ORCID Profile
0000-0001-6305-0679
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 | Primary Education (excl. Māori) | Curriculum and Pedagogy Theory and Development | Curriculum and Pedagogy | Mathematics and Numeracy Curriculum and Pedagogy | Education Systems | Secondary Education |
Learner and Learning Processes | Pedagogy | School/Institution Community and Environment | Teacher and Instructor Development
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: Springer Science and Business Media LLC
Date: 24-09-2023
DOI: 10.1007/S10857-021-09517-0
Abstract: This qualitative survey study set out to investigate in-service and pre-service primary school teachers’ perceived barriers to and enablers for the integration of children’s literature in mathematics teaching and learning in an Australian educational context. While research over the past three decades have documented pedagogical benefits of teaching mathematics using children’s literature, research into teachers’ perceptions regarding the use of such resources is virtually non-existent. The study thus filled this research gap by drawing responses from open-ended survey questions of 94 in-service and 82 pre-service teachers in Australia. A thematic analysis revealed 13 perceived barriers classified under five themes with Lack of Pedagogical Knowledge and Confidence, and Time Constraint, representing 75% of all perceived barriers. Moreover, 14 perceived enablers were identified and classified under five themes with Pedagogical Benefits and Love of Stories representing around 70% of all perceived enablers. Findings also showed that most of the teachers in the study (around 75%) never or infrequently used children’s literature in their mathematics classrooms. The study highlights the role of professional learning and teacher training in ensuring that both in- and pre-service teachers have the necessary pedagogical knowledge, experience and confidence in using children’s literature to enrich their mathematics teaching.
Publisher: Springer Singapore
Date: 2018
Publisher: Springer Science and Business Media LLC
Date: 06-03-2017
Publisher: Springer Science and Business Media LLC
Date: 05-09-2016
Publisher: Springer Singapore
Date: 13-12-2017
Publisher: Informa UK Limited
Date: 28-10-2023
Publisher: Informa UK Limited
Date: 20-04-2010
Publisher: Springer Science and Business Media LLC
Date: 06-06-2014
Publisher: Informa UK Limited
Date: 02-2021
Publisher: Springer Science and Business Media LLC
Date: 15-11-2019
Publisher: Springer Science and Business Media LLC
Date: 12-2008
DOI: 10.1007/BF03217531
Publisher: Edith Cowan University
Date: 12-2017
Publisher: SAGE Publications
Date: 06-2012
DOI: 10.1177/183693911203700205
Abstract: THIS PAPER DESCRIBES A project conducted with the parents of children in early childhood classes from two different district high schools 1 . The project investigated the perceptions held by these parents in relation to mathematics education, and used an intervention program designed to encourage them to engage in numeracy activities with their child. Preliminary results indicated that, although the parents were not necessarily familiar with contemporary numeracy classroom practices, they were able to describe and evaluate their children's mathematical understandings. The findings add to the limited research available on the ways parents can support their child's mathematical education at home through encouraging home–school community partnerships. 1 District high schools in this context refers to rural schools with classes ranging from Kindergarten–Year 10.
Publisher: Informa UK Limited
Date: 09-09-2022
Publisher: Elsevier BV
Date: 2008
Publisher: Springer Science and Business Media LLC
Date: 19-12-2016
Publisher: Springer Science and Business Media LLC
Date: 14-04-2016
Publisher: The Society for the Provision of Education in Rural Australia (SPERA)
Date: 24-07-2022
Abstract: Online study is generally associated with the terms flexible and flexibility. Many students choose to study online specifically for the flexibility that is offered, hoping they can combine their studies with multiple other responsibilities in their lives. For students living in regional and rural areas, such flexibility can be even more important, given the additional difficulties they face in accessing c us facilities. While a flexible learning environment has the potential to contribute positively towards equity in higher education, this equity can be compromised when university policies and processes that have been designed for on-c us students are applied equally to online students. This paper examines the experiences of a group of regional and rural Education students who have chosen to study online, to a large extent because of online learning's promised flexibility. Their experiences demonstrate that equal treatment may in fact undermine flexibility and result in an inequitable student experience.
Publisher: Elsevier BV
Date: 2008
Publisher: Ubiquity Press, Ltd.
Date: 08-03-2013
DOI: 10.5334/2013-03
Publisher: Wiley
Date: 08-10-2018
DOI: 10.1002/BERJ.3481
Publisher: Informa UK Limited
Date: 18-08-2019
Publisher: Springer Science and Business Media LLC
Date: 12-12-2020
Publisher: Informa UK Limited
Date: 03-04-2019
Publisher: Informa UK Limited
Date: 16-03-2016
Publisher: Informa UK Limited
Date: 31-10-2021
Publisher: Springer Singapore
Date: 13-12-2017
Publisher: Springer Science and Business Media LLC
Date: 04-01-2022
Publisher: Springer Science and Business Media LLC
Date: 09-01-2018
Start Date: 2018
End Date: 2018
Funder: Department of Education and Training Victoria
View Funded ActivityStart Date: 2015
End Date: 2018
Funder: Australian Research Council
View Funded ActivityStart Date: 2013
End Date: 2015
Funder: Department of Education Tasmania
View Funded ActivityStart Date: 2014
End Date: 2016
Funder: Department of Industry and Science
View Funded ActivityStart Date: 2014
End Date: 2014
Funder: Department of Education Tasmania
View Funded ActivityStart Date: 2014
End Date: 2015
Funder: Department of Education Tasmania
View Funded ActivityStart Date: 12-2022
End Date: 11-2025
Amount: $357,024.00
Funder: Australian Research Council
View Funded ActivityStart Date: 09-2016
End Date: 04-2021
Amount: $424,174.00
Funder: Australian Research Council
View Funded Activity