ORCID Profile
0000-0002-7438-7960
Current Organisations
University of Tasmania
,
Deakin University
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Publisher: Informa UK Limited
Date: 28-09-2022
Publisher: Springer Science and Business Media LLC
Date: 24-02-2023
DOI: 10.1007/S11092-023-09404-7
Abstract: There are growing expectations in Australia and internationally that school educators will engage with and use research to improve their practice. In order to support educators to respond to such expectations, there is a need to be able to accurately assess the levels of educators’ research engagement. At present, however, few psychometrically sound instruments are available. Drawing on two studies of Australian educators ( n = 1,311) and utilising Rasch analysis, supported by confirmatory factor analysis, this paper reports on the development of a brief eight-item scale that demonstrates validity and reliability and evidenced unidimensionality in the second study. The scale is intended as a quick, easy-to-use tool for educators to gain insights into their beliefs about the value of engaging with research, their actions around using research, and their confidence in finding, interpreting, and judging the quality of relevant research. Notwithstanding the need for further testing, this paper argues that the scale has the potential to be applicable to other educational contexts and to contribute to future research into educators’ research engagement and its assessment. The scale can also provide school and education system leaders, as well as evaluators and researchers, with data regarding educators’ research engagement over time, allowing for research use supports and resources to be better targeted.
Publisher: Monash University
Date: 2022
DOI: 10.26180/17192990.V1
Publisher: Monash University
Date: 2022
DOI: 10.26180/19380677.V3
Publisher: Informa UK Limited
Date: 03-04-2022
Publisher: Monash University
Date: 2022
DOI: 10.26180/18210827
Publisher: Springer Nature Singapore
Date: 08-12-2022
Publisher: Organisation for Economic Co-Operation and Development (OECD)
Date: 18-07-2022
DOI: 10.1787/65AAC033-EN
Publisher: Informa UK Limited
Date: 02-09-2021
Publisher: Informa UK Limited
Date: 14-06-2022
Publisher: Springer Science and Business Media LLC
Date: 09-06-2021
DOI: 10.1057/S41599-021-00821-X
Abstract: Recent decades have seen widespread efforts to improve the generation and use of evidence across a number of sectors. Such efforts can be seen to raise important questions about how we understand not only the quality of evidence, but also the quality of its use. To date, though, there has been wide-ranging debate about the former, but very little dialogue about the latter. This paper focuses in on this question of how to conceptualise the quality of research evidence use. Drawing on a systematic review and narrative synthesis of 112 papers from health, social care, education and policy, it presents six initial principles for conceptualising quality use of research evidence. These concern taking account of: the role of practice-based expertise and evidence in context the sector-specific conditions that support evidence use how quality use develops and can be evaluated over time the salient stages of the research use process whether to focus on processes and/or outcomes of evidence use and the scale or level of the use within a system. It is hoped that this paper will act as a stimulus for future conceptual and empirical work on this important, but under-researched, topic of quality of use.
Publisher: Informa UK Limited
Date: 17-10-2020
Publisher: Routledge
Date: 09-11-2018
Publisher: Springer Science and Business Media LLC
Date: 19-02-2022
DOI: 10.1007/S11423-022-10094-Z
Abstract: Inquiry-based representation-focused approaches in science education have shown promising outcomes when students engage in knowledge building via an active process of constructing, coordinating, and evaluating representations. To date, much of the existing research around these approaches has taken place in pre-digital classrooms, but the increasing importance of digital technologies in contemporary science classrooms that has heightened during the on-going Covid pandemic could have ramifications for such approaches. To explore the potential for productive integration of a digital technology with active learning processes, this study investigated the role an interactive online learning platform played in supporting the construction and refinement of representations by students. This paper draws on research generated in the context of an Australian Grade 9 science class studying a physics unit focused on energy transfer considerations for sustainable housing. The research design featured an exploratory case study approach using multiple methods for data collection including video capture, interviews, and student artefacts. Data analysis involved the application of socio-semiotic perspectives to understand the nature of students’ meaning-making processes through their generation and coordination of both digital and non-digital multimodal representations. This study found that the online platform allowed for extended access and the flexible use of multimodal resources facilitated students’ representation construction activities. However, activities involving teacher-guided discussions and ongoing feedback were limited. The socio-semiotic analysis provided insights into the effective design of online learning sequences to guide conceptual development. This paper concludes by suggesting how specific affordances of interactive online platforms can effectively facilitate the design and delivery of active learning approaches involving representation construction.
Publisher: Springer Science and Business Media LLC
Date: 06-2023
DOI: 10.1007/S42330-023-00276-Z
Abstract: Worldwide, education jurisdictions are looking for authentic ways to address First Nations perspectives in the K-12 curriculum, including science education. At the same time, there have been ongoing efforts to integrate authentic and engaging approaches to teaching science, including those that are student-centred, inquiry-based, multimodal, and linked to meaningful contexts. Both goals may be realised through the principle of Two-Eyed Seeing (TES), which seeks to integrate the strengths of Indigenous ways of knowing with one eye, and Western ways of knowing with the other eye, for the benefit of all students. This theoretical paper presents a Two-Eyed Seeing for Science Education (TESSE) Framework, which brings together two pedagogical models. One is from a contemporary science perspective, the 5Es representation-rich inquiry approach, which scaffolds authentic student-centred conceptually focused learning experiences. The other is from an Indigenous perspective, the 8 Aboriginal Ways of Learning, which illustrates different ways of knowing—many of which are familiar with First Peoples across the world (e.g., place-based, visual, holistic). The TESSE Framework aims to act as a strengths-based interface between the two knowledge systems to support a culturally responsive approach to teaching and learning science. It is designed to support meaningful connections through curriculum and pedagogy in ways that are contextually relevant to place. Through empirical investigation and in collaboration with local communities, the Framework has the potential to inform current approaches to science education in schools and universities and provide a pathway towards decolonisation and reconciliation.
Publisher: Edith Cowan University
Date: 2022
DOI: 10.14221/AJTE.2022V47N1.6
Abstract: One of the enduring problems in the education system is the gap between theory and practice, where the research to improve teaching and learning is not fully realised in the classroom. This has impacted the effectiveness of education reform. We take a systems thinking approach to better understand the complexity of an education system, which involves multiple stakeholders, each with different levels of power, purposes, and perspectives about what is important. Drawing on an extensive body of research we propose a set of six foundational and five enabling principles that support systemic educational reform. These 11 principles are put forward to provide guidance for decision-makers, researchers and practitioners on how a given educational reform might be more effectively implemented.
No related grants have been discovered for Connie Cirkony.