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Articles 1 - 23 of 23
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In The Picture: Understanding Belonging And Connection For Young People With Cognitive Disability In Regional Communities Through Photo-Rich Research: Final Report, Sally Robinson, Malcolm Hill, Karen Fisher, Anne Graham, Kylie Valentine
In The Picture: Understanding Belonging And Connection For Young People With Cognitive Disability In Regional Communities Through Photo-Rich Research: Final Report, Sally Robinson, Malcolm Hill, Karen Fisher, Anne Graham, Kylie Valentine
Professor Anne Graham
Feeling like you belong and that you are connected to people and places is fundamental to young people’s identity. For young people with cognitive disability who live in regional Australia, very little is known about what helps and what hinders belonging and connection in their communities. This research addressed this gap in our knowledge by working collaboratively with young people. Young people were asked what helped them to feel like they belonged and were connected to their communities, and what aspects of belonging were difficult to achieve. The research investigators assisted them to describe their connections, and how to explore …
Imagining An Ideal School For Wellbeing: Locating Student Voice, Catharine A. Simmons, Anne Graham, Nigel Thomas
Imagining An Ideal School For Wellbeing: Locating Student Voice, Catharine A. Simmons, Anne Graham, Nigel Thomas
Professor Anne Graham
This article explores the significance of actively engaging with students in school about matters that concern them. The discussion draws upon data from a large-scale mixed methods study in Australia that investigated how ‘wellbeing’ in schools is understood and facilitated. The qualitative phase of the research included semi-structured focus group interviews with 606 students, aged between 6 and 17 years, which incorporated an activity inviting students to imagine, draw and discuss an ideal school that promoted their wellbeing. These data reveal how capable students are of providing rich, nuanced accounts of their experience that could potentially inform school improvement. While …
I Can U Can: Six Strategies For Building Teachers’ Ict Confidence And Capability Through Metacognitive Discussion And Reflection: Experiences From Technology Together, Renata Phelps, Anne Graham, Sharon Brennan, Carolyn Carrigan
I Can U Can: Six Strategies For Building Teachers’ Ict Confidence And Capability Through Metacognitive Discussion And Reflection: Experiences From Technology Together, Renata Phelps, Anne Graham, Sharon Brennan, Carolyn Carrigan
Professor Anne Graham
When people are prompted to think about their values, beliefs and their past experiences they will often start to recognise factors that impact on their learning and this recognition can bring key insights into how they can help themselves to change. It can assist them to realise the strengths and limitations of various learning strategies and change their perspectives and behaviours. Computer learners can also be prompted to see that becoming a proficient computer using teacher is more about their attitudes and learning strategies than it is about having some ‘magic’ personal quality or set of skills. Technology Together, the …
Technology Together: Supporting Whole-Schools To Become Capable Learning Communities, Renata Phelps, Anne Graham, Elizabeth Watts, Anne O'Brien
Technology Together: Supporting Whole-Schools To Become Capable Learning Communities, Renata Phelps, Anne Graham, Elizabeth Watts, Anne O'Brien
Professor Anne Graham
While many teachers are integrating information and communication technology (ICT) in their teaching practice, there are still a significant number of teachers who are hesitant, reluctant or resistant to using technology, either personally and/or in their teaching. Many teachers remain daunted by the rapid rate of technological change, and the inability to feel as though they ‘know enough’. While most approaches to teacher professional development concentrate on skill development of individual teachers, this paper describes an approach that focuses instead on the values, attitudes, beliefs, confidence and learning strategies of teachers, and on building a culture within a school that …
Progressing Children’S Participation: Exploring The Potential Of A Dialogical Turn, Anne Graham, Robyn Margaret Fitzgerald
Progressing Children’S Participation: Exploring The Potential Of A Dialogical Turn, Anne Graham, Robyn Margaret Fitzgerald
Professor Anne Graham
Children’s participation is increasingly ambiguous and contested. Such complexity emerges in response to its emancipatory possibilities as well as unresolved tensions and power practices. The authors argue that closer attention must now be given to the interpretative milieu of children’s participation, that is, to the act of dialogue that has emerged as central to the participatory process. They point to the need for a critical examination of dialogue in facilitating and resisting the recognition of children. The article concludes with a number of questions to be addressed, if a dialogic approach to participation is to be more fully realized.
Children’S Participation In Research: Some Possibilities And Constraints In The Current Australian Research Environment, Anne Graham, Robyn Margaret Fitzgerald
Children’S Participation In Research: Some Possibilities And Constraints In The Current Australian Research Environment, Anne Graham, Robyn Margaret Fitzgerald
Professor Anne Graham
This article draws attention to a number of critical issues that exist in the current Australian research context which simultaneously enable and constrain children’s participation in research. These include prevailing understandings of children and childhood, the emerging research assessment environment and the ethical frameworks that regulate children’s involvement in qualitative research. The discussion is framed by a number of questions that remain unsettled for the authors as they attempt to pursue research with and for children and young people that is unselfconsciously focused on ‘improving’ rather than ‘proving’ the social conditions that shape their lives.
Progressing Participation: Taming The Space Between Rhetoric And Reality, Anne Graham, Jenni Whelan, Robyn Margaret Fitzgerald
Progressing Participation: Taming The Space Between Rhetoric And Reality, Anne Graham, Jenni Whelan, Robyn Margaret Fitzgerald
Professor Anne Graham
Participation, as a social and political movement, continues to gain momentum, and the legal and sociological frameworks supporting the rights of children and young people to participate in various aspects of social life are now well established. Yet, there are gaps and silences behind the rhetoric of participation that beg closer scrutiny. Such analysis is important in ensuring “participation” is not un-problematically adopted by policy makers and practitioners without regard to the complex and competing agendas at work in its implementation or any clear evidence of the significance or outcomes for the young people involved. This paper explores some of …
Developing Technology Together, Together: Final Report On An Investigation Of The Metacognitive Influences On Teachers' Use Of Ict And The Implications For Teacher Professional Development. Lismore: Southern Cross University, Renata Phelps, Anne Graham
Developing Technology Together, Together: Final Report On An Investigation Of The Metacognitive Influences On Teachers' Use Of Ict And The Implications For Teacher Professional Development. Lismore: Southern Cross University, Renata Phelps, Anne Graham
Professor Anne Graham
No abstract provided.
Goonellabah Transition Program 'Walking Together, Learning Together: Interim Evaluation Report, Sallie Newell, Anne Graham
Goonellabah Transition Program 'Walking Together, Learning Together: Interim Evaluation Report, Sallie Newell, Anne Graham
Professor Anne Graham
Rationale & Background National and international evidence Extensive national and international research from many different fields has consistently demonstrated the critical importance of children's early life experiences and circumstances on their subsequent development and wellbeing throughout their lives. There is clear evidence that well-founded, well-implemented prevention and early intervention programs, starting early in life, can improve young children’s cognitive, social and emotional functioning. This results in a positive influence on their readiness to learn in the school setting and improves educational, social, emotional and health outcomes throughout their lives. Cost-effectiveness analyses have shown that such programs more than pay for …
Goonellabah Transition Program: Final Evaluation Plan, Sallie Newell, Kimberlii Austen-Baker, Anne Graham, Mary Ward
Goonellabah Transition Program: Final Evaluation Plan, Sallie Newell, Kimberlii Austen-Baker, Anne Graham, Mary Ward
Professor Anne Graham
Program Rationale National and international evidence An extensive national and international body of literature has demonstrated that the early years of life have a substantial impact on a child’s social, emotional, physical and cognitive development and wellbeing throughout their life course. Similarly, it is clear that various aspects of a child’s environment, from socioeconomic factors (eg: poverty), through to community factors (eg: violence, social cohesion) and family factors (eg: parenting styles, intra-family conflict), all impact greatly on educational outcomes and are vital determinants of a child’s long-term health and wellbeing. There is clear evidence that well-founded and well-implemented universal and …
Developing Technology Together, Together: A Whole-School Metacognitive Approach To Ict Teacher Professional Development, Renata Phelps, Anne Graham
Developing Technology Together, Together: A Whole-School Metacognitive Approach To Ict Teacher Professional Development, Renata Phelps, Anne Graham
Professor Anne Graham
Professional development of teachers in information and communication technology (ICT) continues to be an urgent educational imperative. While many teachers are integrating ICT (with varying degrees of confidence and creativity), a significant number still remain hesitant, reluctant and daunted by the rapid rate of technological change. Far from being a simple process, ICT professional development necessitates not only personal and professional changes for individuals, but changes in school culture including institutional attitude and support for professional learning, reflection and professional discussion, readiness to embrace change, collegiality, trust and encouragement to take risks. Grounded in research about what influences teachers’ adoption …
Contact & Relocation: Focusing On The Children: Conference Report, Sallie Newell, Anne Graham, Judy Cashmore, Robyn Margaret Fitzgerald
Contact & Relocation: Focusing On The Children: Conference Report, Sallie Newell, Anne Graham, Judy Cashmore, Robyn Margaret Fitzgerald
Professor Anne Graham
The conference theme reflects a key aim of Southern Cross University’s Centre for Children & Young People (CCYP). The CCYP aims to improve child and youth focused practice, particularly in regional areas, through interdisciplinary research, education and advocacy. The CCYP undertakes its work in close collaboration with relevant agencies and organisations to help ensure its activities are underpinned by a capacity building approach that results in improved knowledge and skills for practitioners working with children, young people and families. The conference program has been structured to provide delegates with opportunities throughout the day to engage in discussion with the speakers …
Teachers And Ict: Exploring A Metacognitive Approach To Professional Development, Renata Phelps, Anne Graham, Berenice Kerr
Teachers And Ict: Exploring A Metacognitive Approach To Professional Development, Renata Phelps, Anne Graham, Berenice Kerr
Professor Anne Graham
Professional development for teachers in information and communication technology (ICT) is currently a major priority for school systems in Australia and internationally. The metacognitive and reflective approach to professional development described in this paper is a response to the limitations of directive approaches to ICT learning within a context of rapid technological change. It proposes a capability based approach which strives to develop lifelong computer learning strategies. An important characteristic of the metacognitive approach is that, rather than specific objectives or outcomes being 'imposed' on learners, participants are encouraged to identify, articulate and pursue personally relevant goals, including those related …
Quan Điểm Của Trẻ Em Việt Nam Về Việc Học Và Giáo Dục Tiểu Học Ở Huyện Miền Núi Na Rì, Việt Nam: Báo Cáo Tóm Tắt Của Một Dự Án Thí Điểm, Renata Phelps, Anne Graham
Quan Điểm Của Trẻ Em Việt Nam Về Việc Học Và Giáo Dục Tiểu Học Ở Huyện Miền Núi Na Rì, Việt Nam: Báo Cáo Tóm Tắt Của Một Dự Án Thí Điểm, Renata Phelps, Anne Graham
Professor Anne Graham
Giới thiệu về dự án nghiên cứu Nghiên cứu này được ChildFund Australia khởi xướng để thực hiện cam kết của tổ chức là tham gia vào các nghiên cứu nhằm tăng cường hiểu biết về trải nghiệm của trẻ, xây dựng năng lực của tổ chức và nâng cao tính hiệu quả của các hoạt động hỗ trợ phát triển. Nghiên cứu là sự hợp tác giữa ChildFund Australia và Trung tâm Nghiên cứu Trẻ em và Thanh thiếu niên (CCYP) của trường Đại học tổng hợp Southern Cross, Australia.
Vietnamese Children’S Perspectives On Learning And The Provision Of Primary School Education Within The Rural Na Ri District In Vietnam: Consolidated Report On A Pilot Project, Renata Phelps, Anne Graham
Vietnamese Children’S Perspectives On Learning And The Provision Of Primary School Education Within The Rural Na Ri District In Vietnam: Consolidated Report On A Pilot Project, Renata Phelps, Anne Graham
Professor Anne Graham
Background to the research This research was initiated by ChildFund Australia as part of its increased commitment to research that enhances knowledge of children’s experience, builds organisational expertise and contributes to improved effectiveness in aid operations. The research is a collaboration between ChildFund Australia and the Centre for Children and Young People (CCYP) at Southern Cross University, Australia.
The E-Guide: Effective, Efficient Evaluation In Education, Sallie Newell, Anne Graham
The E-Guide: Effective, Efficient Evaluation In Education, Sallie Newell, Anne Graham
Professor Anne Graham
Opportunities often arise for School of Education academics to develop research links with local schools, usually through requests for help with program evaluations (eg: 'we need to find out whether program X works so we can seek more funding'). It is likely these requests will increase over coming years, as at least 85 schools in the SCU footprint will receive 4-years substantial additional funding through COAG’s National Partnership on Low Socioeconomic Status School Communities, which will be rolled out over the next three years. Unlike the associated National Partnership on Literacy & Numeracy, the Low-SES Partnership allows schools considerable scope …
Exploring The Complementarities Between Complexity And Action Research: The Story Of Technology Together, Renata Phelps, Anne Graham
Exploring The Complementarities Between Complexity And Action Research: The Story Of Technology Together, Renata Phelps, Anne Graham
Professor Anne Graham
This paper takes up an ongoing dialogue in the educational literature regarding the relationship between complexity theories and action research. Recognising the contributions of other writers in this field and building on arguments made previously by the authors, this paper argues that there are multiple synergies between complexity and action research, and that action research can be a valuable and congruent meta-methodology for those researching from complexity-based perspectives. The paper illustrates these arguments through the example of a large action research initiative, Technology Together, which aimed to investigate the metacognitive influences on teachers' use of information and communications technology (ICT) …
Taking Account Of The ‘To And Fro’ Of Children’S Experiences In Family Law, Anne Graham, Robyn Margaret Fitzgerald
Taking Account Of The ‘To And Fro’ Of Children’S Experiences In Family Law, Anne Graham, Robyn Margaret Fitzgerald
Professor Anne Graham
This paper will outline the possibilities and tensions that emerge in legal and social discourse when popular images and narratives of children as ‘at risk’, are juxtaposed with more revised constructions of the child as capable and autonomous. The paper explores this shift in representation of children against a background of radical family law reform currently underway in Australia. It then reports insights from a pilot study which found that children ‘to and fro’ between accounts of hurt and powerlessness associated with divorce and their desire to participate in the processes and decisions taking place around them. In identifying the …
Developing Technology Together Together: Consolidated Report: An Investigation Of The Metacognitive Influences On Teachers' Use Of Information And Communication Technology (Ict) And The Implications For Teacher Professional Development, Renata Phelps, Anne Graham
Developing Technology Together Together: Consolidated Report: An Investigation Of The Metacognitive Influences On Teachers' Use Of Information And Communication Technology (Ict) And The Implications For Teacher Professional Development, Renata Phelps, Anne Graham
Professor Anne Graham
No abstract provided.
Technology Together: Getting Whole Schools Involved With Ict Through A Metacognitive Approach, Renata Phelps, Anne Graham, Paul Thornton
Technology Together: Getting Whole Schools Involved With Ict Through A Metacognitive Approach, Renata Phelps, Anne Graham, Paul Thornton
Professor Anne Graham
Professional development of teachers in information and communication technology (ICT) is an urgent educational imperative, presenting significant financial and strategic challenges internationally. While many teachers are now integrating ICT in innovative and educationally appropriate ways, there are still a significant number of teachers who are resistant to using technology, either personally and/or in their teaching. Moving a whole school forward as a technology-embracing school can be a significant challenge, and teacher professional development is generally seen as the ‘solution’. Research, however, emphasises the importance of positive attitudes, values, beliefs and motivation, lack of anxiety and approach to learning as key …
Catholic Education Office Mental Wellbeing Project: Review Of 2006 Funding Round, Sallie Newell, Anne Graham
Catholic Education Office Mental Wellbeing Project: Review Of 2006 Funding Round, Sallie Newell, Anne Graham
Professor Anne Graham
ABOUT THE MENTAL WELLBEING PROJECT The Catholic Education Office, Lismore Diocese, established the Mental Wellbeing Project with the aim of helping their school communities to better respond to and support the emotional and social wellbeing needs of their students and families. In 2006, almost $850,000 were distributed between the 44 schools in the Lismore Diocese. Acknowledging that students’ mental wellbeing can be enhanced through a wide variety of ways, schools were encouraged to review the needs and strengths of their students, families and staff to decide the best way to invest their Mental Wellbeing Project funding.
Being A Teacher: Developing Teacher Identity And Enhancing Practice Through Metacognitive And Reflective Learning Processes, Anne Graham, Renata Phelps
Being A Teacher: Developing Teacher Identity And Enhancing Practice Through Metacognitive And Reflective Learning Processes, Anne Graham, Renata Phelps
Professor Anne Graham
The discourse of reflection is now firmly embedded in a range of teacher education programs in Australia and overseas. Reflective frameworks have been used by teacher educators to offset the perennial emphasis on technically prescriptive interpretations of ‘being a teacher’. Whilst these undoubtedly contribute to the personal ‘meaning making’ of neophyte teachers, particularly in relation to practical classroom experiences, there remains significant scope to integrate a more concerted reflective approach throughout other elements of the teacher education endeavour. When the language of reflection is applied only in a cursory or superficial way in the teacher education context the opportunity to …
Report On The Collaborative Research Initiative: Investigation Of The Effect Of A Metacognitive And Reflective Approach To The Professional Development Of Teachers In Information And Communication Technology (Ict), Anne Graham, Renata Phelps
Report On The Collaborative Research Initiative: Investigation Of The Effect Of A Metacognitive And Reflective Approach To The Professional Development Of Teachers In Information And Communication Technology (Ict), Anne Graham, Renata Phelps
Professor Anne Graham
ICT professional development is currently a major priority at local, state and national level. It has become a particular imperative for secondary teachers given the full implementation of state-wide computer skills assessments for all Year 10 students in 2004. The metacognitive and reflective approach to professional development that forms the basis of this report is a response to the limitations of directive approaches to ICT learning within a context of rapid technological change. It challenges often employed competency-based approaches, instead proposing a capability-based approach which strives to develop lifelong computer learning strategies. The metacognitive and reflective approach focuses on teachers’ …