Melbourne Graduate School of Education - Research Publications
Now showing items 1-12 of 1352
Tactful Visitor, Scientific Observer, or 100 Percent Patriot?
(The University Press of Kentucky, 2019-07-22)
The meaning of ambassadorship for scholars lies at the heart of the Fulbright program. As participants in a scheme that straddled the worlds of education and diplomacy, scholars were expected to act as unofficial ambassadors for their education systems, the program itself, and their country of origin. Yet the requirements and boundaries of this role were not always clear-cut. Unlike government representatives on foreign soil, who had strict protocols to guide their behavior in a range of social and political contexts, Fulbright scholars had to work things out for themselves, in both casual social situations and formal, public fora.
Research-informed teacher learning as professional practice
Research-informed teacher learning has never been so important than now in Australia as pre-service teachers are challenged and encouraged to embed Aboriginal and Torres Strait Islander histories and cultures in their teaching and learning. Further to this, the Australian teacher workforce is predominantly non-Indigenous and therefore, standalone courses in initial teacher education are searching for ways in which they can address the cultural gap evident in Australian society. This chapter will show how research-informed teacher learning is paramount for pre-service teachers to adapt as a professional practice to address the requirements of policy but also, the needs of their Aboriginal and Torres Strait Islander students. Using Philpott and Poultney’s book as a foundational conversation starter, this chapter demonstrates how one university course and lecturer is modelling and embedding culturally responsive practices into initial teacher education.
“It’s got that power over you”: Negotiating Projective Identities in the English Classroom
(Game Studies, 2020-06-22)
This paper explores the learning affordances associated with Gee’s notion of the projective identity principle. A case study introducing game-as-text into the English classroom is used to explore how the relationship between virtual and real-world identities is mediated by student habitus, game design, and classroom pedagogy.
Learning through a/r/t: Post-digital art education
(InSEA Publications, 2020-06-22)
As a result of the provocations and instigations of learning through art and 'living digitally' as artists, researchers and teachers at the International Society for Education Through Art (lnSEA) 2017 World Congress in Daegu Korea, this crowd-sourced visual essay invited international art and design educators to contribute to a visual-digital response to the question: How democratic is the internet in post-digital art education?
TEACHING & LEARNING IN COVID-19 TIMES STUDY
On the 11th March 2020, the World Health Organisation characterised the COVID-19 virus spread as a pandemic, and to reduce the spread of the virus many national governments issued directives enforcing university, college, school and early childhood settings closures, or restricting grouping and social distancing practices whilst they remain open. Teachers across all sectors have needed to significantly reconfigure their teaching and practices at very short notice. Teaching and learning are now largely contained to the domain of people’s homes, so families have needed to become much more involved in facilitating education programs especially for early childhood and primary aged children. Teachers are also key communicators about how the virus spreads and how to keep safe and supported. These changes in education are global, urgent and look to alter education practices from this point onwards. It is a time of rapid innovation, novel partnerships, and enhanced questions of access. We are a group of education researchers in Australia, New Zealand, Singapore and the USA who see that these changing practices need to be documented and analysed urgently to produce resources to support teaching and learning when home bound and within other social distancing measures. We see that teachers are at the frontline in ensuring learning continues during COVID-19 pandemic restrictions, and seek to: listen to teacher voices and stories about their work and their lives during the COVID-19 pandemic (through and online survey), and bring teachers voices into the collation of strategies to inform education responses.
What Are Artists and Art Educators Teaching Us About How We Can Conceive and Deliver Teacher Professional Learning Into the Future?
(AACE-Association for the Advancement of Computing in Education, 2020-06-15)
Artists and art educators have an aptitude for nimble, responsive and adaptive thinking borne from extensive experiences of traversing crises; be it through enduring significant cuts to funding, marginalization in cultural and curriculum agendas and – consequently - having to reinvent where, when and how they engage in their practice. In looking at the ways in which artists and art educators have weathered such challenges, a masterclass in professional reinvention and transformation emerges. In consideration of this, what insights can be drawn from the practices of artists and arts educators in Australia to inform how we conceive and deliver global teacher professional learning into the future?
CSR for Happiness: Corporate determinants of societal happiness as social responsibility
Over the past decade, societal happiness has increasingly been considered important to public policy initiatives globally, supported by interdisciplinary scholarly efforts spanning the social sciences, economics, and public health. Curiously, despite for‐profit corporations being core social institutions of modern societies, scant attention has been given to the social role and responsibilities of corporations in relation to societal happiness. In this article, we review and integrate research from positive psychology and related disciplines to examine happiness as a social outcome of corporate activity. We propose that corporations have a social responsibility to respect, preserve, and advance people's right to, and experience of, happiness—which we term CSR for Happiness. Within the existing literature, stakeholder happiness has generally been narrowly conceptualized in hedonic terms and has failed to consider the broader impacts of corporate activities on societal happiness. Drawing on advances in psychological theory and research, we provide a holistic conceptualization of happiness, which includes objective, subjective, hedonic, and eudaimonic dimensions of happiness. We offer an integrative conceptual framework, which includes the macro‐to‐micro and micro‐to‐macro pathways through which corporations directly and indirectly impact upon societal happiness. Finally, we consider implications of happiness research for the intersections of business and society.
Positive Psychologists on Positive Psychology (Vol. 3)
(No publisher, 2016)
Interest in positive psychology is rapidly expanding as the field continues to make swift progress in terms of scientific advancement and understanding. There are more courses, more workshops, more conferences, more students, more associations, more journals and more textbooks than ever before. The news media and public are thirsty for information related to happiness, and, specifically, wellbeing, and for all facets of positive psychology generally. Psychology departments are increasingly looking to teach courses and offer qualifications that focus specifically on positive psychology, and various organisations are trying to understand how they can best capitalise on and harness the field’s initial scientific findings. What you don’t hear so much about is how positive psychology operates in the real world, how researchers and practitioners became interested in positive psychology, how they work with clients and the various models and theories they use. What do they find most useful? What happens to their thinking and practice as they become experienced and knowledgeable in the positive psychology arena? Why did they decide to move into positive psychology? What do they get out of being involved in the positive psychology community? What directions are they and the field heading towards? Is gender an issue for this developing field? This book discusses these kinds of questions and issues, and is a book for all those in the wellbeing, helping professional and psychological fields interested in knowing more about the development, theory, research and application of the new field of positive psychology. It is a book that spans an eclectic range of interests from psychology students to psychologists, to coaches, to media and beyond.
Drug education in victorian schools (DEVS): the study protocol for a harm reduction focused school drug education trial
(BIOMED CENTRAL LTD, 2012-02-10)
BACKGROUND: This study seeks to extend earlier Australian school drug education research by developing and measuring the effectiveness of a comprehensive, evidence-based, harm reduction focused school drug education program for junior secondary students aged 13 to 15 years. The intervention draws on the recent literature as to the common elements in effective school curriculum. It seeks to incorporate the social influence of parents through home activities. It also emphasises the use of appropriate pedagogy in the delivery of classroom lessons. METHODS/DESIGN: A cluster randomised school drug education trial will be conducted with 1746 junior high school students in 21 Victorian secondary schools over a period of three years. Both the schools and students have actively consented to participate in the study. The education program comprises ten lessons in year eight (13-14 year olds) and eight in year nine (14-15 year olds) that address issues around the use of alcohol, tobacco, cannabis and other illicit drugs. Control students will receive the drug education normally provided in their schools. Students will be tested at baseline, at the end of each intervention year and also at the end of year ten. A self completion questionnaire will be used to collect information on knowledge, patterns and context of use, attitudes and harms experienced in relation to alcohol, tobacco, cannabis and other illicit drug use. Multi-level modelling will be the method of analysis because it can best accommodate hierarchically structured data. All analyses will be conducted on an Intent-to-Treat basis. In addition, focus groups will be conducted with teachers and students in five of the 14 intervention schools, subsequent to delivery of the year eight and nine programs. This will provide qualitative data about the effectiveness of the lessons and the relevance of the materials. DISCUSSION: The benefits of this drug education study derive both from the knowledge gained by trialling an optimum combination of innovative, harm reduction approaches with a large, student sample, and the resultant product. The research will provide better understanding of what benefits can be achieved by harm reduction education. It will also produce an intervention, dealing with both licit and illicit drug use that has been thoroughly evaluated in terms of its efficacy, and informed by teacher and student feedback. This makes available to schools a comprehensive drug education package with prevention characteristics and useability that are well understood. TRIAL REGISTRATION: Australia and New Zealand Clinical Trials Register (ANZCTR): ACTRN12612000079842.
Enhancing Social and Emotional Wellbeing of Aboriginal Boarding Students: Evaluation of a Social and Emotional Learning Pilot Program
Boarding schools can provide quality secondary education for Aboriginal students from remote Aboriginal Australian communities. However, transition into boarding school is commonly challenging for Aboriginal students as they need to negotiate unfamiliar cultural, social and learning environments whilst being separated from family and community support. Accordingly, it is critical for boarding schools to provide programs that enhance the social and emotional skills needed to meet the challenges. This study evaluated a 10-session social and emotional learning (SEL) program for Aboriginal boarders and identified contextual factors influencing its effectiveness. The study combined a pre-post quantitative evaluation using diverse social and emotional wellbeing measures with 28 students between 13-15 years (10 female, 11 male, 7 unidentified) and qualitative post focus groups with 10 students and episodic interviews with four staff delivering the program. Students' social and emotional skills significantly improved. The qualitative findings revealed improvements in students seeking and giving help, working in groups, managing conflict, being assertive and discussing cultural issues. The focus groups and interviews also identified program elements that worked best and that need improvement. Secure relationships with staff delivering the program and participation in single sex groups stood out as critical enablers. The findings lend evidence to the critical importance of collaborative design, provision and evaluation of SEL programs with Aboriginal peoples.
Evaluation Champions: A Literature Review
(Western Michigan University. The Evaluation Center, 2018)
Background: Numerous studies call for the identification and engagement of evaluation champions in the implementation of an evaluation initiative. However, no agreed definition of an evaluation champion exists in the extant literature. Published studies on evaluation champions are limited and motivations of evaluation champions are not well understood. Understanding of how evaluation champions interact with their colleagues to generate momentum for change is lacking. Purpose: This article explores champions in organizational settings and highlights the need for an increased understanding of evaluation champions. The research question posed is, ‘What does the literature tell us about evaluation champions in organizational settings?’ Research Design: Relevant articles were identified through systematic searches of selected databases and reference reviews of retrieved articles from the evaluation and organizational development bodies of evidence. Theories that could assist with understanding the role of evaluation champions were also drawn upon. Findings: The analysis indicates evaluators and organizations value champions because they work to bring evaluative thinking into their practice and positively promote evaluation among their colleagues. A list of activities that may be indicative of the behaviours of champions has been compiled to contribute to the evidence base.