Melbourne Graduate School of Education - Research Publications

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    Analysing mobile learning designs: A framework for transforming learning post-COVID
    Cochrane, TD ; Narayan, V ; Aiello, S ; Alizadeh, M ; Birt, J ; Bone, E ; Cowie, N ; Cowling, M ; Deneen, C ; Goldacre, P ; Sinfield, D ; Stretton, T ; Worthington, T (Australasian Society for Computers in Learning in Tertiary Education, 2022-11-07)
    Mobile learning is well established in literature and practice, but under-evolved from a rigorous learning design perspective. Activity theory presents a sophisticated way of mapping and understanding learning design, but for mobile learning this does not always translate into change in practice. The reported research addresses this by coupling a mobile learning specific approach to activity theory with a practice-based framework: the design for transformative mobile learning framework mapped to the pedagogy-andragogy-heutagogy continuum matrix (the DTML-PAH Matrix). Seven case studies are analysed using this approach and presented narratively along with framework informed analysis. Findings include that the DTML-PAH Matrix can be used to provide clearer implications and guidance for mobile learning practice, and that the DTML-PAH Matrix can also be guided by the practice over time. Implications for further research and practice are discussed. Implications for practice or policy: Provide technological and pedagogical scaffolds to students. Learning designs should focus upon enabling elements of learner agency and creativity. To develop learning solutions to real world problems utilise a design-based research approach. Create authentic collaborative learning activities and tasks. Integrate mobile learning affordances in the design of the course and curriculum.
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    Belonging, student identity and school activity preferences: Views from Year 4 in the global cities of Hong Kong, Singapore and Melbourne
    Yelland, N ; Bartholomaeus, C ; Muspratt, S ; Chan, AKW ; Leung, VWM ; Soo, LMJ ; Lim, KM (SAGE Publications, 2022-01-01)
    Students in East Asian locations often obtain high academic results in international high-stakes testing, but lower results on affective aspects of their schooling, such as sense of belonging. These findings indicate the need for more holistic research into children’s lifeworlds, including their experiences of school. In this article, we draw on a survey with 627 Year 4 students in three global cities in the Asia Pacific (Hong Kong, Singapore, and Melbourne), exploring dimensions of their perceptions of school. Responses from students were generally positive in terms of sense of school belonging and student identity. Students who responded positively in terms of belonging and student identity were more likely to want academic activities to occur more often. The article adds to the existing literature by offering an exploratory consideration of the relationships between sense of belonging, student identity, and school activity preferences of Year 4 students in Hong Kong, Singapore and Melbourne. It is argued that all of these are essential factors that need to be considered and incorporated in policy planning and curriculum development.
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    From the periphery to centre stage: The mainstreaming of Italian in the Australian education system (1960s to 1990s)
    Hajek, J ; Aliani, R ; Slaughter, Y (Cambridge University Press, 2022-11-11)
    This article examines the complex drivers of change in language education that have resulted in Australia having the highest number of students learning Italian in the world. An analysis of academic and non-academic literature, policy documents, and quantitative data helps trace the trajectory of the Italian language in the Australian education system, from the 1960s to the 1990s, illustrating the interaction of different variables that facilitated the shift in Italian's status from a largely immigrant language to one of the most widely studied languages in Australia. This research documents the factors behind the successful mainstreaming of Italian into schools, which, in addition to the active support it received from the Italian community and the Italian government, also included, notably, the ability of different Australian governments to address societal transformation and to respond to the emerging practical challenges in scaling up new language education initiatives in a detailed and comprehensive manner.
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    Rhetoric, agency, pedagogy: a "new" perspective on language and literacy education
    Green, B ; Molyneux, P ; Scull, J (SPRINGERNATURE, 2022-05-24)
    Abstract With the explicit goal of today’s school students being active citizens, critically engaged and democratically minded over the long course of their schooling, the authors of this article focus on the notions of rhetoric and, relatedly, rhetorical agency. While these notions are increasingly understood in secondary school contexts, their application in primary and early-childhood settings is under-explored. We define and propose rhetorical agency as a purposeful focus of school literacy practice and pedagogy, illustrating this with four examples in which rhetorical agency can be supported in the primary classroom. These relate to research we have undertaken or supported around children learning bilingually, students engaging in place-based investigations, rich text use, and critical literacy in the early years. Ultimately, we invite consideration of how primary classrooms and public schooling, and more specifically the practice of language and literacy education, might be enhanced expressly through a rhetorical lens.
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    Data Resource Profile: Melbourne Children's LifeCourse initiative (LifeCourse)
    O'Connor, M ; Moreno-Betancur, M ; Goldfeld, S ; Wake, M ; Patton, G ; Dwyer, T ; Tang, MLK ; Saffery, R ; Craig, JM ; Loke, J ; Burgner, D ; Olsson, CA ; Investigators, LC (OXFORD UNIV PRESS, 2022-05-10)
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    Content analysis of responses to The Line, an Australian primary prevention of violence against women campaign on Facebook
    Molnar, L ; Hendry, NA (WILEY, 2022-03-30)
    ISSUE ADDRESSED: Primary prevention of violence against women (PVAW) strategies and campaigns aim to address and challenge violence-supportive behaviour and normative social structures to intervene before violence happens. Towards this aim, from 2014 to 2019, The Line was a public Australian Commonwealth-supported PVAW campaign on social media that targeted young people. This study explores how young people discussed PVAW-related themes on the campaign's Facebook page. METHODS: Social media scraping tools were used to collect 346 941 comments on The Line's Facebook page from 2014 to 2017. In this study, 3663 comments included three high frequency, PVAW-related key terms, 'violence' (1430 comments), 'gender' (1602 comments) and 'consent' (631 comments). These were identified and were thematically coded. RESULTS: Young people's comments indicated high support for violence prevention but varied in how they understood gendered violence and factors that contribute to it, and instead, some argued that the campaign should not ignore men. Some young people who engaged with The Line on a long-term basis and spoke to its aims, proposed interpretations from their experiences, and challenged the campaign to progress. CONCLUSIONS: This study demonstrates that young people influence each other by adopting and disrupting PVAW knowledge in a publicly funded social media campaign. SO WHAT?: Public PVAW social media campaigns can encourage young people to discuss gendered violence online. However, successful campaigns need ongoing support to develop conversations with target populations that allow diverse audiences to build their knowledge.
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    "We cannot do away with exams: Parents believe in them, so does the wider community". Reimagining the examination system in the Maldives.
    Sodiq, A ; Di Biase, R (Springer Science and Business Media LLC, 2022)
    This article presents an exploratory analysis of the external secondary examination system in the Republic of Maldives. The school system is structured around primary grades following a local national curriculum, secondary grades leading to O-level (Ordinary Level) examinations and higher secondary grades leading to A-level (Advanced Level) examinations. Based on desk data, the article analyses different dimensions of secondary and higher secondary education enrolments and attainment levels. It considers the implications from the reliance on British international examinations for students and schools. In addition, there is an exploration of the National Curriculum and equity in secondary education in relation to gender-specific outcomes and outcomes for students in rural atolls in comparison to the outcomes in urban capital island, Male'. The article concludes by considering alternatives to the reliance on international examinations and potential options for national certification that may be more aligned to local needs and relevant to the context.
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    Algebraic reasoning in years 5 and 6: classifying its emergence and progression using reverse fraction tasks
    Pearn, C ; Stephens, M ; Pierce, R (SPRINGER HEIDELBERG, 2022-09-02)
    Abstract This paper builds on our previous research and investigates how students’ fractional competence and reasoning can provide clear evidence of non-symbolic algebraic thinking and its progressive transition towards fully generalised algebraic thinking. In a large-scale study, 470 primary students completed a written paper and pencil test. This included three reverse fraction tasks which required students to find an unknown whole when presented with a quantity representing a fraction of that whole. Seventeen students from one participating primary school undertook a semi-structured interview which included reverse fraction tasks, similar to those on the written test, but with progressive levels of abstraction, starting with particular instances and becoming more generalised. Two important products of the study are the Classification Framework for Reverse Fraction Tasks and the Emerging Algebraic Reasoning Framework. The interview results highlight two critical transition points for the emergence of students’ algebraic reasoning. The first is the ability to transition from additive strategies to multiplicative strategies to solve reverse fraction problems. Students reliant on diagrams and additive strategies struggled to solve more generalised tasks that required multiplicative rather than additive strategies. The second transition is the shift from multiplicative thinking to algebraic reasoning where students could generalise their multiplicative knowledge to deal with any quantity represented in a reverse fraction task.
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    Legitimising disciplinary literacy: rewriting the rules of the literacy game and enhancing secondary teachers’ professional habitus
    McLean Davies, L ; Potter, T ; Herrington, MH (Springer Science and Business Media LLC, 2022-01-01)
    Abstract This paper takes up key questions of this special issue regarding tensions and challenges in the field of literacy education by exploring how literary knowledge and skills intersect with subject area teachers’ disciplinary ontologies and epistemologies. Drawing on Pierre Bourdieu’s thinking tools, we analyse how literacy across the curriculum has been approached in policy and practice terms in recent decades, particularly in the context of neoliberal reforms and increasing accountability cultures. We then discuss the implications and limits of these approaches for teacher identity and professionalism, and using two initiatives in both pre-service and in-service contexts as examples, we consider ways of reconsidering the field of disciplinary literacy and the habitus of subject experts, so that secondary teachers might be best placed to support diverse learners in their classrooms.