Education Commons^™

The Self: How Does It Relate To Locus Of Control, Quality Of Life And Adaptive Behaviour For People With Mild Intellectual Disabilities?, Roselyn M. Dixon, Herbert W. Marsh, Rhonda Craven

Faculty of Education - Papers (Archive)

Research has found that when people with intellectual disabilities are moved from institutions into smaller community-based services, positive outcomes have been recorded. However, positive outcomes have not been inevitable. It is now recognised that mere placement in the community is not always sufficient. Individual characteristics of clients and the nature of services received in the community may be very significant to maintaining normalisation and social role valorisation. Areas that have consistently been found to have an impact on community-based living are the social competencies and affective functioning of people with intellectual disability. Given the recognised importance, it is surprising that …

Practising Creative Leadership: Pipedream Or Possibility?, Narottam L. Bhindi

Faculty of Education - Papers (Archive)

Does your school embrace the essential characteristics that distinguish creative organisations from the pedestrian? Do you possess the qualities that distinguish the sloggers and floggers from the creative leaders? Creative leadership, says Narottam Bhindi, is not the preserve of a chosen few, blessed with special gifts and foresight. It is a passion, commitment, and energy awaiting arousal, recognition, and release..

An Online Mentoring Practicum In Physical And Health Education Teacher Preparation: Preliminary Findings And Future Directions, Douglas Hearne, Lori Lockyer, Gregg S. Rowland, John W. Patterson

Faculty of Education - Papers (Archive)

An important aspect of any professional education is the opportunity for students to engage in meaningful practical experiences. In pre-service teacher education, this vital practicum component has undergone challenges in recent years due to increasing student numbers (due to the increasing demand for new teachers) and limited resources in university and school sectors. As a result, new innovations to enhance the practical component of this professional degree have been sought.

This paper highlights preliminary findings of one aspect of a larger study that used asynchronous Web-based communication tools to facilitate mentoring and peer support through the practice teaching experience. Analysis …

Understanding Scaffolding And The Zpd In Educational Research, Irina Verenikina

Faculty of Education - Papers (Archive)

Marcia (pseudonyms have been used for the students and teachers mentioned in this paper), a third year early childhood student, was undertaking her teaching practice in a Kindergarten classroom. At the Faculty of Education reflection day Marcia approached me in tears. The reflection day is held half way though the practicum in order to give students an opportunity to share their classroom experiences with peers and lecturers. She was not happy with her supervising teacher, Annette, who would not allow her to scaffold the pupils reading comprehension in her classroom. Annette demanded of Marcia that books be read to the …

Poststructural Methodologies - The Body, Schooling And Health, Jan Wright

Faculty of Education - Papers (Archive)

Postmodernism and poststructuralism often appear to be used interchangeably in educational writing and research, with the term postmodernism more likely to be used in North America and poststructuralism more likely to be used by those following a European tradition of philosophy and social analysis (Scheurich 1997). There are arguably, however, differences that go beyond terminology. The latter position tends to draw on the work of Foucault and Derrida, the former on the work of Lyotard. Different questions are raised and considered by each. What they share is 'the need to problematise systems of thought and organisation' (Usher and Edwards 1994: …

The Expertise Reversal Effect, John Sweller, Paul L. Ayres, Slava Kalyuga, Paul Chandler

Faculty of Education - Papers (Archive)

When new information is presented to learners, it must be processed in a severely limited working memory. Learning reduces working memory limitations by enabling the use of schemas, stored in long-term memory, to process information more efficiently. Several instructional techniques have been designed to facilitate schema construction and automation by reducing working memory load. Recently, however, strong evidence has emerged that the effectiveness of these techniques depends very much on levels of learner expertise. Instructional techniques that are highly effective with inexperienced learners can lose their effectiveness and even have negative consequences when used with more experienced learners. We call …