ORCID Profile
0000-0003-2749-7726
Current Organisation
University of South Australia
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Publisher: Wiley
Date: 15-12-2022
DOI: 10.1002/TRTR.2076
Abstract: This article describes how young children and their families and community members came together with researchers to co‐create books in children's languages about their worlds in Fiji, to foster children's multilingual literacies. The co‐creation of these books in children's and families’ Fijian homes and community settings connected with their voices, languages, and literacies, to ensure both the books and the processes for co‐creating them would be culturally sustaining and effective for children's multilingual literacy growth. Among the research team here, two were based in Fiji and the rest were based in Australia. We learned many lessons in our journey from preschools and classrooms in Australia to children's homes and communities in Fiji, which we bring back to share with teachers internationally through The Reading Teacher .
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: Routledge
Date: 30-05-2023
Publisher: SAGE Publications
Date: 12-2014
DOI: 10.1177/183693911403900403
Abstract: THIS STUDY INVESTIGATED WHETHER final-year early childhood education students' aspirations for professional leadership roles, and positive perceptions of themselves as leaders, improved through engagement in a university course requiring reflection on service learning leadership projects, and leadership and advocacy literature. Before and after surveys found students' leadership self-perceptions and aspirations significantly improved on completing the course. Thematic analysis of students' reflections found initial notions about leadership were narrower, and more focused on positional power and stereotypically male capabilities than at the end of the course. Improved leadership self-perceptions and aspirations arose from leadership self-audits, participation in service learning (in which students practised leadership skills, challenged themselves, wrestled with difficulties, and discussed progress and strategies with other stakeholders), reflection on their current and aspirational leadership capabilities, and utilisation of leadership and advocacy literature to inform actions and reflections. Findings suggest these combined elements can support early childhood leadership development.
Publisher: Routledge
Date: 30-05-2023
Publisher: Emerald
Date: 27-09-2023
Publisher: Informa UK Limited
Date: 05-2006
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: Routledge
Date: 17-12-2021
Publisher: Routledge
Date: 22-12-2017
Publisher: Informa UK Limited
Date: 28-11-2022
Publisher: Informa UK Limited
Date: 02-01-2020
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Alexandra Diamond.