Melbourne Graduate School of Education - Research Publications

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    Student inclination to work with unfamiliar challenging problems: The role of resilience
    WILLIAMS, G (The Mathematical Association of Victoria, 2003)
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    Teacher Research can Enrich Teaching Practice: An Example
    WILLIAMS, G ; CAVALLIN, N (The Mathematical Association of Victoria, 2004)
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    Teaching and Learning in the Middle Years of Schooling: Having Faith in Students
    TADICH, B ; WILLIAMS, G (The Mathematical Association of Victoria, 2004)
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    The Nature of Spontaneity in High Quality Learning Situations
    WILLIAMS, G (Bergen University College, 2004)
    Spontaneity has been linked to high quality learning experiences in mathematics (Csikszentmihalyi & Csikszentmihalyi, 1992; Williams, 2002).This paper shows how spontaneity can be identified by attending to the nature of social elements in the process of abstracting (Dreyfus, Hershkowitz, & Schwarz, 2001). This process is elaborated through an illustrative example—a Year 8 Australian male student who scaffolded his learning by attending to images in the classroom that were intended for other purposes. Leon’s cognitive processing was not ‘observable’ (Dreyfus et al., 2001) in classroom dialogue because Leon ‘thought alone’. Post-lesson videostimulated reconstructive interviews facilitated study of Leon’s thought processes and extended methodological techniques available to study thinking in classrooms..
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    SMART Assessment for Learning
    STACEY, K ; PRICE, E ; STEINLE, V ; CHICK, H ; GVOZDENKO, E (International Society for Design and Development in Education, 2009)
    “Specific Mathematics Assessments that Reveal Thinking,” which we abbreviate to “smart tests,” provide teachers with a quick and easy way to conduct assessment for learning. Using the internet, students in Years 7, 8, and 9 undertake a short test that is focused strongly on a topic selected by their teacher. Students’ stages of development are diagnosed, and sent to the teacher immediately. Where available, on-line teaching resources are linked to each diagnosis, to guide teachers in moving students to the next stage. Many smart tests are now being trialled in schools and their impact on students’ and teachers’ learning is being evaluated. Design issues are discussed.
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    Getting SMART about assessment for learning
    PRICE, E ; STACEY, K ; STEINLE, V ; CHICK, H ; GVOZDENKO, E (The Mathematical Association of Victoria, 2009)
    “Specific Mathematics Assessments that Reveal Thinking”—or smart tests—provide teachers with a quick and easy way to conduct assessment for learning. Using the internet, students in years 7, 8, and 9 undertake a short test that is focussed strongly on a topic selected by their teacher. Students’ stages of development are diagnosed, and sent to the teacher within minutes. Many tests have been produced and are now being trialled in 7 Victorian schools. Where available, on-line teaching resources are linked to each diagnosis, to guide teachers in moving students to the next stage. This project is sponsored by the Australian Research Council and Victoria’s Department of Education and Early Childhood Development.
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    Organizing for Multilingualism: Ecological and Sociological Perspectives
    LO BIANCO, J (Teachers of English to Speakers of Other Languages, 2008)
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    Transnational education: our expectations and our challenges. Is anyone listening? From teachers’ and students’ perspectives
    MOHAMAD, ROHANI ; Rashdan, Muhammad ; Rashid, Abdul ( 2006)
    In the 70’s and early 80’s, many Malaysian students went to the West to further their tertiary education. They completed their undergraduate program from year one in the respective foreign countries. In the late 80’s, there was a shift in trend. More students conducted their initial years in Malaysia before finishing off their final years in the West. Multiple twinning programs that utilize foreign curriculum but implemented in Malaysian environment are offered at various private educational institutions. In the light of this phenomenon, trans-national education or cross-border education is not novel within the Malaysian educational landscape. This paper is a reflection of the author who had experienced trans-national education as a student and currently experiencing it as a teacher. We ponder upon the nature of experiences that students involved in trans-education encounter that potentially modify their learning behaviors. As for the students, we conclude that they generally experience three types of shocks that are cultural shock, learning shock, and assessment shock. Observations made on the challenges faced by the students to adapt to the demands of the curriculum, novel strategies of teaching and learning as well as requirements of assessments are reported. Finally, we proposed some steps that could be taken to reduce the impact of multiple shocks and enhance learning in trans-national program.