ORCID Profile
0000-0001-5766-6821
Current Organisation
University of Tasmania
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In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Teacher Education and Professional Development of Educators | Curriculum and Pedagogy Theory and Development | Curriculum and Pedagogy | Mathematics and Numeracy Curriculum and Pedagogy |
Learner and Learning Processes | Pedagogy | Teacher and Instructor Development
Publisher: Springer Singapore
Date: 2020
Publisher: Pacific Early Childhood Education Research Association
Date: 09-2015
Publisher: Edith Cowan University
Date: 2015
Publisher: Springer Science and Business Media LLC
Date: 2004
Publisher: Springer International Publishing
Date: 2017
Publisher: Wiley
Date: 02-06-2021
Abstract: During the COVID‐19 lockdown, parents and caregivers were asked to take greater responsibility for their children's education while they were unable to attend school. In this commentary, we report on data sourced from 243 participants in the Tasmania Project in Australia about their experiences of learning from home during COVID‐19 lockdown. We engage with ideas about boundaries and bounding processes to understand how participants perceived challenges to their children's learning from home. They identified a lack of physical space for children's work to be performed and a lack of time, skill, and confidence to support them. We explore the bounding processes inherent to understanding and constituting education through identity, space, and place making and consider the ways in which these processes were revealed in the challenges identified by respondents. We argue that home learning disrupted known practices associated with education and schooling and challenged accepted categories and socio‐spatial isions created by institutionalisation. We anticipate that exploring the challenges of home learning during COVID‐19 from the perspectives of parents and caregivers will inform future home–school partnerships.
Publisher: University of Waikato
Date: 16-07-2019
Abstract: Several studies have identified stress factors that teachers might experience in changing from a traditional approach to a more student-centred IBL approach. In this study, we report on teachers’ perceptions following PD that introduced WebQuests as a didactic tool alongside ongoing classroom support into Qatari mathematics and science classrooms with students grades 4 to 8. The findings suggested that the use of WebQuests as a didactic tool provided a structure for many of the teachers that supported a change in teaching towards a student-oriented approach. Nevertheless, some stress factors remained, in relation to control of learning, managing time and classroom behaviour, and the integration of IT.
Publisher: University of Waikato
Date: 09-11-2017
DOI: 10.15663/TANDC.V17I2
Publisher: Wiley
Date: 04-2006
Publisher: University of Waikato
Date: 10-10-2017
Publisher: University of Waikato
Date: 18-03-2014
DOI: 10.15663/TANDC.V13I0
Publisher: Springer International Publishing
Date: 2021
Publisher: Wiley
Date: 02-2011
Publisher: Modestum Publishing Ltd
Date: 31-07-2020
DOI: 10.29333/IEJME/8445
Publisher: University of Waikato
Date: 29-05-2018
Publisher: University of Waikato
Date: 22-06-2023
Abstract: In this paper we consider how the integration of mobile technology apps into classroom practice can form an alternative pedagogical medium that influences the learning process in mathematics. We give an account of one aspect of a research project that examined the use of tablets and apps in primary-school mathematics programmes and report teacher and student perceptions on how they used the apps, in combination with other manipulatives, to solve problems. Through teacher and researcher co-inquiry, three themes emerged: multi-modal affordances, collaboration, and assemblages. We examined how the interplay between these themes evoked ranges of social, tangible, and digital entities resulting in different learning experiences. We draw on notions of collectives to articulate a socio-technological assemblage and suggest that the notion of an assemblage helps to understand how teachers can use educational technologies to support new learning experiences in their mathematics classrooms.
Publisher: Informa UK Limited
Date: 04-2003
Publisher: Informa UK Limited
Date: 31-10-2021
Publisher: Elsevier BV
Date: 08-2021
Publisher: Springer Science and Business Media LLC
Date: 19-10-2011
Publisher: Springer International Publishing
Date: 2018
Publisher: University of Waikato
Date: 28-07-2021
Abstract: The majority of schools across Australia rapidly implemented online education during the first wave of COVID-19 restrictions. The school closure disproportionately affected the routines and socialisation of vulnerable students, including those with a refugee background. Refugee-background students have been impacted by COVID-19 as school closures interrupted face-to-face education, including English language and tutorial support and counselling services. School shutdown also impeded refugee-background students’ activities outside the home, which could render adverse effects on their physical, mental and social wellbeing. Holistic efforts are urgently needed in Australia to support refugee-background students in order to prevent further learning loss and promote health and wellbeing. Keywords: COVID-19, refugee-background students, education loss, physical, mental and social wellbeing, Australia
Start Date: 2015
End Date: 2016
Funder: New Zealand Council for Educational Research
View Funded ActivityStart Date: 2013
End Date: 2014
Funder: University of Waikato Strategic Investment Fund
View Funded ActivityStart Date: 2018
End Date: 2018
Funder: Department of Education and Training Victoria
View Funded ActivityStart Date: 2018
End Date: 2018
Funder: University of Tasmania
View Funded ActivityStart Date: 12-2022
End Date: 11-2025
Amount: $357,024.00
Funder: Australian Research Council
View Funded Activity