Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 7 of 7
Full-Text Articles in Education
Establishing International Best Practice Principles For Impact Assessment Teaching And Training, Angus Morrison-Saunders, Jenny Pope, Megan Jones
Establishing International Best Practice Principles For Impact Assessment Teaching And Training, Angus Morrison-Saunders, Jenny Pope, Megan Jones
Research outputs 2014 to 2021
Best Practice Principles for Impact Assessment (IA) Teaching and Training were developed for the International Association for Impact Assessment (IAIA). Research conducted throughout 2018 and 2019 encompassed seven iterative steps: an initial practitioners workshop; comprehensive review of 40 years of literature on teaching IA; initial survey of teachers and trainers; follow-up interviews; development of draft set of principles; final survey of the importance of the draft principles to university teachers and professional development trainers in IA; and a final workshop at IAIA19. The resulting principles are grouped in relation to content (what is taught), pedagogy (how content is taught) and …
“I Feel Very Fortunate To Still Be Doing What I Love”: Later Career Performing Arts Teachers Still Keen And Committed, Christina Gray, Geoffrey Lowe, Peter Prout, Sarah Jefferson
“I Feel Very Fortunate To Still Be Doing What I Love”: Later Career Performing Arts Teachers Still Keen And Committed, Christina Gray, Geoffrey Lowe, Peter Prout, Sarah Jefferson
Research outputs 2014 to 2021
The problem of attrition among early-career teachers has generated a substantial body of research. However, less research has been devoted to later-career teachers who survive and thrive. This article explores the career experiences of four later-career performing arts teachers who remain keen and committed to teaching. Informed by seminal studies by Huberman (1989, 1993) and Day and Gu (2007, 2009) into teacher career trajectories, and using a phenomenological ‘lens’ of portraiture methodology, members of the research team undertook a series of in-depth interviews to gain insight into how these teachers maintain their positivity and commitment to teaching. Four key themes …
Early Childhood Teachers’ Perspectives Of Growth Mindset: Developing Agency In Children, Fiona Boylan, Lennie Barblett, Marianne J. Knaus
Early Childhood Teachers’ Perspectives Of Growth Mindset: Developing Agency In Children, Fiona Boylan, Lennie Barblett, Marianne J. Knaus
Research outputs 2014 to 2021
The integration of mindset theory into classrooms can assist children in optimizing academic achievement, increasing their agency for learning. The development of a growth mindset allows children to exercise autonomy over their learning, helping them to develop positive lifelong learning habits for the twenty-first century. This paper explores early childhood teachers’ perspectives of mindset and the role of a growth mindset in developing children’s agency for learning. Despite increasing research in this field, little is known about the perspectives that early childhood teachers have of mindset. This paper reports on the data from a study that describes teachers’ perspectives towards …
Top Five 'Must-Haves' For Creating Meaningful, Valuable, Strengths-Based And Healthful Learning, Donna M. Barwood M.Ed
Top Five 'Must-Haves' For Creating Meaningful, Valuable, Strengths-Based And Healthful Learning, Donna M. Barwood M.Ed
Research outputs 2014 to 2021
Creating meaningful, valuable and strengths-based learning was the principle underpinning Karen Lambert’s recent article in the May edition of the Active and Healthy Magazine (2017), in which she discussed the five propositions that now underpin Health and Physical Education (HPE) in Australian schools. In support of Karen and her colleagues’ work, this article aims to provide some straightforward practical pedagogical tips for teachers delivering health education (HE), as a means to support and strengthen healthful learning experiences for all young Australians. This article is based on teacher education experiences with pre-service teachers preparing to deliver HPE in Western Australia (WA).
Assessing And Selecting Culturally Diverse Literature For The Classroom, Helen Adam, Laurie Harper
Assessing And Selecting Culturally Diverse Literature For The Classroom, Helen Adam, Laurie Harper
Research outputs 2014 to 2021
Articulated within the Australian Curriculum (AC) and the Early Years Learning Framework for Australia (EYLF) are strong principles of diversity and intercultural awareness. These principles place a responsibility on educators to make curriculum decisions that reflect inclusive goals and practices. It is important that all children have access to authentic and accurate representations and role models related to their cultural backgrounds and everyday lives, in order to gain benefits associated with developing a positive sense of identity and belonging (Gollnick and Chinn, 2006; Jones Diaz and Harvey, 2002; Morgan, 2009) with additional benefits to their academic and intellectual progress (Department …
Teacher Emotion Research: Introducing A Conceptual Model To Guide Future Research, Leanne Fried, Caroline Mansfield, Eva Dobozy
Teacher Emotion Research: Introducing A Conceptual Model To Guide Future Research, Leanne Fried, Caroline Mansfield, Eva Dobozy
Research outputs 2014 to 2021
This article reports on the development of a conceptual model of teacher emotion through a review of teacher emotion research published between 2003 and 2013. By examining 82 publications regarding teacher emotion, the main aim of the review was to identify how teacher emotion was conceptualised in the literature and develop a conceptual model to illustrate the findings. Interestingly, few papers explicitly defined ‘emotion’ or ‘teacher emotion’ but described the functions of emotion (such as providing information) and influences on emotion (such as personal characteristics), so these were also used to build the conceptual model. The literature also highlighted the …
Teaching Reading: A Shared Vision And A Shared Responsibility 2012-2013: Principals As Literacy Leaders In Ceo Schools, Deslea Konza, Paul Woodley, Sam De Leo, Helen Dixon
Teaching Reading: A Shared Vision And A Shared Responsibility 2012-2013: Principals As Literacy Leaders In Ceo Schools, Deslea Konza, Paul Woodley, Sam De Leo, Helen Dixon
Research outputs 2014 to 2021
The PALL Plus professional learning and research project was a collaborative effort between the Fogarty Learning Centre at Edith Cowan University and 16 Catholic primary schools within the Western Australian Catholic Education Office (CEO). It was initiated by the principal of Star of the Sea Primary School, Tim Emery, who coordinated involvement of the other schools and managed contractual responsibilities on behalf of the CEO. The project was based on the Principals as Literacy Leaders (PALL) pilot project funded by the Commonwealth Government in 2009-2010, and originally developed in partnership with the Australian Primary Principals Association, Griffith University and the …