Melbourne Graduate School of Education - Research Publications

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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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    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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    Literary Conversations: An Australian Classroom
    Gill, P ; Illesca, B ; van de Ven, P-H ; DOECKE, B (Sense Publisher, 2011)
    This essay arises from an ongoing discussion about the teaching of Literature which followed after a 'critical friend', Bella Illesca spent a series of consecutive lessons observing the action in Prue Gill's Year 12 Literature class. By examining, interpreting and exploring the events of the classroom as students discussed the short stories of contemporary Australian writer, Beverley Farmer, we were lead to articulate our aims with teachers, our puzzles and our concerns in ways that helped each of us think afresh about teaching.
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    (In-between) the complicities of the imagination: Teaching English in Public and Private Schools
    Illesca, B ; DOECKE, B ; PARR, G ; Sawyer, W (Phoenix Education, 2014)
    The following story arises in response to a reading of Hannah Arendt’s essay, ‘The Crisis in Education’ (1954/1976) and her concept of natality found in The Human Condition (1958/1998). In these works, Arendt prompts us to think about teaching not as something that we do unthinkingly in compliance with the dictates of an impersonal bureaucratic system, but as ‘words and deeds’ in response to the presence of the children before us and the worlds of experience and language that they bring with them to the classroom. These ideas are particularly pertinent to us at this moment in Australia’s history when government policies continue to conceptualize curriculum and pedagogy in ways that try to represent students’ human qualities as quantifiable data and English teachers’ professional knowledge and practice as likewise things that can be measured.
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    Building Optimism in Prospective Mathematics Teachers
    Williams, G ; Zaslavsky, O ; Sullivan, P (Springer US, 2011)
    This three-task sequence, which interconnects congruency, similarity, geometric constructions, and deductive proof, can be accessed by prospective mathematics teachers possessing limited understanding of these topics. Creative thinking is stimulated during work within this sequence: experimenting, recognizing relevant mathematics from earlier in the sequence to progress this experimenting, and connecting mathematical understandings. This chapter focuses on how the implementation of this complex task sequence provided opportunities for successes that theory suggests should contribute to developing psychological factors to increase future teachers’ ability to think flexibly when encountering mathematical and pedagogical challenges.
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    High Mathematical Performance on Class Tests Is Not A Predictor of Problem-Solving Ability: Why?
    Williams, G ; Cheeseman, J (The Mathematical Association of Victoria, 2012)
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    Problem-Solving: 'Same Pace Of Thinking' Groups
    Williams, G ; Harrington, J ; Goldfinch, S ; Cheeseman, J (The Mathematical Association of Victoria, 2012)
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    Studying learners in intercultural contexts
    Shimizu, Y ; Williams, G ; Clements, MA ; Bishop, AJ ; Keitel, C ; Kilpatrick, J ; Leung, F (Springer New York, 2013-01-01)
    Researchers have increasingly recognized that learning mathematics is a cultural activity. At the same time, research aims, technological advances, and methodological techniques have diversified, enabling more detailed analyses of learners and learning to take place. Increased opportunities to study learners in different cultural, social and political settings have also become available, with ease of access to results of international benchmark testing online. Large-scale quantitative studies in the form of international benchmark tests like Trends in International Mathematics and Science Study (TIMSS), the Programme for International Student Assessment (PISA), and detailed multi-source (including video) qualitative studies like the international Learners' Perspective Study (LPS), have enabled a broad range of research questions to be investigated. This chapter points to the usefulness of large-scale quantitative studies for stimulating questions that require qualitative research designs for their exploration. Qualitative research has raised awareness of the importance of socio-cultural and historical cultural perspectives when considering learning. This raises questions about uses that could be made of "local" theories in undertaking intercultural analyses.