Melbourne Graduate School of Education - Research Publications

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    Mapping the parent experience of echolalia in autism spectrum disorder onto a conceptual taxonomy
    Cohn, EG ; McVilly, KR ; Harrison, MJ (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.
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    Echolalia as defined by parent communication partners
    Cohn, EG ; McVilly, KR ; Harrison, MJ (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.
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    The Tension Between Allowing Student Struggle and Providing Support When Teaching Problem-Solving in Primary School Mathematics
    Stewart, E ; Ball, L (Springer, 2024)
    This article reports two primary school teachers’ perceptions of the effectiveness of lessons based on a problem-solving intervention. The intervention included enabling and extending prompts, independent student struggle time initially and time to share problem-solving strategies at the end. The intervention had two versions: one included whole class prompts and teachers anticipated students’ responses before teaching; the other without these features. Each teacher implemented two lessons in year 1/2 composite classes, with one lesson common. Teachers identified positive impacts of the intervention including providing support for students, extending students’ thinking and providing positive challenge during problem-solving. Struggle time was believed to negatively impact some students’ resilience and confidence; both teachers deviated from the intervention to reduce struggle time. Students used more problem-solving strategies when struggle time was included compared to when the teacher modelled an approach for solving. There was a tension for teachers between providing time for students to struggle and preserving some students’ confidence. One teacher facilitated student share time in the middle of one lesson, allowing students to experience both struggle and success; this compromise could address the tension. Overall, the intervention was perceived to positively impact teaching practice.
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    Restoration Playbooks and Receivers’ Stamps: James Magnes, Richard Bentley, and ‘the Post-Office in Russel-street in Covent-Garden’
    Koch, E ; McInnis, D (Taylor and Francis Group, 2024)
    This article examines the surprisingly prevalent incidence of contemporary handstamps impressed upon the final leaf of Restoration playbooks. These are all circular and contain either individual letters or are bisected and contain a combination of letters and numerals. As they are demonstrably not part of the printing process, they have not attracted the attention of textual editors; but as this article shows, neither are they markers of ownership that would interest scholars researching provenance. We identify the marks as being the stamps of letter receivers; in particular, receivers (James Magnes and Richard Bentley) who were also stationers involved in the publishing of the plays we examined. The presence of these stamps suggests that Magnes and Bentley served not only as publishers and booksellers, but as distributors of the playbooks they produced. The presence of these stamps thus has implications for the distribution of Restoration playbooks through the English postal system.
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    A Critical Review of D’Andrea, F. M. (2012). Preferences and practices among students who read braille and use assistive technology. Journal of Visual Impairment and Blindness, 106(10), 585-596
    White, E (South Pacific Educators in Vision Impairment (SPEVI), 2015)
    Utilising research about the educational use of assistive technology by students with vision impairment to access computers (Corn & Wall, 2002: Farnsworth & Luckner, 2008; Fellenius, 1999) and recognising the importance of technology in school and personal life, D’Andrea investigated the current academic use of paper braille and assistive technology among twelve blind, braille-using students aged 16-22 in the United States, and their practice and attitudes regarding such use. Her results suggest a varying nature to how students used a range of high and low tech tools, and how their approaches to completing class work were largely influenced by their personal opinions and experiences of the technologies. The study also demonstrates the importance of students’ choice-making ability regarding the selection of tools and strategies.
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    Adolescent School Belonging and Mental Health Outcomes in Young Adulthood: Findings from a Multi-wave Prospective Cohort Study
    Allen, K-A ; Greenwood, CJ ; Berger, E ; Patlamazoglou, L ; Reupert, A ; Wurf, G ; May, F ; O'Connor, M ; Sanson, A ; Olsson, CA ; Letcher, P (SPRINGER, 2024-01-01)
    Abstract School belonging, sometimes referred to as school belonging or school connectedness, involves dimensions like positive affect towards school, relationships with teachers, and feeling socially valued. Previous research points to immediate benefits for students’ mental health and wellbeing; however, evidence on the potential long-term benefits of school belonging for mental health—once young people leave the school setting—is limited. This study used data on 1568 adults from the Australian Temperament Project (ATP), a 16-wave longitudinal study which has tracked participants since infancy. The short form of the Australian Council for Educational Research (ACER) School Life Questionnaire was used to assess secondary school belonging at age 15–16 years whilst young adult mental health symptoms were evaluated using the Depression, Anxiety and Stress Scales (DASS-21) at 19–20, 23–24, and 27–28 years. Generalised Estimating Equation models were used to examine the link between secondary school belonging and mental health symptoms in young adulthood. Results showed that higher levels of all aspects of school belonging were associated with lower mental health symptoms across young adulthood (β range − 0.05 to − 0.20). Associations were similar by gender. These findings underscore the importance of adolescent school belonging and in particular school status in reference to feeling socially valued, as a long-term protective factor that can mitigate against later depression, anxiety, and stress.
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    How Young Italians Negotiate and Redefine their Identity in the Mobility Experience
    Giardiello, M ; Cuervo, H ; Capobianco, R (MDPI AG, 2024)
    In this article we analyze the formation of different identity models of Italian young people experiencing mobility. The article contributes to study the link between youth mobility and identity. It does so through the development of a theoretical perspective that combines Butler’s post-structuralism with Bourdieu’s category of embodied cultural capital. Drawing on this theoretical framework, we analyze the identity formation of young Italians who emigrated to Australia in the last 10 years. The data show the emergence of an identity made up of a complex set of interconnected levels, composed of an incorporated dimension that constitutes the basis of their roots and the performative part that represents the mobile dimension subject to transformation in the course of life evolution. This interpretative lens enables the understanding of how the process of incorporation is connected to the performative and self-transformative one of identity, but also how the different combination of fixed and mobile aspects defines different profiles of identity and a different way of perceiving being Italians.
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    Designing Game-Centred Curricula: A Critical Inquiry
    Bacalja, A ; Nash, B ; Clutton, M ; De Kruiff, J ; White, B (James York, 2024)
    Background: Digital games as technologies for teaching and learning are finding their way into schools with increasing frequency, raising questions about how teachers plan for their use. Aim: This paper utilises curriculum inquiry to explore the experiences of teachers designing curricula that centre digital games for play and study. Methods: We employ a memory work methodology to analyse four English teachers’ reflections, emphasizing the value of reflecting on everyday actions to understand the complexity of professional lives and the situated nature of knowledge. Results: Our paper reveals that designing and implementing digital game-centred curricula is complex. The analysis of themes related to engaging with students’ lifeworlds, planning for skills and knowledge, the challenges of play, and issues of access and equity, suggest use of technology for school learning is always inseparable from other phenomena, such as teaching methods, purposes, values and contexts. Conclusion: Those engaged in the design of game-centred curricula are in a constant state of negotiation which neither starts nor ends with the production of material artefacts.
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    Co-designing a curriculum model for career education: perspectives from regional communities in Australia
    Mahat, M ; Dollinger, M ; D'Angelo, B ; Naylor, R ; Harvey, A (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.
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    Editorial foreword: Challenging academic participation
    Nielsen, A-KS ; Hendry, NA ; Uldbjerg, S (Walter de Gruyter GmbH, 2023-10-01)