Academics acknowledge that students are often unable to link and extend first year, first semeste... more Academics acknowledge that students are often unable to link and extend first year, first semester foundation material throughout their undergraduate degree. The use of a pedagogically sound interactive digital game-based learning (DGBL) resource to engage first year biological science students in recalling, linking and applying foundation knowledge and increasing their learning outcomes has been explored. According to the current literature there exists no evidence that DGBL resources have previously been used to address this transfer and linking of knowledge and core skills. Results from our study of student perceptions and student learning outcomes suggest that our creatively designed resource has effectively targeted a mixed cohort of students to retain, link and extend foundation knowledge. Our study also indicates that DGBL resources have a valid role in enabling students, many of whom are classed as " digital natives " , to demonstrate positive learning outcomes by successfully recalling and transferring unit content into new learning domains.
This paper investigated the educators’ perspective of the effects of socialisation on physical ed... more This paper investigated the educators’ perspective of the effects of socialisation on physical education teacher education (PETE) students’ confidence and competence in using the less traditional Teaching Games for Understanding (TGfU) approach to teaching physical education. A critical review of pertinent literature was conducted to allow for a deeper understanding of both the TGfU approach and concept of socialisation. From an educators’ perspective, it was revealed that many PETE students do not understand what the TGfU approach is until they are exposed to it during their university course. While students were receptive to TGfU and enjoyed using it at university, this did not translate to them using it on their school teaching experiences. This was predominantly attributed to their colleague teachers (CT) not providing examples of TGfU in practice in a school setting. CTs were found to mostly use traditional approaches and to encourage pre-service teachers to do the same, theref...
Unaccompanied minor (e.g. below 18 years) asylum seekers (UMAS) as school students bring a comple... more Unaccompanied minor (e.g. below 18 years) asylum seekers (UMAS) as school students bring a complex array of needs into the schooling system. This paper aims to capture the teaching experience of a classroom teacher in a Vocational Training Center setting for UMAS students (n= 15 students between the ages of 16 and 17) at a detention facility in Australia. The English as a Second Language (ESL) Community Program extended over a 7-month period (March 2013 – September 2013). As a reflective personal narrative case study this paper provides insight into how the ontological security paradigm was used to support UMAS students. UMAS students have complex needs from mental health to English language deficits and face continual challenges at all levels of their reintegration and settlement. Findings highlight that direct and explicit teacher training is required to assist UMAS students.
Within the school context teachers play an important role in the development of teenagers but lit... more Within the school context teachers play an important role in the development of teenagers but little is known in terms of how developmental domains/needs (i.e., social, emotional, physical and cognitive) are involuntarily catered by teachers from the perspectives of teenagers. In an effort to capture how developmental domains are being catered by teachers, students (182 Grade 9 students, aged from 13-15 years with a mean age of14 years) from one secondary school in South-East Queensland Australia, were simply asked to comment on what they “liked” about their teachers. Responses were mapped against the developmental domains and results showed that emotional and social domains were salient over and above the physical and cognitive domains. More specifically, students liked their teachers when teachers were emotionally positive and socially accommodating. The implications of the findings are discussed with regard to teacher education.
During adolescence (e.g. ages 13-‐15) communication and connectedness with peers is an essential... more During adolescence (e.g. ages 13-‐15) communication and connectedness with peers is an essential part of adolescents’ self-identity; mobiles phones are a conduit that maintains both communication and connectedness among adolescents whereby social interactions and connectedness are not limited by place, context or time. To study mobile phone usage among adolescents, Grade 9 (n= 218) middle-school students in Queensland, Australia were surveyed using a self-developed questionnaire. The purpose was to explore the relationship between mobile phone use and developmental frameworks. The results suggest that young people use their mobile phones as a way of expressing their sense of self and as a means of communicating quickly between peers.
During early adolescence (e.g. aged between 13 and 15 years) communication and connectedness with... more During early adolescence (e.g. aged between 13 and 15 years) communication and connectedness with peers is an essential part of their self-identity; mobiles phones are a conduit that maintains both communication and connectedness among adolescents whereby social interactions and connectedness are not limited by place, context or time. To study mobile phone usage among adolescents, Grade 9 (n= 218) middle-school students in Queensland, Australia were surveyed using a self-developed questionnaire. The purpose of this study was to explore the relationship between mobile phone use and developmental frameworks. The study results suggest that adolescents use their mobile phones as a way of expressing their sense of self and as a means of communicating quickly between peers.
Positively addressing and resolving staff grievances within a school is imperative for effective ... more Positively addressing and resolving staff grievances within a school is imperative for effective schooling and leadership. Often overlooked in grievance procedures are the role/s of stakeholders especially those in authority (e.g., Principals or School Leaders). Content and Leximancer analysis are two useful methodological tools used in tandem which can specifically assist in understanding the process/es undertaken to positively resolve grievance in terms of procedures, roles of individuals and outcomes in line with policy. Content and Leximancer analysis were used to review 10 formal archival files between the periods of 1973 until 1987 from a secondary school secure repository in Tasmania. Content analysis was used to capture broad themes, essences, and trends common in archived formal grievance files which have led to identifying incidents in terms of their nature and severity. Leximancer analysis was used to look at key ideas, concepts, and common words mandated by Human Resourc...
ABSTRACT Abstract This paper examines e-portfolio-based learning in the context of a theoretical ... more ABSTRACT Abstract This paper examines e-portfolio-based learning in the context of a theoretical framework which is based on constructivism (Dewey, 1929) and is a combination of students approaches to learning (SAL) and a 3P model of learning (Presage, Prosess, Product), in order to gain a deeper understanding of how students use e-portfolios to achieve learning outcomes. SAL illustrates how students perceive and understand the role of e-portfolios in their learning and how this influences their approach to learning. The 3P model of student learning is used to structure different variables in e-portfolio learning in the context of higher education. Therefore, under the umbrella of constructivism, SAL and the 3P model form the theoretical framework for e-portfolio-based learning. Keywords: E-portfolios, Constructivism, SAL, 3P model Main Conference Topic: E-learning
Digital game-based learning (DGBL) is a pedagogical process that can be incorporated into first y... more Digital game-based learning (DGBL) is a pedagogical process that can be incorporated into first year teaching and learning practice. The effectiveness of using a DGBL resource to engage first year biological science students in recalling, linking and ...
Academics acknowledge that students are often unable to link and extend first year, first semeste... more Academics acknowledge that students are often unable to link and extend first year, first semester foundation material throughout their undergraduate degree. The use of a pedagogically sound interactive digital game-based learning (DGBL) resource to engage first year biological science students in recalling, linking and applying foundation knowledge and increasing their learning outcomes has been explored. According to the current literature there exists no evidence that DGBL resources have previously been used to address this transfer and linking of knowledge and core skills. Results from our study of student perceptions and student learning outcomes suggest that our creatively designed resource has effectively targeted a mixed cohort of students to retain, link and extend foundation knowledge. Our study also indicates that DGBL resources have a valid role in enabling students, many of whom are classed as “digital natives”, to demonstrate positive learning outcomes by successfully recalling and transferring unit content into new learning domains.
This paper reports on the development and use of a classroom observation reflection tool designed... more This paper reports on the development and use of a classroom observation reflection tool designed to measure the extent to which pedagogies acknowledged in the literature as contributing to effective teaching of mathematics for numeracy are present in classrooms. The observation schedule was used in conjunction with a record of classroom activity to examine numeracy pedagogies in a sample of
Academics acknowledge that students are often unable to link and extend first year, first semeste... more Academics acknowledge that students are often unable to link and extend first year, first semester foundation material throughout their undergraduate degree. The use of a pedagogically sound interactive digital game-based learning (DGBL) resource to engage first year biological science students in recalling, linking and applying foundation knowledge and increasing their learning outcomes has been explored. According to the current literature there exists no evidence that DGBL resources have previously been used to address this transfer and linking of knowledge and core skills. Results from our study of student perceptions and student learning outcomes suggest that our creatively designed resource has effectively targeted a mixed cohort of students to retain, link and extend foundation knowledge. Our study also indicates that DGBL resources have a valid role in enabling students, many of whom are classed as " digital natives " , to demonstrate positive learning outcomes by successfully recalling and transferring unit content into new learning domains.
This paper investigated the educators’ perspective of the effects of socialisation on physical ed... more This paper investigated the educators’ perspective of the effects of socialisation on physical education teacher education (PETE) students’ confidence and competence in using the less traditional Teaching Games for Understanding (TGfU) approach to teaching physical education. A critical review of pertinent literature was conducted to allow for a deeper understanding of both the TGfU approach and concept of socialisation. From an educators’ perspective, it was revealed that many PETE students do not understand what the TGfU approach is until they are exposed to it during their university course. While students were receptive to TGfU and enjoyed using it at university, this did not translate to them using it on their school teaching experiences. This was predominantly attributed to their colleague teachers (CT) not providing examples of TGfU in practice in a school setting. CTs were found to mostly use traditional approaches and to encourage pre-service teachers to do the same, theref...
Unaccompanied minor (e.g. below 18 years) asylum seekers (UMAS) as school students bring a comple... more Unaccompanied minor (e.g. below 18 years) asylum seekers (UMAS) as school students bring a complex array of needs into the schooling system. This paper aims to capture the teaching experience of a classroom teacher in a Vocational Training Center setting for UMAS students (n= 15 students between the ages of 16 and 17) at a detention facility in Australia. The English as a Second Language (ESL) Community Program extended over a 7-month period (March 2013 – September 2013). As a reflective personal narrative case study this paper provides insight into how the ontological security paradigm was used to support UMAS students. UMAS students have complex needs from mental health to English language deficits and face continual challenges at all levels of their reintegration and settlement. Findings highlight that direct and explicit teacher training is required to assist UMAS students.
Within the school context teachers play an important role in the development of teenagers but lit... more Within the school context teachers play an important role in the development of teenagers but little is known in terms of how developmental domains/needs (i.e., social, emotional, physical and cognitive) are involuntarily catered by teachers from the perspectives of teenagers. In an effort to capture how developmental domains are being catered by teachers, students (182 Grade 9 students, aged from 13-15 years with a mean age of14 years) from one secondary school in South-East Queensland Australia, were simply asked to comment on what they “liked” about their teachers. Responses were mapped against the developmental domains and results showed that emotional and social domains were salient over and above the physical and cognitive domains. More specifically, students liked their teachers when teachers were emotionally positive and socially accommodating. The implications of the findings are discussed with regard to teacher education.
During adolescence (e.g. ages 13-‐15) communication and connectedness with peers is an essential... more During adolescence (e.g. ages 13-‐15) communication and connectedness with peers is an essential part of adolescents’ self-identity; mobiles phones are a conduit that maintains both communication and connectedness among adolescents whereby social interactions and connectedness are not limited by place, context or time. To study mobile phone usage among adolescents, Grade 9 (n= 218) middle-school students in Queensland, Australia were surveyed using a self-developed questionnaire. The purpose was to explore the relationship between mobile phone use and developmental frameworks. The results suggest that young people use their mobile phones as a way of expressing their sense of self and as a means of communicating quickly between peers.
During early adolescence (e.g. aged between 13 and 15 years) communication and connectedness with... more During early adolescence (e.g. aged between 13 and 15 years) communication and connectedness with peers is an essential part of their self-identity; mobiles phones are a conduit that maintains both communication and connectedness among adolescents whereby social interactions and connectedness are not limited by place, context or time. To study mobile phone usage among adolescents, Grade 9 (n= 218) middle-school students in Queensland, Australia were surveyed using a self-developed questionnaire. The purpose of this study was to explore the relationship between mobile phone use and developmental frameworks. The study results suggest that adolescents use their mobile phones as a way of expressing their sense of self and as a means of communicating quickly between peers.
Positively addressing and resolving staff grievances within a school is imperative for effective ... more Positively addressing and resolving staff grievances within a school is imperative for effective schooling and leadership. Often overlooked in grievance procedures are the role/s of stakeholders especially those in authority (e.g., Principals or School Leaders). Content and Leximancer analysis are two useful methodological tools used in tandem which can specifically assist in understanding the process/es undertaken to positively resolve grievance in terms of procedures, roles of individuals and outcomes in line with policy. Content and Leximancer analysis were used to review 10 formal archival files between the periods of 1973 until 1987 from a secondary school secure repository in Tasmania. Content analysis was used to capture broad themes, essences, and trends common in archived formal grievance files which have led to identifying incidents in terms of their nature and severity. Leximancer analysis was used to look at key ideas, concepts, and common words mandated by Human Resourc...
ABSTRACT Abstract This paper examines e-portfolio-based learning in the context of a theoretical ... more ABSTRACT Abstract This paper examines e-portfolio-based learning in the context of a theoretical framework which is based on constructivism (Dewey, 1929) and is a combination of students approaches to learning (SAL) and a 3P model of learning (Presage, Prosess, Product), in order to gain a deeper understanding of how students use e-portfolios to achieve learning outcomes. SAL illustrates how students perceive and understand the role of e-portfolios in their learning and how this influences their approach to learning. The 3P model of student learning is used to structure different variables in e-portfolio learning in the context of higher education. Therefore, under the umbrella of constructivism, SAL and the 3P model form the theoretical framework for e-portfolio-based learning. Keywords: E-portfolios, Constructivism, SAL, 3P model Main Conference Topic: E-learning
Digital game-based learning (DGBL) is a pedagogical process that can be incorporated into first y... more Digital game-based learning (DGBL) is a pedagogical process that can be incorporated into first year teaching and learning practice. The effectiveness of using a DGBL resource to engage first year biological science students in recalling, linking and ...
Academics acknowledge that students are often unable to link and extend first year, first semeste... more Academics acknowledge that students are often unable to link and extend first year, first semester foundation material throughout their undergraduate degree. The use of a pedagogically sound interactive digital game-based learning (DGBL) resource to engage first year biological science students in recalling, linking and applying foundation knowledge and increasing their learning outcomes has been explored. According to the current literature there exists no evidence that DGBL resources have previously been used to address this transfer and linking of knowledge and core skills. Results from our study of student perceptions and student learning outcomes suggest that our creatively designed resource has effectively targeted a mixed cohort of students to retain, link and extend foundation knowledge. Our study also indicates that DGBL resources have a valid role in enabling students, many of whom are classed as “digital natives”, to demonstrate positive learning outcomes by successfully recalling and transferring unit content into new learning domains.
This paper reports on the development and use of a classroom observation reflection tool designed... more This paper reports on the development and use of a classroom observation reflection tool designed to measure the extent to which pedagogies acknowledged in the literature as contributing to effective teaching of mathematics for numeracy are present in classrooms. The observation schedule was used in conjunction with a record of classroom activity to examine numeracy pedagogies in a sample of
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