ORCID Profile
0000-0003-3644-2727
Current Organisations
University of Canterbury
,
University of South Australia
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Publisher: Springer Science and Business Media LLC
Date: 05-10-2018
DOI: 10.1038/S41467-018-06357-0
Abstract: Prehistoric timescales, volcanic hazard assessment, and understanding of volcanogenic climate events rely on accurate dating of prehistoric eruptions. Most late Quaternary eruptions are dated by 14 C measurements on material from close to the volcano that may be contaminated by geologic-sourced infinite-age carbon. Here we show that 14 C ages for the Taupo (New Zealand) First Millennium eruption are geographically arrayed, with oldest ages closer to the vent. The current eruption wiggle match date of 232 ± 5 years CE is amongst the oldest. We present evidence that the older, vent-proximal 14 C ages were biased by magmatic CO 2 degassed from groundwater, and that the Taupo eruption occurred decades to two centuries after 232 CE. Our reinterpretation implies that ages for other proximally-dated, unobserved, eruptions may also be too old. Plateauing or declining tree ring cellulose δ 13 C and Δ 14 C values near a volcano indicate magmatic influence and may allow forecasting of super-eruptions.
Publisher: Volcanica
Date: 2018
Publisher: University of South Australia
Date: 2020
DOI: 10.25954/BGMW-T811
Publisher: SAGE Publications
Date: 12-2017
Abstract: INTRODUCING THE IDEA OF THE ‘classroom as community’, a class of six- to eight-year-old children engaged with a project, The Wellbeing Classroom (McInnes, Diamond & Whitington, 2014), which intended to support and advance their social and emotional development. This paper examines how the notion of ‘classroom as community’ informed the thinking and actions of the adults involved, and identifies six key elements of the approach employed. The teacher employed five strategies over a year: professional learning and reflection building trust with children and modelling emotional self-regulation teaching social skills across the day accessing regular outreach worker support and involving parents. Led by an upskilled teacher, the ‘classroom as community’ approach was found to have successfully supported children's social and emotional development, particularly those with difficulties. The project's reach included parents, thus extending its effects. This article reports on the significance of the concept of classroom as community to the project's success.
Publisher: Informa UK Limited
Date: 2001
Publisher: SAGE Publications
Date: 11-1997
Publisher: SAGE Publications
Date: 09-2015
DOI: 10.1177/183693911504000303
Abstract: THE UNIVERSITY OF SOUTH Australia's online course ‘Brain development in the Early Years' is a response to Mustard's Thinker in Residence Report (2008) which recommended the early childhood educator workforce acquire knowledge about young children's brain development. This research investigated educators' views on the value for their work of learning about early brain development. Data comprised responses to course content in online course discussions and a standard anonymous online course evaluation instrument, written by 45 in-service and pre-service educators enrolled in the course. Analysis revealed four themes regarding educators' statements about the value of brain development knowledge for their roles as educators: ‘Working with families', ‘Working with children’, ‘Advocacy’ and ‘Working across services'. Themes are described and illustrated with ex les from students' writing. Findings are discussed in terms of the impact of educators' knowledge about brain development on their thinking about their professional practice.
Publisher: Informa UK Limited
Date: 1994
Publisher: Volcanica
Date: 10-08-2023
DOI: 10.30909/VOL.06.02.221252
Abstract: We present a systematic map of the volcanology higher education literature (1983–2020) consisting of 47 peer-reviewed full texts. The literature describes curricula in varied formats and settings, namely: simulated, in-person, and field-based learning. The phenomena that students are learning about commonly include volcanic processes and landforms, applicable to learning within various geoscience subdisciplines. Frequently published research includes volcano misconceptions and simulated eruptions. However, most texts focus on practitioner wisdom and lack research information, empirical evidence, and/or a research-oriented methodology. A lack of research orientation is a documented phenomenon within the broader field of geoscience education, which is young compared to other discipline-based education research fields. Based on our findings, we recommend future research in conceptual learning of volcanology, instructional strategies, volcanology and society interactions, volcanology education equity and inclusion, volcanology cognition, quantitative learning, affective learning, and institutional change in volcanology.
Publisher: Informa UK Limited
Date: 05-2004
Publisher: Informa UK Limited
Date: 02-2009
Publisher: Informa UK Limited
Date: 06-03-2015
Publisher: Springer Science and Business Media LLC
Date: 11-01-2022
Publisher: Volcanica
Date: 10-08-2023
DOI: 10.30909/VOL.06.02.253263
Abstract: Here, we summarise and categorise the volcanology learning activities identified and described in a systematic literature review of volcanology higher education (a companion article Dohaney et al. [2023]). We share the 47 peer-reviewed articles organised by useful categories, such as educational level, mode and setting of learning, volcanic phenomena, and skills learned in the curricula for easier use and navigation by volcanology instructors. Based on the claims made in the peer-reviewed resources, considerations and suggestions for improved volcanology teaching are included, e.g. exploring authentic field-based experiences, local sites, or simulated demonstrations of volcanic phenomena. To support use of these curricula, we provide suggestions for adapting the resources and highlight additional online catalogues that house useful and engaging volcanology teaching materials.
Publisher: SAGE Publications
Date: 03-2009
DOI: 10.1177/183693910903400105
Abstract: IT HAS BEEN ARGUED that a key strategy to improve developmental and educational outcomes for young children is to increase the number of childcare staff with early childhood university degrees (Saracho & Spodek, 2007). In order to upgrade the qualifications of staff, a number of Australian universities provide pathways that enable graduates of early childhood diploma programs to complete a degree. Several impediments, including institutional structures and in idual contextual and personal factors, may affect these pathways. Although a range of organisations offer diploma programs, TAFE (Tertiary and Further Education) is a major provider. The aim of the present study was to investigate student transition between early childhood programs in TAFE and university. The research drew on several data sources, including a survey of the perceptions of students at various points of undertaking the transition. The current credit arrangement for TAFE Diploma graduates was found to be satisfactory however, gaps were identified between the TAFE and university teaching and learning arrangements with regard to curriculum structures, teaching styles and assessment. Graduates of both programs considered that the completion of both awards would have a positive effect on their careers.
Publisher: SAGE Publications
Date: 30-07-2020
Abstract: The importance of community has been widely recognised in the field of early childhood education. However, the various ways it has been conceived, together with taken-for-granted notions of education, have made it difficult to actualise the processes involved in contextually meaningful ways. This article draws on cultural models theory to explore educational leaders’ re-imagining and redesigning of early childhood educational learning communities in a range of erse settings. The examination of the processes and artefacts used to promote democratic identities and agency highlights the significance of establishing shared principles, sociality and challenging power relations to engage in processes of communing that are contextually meaningful, sustainable and democratic.
Publisher: SAGE Publications
Date: 03-2014
DOI: 10.1177/183693911403900109
Abstract: EARLY CHILDHOOD TEACHER KNOWLEDGE and professional capacity is critical to the achievement of the goals of the Council of Australian Governments' (COAG) early childhood policy agenda. This paper reports on a study of the professional development challenges that faced 87 preschool teachers at a time of major policy change. Employing Dorothy Smith's (2005) notion of ‘generous work’, a university upgrade program was designed to map teachers' existing skills and knowledge against four-year graduate proficiency standards. Teachers experienced substantial challenges to their identities as competent professionals as they re-entered the ‘modern’ university learning environment. Lecturers noticed that teachers had difficulties in re-engaging in study and articulating their practice using early childhood education theory and policy. The study concluded that to engage effectively in ongoing professional learning and so build ‘extended professionalism’ teachers require inbuilt ‘slow time’. Implications for cross-sectoral partnerships are also included.
Publisher: Springer Science and Business Media LLC
Date: 11-10-2019
Publisher: SAGE Publications
Date: 03-2004
DOI: 10.1177/183693910402900104
Abstract: It is through culture that children make sense of their worlds (Trevarthen, 1998). Cross-cultural models show that families are likely to primarily foster either independence or interdependence in their children (Gonzalez-Mena, 1997 Greenfield, 1994). Young children are likely to pay the ‘price of acculturation’ when they enter early childhood services which have values and practices which are not consistent with those of their family and cultural heritage (Greenfield, Quiroz & Raeff, 2000). The purposes of this paper are to outline some key ideas and issues pertaining to culture and children's development, and to offer some suggestions about how early childhood settings can support children's cultural heritages.
Publisher: Informa UK Limited
Date: 02-01-2020
Publisher: SAGE Publications
Date: 06-2013
DOI: 10.1177/183693911303800206
Abstract: TO CREATE AN ENVIRONMENT more conducive to the needs of very young children from January 2011, Gowrie SA replaced age groupings, which separated infants and toddlers with integrated infant–toddler programs. The aim of this study was to evaluate this program change by comparing the two types of infant and toddler programs, before and after implementation. The evaluation focused on those areas considered to have most impact on children's development (Ackerman, 2008): the overall length of time educators and children spend together, the depth of documentation and assessment of children's learning as evident in learning stories, and the quality of interactions between educators and families during drop-off and pick-up times. Statistically significant differences were found for the first two areas and higher frequencies in the third area, showing overall improvement under the integrated program. Parents' and educators' perceptions about the advantages and challenges of integrated infant–toddler programs were also included in the study.
Publisher: Informa UK Limited
Date: 12-05-2021
Publisher: Volcanica
Date: 10-01-2022
Abstract: Volcanology education is important for the development of geoscientists and scientifically literate citizens. We surveyed 55 volcanology instructors to determine their learning and teaching practices, perceptions of academic development, and educational support needs. Instructors reported using a wide range of practices and tools, but lectures, field experiences, maps, rock s les, academic literature, and inherited teaching materials are the most common. Instructors valued educational support from others (e.g., talking with colleagues and students, consulting with learning and teaching specialists) over conducting their own investigations. However, they did not report engaging in as many of these activities as they valued. Instructors requested more support in resource sharing and collation, conference workshops, and co-creation of resources and educational research. We suggest that instructors and academic development staff work together to share and build knowledge in the learning and teaching of volcanology in higher education, and to improve student learning outcomes.
No related grants have been discovered for Victoria Whitington.