Faculty of Education - Research Publications
Permanent URI for this collection
Search Results
1 - 10 of 632
-
ItemConceptualising multilingualism in higher education in Timor-Leste: the case of petroleum studies(ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2022-05-19)In this paper I present a critical discussion of the ways that multilingualism is conceptualised in the context of higher education in Timor-Leste, a small, developing nation in South-East Asia. Drawing on a range of ethnographic data collected at multiple Timorese tertiary institutions from 2015 to 2018, I focus especially on the language-related beliefs and practices of a small group of petroleum studies lecturers, who are at the meeting point of diverse ideological forces that impact their teaching. I discuss their conceptualisations of both the ‘language problem’ facing them, and their own hybrid classroom communication practices, examining how these conceptualisations are shaped by wider political discourses favouring Portuguese, Indonesian and English. I argue that these discourses not only complicate due recognition of the considerable resourcefulness these lecturers display in communicating disciplinary knowledge to students, but also weigh heavily on their own perceptions of their everyday work as tertiary educators.
-
ItemTetun akademiku: University lecturers' roles in the intellectualisation of Tetum(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’.
-
ItemNo Preview AvailableMayDay colloquium: Social media for good or evil in music learning & teaching(Canadian Band Association, 2023)
-
ItemPencil or Keyboard? Boys’ Preferences in Writing(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.
-
ItemThe ontology and epistemology shaping our understanding of inclusion: A critical review of the research literature on disability and inclusion(Wiley, 2023-06-29)People with disability continue to face barriers to substantive and meaningfulinclusion in accommodation and community settings. The aim of this system-atic review was to examine the characteristics of the literature on‘inclusion’,‘integration’,‘exclusion’, and‘segregation’for people with disability inaccommodation and community settings. This literature is important becauseit provides the evidence base that informs policy and practice. We identified457 articles that primarily related to the experiences of people with intellectualdisability and psycho-social disability.We found: (1) the volume of publicationsrelating to the‘inclusion’,‘integration’,‘exclusion’and‘segregation’of peoplewith disability in accommodation and community living settings has increasedeach year since 2006; (2) high-income western countries were overrepresented inresearch outputs; (3) most research has been undertaken in the health sciences;(4) only 30% of literature directly engaged with people with disability; (5) lessthan 50% of the publications we reviewed (223 out of 457 manuscripts) identifiedinclusion, integration, exclusion andsegregation as their primary focus; (6)‘inclu-sion’,‘integration’,‘exclusion’and‘segregation’were predominantly used in thecontext of specific populations—psycho-social disability and intellectual disabil-ity; (7) there is great variation in the attention paid to the experiences of differentcommunities of people with disability; and (8) the notable absence of currentscholarly literature on the experiences and outcomes of people with disability liv-ing at home with parents and/or siblings. Each of these findings have importantimplications for the research agenda, policy, and practice
-
ItemMapping the parent experience of echolalia in autism spectrum disorder onto a conceptual taxonomy(TAYLOR & FRANCIS LTD, 2023-09-20)PURPOSE: Echolalia, the repetition of previously heard speech, is prevalent in a variety of neurologic and psychiatric disorders. Within the context of echolalia in autism spectrum disorder (ASD), research and intervention historically assume a clinical standpoint with two opposing paradigms: behaviourism and developmentalism. The literature is largely silent on how those other than researchers and clinicians understand echolalia. This study examined how parents experience echolalia through their children with ASD. The aim of the study was to ascertain if the parental perception of echolalia in ASD aligns with, or offers alternative perspectives to, current clinically-orientated views. METHOD: We employed online semi-structured interviews to document the experiences of 126 parents, reflecting on their children with ASD aged 3 to 34 years of age, to determine if the parent experience could be mapped onto existing clinical frameworks, or if they might offer new perspectives. We used hermeneutic phenomenological data analysis in an abductive framework. RESULT: Echolalia has predominantly been represented in literature through the perspectives of behaviourism or developmentalism. We found however, that echolalia is a phenomenon that is experienced by parents in a variety of different ways to that of the current clinically-orientated understandings. Such new ways of understanding echolalia that emerged from our analysis include one understanding which is dependent upon how echolalia is heard, and one in which parents are "waiting for echolalia to evolve." CONCLUSION: The traditional dichotomous clinical positions do not resonate with all parents, and reliance on these traditional perspectives alone may impact effective engagement with parents and the success of interventions and support strategies. Our findings have implications for future research, the education of clinicians and educators, and the design of support and intervention for those who have echolalia.
-
ItemEcholalia as defined by parent communication partners(SAGE PUBLICATIONS INC, 2023)BACKGROUNDS AND AIMS: Echolalia, the repetition of previous speech, is highly prevalent in Autism. Research into echolalia has historically assumed a clinical standpoint, with two opposing paradigms, behaviourism and developmentalism, offering differing support and intervention programs. These paradigms offer a multitude of clinical operationalised definitions; despite attempts, there continue to be challenges regarding how echolalia is to be defined. Stepping out of the dichotomous clinically orientated literature, we examined how parents summarise and formalise their understanding of echolalia as a communication partner. The objectives of this study were three-fold: (1) to investigate how echolalia is described and defined by parents; (2) to examine if existing clinical definitions align with those of parents; and (3) to begin to consider the implications of such findings for a collaborative approach between clinical perspectives and the parent experience. We bring to the fore the voices of parents, who have historically remained absent from echolalia literature. That is to say, we step outside of the clinical realm and listen to parents: something which has been previously unconsidered but represents a new vital addition to the echolalia literature. METHODS: We employed a Grounded Theory approach to document the definitions of 133 parents. RESULTS: We found that parents reported a multiplicity of important elements that are key to their understanding of echolalia. CONCLUSIONS AND IMPLICATIONS: Additionally, we found that clinical definitions do not resonate within the parent experience; parents experience echolalia in a different way to that of clinicians and parents can offer insight into our understanding of the phenomena. Our findings show that while some parents might align themselves with either a behavioural or developmental positionality, sometimes there is an overlap depending upon the context in which their child repeats and some parents advance interpretations that are not readily aligned with either of the traditional clinical schools of thought. We present implications for both clinicians and parents in ways that point towards a collaborative approach to support the person with echolalia.
-
ItemRevisiting tools in numeracy learning: the role of authentic digital tools(Frontiers Media S.A., 2023-12-04)This conceptual analysis paper argues for an expansion to the definition of tools in Goos et al. model of numeracy. As the digitalization of society progresses at an ever-quickening pace, mathematical processes that were once considered only necessary for higher level occupations and tasks are now everyday requirements for successful participation in modern life and workplaces. Mathematical acts are routinely undertaken on a normal day because of the technology we use in daily life. For example, the act of driving a car has a mathematical basis; the driver has awareness of the location of the destination, reads multiple instruments and indicators including speed and fuel consumption, and interprets digital maps or navigation aids. Authentic digital tools and devices that are used in the real world that undertake mathematical processes can change the mathematics that is to be done. Rapid developments in mathematical technology, alongside the ubiquity of digital devices, the broad scope of functions and ease of use, has advanced the mathematical processes that digital tools can perform. The specificity and functionality of current digital tools can influence both the approach to and the application of the mathematics. To keep pace with society trends and demands, the tools used in the teaching and learning of numeracy should reflect the level of mathematical knowledge and skills required for successful participation in 21st Century life. Given that the digitalization of tools means they are no longer bound by time and space, they can be shared instantaneously. This agile ease of use suggests these tools may be suitable for use in the classroom. It is important therefore that educators find pedagogical ways to use real-world digital tools in authentic ways. This paper explores the current definition of numeracy tools found in literature and curricula and considers an expansion to the definition to fit with current technological directions. A model for implementation will be considered, and a suggested evaluation of the expanded model as a vehicle for learning numeracy is proposed.
-
ItemCo-designing a curriculum model for career education: perspectives from regional communities in Australia(SPRINGER, 2023-04)The vocational experiences and skills of young adolescents could be infused into formal education by identifying career competencies to be taught within the academic curriculum. Such curriculum practices that embed educational and career pathways must also include the perspectives of students and the community, particularly those from marginalised groups. Drawing on data from 111 teachers, principals, carers and students, this paper presents research undertaken to co-design career education lesson plans within an infused model of the curriculum for early Middle Year students from regional, rural, and remote Australia. The lesson plans and activities were designed to allow for meaningful self-reflection and goal-setting that could be seamlessly infused into the formal curriculum and help embed early-stage career education. The paper concludes by projecting opportunities and challenges for seamless curriculum integration, while pertinent to the Australian context, can also be read with broader relevance to other educational systems and schools.
-
ItemEditorial foreword: Challenging academic participation(Walter de Gruyter GmbH, 2023-10-01)