ORCID Profile
0000-0002-1030-7458
Current Organisations
Murdoch University
,
The University of Canberra
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Research Topics
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.
Top 5 Research Topics
ANZSRC Field of Research (FoR)
Learning Sciences | Early Childhood Education (excl. Māori) | Science, Technology and Engineering Curriculum and Pedagogy | Curriculum and Pedagogy | Education Systems |
ANZSRC Socio-Economic Objective (SEO)
Learner and Learning Achievement | Learner and Learning Processes | Pedagogy | Learner Development | Teacher and Instructor Development
Related Links
Publications
Observational research in face-to-face small groupwork: Capturing affect as socio-dynamic interpersonal phenomena
Publisher: SAGE Publications
Date: 29-01-2021
Abstract: Interpersonal affect in face-to-face small groupwork, though pervasive in university and work environments, is rarely examined as the fine-grained sequential interactions in which it manifests. This review synthesized 21 recent studies in tertiary collaborative learning and organizational research that have used observation methods to investigate affect in face-to-face small groupwork. The analysis focused on examining the extent to which observational studies captured affect as social (interactive) and dynamic (temporally unfolding). Findings showed that observational methods elicit information about affect dynamics in groupwork that is unique and complementary to other methods. Key affect constructs, behavioral operationalizations, and analytical tools used to capture affect are discussed.
Starting and staying strong: Pre-service primary teachers’ attitudinal profiles towards science learning and their outcomes in an introductory science unit
Publisher: Springer Science and Business Media LLC
Date: 10-03-2020
Writing and reading performance in Year 1 Australian classrooms: Associations with handwriting automaticity and writing instruction
Publisher: Springer Science and Business Media LLC
Date: 13-11-2020
The role of parenting in children's self-regulated learning
Publisher: Elsevier BV
Date: 2010
Development of Metacognition and Self-Regulated Learning in Young Children: Role of Collaborative and Peer-Assisted Learning
Publisher: Springer Publishing Company
Date: 2007
DOI: 10.1891/194589507787382043
Abstract: The authors present findings from a large 2-year study exploring the development of self-regulatory and metacognitive abilities in young children (aged 3 to 5 years) in educational naturalistic settings in the United Kingdom (English Nursery and Reception classrooms). Three levels of analysis were conducted based on observational codings of categories of metacognitive and self-regulatory behaviors. These analyses supported the view that, within the 3- to 5-year age range, there was extensive evidence of metacognitive behaviors that occurred most frequently during learning activities that were initiated by the children, involved them in working in pairs or small groups, unsupervised by adults, and that involved extensive collaboration and talk (i.e., learning contexts that might be characterized as peer-assisted learning). Relative to working in idually or in groups with adult support, children in this age range working in unsupervised small groups showed more evidence of metacognitive monitoring and control. Relative to children in supervised groups, they also showed more evidence of “other” and “shared” regulation. The implications for research, theory, and educational practice are discussed.
A Multidimensional Analysis of Parent–Child Interactions During Academic Tasks and Their Relationships With Children's Self-Regulated Learning
Publisher: Informa UK Limited
Date: 09-07-2010
The relationship between executive functioning and self‐regulated learning in Australian children
Publisher: Wiley
Date: 09-07-2021
DOI: 10.1111/BJDP.12391
Abstract: Executive functioning (EF) and self‐regulated learning (SRL) are established predictors of academic achievement, both concurrent and future. Although it has been theorized that EF development enables SRL in early childhood, this directional model remains empirically untested against plausible alternatives. Thus, this study investigated the longitudinal relations between children’s EF and SRL during the transition from kindergarten to Year 1 in an Australian s le to determine the direction and strength of the association between EF and SRL. We compared four directional models and also tested whether EF and SRL can be construed as manifestations of a common factor. Children’s EF was assessed using a battery of tasks tapping working memory, inhibition, and shifting, and their SRL was assessed by teachers using the Checklist of Independent Learning Development. Cross‐lagged structural equation modelling analyses were conducted on a longitudinal dataset of 176 children at the end of kindergarten (age M = 5 years, 8 months SD = 4.02 months), and 1 year later (age M = 6 years, 5 months SD = 3.65 months). EF predicted SRL longitudinally (β= .58, controlling for kindergarten SRL), consistent with common assumptions, whereas SRL did not predict EF. However, the common factor model also fit the data very well. We concluded that EF and SRL are indeed related concurrently and longitudinally but that further evidence is needed to disambiguate whether EF is best understood as a necessary antecedent of SRL development in early childhood, or whether they reflect the same general construct.
How effort towards challenge is depicted in stories for young children: an Indonesian study
Publisher: Springer Science and Business Media LLC
Date: 24-04-2020
Parental Behaviours Predicting Early Childhood Executive Functions: a Meta-Analysis
Publisher: Springer Science and Business Media LLC
Date: 12-05-2018
Executive functioning as a predictor of children's mathematics, reading and writing
Publisher: Elsevier BV
Date: 07-2020
Interpersonal Regulation of Learning and Motivation
Publisher: Routledge
Date: 03-01-2013
Developing independent learning in the early years
Publisher: Informa UK Limited
Date: 03-2005
Curriculum in Early Childhood Education (Australia)
Publisher: Bloomsbury Publishing Plc
Date: 2019
In rememberance of David Whitebread: a tribute to David Whitebread’s research career: understanding play and living in play, 9 July 1948–13 April 2021
Publisher: Informa UK Limited
Date: 03-04-2022
Embodied Interaffectivity in the Emergence and Maintenance of Group Cohesion
Publisher: Frontiers Media SA
Date: 07-2022
DOI: 10.3389/FPSYG.2022.822072
Abstract: Group cohesion is an affect-laden construct, with a large body of research indicating its importance for success of teams. Surprisingly, it has received scant attention in collaborative learning contexts, and little is known about its development as dynamically emergent in the spontaneous, interdependent actions of actors during groupwork. This paper details an illustrative case analysis which took an embodied perspective to explore the role of interaffectivity in the emergence and maintenance of cohesion in one small group of university students who reported a highly positive and productive experience of collaborative science activities over a semester. The case analysis made visible group cohesion as unfolding and enactive in the myriad ephemeral and seemingly inconsequential microlevel behaviors that evolved into macro-temporal patterns of positive embodied interaffectivity, magnifying their visibility and collective impact. A fine-grained embodiment lens unveiled how participants cocreated collaborative affordances in actions that involved corporeal orientation as well as use of space, task, and other material artifacts. Task-related humor within routine task interaction offered the potential for establishing group cohesion in early group life, but also posed a potential threat to task-focused cohesiveness, requiring careful modulation at critical task points. Attentiveness not only to the task but importantly, to one another as interpersonal attentiveness, appeared to be a key factor in developing and maintaining group cohesion, also demonstrating collaborative learning as a process of orienting to and understanding tasks through one another . An embodiment lens highlighted mutual attentiveness in the ongoing orienter-orientee microprocesses that facilitated group orientation early in group life, and in reorienting to positive embodied interaffectivity when the group reconvened for their joint science activities in subsequent weeks.
Interventions and Classroom Contexts That Promote Self-Regulated Learning: Two Intervention Studies in United Kingdom Primary Classrooms
Publisher: Pontificia Universidad Catolica de Chile
Date: 05-11-2014
A Review of Reminiscing in Early Childhood Settings and Links to Sustained Shared Thinking
Publisher: Springer Science and Business Media LLC
Date: 11-06-2016
Handwriting automaticity and writing instruction in Australian kindergarten: an exploratory study
Publisher: Springer Science and Business Media LLC
Date: 06-06-2017
Evolution of pre-service teachers’ attitudes towards learning science during an introductory science unit
Publisher: Informa UK Limited
Date: 17-06-2018
Applying an observational lens to identify parental behaviours associated with children's homework motivation
Publisher: Wiley
Date: 09-06-2014
DOI: 10.1111/BJEP.12043
Abstract: Extant research has traditionally associated children's achievement motivation with socio-emotional parental behaviours such as demonstrations of affect, responsiveness, and the degree of parental control. This study explored the extent to which parental socio-emotional and instructional behaviours (including the contingency of instructional scaffolding) both related to children's mastery and performance tendencies towards homework-like activities. The study involved nine underachieving primary-aged children and their parents, with four children showing predominantly mastery-oriented behaviours in the homework context and five showing predominantly performance-oriented behaviours. An in-depth observational analysis of video-recorded parent-child interactions during four homework-like sessions was carried out for each case. Socio-emotional and instructional parental behaviours were coded and subjected to nonparametric quantitative analyses. Subsequently, thick descriptions of parent-child interactions were used to identify critical aspects of parental assistance. Moderate cognitive demand was associated with mastery orientation, while negative affect was related to performance orientation. As revealed quantitatively and qualitatively, socio-emotional and instructional parental behaviours were also associated with each other, forming distinct profiles of parental behaviours related to children's homework motivation. The findings support the idea that instructional parental behaviours are as important as socio-emotional ones in the analysis of children's homework motivation. The value of observational methods in investigating the target variables is discussed.
The Routledge International Handbook of Young Children's Thinking and Understanding
Publisher: Routledge
Date: 13-11-2014
Interpersonal affect in groupwork: A comparative case study of two small groups with contrasting group dynamics outcomes
Publisher: EARLI
Date: 02-08-2022
Abstract: Teamwork capabilities are essential for 21st century life, with groupwork emerging as a fruitful context to develop these skills. Case studies that explore interpersonal affect dynamics in authentic higher education groupwork settings can highlight collaborative skills development needs. This comparative case-study traced the sociodynamic evolution of two groups of first-year university students to investigate the high collaborative variance outcomes of the two groups, which reported starkly contrasting group dynamics (negative and dysfunctional or positive and collaborative). Mixed-methods (video-recorded observations of five groupwork labs over one semester, and group interviews) provided interpersonal affect data as real-time visible behaviours, and the felt experiences and perceptions of participants. The study traced interpersonal affect dynamics in the natural fluctuation of not just task-focused (on-task), but also explicitly relational (off-task) interactions, which revealed their function in both task participation and group dynamics. Findings illustrate visible interpersonal affect behaviours that manifested and evolved over time as interactive patterns, and group dynamics outcomes. Fine-grained analysis of interactions unveiled interpersonal affect as a collective, evolving process, and the mechanism through which one group started and stayed highly positive and collaborative over the semester. The other group showed a tendency towards splitting to undertake tasks early, leading to low group-level interpersonal attentiveness, and over time, subgroups emerged through interactions both off-task and on-task. The study made visible the pervasive nature of interpersonal affect as enacted through seemingly inconsequential everyday behaviours that supported the relational and task-based needs of groupwork, and those behaviours which impeded collaboration.
Teaching writing in primary education (grades 1–6) in Australia: a national survey
Publisher: Springer Science and Business Media LLC
Date: 05-05-2022
DOI: 10.1007/S11145-022-10294-2
Abstract: Providing adequate writing instruction and practice in schools is an essential cornerstone of writing development and it affords a diagnostic approach for teachers. But what writing instruction is being practiced in Australian primary schools? The aim of this study was to survey a s le of teachers (n = 310) about their instructional practices for writing and their preparation and self-efficacy to teach writing. The majority of the teachers surveyed indicated they allocated on average less than three hours per week for writing practice in their classrooms, with findings further showing a large variability in the frequency of writing practice ranging from 15 min to 7.5 h per week. Findings suggested an emphasis placed on teaching foundational skills, such as spelling, over the teaching of process skills, such as planning and revising. Results further indicated that less emphasis is placed on teaching handwriting and typing. The majority of participating teachers reported implementing only six of the 20 different instructional practices included in the survey on a weekly basis, with school-home strategies being the least frequently reported strategies to foster students’ writing development. Most teachers expressed positive beliefs about their preparation and self-efficacy for teaching writing. Results from multiple regression analysis showed that preparation and self-efficacy for teaching writing significantly and statistically accounted for variability in using evidence-based practices, teaching foundational skills, and teaching process skills. However, only self-efficacy made a statically significant contribution to predicting strategies to extend writing to the home environment. Implications for teaching and recommendations for research are provided.
The development of two observational tools for assessing metacognition and self-regulated learning in young children
Publisher: Springer Science and Business Media LLC
Date: 28-11-2008
The Role of Regulatory, Social, and Dialogic Dynamics on Young Children's Productive Collaboration in Group Problem Solving
Publisher: Hindawi Limited
Date: 29-10-2018
DOI: 10.1002/CAD.20262
Abstract: This qualitative study explored the interactions of six triads of Year One students in the United Kingdom (n = 18 mean age = 5 years, 7 months 9 female) investigating interpersonal regulation of learning, social dynamics, and group dialogue, evident in instances of productive collaboration during problem-solving activities. Group activity was captured through video (total footage = 8 hours) and subjected to two sequential phases of qualitative analysis, undertaken by three researchers: (1) comprehensive qualitative descriptions of group activity, and (2) multidimensional analysis of group interaction with a focus on interpersonal regulation of learning, social dynamics, and group dialogue. Consistent with prior research, the findings show that productive collaboration, though prevalent only in some groups, was characterized by (a) distributed forms of co-regulation where all members took turns in taking regulatory roles (b) positive social dynamics marked by equitable patterns of participation, playful interludes, uptake of contributions, and use of persuasive language in the event of disagreements and (c) use of exploratory forms of talk (e.g., asking questions and volunteering reasons) directed toward the achievement of task goals. Different positional preferences were identified among the most regulated students, who consistently assumed leading roles in their groups.
Related Organisations
University Of Cambridge
Location: United Kingdom of Great Britain and Northern Ireland
Related Funding Activities
Advancing Future Primary Teachers' Engagement In Science Inquiry Learning
Start Date: 2015
End Date: 2017
Funder: Australian Research Council
View Funded ActivityContextual Supports For The Early Development Of Self-regulated Learning
Start Date: 2015
End Date: 2018
Funder: Australian Research Council
View Funded ActivityDiscovery Early Career Researcher Award - Grant ID: DE150100731
Start Date: 02-2015
End Date: 12-2018
Amount: $361,744.00
Funder: Australian Research Council
View Funded ActivityDiscovery Projects - Grant ID: DP150101142
Start Date: 2015
End Date: 12-2019
Amount: $300,900.00
Funder: Australian Research Council
View Funded Activity