Faculty of Education - Research Publications

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

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Now showing 1 - 10 of 76

Enhancing music integration through critical and creative thinking in Australian primary schools

King, F ; Bowe, M-L ; Merrick, B (International Society of Music Education, 2018-07-12)

Extended Poster presentation
To lead or not to lead? Gender disparity in the leadership of boys’ schools

Acquaro, D ; Stokes, H (Gender & Education Association, 2015)

This paper provides an analysis of gender disparity within Australian boys’ schools revealing a disproportionate number of men and the under-representation of women in senior school leadership roles. With women accounting for the vast majority of teachers worldwide and significant increases in women entering the teaching profession over the last two decades, they continue to be underrepresented in senior management roles in secondary schools (Yong-Lyun and Brunner, 2009). The pursuit of leadership in boys’ schools is more complex for women, with senior roles often beyond their reach. This marginalisation has left capable, enthusiastic female educators disenchanted, frustrated and resentful of a profession that sees them managing ‘soft’ roles, and making space for male counterparts who take up the top jobs. This paper draws on findings from semi-structured interviews with thirty-six female teachers across six boys’ schools. Drawing on feminist perspectives of leadership (Sinclair, 2014; Blackmore, 1999), this paper analyses teachers’ perceptions of factors that block them and lead to male domination within school leadership. Results show that career advancement in boys’ schools is not self-determined with sex discrimination and a lack of support or mentoring, diminishing female teacher’s aspirations for the top jobs. This research provides an important insight into the continuing yet under-researched operations of patriarchy within the feminized field of teaching. It challenges sex-role stereotyping and a deficit perspective of women in presenting boys with a fairer representation of gender within boys’ schools.
How to assess four-year-old children's number knowledge in a play-based program

Pollitt, R ; COHRSSEN, C (Beyond Tomorrow ECME Melbourne, 2014-06-17)

Assessment is “the process of observing children in everyday experiences, analysing those observations and recording the information” (DEEWR, NQS PLP, 2012, p.1). Assessment in early childhood needs to be real and relevant to children’s everyday experiences, informed by context, and personal and meaningful (Carruthers & Worthington, 2006). Mathematics assessment needs to be connected to each child’s prior knowledge and grounded in social contexts, such as play, to support the further learning of mathematical concepts and strategies (Carruthers & Worthington, 2006; Perry et al., 2006; Perry & Dockett, 2002; Sun Lee & Ginsburg, 2009; van Oers, 2009). Numerals and quantity are one of the earliest mathematical concepts children learn (Clements & Sarama, 2009). Authentic insight into the knowledge that children have about numerals and quantity is imperative to inform our teaching practice. We present findings from a study in which children’s representations of number and children’s talk whilst representing numbers were analysed to determine whether this approach would be an effective way for early childhood educators to assess mathematical understandings and to inform contingent scaffolding for ongoing learning within play-based contexts (Fleer, 2008).
Multiple theoretical viewpoints for understanding second language acquisition

Nicolas, E (Sage, 2019)
The Language of Character Strengths in Early Childhood

Baker, L (International Positive Psychology Association, 2019)

Early Childhood is fertile ground for the implementation of positive education through character strength research. A major focus and positive outcome of early childhood education, globally, is the development of pre-school children’s wellbeing (OECD, 2017). Strong psychological wellbeing for children is emergent and enables capitalization on learning opportunities, positive engagement and relationships. (Marbina et al, 2015; Pollard & Lee, 2003; Ryan & Deci, 2000; Ryff, 1989). Positive psychology can be authentically applied in formative pre-school years, but there are few evidence-based interventions for educators. The language of VIA Character Strengths is a developmentally appropriate and effective method. This intersection of literature and action research offers practical, evidence informed strategies. Explicit, formalised and planned teaching of character strengths as a language enables teachers to directly engage with children, build wellbeing literacy and deeper knowledge (Hattie, 2008; Page & Tayler, 2016). Wellbeing literacy, as the vocabulary, knowledge and skills to maintain or improve wellbeing (Oades, Slade & Jarden, 2017), can be activated through character strengths language in early childhood. VIA has been used utilised with adults and adolescents however early childhood has received little attention (Niemic, 2013; Park & Peterson, 2004, 2006; Shoshani, 2018). Opportunities for discussion, innovation and research exist.
Associations between the ontogenesis of confidence and inclination to explore unfamiliar mathematical problems

Williams, G (IPN, Leibniz Institute for Science and Mathematics Education, 2013)

This video-stimulated post-lesson interview study of students displaying confidence in mathematics examines the nature of confidence theoretically by linking it to Seligman’s (1995) indicators of optimism. It also explores the activity of confident students empirically; examining their inclination to explore unfamiliar challenging mathematics problems. Findings include associations between student inclination to explore challenging mathematics problems, and the ontogenesis of their confidence. These findings have implications for the teaching of mathematics: ‘a transmissive teaching approach’ was associated with an absence of the inclination to explore.
High Performance, Confidence, and Disinclination to Explore: A case study

Williams, G (MERGA, 2013)

This video-stimulated interview study of problem-solving activity of a high performing Grade 6 girl who displayed confidence in her mathematical ability, provides a microanalysis of tensions she encountered when her findings using concrete aides did not match her rule application. It highlights her disinclination to explore these inconsistencies. This study points to the problematic nature of pedagogical approaches that develop only instrumental understandings and emphasises the need to explicitly value what policies promote; creative and innovative thinking.
Challenges and Opportunities for a STEM Interdisciplinary Agenda

Tytler, R ; Williams, G ; Hobbs, L ; Anderson, J ; Doig, B ; Williams, J ; Swanson, D ; Ferri, RB ; Drake, P (SPRINGER INTERNATIONAL PUBLISHING AG, 2019-01-01)

There are increasing calls for the teaching of STEM within inter-disciplinary settings, as a way of engaging students in authentic tasks and innovation. However there have been concerns raised about the impact of inter-disciplinary curricula on mathematics learning particularly, with a concomitant need to conceptualise how mathematics might productively interact with other disciplines in STEM settings. This chapter explores cases of interdisciplinary STEM activity that arose as part of two major Australian STEM professional learning initiatives. It focuses on the variety of curriculum structures that occurred, the challenges for schools and teachers in implementing such structures, and teacher perceptions of their experiences including student engagement. Cases of inter-disciplinary tasks/investigations are presented to explore the different ways in which mathematics is transacted, and to develop a set of principles that should govern the inclusion of mathematics in inter-disciplinary settings. The cases show evidence of increased engagement and enthusiasm of students for STEM project and investigative work, but indicate the challenge for teachers of generating productive and coherent mathematics learning in inter-disciplinary settings. The results also point to institutional and systemic barriers to the wider take-up of interdisciplinary STEM activities.
Towards cultural reform; exploring a shared discourse in pre-service teacher education.

Acquaro, D ; McLean Davies, L ; Reid, C ; Tyler, D (ECER, 2013)
Teaching Academies of Professional Practice.

Acquaro, D ; Anderson, M ; Smyth, K (AARE, 2016)

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