ORCID Profile
0000-0003-2949-2793
Current Organisations
University of Tasmania Launceston Campus
,
University of Tasmania
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Publisher: Springer Singapore
Date: 2018
Publisher: Routledge
Date: 08-12-2022
Publisher: Informa UK Limited
Date: 27-09-2014
Publisher: University of Tasmania
Date: 2019
Publisher: Informa UK Limited
Date: 23-03-2021
Publisher: Springer Singapore
Date: 2018
Publisher: Springer Singapore
Date: 2018
Publisher: Cambridge University Press (CUP)
Date: 11-2017
DOI: 10.1017/AEE.2017.24
Abstract: Graduate students are often plagued by stress and anxiety in their journeys of becoming researchers. Concerned by the prevalence of poor graduate student wellbeing in Australia, we share our experiences of kin-making and collaboration within #aaeeer (Australasian Association for Environmental Education Emerging Researchers), a collective of graduate students and early career researchers formed in response to the Australian Association for Environmental Education (AAEE) conference in Hobart, Tasmania, in 2014. In this article, we begin to address the shortage of research into graduate student wellbeing, led by graduate students. Inspired by Donna Haraway's work on making kin in the Chthulucene, we present an exploration that draws together stories from the authors about the positive experiences our kin-making collective enables, and how it has supported our wellbeing and allowed us to work collaboratively. Specifically, we find that #aaeeer offers us a form of refuge from academic stressors, creating spaces for ‘composting together’ through processes of ‘decomposing’ and ‘recomposing’. Our rejection of neoliberal norms has gifted us experiences of joyful collective pleasures. We share our experiences here in the hope of supporting and inspiring other emerging and established researchers to ‘make kin’ and challenge the potentially isolating processes of becoming researchers.
Publisher: Cambridge University Press (CUP)
Date: 29-01-2016
DOI: 10.1017/AEE.2016.3
Abstract: The AAEE 2014 research symposium in Hobart provided a privileged space for researchers and practitioners within environmental education and sustainability education (EE/SE) to come together and create dialogues about education for sustainability research. This essay is a critical reflection from postgraduate researchers about the symposium and the EE/SE research landscape more broadly. The authors interrogate contemporary research frameworks and practices, and deliberate on how current perceptions enable and inhibit performance within EE/SE research. The authors ask provocative questions and encourage readers to imagine for themselves what a new research landscape, freed of calcified frameworks and entrenched systems, might look like. The essay then draws on an ecological systems perspective as a means of reimagining EE/SE research within a more emergent landscape that values inclusivity, democracy, collaborative inquiry and curiosity.
Publisher: Elsevier BV
Date: 04-2023
Publisher: Routledge
Date: 20-03-2020
Publisher: Oxford University Press
Date: 2022
DOI: 10.1093/ACREF/9780190841133.001.0001
Abstract: 89 articles The Oxford Encyclopedia of School Reform is a landmark publication that provides a wid-ranging collection of school reform strategies from several geographical regions around the world. It illustrates both the theory and practical outcomes of reform efforts situated in different cultural contexts. The major theme that runs through the Encyclopedia is both the successes and failures of reforms: the detailed analyses offered in the text have a unique potential to guide future reforms. The power of the text is its ability to shift readers out of their culturally myopic perspective, and to seriously engage with alternative ways of conceptualizing and solving educational problems.
Publisher: Queensland University of Technology
Date: 03-08-2021
DOI: 10.5204/SSJ.1919
Abstract: This article shines a light on a little-known cohort of higher education participants, mature-aged students in, and from, regional and remote Australia – the focus of a National Centre for Student Equity in Higher Education mixed-methods study. Notable patterns were found in the quantitative data for instance, compared to their metropolitan counterparts, higher proportions of regional and remote students were older, female, from low socio-economic status areas, Aboriginal and Torres Strait Islander, and studied online and/or part-time. The presentation of four vignettes from the interviews uncovers the stories behind the numbers, revealing students’ erse and complex circumstances two of the students shared experiences of facing systemic obstacles, while the other two described receiving invaluable institutional support. The obstacles can be attributed to systems designed for “ideal”, “implied” and “traditional” students, and entrenched attitudes that privilege some “types” of students over others and limit the aim of full participation for all students.
Publisher: Informa UK Limited
Date: 02-2021
Publisher: Springer Singapore
Date: 2018
Publisher: Informa UK Limited
Date: 20-01-2020
Publisher: Springer Science and Business Media LLC
Date: 15-11-2019
Publisher: Cambridge University Press (CUP)
Date: 29-01-2016
DOI: 10.1017/AEE.2015.49
Abstract: The first research symposium, organised in conjunction with the Australian Association for Environmental Education (AAEE) biennial conference, began with a dialogue between scholars at three different academic career stages. As we all entered the field at different periods in its development, the first part of our presentation and this article provide our perspectives on the context, approaches and issues that characterised the field at the time we became involved in environmental education (EE) and EE research. The second part of this article presents the lessons we have learnt from EE research, and where we see the field headed in the future.
Publisher: Faculty of Teacher Education, University of Zagreb
Date: 06-03-2019
Abstract: Despite the ever-growing body of knowledge about human impacts on river and coastal ecosystems, and the need to work towards sustainable futures, young children’s participation in environmental action initiatives in aquatic habitats remains low. This signifies an urgency for educators to support young children’s relationship with freshwater and marine environments, so they can acquire the skills and dispositions to become “agents for change” for the environment. Guided by Deleuzian ideas of being and becoming, and ecologies of knowledges, this paper considers three exploratory case studies from England, the United States and Australia that investigated early childhood teachers’ practices of using waterways as pedagogical sites.Data were collected through ethnographic methods of observations and interviews. Findings revealed that early childhood teachers viewed such habitats as spaces where action initiatives for sustainability can be conceived and incorporated as “webs of interconnectedness” into the curriculum. We conclude this study has the potential to expand understandings of under-utilized pedagogical spaces, such as natural water and marine habitats, where adults and children have permission to learn together to cultivate a more intimate relationship with the earth. Key words: being and becoming early childhood education for sustainability epistemology pedagogies waterways. Unatoč sve većem broju informacija o utjecaju ljudi na riječne i morske ekosustave te potrebi za radom na održivoj budućnosti, sudjelovanje djece u akcijama za zaštitu vodenih staništa i dalje je skromno. Iznimno je važno da odgojitelji potiču odnos djece rane i predškolske dobi prema slatkovodnom i morskom okolišu kako bi mogli steći vještine i dispozicije da postanu „pokretači promjena“ za okoliš. Pod vodstvom Deleuzovih ideja o bivanju i postajanju, kao i ekologija znanja, u ovom se radu razmatraju tri istraživačke studije slučaja iz Engleske, Sjedinjenih Američkih Država i Australije koje su istraživale načine na koje su se odgojiteljji koristili plovnim putovima kao mjestima učenja i poučavanja djece rane i predškolske dobi.Podaci su prikupljani etnografskim metodama promatranja i intervjua. Rezultati su pokazali da su odgojitelji takva staništa promatrali kao prostore na kojima se inicijative za održivost mogu osmisliti i uvrstiti u kurikul kao “mreže međusobne povezanosti”. Zaključujemo da ovo istraživanje ima potencijal povećanja razumijevanja nedovoljno iskorištenih pedagoških prostora, kao što su vode u prirodi i morska staništa, gdje je odraslima i djeci dopušteno da zajedno uče kako bi njegovali intimniji odnos prema zemlji. Ključne riječi: bivanje i postajanje odgoj za održivost u ranom djetinjstvu epistemologija pedagogije plovni putevi.
Publisher: Routledge
Date: 08-12-2022
Publisher: The Open University
Date: 07-2022
DOI: 10.5456/WPLL.24.2.30
Abstract: University students who live and work in regional, rural and remote areas face challenges in studying at a distance from their institution's metropolitan or satellite c us. For mature-aged students in particular, relocating to a city c us is unrealistic, due to their family and employment commitments, and travel time and costs. A pragmatic alternative embraced by high proportions of mature-aged students is to study online. However, learning online has welldocumented difficulties. This article explores the online learning experiences of mature-aged university students in regional and remote Australia via students' in idual stories in the form of three vignettes . Bronfenbrenner's ecological systems model is employed to analyse the vignettes for systemic and structural factors that condition the students' experiences. This theoretical frame affords new insights into the challenges of learning online. We found that influences beyond the actions of in idual students and staff, such as students' internet access and the casualisation of the university workforce, help explain why staff working 'on the ground' may not always be able to provide 'quality' curriculum and support for online students. Placing experiences of in idual students within larger contexts uncovers how institutional elements and broader higher education policy can influence the learning for students studying online.
Publisher: Informa UK Limited
Date: 31-12-2021
Publisher: SensePublishers
Date: 2016
Publisher: Informa UK Limited
Date: 31-10-2014
Publisher: Elsevier BV
Date: 06-2023
Publisher: SAGE Publications
Date: 09-2014
DOI: 10.1177/183693911403900303
Abstract: THE DEVELOPMENT OF EARLY Childhood Education for Sustainability (ECEfS) practices with young children from birth to eight years is an emerging area in academic and professional literature. ECEfS practices reflect growing awareness of the imperative for twenty-first century societies to respond to the pressures of unsustainable patterns of living. This article contributes to the growing area of ECEfS research by exploring sustainability conceptualisations and practice initiatives as reported by early childhood teachers, educators, pre-service educators and parents in Tasmania. We do this by analysing data collected from participants who attended ECEfS professional learning workshops, entitled Living and learning about sustainability in the early years. Findings show that environmental (nature/natural) aspects of sustainability dominate these adults' practice initiatives and understandings. While many of the reported educational initiatives are to be celebrated, the authors contend that there is much work to be done to extend thinking and practice beyond the natural/environmental dimension in order to embrace holistic notions of sustainability incorporating social, economic and political dimensions.
Publisher: Edith Cowan University
Date: 09-2021
DOI: 10.14221/AJTE.2021V46N9.2
Abstract: To facilitate the professional learning of teachers and bring about changes in pedagogical practices, it is necessary to understand the process by which teachers grow professionally. Professional growth can be achieved when teachers work together to engage in professional experimentation and see results in terms of salient outcomes for their students. This paper reports on a study of teachers’ pedagogical practices as they introduced adaptations to focus on personalising students’ learning in mathematics. Two cases are presented to demonstrate how teachers in two schools used student mathematics test data to determine students’ strengths and needs, in order to personalise learning experiences. The findings highlight how shared responsibility and purposeful use of student data can lead to positive professional growth for teachers and improved learning outcomes for students.
Publisher: Wiley
Date: 08-10-2018
DOI: 10.1002/BERJ.3481
Publisher: Springer Singapore
Date: 2018
Publisher: Informa UK Limited
Date: 13-12-2018
Publisher: Springer Singapore
Date: 2018
Publisher: Routledge
Date: 30-06-2021
Publisher: Springer Singapore
Date: 2018
Publisher: SAGE Publications Ltd
Date: 2023
Publisher: Cambridge University Press
Date: 2017
Publisher: Springer International Publishing
Date: 24-11-2016
Publisher: Springer International Publishing
Date: 05-2019
Publisher: Springer Singapore
Date: 2018
Publisher: Edith Cowan University
Date: 2015
Publisher: Springer Singapore
Date: 2018
Publisher: Informa UK Limited
Date: 26-10-2018
Publisher: Springer International Publishing
Date: 2023
Publisher: MDPI AG
Date: 22-11-2022
Abstract: The study reported in this paper sought to explore whether and how social capital resources were generated on online peer support mental health forums, and how they were used by rural users to influence mental health outcomes. Interviews with rural users of three Australian online peer support mental health forums were analysed to identify interactions that accessed social capital resources and mental wellness outcomes that flowed from these. Analysis drew on a model of simultaneous building and using of social capital to uncover the nature of the social capital resources present on the forum and how they were built. Findings show that forums were sites for building ‘knowledge resources’ including archives of users’ experiences of navigating mental illness and the mental health service system and ‘identity resources’ including a willingness to contribute in line with forum values. The knowledge and identity resources built and available to rural users on the forums are facilitated by forum characteristics, which can be viewed as affordances of technology and institutional affordances. Operation by trusted organisations, moderation, a large network of users and anonymity created a safe space that encouraged reciprocity and where users exchanged information and social support that helped them maintain better mental wellness.
Publisher: Informa UK Limited
Date: 20-09-2021
Publisher: Springer Science and Business Media LLC
Date: 03-01-2019
Publisher: Informa UK Limited
Date: 15-05-2022
Publisher: Springer Science and Business Media LLC
Date: 03-09-2021
No related grants have been discovered for Sherridan Emery.