ORCID Profile
0000-0001-9274-8275
Current Organisation
University of South Australia
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Publisher: Wiley
Date: 15-06-2023
DOI: 10.1002/HPJA.739
Abstract: As the population ages the prevalence of dementia increases and children are increasingly experiencing family members and older friends living with dementia. Unfortunately, stigma about living with dementia is common. Increasing understanding about dementia among children has the potential to reduce this stigma. This paper reports on the qualitative findings of Project DARE (dementia knowledge, art, research and education), a school‐based, multi‐modal, arts program designed to increase understanding about dementia among children aged 8–10 years. A constructivist grounded theory approach was used to understand students' experience of the intervention. Thematic analysis was used to identify key themes emerging from interviews with randomly selected students ( n = 40) who had taken part in the program. The data analysis generated three themes related to students' awareness of dementia and experiences of the program: (1) nurturing empathy, (2) memory loss is complex, (3) learning about dementia through the arts to promote resilience. These themes show that the intervention increased students' awareness of dementia, and empathy towards people who are both directly and indirectly affected by dementia. Although dementia education can be viewed as too sensitive for primary aged students, the current study demonstrates that such initiatives are feasible and can be effectively implemented with this age group. Changing student's beliefs about dementia can positively impact their relationships with people living with dementia.
Publisher: SAGE Publications
Date: 19-06-2020
Abstract: Culture is important for the development of social skills in children, including empathy. Although empathy has long been linked with prosocial behaviors and attitudes, there is little research that links culture with development of empathy in children. This project sought to investigate and identify specific culturally related empathy elements in a s le of Dene and Inuit children from Northern Canada. Across seven different grade (primary) schools, 92 children aged 7 to 9 years participated in the study. Children’s drawings, and interviews about those pictures, were uniquely employed as empirical data which allowed researchers to gain access to the children’s perspective about what aspects of culture were important to them. Using empathy as the theoretical framework, a thematic analysis was conducted in a top-down deductive approach. The research paradigm elicited a rich data set revealing three major themes: sharing knowledge of self and others and acceptance of differences. The identified themes were found to have strong links with empathy constructs such as sharing, helping, perspective-taking, and self–other knowledges, revealing the important role that culture may play in the development of empathy. Findings from this study can help researchers explore and identify specific cultural elements that may contribute to the development of empathy in children.
Publisher: Springer Singapore
Date: 2020
Publisher: Informa UK Limited
Date: 03-07-2021
Publisher: Wiley
Date: 16-11-2020
DOI: 10.1002/HPJA.424
Abstract: To develop, implement and evaluate the impact of a short education intervention on the understanding of dementia through visual art by primary school‐aged children. A series of three lessons were developed in consultation with a local schoolteacher and community artists and taught in a local primary school. Stage 2 students (8‐10 years old) created an artwork about memory, learned about dementia and adapted their artworks to represent their developing understanding of dementia. Empirical data were collected through pre and postinterventions surveys and content analysis of the artworks. Matched pre and postintervention survey data were obtained for 74 students and showed a significant improvement in seven domains. This indicated that the students had an increased understanding of dementia and its impact on the in idual following the intervention. Matched artwork was analysed from lessons 1 and 3 for 109 students using a coding schema developed specifically for this project. The students developed their artwork to show memories fading or being lost altogether. They also used abstract shapes to create a sense of disorder and chaos. Participation in the intervention was shown to increase students’ understanding and knowledge of dementia using both qualitative and quantitative measures. It is likely that by educating children about dementia, we have the potential to reduce the stigma faced by people living with dementia and their carers. This is important, as the ageing population means that more people within the community, including children, will know someone living with dementia. Further, this represents the cornerstone in creating dementia‐friendly communities.
Publisher: McMaster University Library
Date: 09-04-2020
Publisher: Springer International Publishing
Date: 28-12-2020
Publisher: International Society for the Scholarship of Teaching and Learning
Date: 20-03-2018
Publisher: Informa UK Limited
Date: 24-02-2022
Publisher: Frontiers Media SA
Date: 08-11-2022
DOI: 10.3389/FEDUC.2022.957328
Abstract: The impact of stressors on student wellbeing and academic performance is widely documented within the Higher Education (HE) sector, with student drop-out rates linked to poor wellbeing. Identified connections between attrition rates and the levels of support offered to students has led to concerted efforts to better support student wellbeing–particularly for those in the first year of study. The COVID-19 pandemic and the rapid and abrupt shift toward online learning has complicated how students manage stress by reducing students’ access to the very resources that might otherwise buffer them (e.g., social connection) exposing them to risk factors (e.g., isolation and greater uncertainty). Accordingly, empowering students to better self-regulate during stressful times is, more than ever, essential to supporting the transition to the adult learning environment. The development of students’ self-awareness and self-knowledge of the influences of being stressed on their engagement in study is an important adjunct to self-regulated learning. This nexus between psychology and education is a point for an interventive program that meets a gap in current support efforts, and that recognises the need for such endeavours that situate within the digital landscape of HE. In this paper we describe the groundwork of a single cohort case study that outlines a novel approach to student wellbeing. We discuss the design and development process of the SETTLE DOWN program an evidence-based and clinically informed series of self-regulation workshops for undergraduate students, which aimed to foster student self-awareness about personal stress responses, facilitate a guided self-discovery of self-regulation techniques, and embed self-knowledge through reflection and practice. Preliminary pilot data is presented with respect to the intended purpose of assessing the suitability of the program material to achieve desired outcomes. The translation of these workshops into an online format to maximise accessibility for students and teachers is extrapolated in discussion of future-directions and next steps for the SETTLE DOWN program. The case study offers an ex le of the development of an evidence-based approach to ultimately support students with online availability of the necessary knowledge and skills to foster self-awareness and self-knowledge in the context of engaging in study under stress.
Publisher: Informa UK Limited
Date: 08-04-2021
Publisher: International Society for the Scholarship of Teaching and Learning
Date: 15-03-2020
DOI: 10.20343/TEACHLEARNINQU.8.1.4
Abstract: The International Society for the Scholarship of Teaching and Learning (ISSOTL) annual conference presents an exciting opportunity to meet with international colleagues from erse backgrounds and situations to commune on our common interest in the Scholarship of Teaching and Learning (SoTL). As with every ISSOTL conference, the enthusiasm for SoTL was palpable in Los Angeles in 2016. Rich discussions took place, networks were formed, and promises to keep in touch were made. Unfortunately, previous conference experiences have taught us that these good intentions often fall short once the conference bubble has burst and the reality of daily life sets in once more. In an attempt to circumvent this phenomenon, we—seven colleagues from three different countries—embarked on a research project that enabled us to maintain the relationships and fruitful discussions we had initiated at ISSOTL16. We established Small, Significant Online Network Group, or SSONG, inspired by a conference workshop on small significant networks. As a group, we met regularly online using Adobe Connect© and engaged in significant conversations around SoTL that were private, trustful, and intellectually intriguing. This article reflects our experiences in establishing and maintaining the group. We discuss how the group was formed its alignment with the concept of small, significant networks and the benefits and challenges we encountered. Four key principles of the group that have emerged will also be discussed in detail, enabling readers to consider how they could adapt the concept for their own purposes.
Publisher: International Society for the Scholarship of Teaching and Learning
Date: 07-03-2021
DOI: 10.20343/TEACHLEARNINQU.9.1.18
Abstract: Amongst a range of changes that have taken place within tertiary education, perhaps the most revolutionary has been a shift to student-centred approaches focused on life-long learning. Accompanying this approach to holistic higher education (HE) has been a growing interest in, and understanding of, the Scholarship of Teaching and Learning (SoTL). SoTL has, at its core, a deep concern with student learning and is therefore well-aligned with higher education’s renewed focus on its students. In this conceptual paper, we examine the impact of the T-shaped person which many tertiary institutions are operationalizing to inform and connect the development of students’ deep disciplinary knowledge with non-academic and employment readiness skills (such as communication, problem-solving, teamwork, and critical thinking). Importantly, we argue for a re-positioning of SoTL to complement and support this model, with SoTL as both the fulcrum and the fluid, multiple threads of discourse that are intricately entwined around the structure of the T-shaped model. We encourage our colleagues to strive to be T-shaped practitioners and we cast a vision of a T-shaped community. Here, all stakeholders within HE connect both their academic knowledge and holistic skills in collaborative ways to produce learners who flourish in modern society. The SoTL community plays a pivotal role in achieving this vision and is well-positioned to expand the current notion of SoTL toward a more holistic, interconnected, central role in HE.
Publisher: Informa UK Limited
Date: 08-08-2019
Publisher: MDPI AG
Date: 03-08-2021
Abstract: There is a strong focus to connect theory with practice in initial teacher education (ITE). This discussion paper explores how we shifted teaching modes and assessment tasks in light of the Coronavirus Pandemic (COVID-19) when digital technologies were unexpectedly catapulted to the main delivery mode for the preparation of future teachers. During this time, connecting theory to authentic practice became a complicated issue. Globally, teacher educators were faced with the challenge of providing authentic learning opportunities for ITE without the ability to be physically present in school and classroom environments. Tertiary institutions were swiftly and unprecedently required to re-think and re-imagine their pedagogical practices. This change affected the self-efficacy and confidence of many academics who were underprepared for this major shift in teaching as they created, transitioned and implemented online material for their students under strict timelines. Our reflections in this paper present a guide and ex le for others to follow.
Publisher: Springer Nature Singapore
Date: 2023
Publisher: International Society for the Scholarship of Teaching and Learning
Date: 08-06-2022
DOI: 10.20343/TEACHLEARNINQU.10.22
Abstract: Book review of Ungrading: Why Rating Students Undermines Learning (and What to do Instead), edited by Susan D. Blum.
Publisher: BRILL
Date: 24-07-2019
No related grants have been discovered for Corinne A Green.