The oldscientific belief systems such as closed-entropy energy systems, also used toreinforce closed-system social control patterns, are rapidly becomingtransparently false as scientific research has shown over the last few decades.
In the areas of English, literacy and the arts, Robyn's research has particularly focused on the use of educational or process drama with authentic literary texts to develop students' imaginations and critical literacies. She has been published widely in this area and has worked in partnership with Sydney Theatre Company on the School Drama program since 2009. Her current research interests also include teacher education, especially the experiences of early-career teachers and the role of mentoring; sustaining curriculum innovation and evaluation; inquiry and case-based learning; and innovative qualitative research methodologies including the role of the Arts in educational research.
For the recent decades in China, with the flourishing economy, many incidences involving ethical conflicts and dilemmas have happened, which invoke the importance of education on humanistic and ethical values in this particular Chinese context. Because of the Chinese culture and the exam-oriented education, most Chinese university students do not learn in an active and critical way, particularly the case with students who learn English literature where linguistic training plays the major role as against the subject matter of the text. Therefore, it is of great importance for teachers of literature like myself to encourage and guide students to use critical thinking to deal with humanistic and ethical issues. As a result, my research will examine and present the effects of building critical thinking in the medical students through literary studies.
A Qualitative Research Approach will be used, further, a Case Study method will be employed. Data will be collected from interviews and questionnaires that will be distributed to the fourth year students, the academics, the graduates and the employers. Questionnaires will collect the general opinions about the early childhood teacher education course. Interviews will further probe to acquire particular and specific experiences from the stakeholders. Document collection and analysis will be used to understand the foundation information about the early childhood education requirement and course content and structure. The data will be analysed in methods appropriate to different instruments and data sets.
-- How to
conduct and report action research (including a
beginner's guide to the literature)
Recent research (e.g., Jones & Vincent, 2010; Lewin et al, 2009; Serow & Callingham, 2011) has shown a lack of understanding or training to improve teacher capacity to use these technologies effectively in the classroom While there is evidence in the increase of technology training in the tertiary education courses and some professional development for serving teachers, there is still a growing need for further development in the pedagogy used by teachers to teach effectively with technology. Continuing professional development would provide for a better understanding for the place of such technologies alongside the curriculum and improve teachers' capacity when using them.
There is growing recognition that pre-service teacher education programs should integrate technology into their curricula to ensure mathematics teachers are adequately prepared to incorporate technology into their practice. Previous research has identified several factors that may influence mathematics teachers to integrate technology into mathematics classrooms, such as their beliefs, previous learning experiences, access to the technology, and support. Yet, research shows that that beginning teachers are unable to implement the technology because they are moulded by external forces to fit the existing culture of schools. In addition, the way in which the mentor teachers' guidance influences the beliefs and attitudes of PSMTs (Pre-Service Secondary Mathematics Teachers) in relation to the integration of technology into mathematics teaching is still under research.
The research will investigate hitherto under-explored topics: English teachers' beliefs about subject English; their content knowledge of English and how it informs their teaching; and their pedagogies. Analysis of survey and interview data will explore the interactions between beliefs, content knowledge and pedagogy:
Autism Spectrum Disorder (ASD) is classified in the 5th edition of the Diagnostic and statistical manual of mental disorders as a neurodevelopmental disorder (American Psychiatric Association, 2013). ASD is characterised by "persistent deficits in social communication and social interaction across multiple contexts" [and] "restricted, repetitive patterns of behaviours, interests, or activities" (American Psychiatric Association, 2013, p.50). Approximately 1% of the population have a diagnosis of ASD, and it has a male-to-female ratio of 4:1 (American Psychiatric Association, 2013). Much of the ASD research to date has focussed predominantly on male samples (Kreiser & White, 2014). In those studies in which females have been represented, the focus tends to be on mental health. Although these studies have been valuable in terms of the incidence of specific mental health issues in females with ASD (e.g., Hofvander et al., 2009; Solomon, Miller, Taylor, Hinshaw & Carter, 2012), as yet, the experiences of females with ASD who have the dual challenge of living with one or more comorbid mental health conditions, have been overlooked. This is in spite of research suggesting that females with ASD may be more vulnerable than their male counterparts to developing some mental health conditions (e.g., Hofvander et al., 2009; Solomon et al., 2012). It is, therefore, important that further research is carried out in relation to not only the types and prevalence of mental health conditions in females with ASD, but also their experiences. Through the use of several standardised measures, this study aims to explore: (a) the specific mental health conditions experienced by females with Higher Functioning Autism Spectrum Disorder (HFASD) and the age of onset of these conditions, and (b) the relationship between autism symptomology and symptoms and behaviours associated with mental health conditions in females with HFASD. Additionally, open-ended survey and interview questions will be utilised to explore the experiences of females living with both HFASD and one or more comorbid mental health conditions. It is hoped this study will: (a) provide insight into the stages at which females with HFASD may be particularly vulnerable to developing mental health issues, so that appropriate interventions can take place at the ideal time(s), and (b) provide insight into how females with HFASD experience specific mental health issues, which may indicate the most beneficial types of inventions.
Andrew Wicking holds degrees in Law and English Literature from the University of Melbourne and a PhD and has worked for the last 6 years in the not-for-profit sector in a variety of research and program development roles focusing on positive youth development. Andrew is a founding member and General Manager of Resilient Youth Australia Limited.
A large proportion of the mathematics used by Australians in their workplace has not been learned in school (Australian Association of Mathematics Teachers, 2014). Research shows that, when mathematics classrooms allow for students to construct conceptual understanding of mathematics, this mathematics is used by students outside the classroom (Boaler, 2002). Conversely, students who learn mathematics as isolated procedures will not be able to transfer this learning beyond the classroom (Boaler, 2002). While constructivist teaching approaches in mathematics are broadly accepted, specific models of teaching based on this approach are needed (Simon, 1995; Sullivan, 2011). This study proposes a teaching experiment (Cobb & Steffe, 2011) that involves mapping the development of conceptual understanding in a grade 8 classroom. A learning plan will be designed using the Hypothetical Learning Trajectory (HLT) approach (Simon, 1995). The mathematical concept chosen as the focus of this research is the measurement of slope as a ratio. This concept is fundamental to further learning in mathematics, it has broad application outside the classroom, and it has been shown to challenge even the most capable high school mathematics students (Stump, 2001). Findings from this study are expected to contribute to understanding of how mathematics can be taught so that it can be used outside the classroom.