Education Commons^™

Yoga Storytelling As An Active Learning Approach: Insights From Early Childhood Classroom Practice, Serap Sevimli-Celik

Research outputs 2022 to 2026

Movement plays a central role in early childhood learning, supporting children’s physical development, emotional regulation and cognitive engagement. In recent years, educators have been paying more attention to movement-based approaches to enhance classroom learning experiences. Yoga, when adapted for young children, offers opportunities for playful movement, body awareness and relaxation. This paper reflects on my experiences as a movement educator and explores how yoga can support active learning in early childhood classrooms. Drawing on a series of 30-minute yoga storytelling sessions delivered to five- and six-year-old children in a preschool setting, the paper illustrates how yoga storytelling can be integrated …

Students’ Experiences Of Living With Adhd At University: A Meta-Ethnography, Maree Mestichelli, Elisa Pepall, Thuy Tran, Mandy Stanley, Amy Cairns, Therese A. O’Sullivan

Research outputs 2022 to 2026

While the prevalence of attention deficit hyperactivity disorder (ADHD) among university students varies depending on the population studied, it has been estimated at approximately 16%. University students with ADHD may find that the condition affects their academic performance, social interactions, and well-being. This meta-ethnographic review synthesizes findings from 25 qualitative studies to explore the lived experiences of university students with ADHD. The studies, published between 2000 and 2023, were predominantly conducted in the United States with sample sizes ranging from 4 to 135 students. Students came from a broad range of academic disciplines and included undergraduates, recent graduates, and attendees …

The Best Practice Guide For Early Childhood Education And Care Food Environment: Module 6: Quality, Leadership And Governance (Version 1.0), Ros Sambell, Audrey Elford, Connie N. Ihlein, Lochie Clark, Amanda Devine, Helen Alexiou, Peter D’Cress, Kasie Jackson, Karen Hunter, Stacey Mckenzie, Avalon O’Dowd, Asha Rojahn, Blake Stewart, Henry Tan

Research outputs 2022 to 2026

Quality, Leadership and Governance are central pillars in the role early learning settings play in children’s growth, development and wellbeing. By meeting regulatory requirements and quality standards through stringent business procedures and continuous improvement practices, services can provide high-quality food environments for all children – shaping their thoughts, feelings, and practices around food and eating.

This Quality, Leadership and Governance (QLG) module aims to:

- Provide critical context for how the Early Childhood Education and Care (ECEC) food environment is intertwined with National Law and Regulations.

- Support services to meet regulatory requirements, through specific resources and guidance.

- Provide …

The Best Practice Guide For Early Childhood Education And Care Food Environment: Module 5: Sustainable Food Practices (Version 1.0), Ros Sambell, Audrey Elford, Connie N. Ihlein, Lochie Clark, Amanda Devine, Helen Alexiou, Lennie Barblett, Caterina Benati, Fiona Champion, Bek Clancy, Penelope Clark, Kathy Cologon, Wendy Cook, Katie Dix, Kirsty Elliott, Leanne Elliston, Amanda Ferguson, Ricky Gelman, Jodie Gray, Natalie Gulberti, Lorraine Hingston, Karen Krist, Deana Leahy, Rebecca Lindberg, Stacey Mckenzie, Merryn Netting, Ciara O’Flaherty, Asha Rojahn, Blake Stewart, Leah Stuart-Douglas, Aimee Sullivan, Suzanne Tamone, Henry Tan, Sandra Vale, Jill Whelan

Research outputs 2022 to 2026

ECEC food environments are uniquely positioned to support sustainability by implementing practices that can reduce environmental impacts while creating meaningful opportunities for children to experience and explore the interconnections between people, animals, plants, lands and water through food.

The Early Years Learning Framework (EYLF) (Version 2.0) recognises sustainability as an important consideration for children’s learning and development and that educators and children have active roles to play in contributing to more sustainable communities.1 Through the food provided, mealtimes, and food education, ECEC services can provide meaningful opportunities for children to experience and engage with sustainable food practices.

This Sustainable Food …

The Best Practice Guide For Early Childhood Education And Care Food Environment: Module 4: Staff And Family Engagement (Version 1.0), Ros Sambell, Audrey Elford, Connie N. Ihlein, Lochie Clark, Amanda Devine, Helen Helen Alexiou, Lennie Barblett, Fiona Champion, Penelope Clark, Kathy Cologon, Wendy Cook, Katie Dix, Kirsty Elliott, Leanne Elliston, Amanda Ferguson, Yuna Ribeiro Ferreira Alves, Ricky Gelman, Jodie Gray, Natalie Gulberti, Lena Harle, Jill Whelan, Karen Krist, Ashton Leach, Deana Leahy, Stacey Mckenzie, Lauren Moore, Merryn Netting, Ciara O’Flaherty, Asha Rojahn, Blake Stewart, Aimee Sullivan, Suzanne Tamone, Henry Tan, Courtney Trezona, Sandra Vale, Kathy Cologon

Research outputs 2022 to 2026

Engaging with families is a core responsibility of ECEC services and staff. By building positive, personal relationships with families, ECEC staff are able to share concerns or queries about the children in their care in a sensitive way.

One of the more sensitive topics that can come up is food – what they are eating, how much they are eating, their eating behaviours and skills, and everything in between. Through quick conversations at drop-off or via formal communication platforms, services can share a range of information about a child’s eating patterns and behaviours, and also gather information from families to …

The Best Practice Guide For Early Childhood Education And Care Food Environment: Module 3: Food Education (Version 1.0), Ros Sambell, Connie N. Ihlein, Audrey Elford, Lochie Clark, Amanda Devine, Helen Alexiou, Lennie Barblett, Fiona Champion, Penelope Clark, Kathy Cologon, Wendy Cook, Katie Dix, Leanne Elliston, Amanda Ferguson, Ricky Gelman, Jodie Gray, Natalie Gulberti, Debbie Jordan, Karen Krist, Deana Leahy, Stacey Mckenzie, Sandra Murphy, Merryn Netting, Ciara O’Flaherty, Asha Rojahn, Blake Stewart, Aimee Sullivan, Suzanne Tamone, Henry Tan, Sandra Vale, Danielle Waterson, Jill Whelan

Research outputs 2022 to 2026

Food education (FE) in early learning settings is more than cooking – it is an opportunity to experience food in ways that include cooking but go far beyond. Food education gives children the opportunity for exploration, experimentation, learning, teamwork, skill building and much more. At the same time, services must balance safety, regulatory requirements, diverse developmental and cultural needs, family expectations and practical constraints such as time and staffing.

The FE module has been developed to support Early Childhood Education and Care settings (ECEC), for children from birth to 5 years, to create food experiences that are safe, engaging, inclusive …

The Best Practice Guide For Early Childhood Education And Care Food Environment: Module 2: Menu And Meal Quality (Version 1.0), Ros Sambell, Audrey Elford, Connie N. Ihlein, Lochie Clark, Amanda Devine, Helen Alexiou, Lennie Barblett, Caterina Benati, Fiona Champion, Bek Clancy, Penelope Clark, Kathy Cologon, Wendy Cook, Katie Dix, Kirsty Elliott, Leanne Elliston, Amanda Ferguson, Ricky Gelman, Jodie Gray, Natalie Gulberti, Lorraine Hingston, Karen Krist, Deana Leahy, Penny Love, Stacey Mckenzie, Tamia Matthews, Merryn Netting, Ciara O’Flaherty, Asha Rojahn, Blake Stewart, Aimee Sullivan, Suzanne Tamone, Henry Tan, Sandra Vale, Jill Whelan, Erin Wild

Research outputs 2022 to 2026

Menu and meal quality is central to the role early learning settings play in children’s growth, development and wellbeing. The food provided across the day shapes children’s nutrient intake, their developing relationship with food, and the eating patterns they carry into later life. At the same time, services must balance nutritional quality with food safety, food allergen management and dietary needs, cultural diversity, family expectations, and practical constraints such as budgets, time and access to supplies.

This Menu and Meal Quality (MMQ) module aims to:

- Support ECEC services to provide menus and meals that align with the Australian Dietary …

The Best Practice Guide For Early Childhood Education And Care Food Environment: Module 1: Mealtime Environment And Practices (Version 1.0), Ros Sambell, Audrey Elford, Connie N. Ihlein, Lochie Clark, Amanda Devine, Helen Alexiou, Lennie Barblett, Rebecca Byrne, Fiona Champion, Laine Chilman, Penelope Clark, Kathy Cologon, Wendy Cook, Kirsty Elliott, Leanne Elliston, Amanda Ferguson, Ricky Gelman, Jodie Gray, Natalie Gulberti, Shae Haylen, Judith Howard, Karen Krist, Deana Leahy, Eloise Litterbach, Jodie Mcgough, Stacey Mckenzie, Merryn Netting, Ciara O’Flaherty, Gabrielle Orr, Asha Rojahn, Hilary Smith, Aimee Sullivan, Suzanne Tamone, Henry Tan, Sandra Vale, Jill Whelan, Sally Whitaker

Research outputs 2022 to 2026

Mealtimes in early learning settings are more than a routine to help children eat. They are important opportunities for connection, learning and development, and for supporting children’s confidence and comfort around food and eating. At the same time, services must balance safety, regulatory requirements, diverse developmental and cultural needs, family expectations and practical constraints such as time and staffing.

The Mealtime Environment and Practices (MEP) module has been developed to support Early Childhood Education and Care settings (ECEC), for children from birth to 5 years, to create mealtimes that are safe, calm, inclusive and responsive to each child, while reflecting …

A Systematic Review Of Children’S Digital Funds Of Knowledge In Early Childhood Education And Care: Beginning The Conversation, Jess Hardley, Lennie Barblett, Maria Enriquez-Watt

Research outputs 2022 to 2026

Children's ‘funds of knowledge’ (FK) offer a strengths-based approach to recognising how children contribute to the curriculum. Growing up in a postdigital world, young children's lives are enmeshed with digital technologies. Yet the early childhood education and care (ECEC) sector remains hesitant to embed digital experiences in play and learning. While the concept of ‘digital fund of knowledge’ (DFK) has been explored in primary and secondary education, it remains underexamined in ECEC. This systematic review of four databases identified seven studies spanning Europe, Australia, the USA, Malta, Sweden and Finland. These highlight challenges including limited educators' understandings of children's DFK, …

Beyond Compliance: Transformative Co-Design For Gender-Based Violence Prevention In Higher Education, Narelle Lemon, Christina Gray, Jason Goopy, Lisa Holmes, Bec Ball, Melissa Perry, Elisa Fear

Research outputs 2022 to 2026

This study examines how university staff and students experience transformative learning through voluntary participation in a gender-based violence (GBV) prevention programme that transcended compliance-oriented approaches. While universities increasingly rely on mandatory modules that fail to create sustainable change, this research investigates whether self-nominated participation and co-design pedagogy can foster genuine transformation and voice development among participants from diverse disciplinary backgrounds. A qualitative multi-method design examined eight university students (aged 18–24) at an Australian university through pre-post focus groups, observational field notes, and artefact analysis. Participants voluntarily engaged in workshops co-designing peer-focused social media prevention messaging. Inductive thematic analysis identified patterns …

Bishop’S Categories 40 Years On: Reclaiming And Sustaining Story And Culture Authors, Helen Adam, Libby Jackson-Barrett, Nicola Daly, Maria Nayr De Pinho Correia Ibrahim, Gloria Boutte

Research outputs 2022 to 2026

Bishop’s foundational framework for analysing multicultural children’s literature has provided essential tools for understanding cultural representation for almost 40 years. However, the evolution of First Nations children’s literature and the increased Indigenous control over publishing and storytelling suggest Bishop’s original three categories may not fully capture the complexity of contemporary Indigenous storytelling. This study reports on a comprehensive analysis of 750 books by and about Aboriginal and Torres Strait Islander peoples, employing yarning methodology and Indigenous research approaches to examine patterns of cultural representation across historical periods. Whilst Bishop’s categories remain relevant, two additional categories emerged: Culturally Sustaining and Cultural …

Crafting The Inspirational Teacher: Governing Through Affect As Policy Response To Teacher Recruitment In Australia, Saul Karnovsky, Brad Gobby, George Variyan, Andrew W. Wilkins, Antonio Olmedo

Research outputs 2022 to 2026

As policymakers address a teacher attrition crisis, this paper examines how the Australian policy response mobilises affect to address and manage teacher recruitment. Drawing on affect theory and governmentality, we analyse a case study–the Australian Government’s Be That Teacher campaign–as a policy instrument that seeks to cultivate among would-be-teachers desirable feelings and aspirations aligned with state priorities. Our analysis shows how a sentimental and idealised figure of the ‘inspirational’ teacher is mobilised as a form of affective governmentality through two interconnected dynamics: (1) the construction of teaching as emotionally fulfilling and morally meaningful work through narratives of inspiration, care, and …

Employer Perspectives On Graduates’ Professional Identity Formation In The Workplace, Denise Jackson, Michael Tomlinson

Research outputs 2022 to 2026

Professional identity (PI) is recognised as a crucial dimension in how graduates negotiate the transition to employment and move towards a pathway of sustainable professional development. Perspectives on PI have been derived mainly from higher education students with little attention given to the perspective of employers involved in supporting and supervising graduates in the workplace. Accordingly, the study surveys 339 industry professionals to examine their perceptions of how formed graduates’ PI is at different times after recruitment and the influence of personal, organisational and external factors on identity formation at work. Employers recognised how a well-formed PI enables graduates to …

From Awareness To Articulation: How Character Strengths Support Wellbeing Literacy In Pre-Service Teachers, Narelle Lemon, Marnie Harris, Rozita Dass, Carli Sanbrook, Rikki James, Tammy Green, Bev Adkin, Gail Berman

Research outputs 2022 to 2026

Teacher wellbeing demands urgent attention given documented attrition and burnout, yet teacher education programmes often treat wellbeing as peripheral to professional preparation. Sustained teacher wellbeing is also linked to enhanced pedagogical efficacy, professional engagement, and the modelling of wellbeing for learners. This study examines how character strengths function as a scaffolding language through which wellbeing literacy, the intentional language to comprehend and compose wellbeing for self and others, is integrated within initial teacher education for pre-service teachers. Six podcast episodes from the Teachers Supporting Teachers series captured conversations between pre-service teachers and university academics exploring character strengths understanding and enactment. …

Making Room For ‘Feelings’: What's At Stake For The Theory Of Practice Architectures?, George Variyan, Brad Gobby

Research outputs 2022 to 2026

This paper responds to Thelin, K. [2024. What about feelings? Elaboration on and consideration of the theoretical construct of emotions in practice and practice architectures. International Journal of Leadership in Education, 1–14] intriguing proposal that the theory of practice architectures (hereafter TPA) would benefit from an augmentation to its oft-repeated analytical mantra of ‘sayings, doings and relatings’ by adding the notion of feelings. Thelin's work is motivated by the increasing realisation amongst adherents that TPA has thus far been relatively silent on how emotions mediate practice. As such, there are ongoing efforts to think through the place of emotions in …

Music Teacher Wellbeing And Flourishing In Australian Primary Schools, Han Meng, Jason Goopy, Narelle Lemon

Research outputs 2022 to 2026

Teacher wellbeing is often generalised across roles, while a nuanced understanding of specialist teachers is often overlooked. This study used the positive psychology strengths-based PERMAH model to investigate factors that support wellbeing and flourishing of primary school music teachers in Australia and opportunities for growth. As part of a larger mixed-methods research project, data for this article were generated through interviews with 14 music teachers who deliver primary school class music and were analysed using reflexive thematic analysis. Findings indicated that music teacher wellbeing was promoted by joy derived from students’ learning, passion for teaching music, and recognition and support …

School Is No Longer A Lone Wolf Effort: Leadership Strategies For Inclusive, Community-Based School Cultures, Stuart Woodcock, Elias Avramidis, Umesh Sharma, Pearl Subban, Caroline Sahli Lozano, Harry Kullman, Tim Lorman, Sergej Wüthrich, Margarita Knickenberg

Research outputs 2022 to 2026

Based on the premise that the successful implementation of inclusion is largely dependent on the educators’ commitment to inclusive ideals, this study sought to examine the ways principals promote an inclusive vision and foster the development of associated practices in their school community. The study employed an exploratory qualitative research design, collecting data through semi-structured interviews and focus groups with 12 principals of highly-ranked inclusive schools from four countries: Australia, Italy, Switzerland, and Spain. In so doing, the emphasis was placed on the principals’ perspectives and practices that contribute to the development of an inclusive school culture. The iterative process …

Shared Stories, Diverse Settings: A Podcast Analysis Of Stakeholder Experiences In Rural, Remote, And International Professional Experience, Marnie Harris, Narelle Lemon

Research outputs 2022 to 2026

This study explores the experiences and perspectives of individuals involved in rural, remote, and international professional experience, with a particular focus on the support provided to pre-service teachers. Drawing on data generated through a series of in-depth podcast interviews, the research foregrounds the relational and contextual dimensions of teacher preparation across rural, remote, and international settings. Rural and remote communities face ongoing challenges in attracting and retaining teachers; therefore, this study explored the vital role that partnerships and supportive networks play in preparing pre-service teachers to succeed in these and other unfamiliar professional experience contexts. Through thematic analysis, the research …

The Ecology Of Hope: Building Rainbows In Education Systems, Jennifer Achari

Research outputs 2022 to 2026

Hope is frequently invoked in education, yet rarely theorised. Where it has been theorised, it has been understood in two largely separate ways: as an individual psychological capacity, in the positive-psychology tradition and as a critical-emancipatory stance, in the pedagogy of hope. This article proposes a third: a theory, the ecology of hope, that locates hope not in the individual alone but in the relationship between a person and the systems that surround them. Bringing the cognitive psychology of hope into dialogue with ecological systems theory, the social-ecological account of resilience, and utopian methodology, in which a better society is …

A Delicate Balance: Experiences And Wellbeing Of Pre-Service Teachers Navigating Demands And Benefits Of Studying While Working As A Teacher, Caroline F. Mansfield, Jane Kirkham, Narelle Lemon, Lisa Papatraianou

Research outputs 2022 to 2026

In the face of a global teacher shortage various strategies are being used to bolster the teaching workforce. In Australia, one such strategy has been to employ pre-service teachers under alternative permission to teach contracts. Given the recency of this phenomenon, there is little empirical evidence about the impact of this strategy on pre-service teachers, specifically how this experience may influence their wellbeing and retention in the profession. Utilising the Job Demands-Resources (JD-R) framework, this study explores the benefits and demands of alternative permission to teach arrangements on pre-service teachers, and in particular the impact on their wellbeing and career …

Belonging-With Country: Diffracting Equity, Inclusion And Care In Australian Early Childhood Education, Amanda J. Binns, Elizabeth Jackson-Barrett

Research outputs 2022 to 2026

This article revisits the widely used yet underexamined concepts of equity, inclusion and belonging in Australian early childhood education. Building on Sumsion and Wong's interrogation of ‘belonging’ in the original Early Years Learning Framework (EYLF) for Australia V2.0, it traces how the concept has been taken up across policy, practice and scholarship, including EYLF V2.0 and contemporary work on care, book sharing and cultural responsiveness. It argues that these approaches, while well intentioned, often individualise belonging, obscure ongoing colonial relations and privilege Euro-Western, human-centred ontologies that normalise some children, families and places while marginalising others, particularly Aboriginal and Torres Strait …

Extending The Theory Of Planned Behaviour To Explain Contract Cheating In The Age Of Generative Ai: Evidence From Australian Higher Education, Madugoda Gunaratnege Senali

Research outputs 2022 to 2026

Academic contract cheating (CC) poses a significant challenge for Higher Education (HE), a problem that has become more complex with the increasing use of Generative Artificial Intelligence (Gen AI) tools. While similarity detection software can flag AI-generated text, it remains ineffective in identifying CC, potentially displacing misconduct rather than reducing it. Drawing on and extending the Theory of Planned Behaviour (TPB), this study examines how traditional TPB constructs and technology-mediated perceptual factors jointly influence students’ intentions and behaviours related to CC within the Australian HE context. The findings reveal significant direct and indirect pathways linking perceived instructor involvement, detection awareness, …

A Figurational Analysis Of Health And/Or Physical Education Teacher Educators’ Conceptualisations Of Policy, And Their Sociogenesis, Laura Alfrey, Dylan Scanlon, David Aldous, Jenna Lorusso, Kellie Baker, Christopher Clark, Mo Jafar

Research outputs 2022 to 2026

Policy engagement is key to promoting quality physical education yet it has been identified as a ‘grand challenge’ for Health and/or Physical Education (H/PE) internationally. All H/PE professionals, including teacher educators, have a collective responsibility to engage with policy but existing research tells us little about how H/PE teacher educators (H/PETEs) understand and engage with policy. It is important to examine H/PETEs conceptualisations of policy for a few reasons, not least because teacher educators play a crucial role in supporting future generations of teachers who themselves will need to engage with policy as a core feature of their professional lives. …

The Transformational Possibilities Of Liberal Vocationalism: A Case Study Of Post-Year 10 Outdoor Education In Western Australia, David Aldous, Dawn Penney

Research outputs 2022 to 2026

This paper discusses the transformative potential that liberal vocationalism, aligned with contemporary visions of lifelong and lifewide learning, presents for outdoor learning across institutional and industry settings. Utilising Bernstein’s sociological theory, the paper explores this transformation through an illustrative case study of the relations, knowledges and identities of post-Year10 Outdoor Education in Western Australia (WA). The case study highlights how Outdoor Education in WA has been organised through distinct classificatory relations that exist between government, regulatory bodies and individual industry providers that serve to distinguish Outdoor Education from outdoor learning that is ongoing and able to be pursued by people …

Curriculum Approaches To Strengthening Student Employability And Improving Graduate Outcomes In The Stm Disciplines, Denise Jackson, Michael D. O’Connor

Research outputs 2022 to 2026

In Australia and elsewhere, curriculum improvements are needed to improve the development of Science, Technology and Mathematics (STM) graduates for future work and careers. Several studies document significant STM student attrition, poor graduate preparedness for work, relatively weak employment rates post-graduation, and mismatched expectations of graduate capabilities by employers. The inclusion of work-integrated learning (WIL) activities within curricula can better prepare students for relevant employment by bridging discipline-specific teaching with work practices. Traditionally, access to WIL has been limited for STM Bachelor students and a better understanding of WIL’s benefits and impact is needed to refine and extend STM WIL …

Nation, Nature And Childhood In Five Curricula: Towards Earthly Education, Zsuzsa Millei, Katarzyna Gawlicz, Lucy Hopkins, Camilla Eline Andersen, Danielle Ekman Ladru

Research outputs 2022 to 2026

This article explores the relations between nation, nature and childhood in five early childhood education curricula in the Nordic, post-socialist and settler-colonial states with the focus on the role education plays in the face of the climate crisis. The authors identify three interconnecting themes in which nation, nature and childhood are entangled in these curricula: 1) national nature as an object of learning; 2) nature and home/birth land and Country; and 3) stewardship for national nature. Exploring these themes from the perspective of alternative pedagogies developed to address the child–nature relations during the Anthropocene, the authors argue that these notions …

The Power Of Role-Modelling: White Teacher Educators Normalising Anti-Racism And Cultural Reflexivity For White Pre-Service Teachers, Mary-Anne Macdonald, Sarah Booth, Helen Mills, Robert Somerville

Research outputs 2022 to 2026

Every child has a right to feel culturally safe in schools, yet for countless Indigenous students this is not the case. Many White pre-service teachers in Australia enter initial teacher education with a limited understanding of racial identity, Indigenous knowledge or White anti-racism. This autoethnographic study applies Social Cognitive Theory and the Theory of Planned Behaviour to understand the role of the White teacher educator in racial conscientisation of White pre-service teachers. We examine how White teacher confidence in enacting anti-racist behaviours builds when White teacher educators role-model the professional approaches which White teachers can use to teach about race …

It Makes You Nervous When You Start Talking About Racism: Shining Light On Teacher Educators’ Experiences Of Anti-Racist Pedagogy In Australian Teacher Education, Sasha Janes

Research outputs 2022 to 2026

Teacher educators have a significant responsibility in promoting anti-racist pedagogy and guiding preservice teachers to engage in critical self-examination regarding dominant narratives. However, many teacher education programmes fall short of adequately equipping aspiring teachers for diverse classrooms as they often perpetuate a predominantly white system and curricula. Informed by Critical Pedagogy and underpinned by a lens of Culturally Sustaining Pedagogies, this paper discusses the experiences of teacher educators facilitating anti-racist pedagogy within teacher education programmes at Australian universities. Semi-structured interviews were held with 23 experienced teacher educators employed at universities across Australia. Data reveal teacher educators’ efforts to promote anti-racist …

Embodying Policy Work: An Exploration Of Contexts, Actions And Meanings Towards New Possibilities For Physical Education Teacher Education (Pete), Victoria Evans, David Aldous, Dawn Penney

Research outputs 2022 to 2026

This theoretical paper presents a heuristic framework that is directed towards transformative thinking and practices in Physical Education Teacher Education (PETE). The research focus and direction, embodying policy work, applies and extends Bernstein’s concepts of the pedagogic and corporeal device to offer new directions for inquiry and explore the considerations these raise for PETE professionals and their practices. The paper affirms the importance of policy work in PETE, while recognising a need for more nuanced and critical understandings of the complex interrelationships between contexts and actions, and the potential meanings generated and ascribed to different forms of policy work and …

How Educational Leaders At A Type C International School In China Understand Educational Leadership, Peter Pagett

Theses: Doctorates and Masters

This study examined how educational leaders at a Type C international school in China understand educational leadership. The extensive knowledge on educational leaders identifies many important facets of this phenomenon, such as the importance of leaders focussing on mission and vision and building relationships. Current understanding also highlights the role of personal identity in influencing a leaders’ work and understandings. However, literature on educational leadership in the context of international schools is scant. Given the challenges specific to international education such as culture shock, transience and isolation there is a need to conduct more research into these types of schools. …