – Evaluating Learning Environments draws together thirteen approaches to learning environment evaluation that capture the latest thinking in terms of emerging issues, methods and knowledge.
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    Field Guide to ePortfolio: Why it Matters for Learning
    Batson, T ; Coleman, KS ; Chen, HL ; Watson, CE ; Rhodes, TL ; Harver, A ; Coleman, K ; Harver, A ; Batson, T ; Rhodes, T ; Watson, CE ; Chen, H (Association of American Colleges and Universities, 2017)
    The Field Guide to Eportfolio, a publication produced by more than fifty members of the eportfolio field, provides an authoritative and representative account of the eportfolio idea. It combines entries on what we think are the most important dimensions of the eportfolio concept in the United States with case studies from other countries serving as examples of many of those dimensions. This publication intends to be both an authoritative guide for how to understand eportfolio in the context of higher education as well as an attempt to break new ground. The Field Guide can be considered authoritative for these four key reasons: 1. It has been assembled by the Association for Authentic, Experiential and Evidence- Based Learning (AAEEBL), which is based in the United States and serves as a leading professional association in the global eportfolio field. 2. The Field Guide is a culmination of thinking about the portfolio/eportfolio concept over the past four decades. 3. The authors who contributed to this book represent the most current thinking about eportfolios. 4. The Field Guide is cosponsored by leading groups of eportfolio practitioners and scholars in the field: Association of American Colleges and Universities (AAC&U), International Journal of ePortfolio (IJeP), and Eportfolio Action and Communication Community of Practice (EPAC).
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    Smart Green Schools The Unofficial Overview
    Newton, C ; Hes, D ; Dovey, K ; Fisher, K ; Wilks, S ; Cleveland, B ; Woodman, K ; Newton, C ; Wilks, S (Faculty of Architecture, Building and Planning, University of Melbourne, 2010)
    The Smart Green Schools project, an Australian Research Council (ARC) Linkage Grant (2007-2010), investigated the influence of innovative and sustainable school building designs on middle school education in Victoria focussing on understanding the links between design, sustainability, pedagogy and Information Communication Technology (ICT) within 21st century learning spaces. The projects’ aims were both practical and theoretical. Practically, there was an urgent need for current and local data on school design to ensure effective spending of government funds on facilities that support learning. Theoretically, the research project aimed to advance thinking about how schools, as complex systems, engaged with contemporary design, curriculum, technological, and environmental issues.
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    Teaching scientific inquiry skills: A handbook for bioscience educators in Australian universities
    Elliott, KAE ; Boin, ATB ; Irving, H ; Johnson, E ; Galea, V (Australian Learning & Teaching Council, 2010)
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    Connect with Respect: Preventing gender-based violence in schools
    Cahill, H ; Beadle, S ; Davis, M ; Farrelly, A (UNESCO, 2016)