ORCID Profile
0000-0002-0224-5648
Current Organisation
University of New South Wales
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Publisher: Springer Nature Singapore
Date: 2022
Publisher: BRILL
Date: 05-05-2020
Publisher: Springer International Publishing
Date: 2020
Publisher: Springer Science and Business Media LLC
Date: 25-02-2012
Publisher: Springer Science and Business Media LLC
Date: 19-05-2010
Publisher: Springer Science and Business Media LLC
Date: 06-2005
DOI: 10.1007/BF03217415
Publisher: Springer Singapore
Date: 2020
Publisher: BRILL
Date: 25-11-2019
Publisher: Springer International Publishing
Date: 2018
Publisher: Elsevier BV
Date: 2016
Publisher: Springer International Publishing
Date: 2023
Publisher: WORLD SCIENTIFIC
Date: 05-06-2014
Publisher: Springer Science and Business Media LLC
Date: 18-03-2020
Publisher: Springer Science and Business Media LLC
Date: 02-11-2007
Publisher: Informa UK Limited
Date: 16-03-2016
Publisher: Springer Science and Business Media LLC
Date: 10-04-2019
Publisher: Springer International Publishing
Date: 2017
Publisher: Springer Science and Business Media LLC
Date: 04-2008
DOI: 10.1007/BF03217467
Publisher: Springer Science and Business Media LLC
Date: 06-2011
Publisher: Institution of Engineering and Technology (IET)
Date: 03-2020
Publisher: Springer Science and Business Media LLC
Date: 05-09-2018
Publisher: Journal of Research in STEM Education, Hacettepe Science Center
Date: 07-2019
Abstract: In recent years STEM education has been the focus of Australian government funding initiatives, policy and curriculum development at the national and state levels and a key driver of school innovation. Principals, teachers and students have been called upon to develop their capability and interest in the in idual STEM discipline subjects or to engage in interdisciplinary STEM activities. Much of the focus on STEM has been driven by a national agenda informed by the needs of industry, and research that indicates that the students graduating from schools and universities today with STEM qualifications will not be sufficient for society’s needs. While the agenda encompasses more than in idual teachers or schools, it is teachers who are at the forefront of its implementation in classrooms. In this paper we report on the perceptions of teachers about issues impacting on the effective teaching of STEM in rural, regional and remote Australia, and strategies they use to overcome issues/barriers and building the confidence and capacity of STEM teachers. Based on these, the paper reports some potential solutions to the issues faced by schools in rural, regional and remote Australia addressing the demands of the STEM Education focus.
Publisher: Springer Science and Business Media LLC
Date: 26-02-2011
Publisher: Springer Science and Business Media LLC
Date: 05-09-2016
Publisher: Informa UK Limited
Date: 10-09-2018
Publisher: Springer International Publishing
Date: 2023
DOI: 10.1007/978-3-031-31193-2_4
Abstract: Lesson planning, assessment, and reflection constitute the key actions that teachers perform when students are not present in the classroom (henceforth, “Type D” variable). These “pre- and post-”actions are the most direct ways through which teachers shape their observable teaching work as mediated by their goals for their teaching. These goals are representations of teachers’ epistemological commitments apropos of teaching mathematics, whether those commitments be consciously espoused or unconsciously reproduced due to constraints within which they work. In this chapter, we survey the literature on lesson planning, assessment, and reflection according to eight epistemological paradigms that are widely known in the field of mathematics teaching. These epistemological paradigms are: Situated Learning Theory, Behaviorism, Cognitive Learning Theory, Social Constructivism, Structuralism, Problem Solving, Culturally Relevant Pedagogy, and Project- and Problem-Based Learning. We situate other perspectives on learning theory, which are derivatives of these prevailing paradigms, within this overarching frame. Our literature search revealed that some of the theoretical perspectives are well-reported in the literature whilst others have not received the same amount of attention from researchers. We detail each perspective, providing a definition, goals for teaching, pros and cons, and ex les from the literature. We posit that, with the advent of the digital era of mathematics education, researchers must engage more explicitly with the theoretical perspectives we identified as underserved and must reckon with their own epistemological commitments more intentionally when reporting on studies regarding Type D.
Publisher: Springer International Publishing
Date: 2020
Publisher: Informa UK Limited
Date: 20-04-2010
Publisher: Springer International Publishing
Date: 2021
Publisher: Springer Science and Business Media LLC
Date: 23-06-2012
Publisher: Springer International Publishing
Date: 2016
Publisher: Springer Science and Business Media LLC
Date: 08-05-2018
Publisher: Springer Science and Business Media LLC
Date: 22-01-2015
Publisher: Springer Science and Business Media LLC
Date: 19-01-2023
DOI: 10.1007/S11858-022-01464-1
Abstract: This study examined the extent to which boys fell into clusters comprised of different levels of motivations and costs. In turn, the antecedents of these clusters and associations with engagement and wellbeing outcomes were considered. Based on survey responses from 168 students across Years 5, 7 and 9 from an all-boys' school in Sydney, Australia, three clusters were identified: Positively Engaged, Disengaged , and Struggling Ambitious . Performance-approach and avoidance achievement goals, mastery classroom goal structure, perceived peer valuing of mathematics and teacher enthusiasm differentially predicted profile membership. Clusters were also found to differ in terms of both wellbeing and engagement, such that students within maladaptive profiles evidenced the most negative outcomes. The study reaffirms prior work, holds implications for addressing student motivation in mathematics, and adds to understanding of the interplay of in idual and classroom goal structures in relation to students’ mathematics expectancies, values and resultant outcomes.
Publisher: Wiley
Date: 2006
Publisher: BRILL
Date: 25-11-2019
Publisher: Springer Science and Business Media LLC
Date: 29-03-2019
Publisher: Elsevier BV
Date: 2008
Publisher: WORLD SCIENTIFIC
Date: 21-04-2013
Publisher: Informa UK Limited
Date: 20-01-2011
Publisher: Springer Science and Business Media LLC
Date: 10-01-2016
Publisher: Informa UK Limited
Date: 10-2012
Publisher: BRILL
Date: 23-05-2019
Publisher: Springer International Publishing
Date: 2018
Publisher: Elsevier BV
Date: 11-2019
Publisher: Springer Science and Business Media LLC
Date: 27-01-2018
Publisher: Edith Cowan University
Date: 12-2011
Publisher: Springer Science and Business Media LLC
Date: 07-09-2019
Publisher: Springer Singapore
Date: 2016
Start Date: 2012
End Date: 2015
Funder: Australian Research Council
View Funded ActivityStart Date: 2013
End Date: 2015
Funder: Australian Research Council
View Funded Activity