Faculty of Education - Research Publications
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ItemTowards cosmopolitan learning( 2009)
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ItemTeacher Qualifications and Attitudes Toward Inclusion(CAMBRIDGE UNIV PRESS, 2009-08)Abstract The inclusion of children with disabilities into the regular education classroom has resulted in many studies on teacher attitudes. Current research has examined teacher beliefs about inclusion, their concerns, and issues pertaining to their ability to cater effectively for children with disabilities in their classrooms. Despite this, there appears to be little research investigating potential associations between teacher attitudes and beliefs toward inclusion, their education levels, and teacher training. This study investigated the attitudes and beliefs of 36 general and special education/early intervention teachers in Victoria. Results of the study show that teachers with higher educational qualifications in special education were more positive about inclusion.
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ItemAdvancements in Research Synthesis Methods: From a Methodologically Inclusive Perspective(SAGE PUBLICATIONS INC, 2009-03)The dominant literature on research synthesis methods has positivist and neo-positivist origins. In recent years, the landscape of research synthesis methods has changed rapidly to become inclusive. This article highlights methodologically inclusive advancements in research synthesis methods. Attention is drawn to insights from interpretive, critical, and participatory traditions for enhancing trustworthiness, utility, and/or emancipatory potential for research syntheses. Also noted is a paucity of the literature that builds connections between methodologically diverse segments of the literature on research synthesis methods. Salient features of a methodologically inclusive research synthesis (MIRS) framework are described. The MIRS framework has been conceptualized by distilling and synthesizing ideas, theories, and strategies from the extensive literatures on research synthesis methods and primary research methods. Rather than prescribe how a research synthesis should be conducted or evaluated, this article attempts to open spaces, raise questions, explore possibilities, and contest taken-for-granted practices.
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ItemLearning in the home and at school: How working class children 'succeed against the odds'(Wiley, 2010-06-01)This paper presents data collected in individual case studies that aimed to investigate children and their families who succeeded against the usual ‘odds’ of disadvantage. Funded as an extension of EPPE 3–11 by the Cabinet Office for the Equalities Review, the study focused particularly closely upon the performance of disadvantaged children from White and minority ethnic groups. The study found that disadvantaged families often have high aspirations for their children and provide significant educational support through ‘concerted cultivation’. The paper discusses the implications for policy and for practice and argues that much of the popular criticism of state policies related to social exclusion fail to acknowledge the need to engage with the policy in action as well as in theory. It is also argued that these policies offer significant and valuable contexts for supporting efforts on the part of families and individuals to achieve success in education ‘against the odds’.
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ItemEarly childhood professionals as a source of social support: The role of parent-professional communication(SAGE PUBLICATIONS LTD, 2010-09)FORTY MOTHERS PARTICIPATED IN this Australian study of maternal perceptions of early childhood professionals (ECPs) as a source of social support in formal, centre-based infant/toddler care settings. Social support was defined as both emotional support (for example, providing understanding, encouragement, acceptance) and instrumental support (for example, providing practical information). Of particular interest was how the nature of communication between mothers and ECPs influences maternal feelings of support. ECPs in the study were defined as all early childhood staff—unqualified and qualified—identified by the mothers as working with their child in the centre. Quantitative data obtained by surveys and questionnaires was augmented by case studies of selected mothers based on interviews. It was found that most mothers perceived ECPs to be a source of social support, and that the content and frequency of mother–ECP communication determined how much support mothers considered they received. The case studies provided evocative insights into what it is like for mothers to ‘be’ in supportive and unsupportive childcare spaces. Among other things, the outcomes of this study encourage policymakers and ECPs to consider the extent to which childcare services provide social support for mothers, and how they might identify those who have the greatest need for it.
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ItemExploring engagement at ArtPlay: What factors influence the engagement of children and families in an artist-led community-based workshop?(SAGE Publications, 2010-01-01)THE IMPORTANCE OF THE ARTS to the creative, cultural and social development of children is increasingly acknowledged. In recognition of this, ArtPlay was established in 2005 by the City of Melbourne. Open to children aged three to 12 years, the facility provides a wide range of artist-led programs that serve a broad community, including parents and teachers. While institutions such as ArtPlay are emerging in response to a growing community demand, there has yet to be significant and sustained research into processes and outcomes of such organisations. This paper reports on a three-year Australia Research Council-funded research project (2007–2009) that has been designed to identify, map and evidence the practices of ArtPlay in relation to engagement, learning and cultural citizenship. Through reference to the responses of children, families and artists to one key ArtPlay program, Pocketfool for preschoolers, this paper explores the question: What factors influence the engagement of children and families in an artist-led community-based workshop?
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ItemDevelopment of the Australasian survey of student engagement (AUSSE)(SPRINGER, 2010-07)
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ItemBeyond natives and immigrants: exploring types of net generation students(WILEY, 2010-10)Abstract Previously assumed to be a homogenous and highly skilled group with respect to information and communications technology, the so‐called Net Generation has instead been shown to possess a diverse range of technology skills and preferences. To better understand this diversity, we subjected data from 2096 students aged between 17 and 26 from three Australian universities to a cluster analysis. Through this analysis, we identified four distinct types of technology users: power users (14% of sample), ordinary users (27%), irregular users (14%) and basic users (45%). A series of exploratory chi‐square analyses revealed significant associations between the different types of technology users and the university that students attended, their gender and age and whether the student was local or international. No associations were found for analyses related discipline area, socio‐economic status or rurality of residence. The findings are discussed in light of the rhetoric associated with commentaries about the Net Generation, and suggestions about their implications for teaching and learning in universities are offered.