Melbourne Graduate School of Education - Research Publications

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    ‘Thinking through the world’: a tianxia heuristic for higher education
    Yang, L ; Marginson, S ; Xu, X (Informa UK Limited, 2022-01-01)
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    Virtual inclusion through telepresence robots: an inclusivity model and heuristic
    Charteris, J ; Berman, J ; Page, A (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2022-09-10)
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    What is global higher education?
    Marginson, S (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2022-05-20)
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    Challenging the skills fetish
    Wheelahan, L ; Moodie, G ; Doughney, J (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2022-02-21)
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    Exploring dignity in the context of displacement - evidence from Rohingyas in Bangladesh and IDPs in Afghanistan
    Kamruzzaman, P ; Williams, K ; Wardak, A ; Kabir, ME ; Ayobi, Y (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2022-05-12)
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    Domains of quality in early childhood education and care: A scoping review of the extent and consistency of the literature
    Eadie, P ; Page, J ; Levickis, P ; Elek, C ; Murray, L ; Wang, L ; Lloyd-Johnsen, C (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2022-05-31)
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    Evolution over Two Decades of CAS-Active Senior Secondary Mathematics Curriculum and Assessment
    Leigh-Lancaster, D ; Stacey, K (MDPI, 2022-07-01)
    The Victorian Curriculum and Assessment Authority (VCAA) introduced the use of Computer Algebra System (CAS) technology (calculator and software) into the senior secondary mathematics curriculum and examination assessment in three phases, starting with a research-based pilot from 2000, followed by parallel implementation of CAS and non-CAS subjects from 2006 and culminating in transition to CAS-assumed subjects in 2010. This paper reports reflections on these developments over two decades from the perspectives of a researcher and the state mathematics manager (the authors) in consultation with four implementing teachers (the consultants). The authors critically examined the strategic design decisions that were made for the initiative over time. Then, with contributions from the four consultants, technical design issues relating to assessment and to teaching and the changes over a decade were investigated. A range of modifications have been made over the two decades, driven by changes in device capability and progressively increasing teaching expertise. The place of CAS in senior mathematics is now widely accepted, partly because an examination component not allowing any technology has been implemented. Examination questions have become more general, which may have added difficulty, but more questions involve setting up a real situation mathematically.
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    New Materialism, Micropolitics and the Everyday Production of Gender-Related Violence
    Fox, NJ ; Alldred, P (MDPI AG, 2022-09-01)
    This paper assesses how a new materialist ontology can inform the sociological study of gender-related violence (GRV). The new materialisms are relational rather than essentialist; post-anthropocentric as opposed to humanist; and replace dualisms such as agency/structure, reason/emotion and micro/macro with a monist or ‘flat’ ontology. To make sense of GRV from within this ontology, we explore violence as assemblages of human and non-human matter and draw upon the DeleuzoGuattarian micropolitical concepts of ‘the war machine’ and ‘lines of flight’. While violence may supply a protagonist with new capacities (a line of flight), it typically closes down or constrains the capacities of one or more other parties in a violence-assemblage. This theoretical exploration establishes the basis for a methodological approach to studying GRV empirically, using a Deleuzian toolkit of affects, assemblages, capacities and micropolitics. The paper concludes with an assessment of what is gained from this new materialist ontology of GRV.
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    Do Cross-Group Differences in Life Satisfaction Reflect Measurement Bias or True Differences in Life Satisfaction? Evidence from a Dutch National Sample
    Joshanloo, M (MDPI, 2022-09-01)
    The purpose of this study was to examine measurement invariance of the Dutch version of the Satisfaction with Life Scale between groups based on gender, age, education, perceived difficulty of the survey, perceived clarity of the survey, and national background. A nationally representative Dutch sample was used (N = 5369). Multiple-groups confirmatory factor analysis was conducted to test measurement invariance. Full metric and scalar invariance were supported for all groups studied. These results indicate that the items of the scale are understood and answered similarly by all groups. Therefore, the 5 items of the Satisfaction with Life Scale measure the same construct in all groups. In other words, the differences in the life satisfaction scores are indicative of actual differences in life satisfaction rather than measurement artifacts and biases. This means that the levels of life satisfaction can be meaningfully compared between groups in The Netherlands.
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    Beyond Accuracy: A Process for Analysis of Constructed Responses in Large Datasets and Insights into Students’ Equation Solving
    Steinle, V ; Stacey, K ; Price, B (The Korean Society of Educational Studies in Mathematics, 2022-08-31)