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Full-Text Articles in Education
Plans To Pedagogy Activity Report Phase Two: What Impact Does ‘Innovative’ Furniture Have On Student Engagement And Teacher Practices?, Julia Morris, Wesley Imms
Plans To Pedagogy Activity Report Phase Two: What Impact Does ‘Innovative’ Furniture Have On Student Engagement And Teacher Practices?, Julia Morris, Wesley Imms
Research outputs 2022 to 2026
Phase Two of this project, conducted during the 2021 academic year, repeated an A-B-A withdrawal design to rotate (across terms 2, 3, and 4) the furniture in 4 primary school classrooms from innovative to traditional furniture arrangements.1 A fifth classroom with innovative furniture was used as a control. Three-weekly repeated measures were taken across the terms of: (1) characteristics impact students’ engagement, namely creative thinking, peer support and risk taking, (2) teachers’ observed actions in their classrooms, and (3) photographs by students of their preferred furniture item/s, with annotations explaining this preference. Once-a-term measures included (4) structured teacher interviews …
Plans To Pedagogy Activity Report 2019: What Impact Does ‘Innovative’ Furniture Have On Student Engagement And Teacher Practices?, Julia Morris, Wesley Imms
Plans To Pedagogy Activity Report 2019: What Impact Does ‘Innovative’ Furniture Have On Student Engagement And Teacher Practices?, Julia Morris, Wesley Imms
Research outputs 2014 to 2021
Phase One of this project, conducted during the 2019 academic year, used an A-B-A withdrawal design to rotate (terms 2, 3 and 4) the furniture in five primary school classrooms1 from ‘innovative’ to ‘traditional’ furniture arrangements2. Three-weekly repeated measures were taken across the year of (1) student perceptions of their cognitive and behavioural engagement, (2) teacher actions in these classrooms, and (3) photographs by students of their preferred furniture, with annotations explaining this preference. Once-a-term measures included (4) teachers completing a Teacher Mind Frames survey, and (5) teachers participating in a structured interview with the researchers...
Teachers’ Perspectives On The Identification Of, And Provisions For, Gifted And Talented English As An Additional Language Students, Lucy Byramji Hands
Teachers’ Perspectives On The Identification Of, And Provisions For, Gifted And Talented English As An Additional Language Students, Lucy Byramji Hands
Theses: Doctorates and Masters
In recent years, Western Australian State schools have seen a sharp rise in the number of students who use English as an Additional Language (EAL). Almost one-third of them have been identified as having culturally and linguistically diverse ancestry (Australian Bureau of Statistics, 2016). Many are gifted and talented (GT). However, while it has been widely acknowledged that GT abilities can be found in all ethnic, cultural, and linguistic groups, barriers such as socioeconomic circumstances, stereotypes, political climate, language backgrounds and a myriad of factors can influence the recognition, identification and full participation of EAL students in gifted and talented …