Robert Hattam

Citizenship, Schooling, and ‘Educational Disadvantage’

Publisher: Palgrave Macmillan UK

Date: 2016

DOI: 10.1057/978-1-137-51507-0_2

Towards a Practice of Critical Teaching about Teachers' Work

Publisher: Informa UK Limited

Date: 10-1997

DOI: 10.1080/1356215970020305

Cross-Cultural Studies in Curriculum

Publisher: Routledge

Date: 14-09-2007

DOI: 10.4324/9780203826249

Translators of Galaxy Morphology Indicators between Observation and Simulation

Publisher: American Astronomical Society

Date: 06-2023

DOI: 10.3847/1538-4357/ACCD68

Abstract: Based on the recent advancements in numerical simulations of galaxy formation, we anticipate the achievement of realistic models of galaxies in the near future. Morphology is the most basic and fundamental property of galaxies, yet observations and simulations still use different methods to determine galaxy morphology, making it difficult to compare them. We hereby perform a test on the recent NewHorizon simulation, which has spatial and mass resolutions that are remarkably high for a large-volume simulation, to resolve the situation. We generate mock images for the simulated galaxies using SKIRT, which calculates complex radiative transfer processes in each galaxy. We measure morphological and kinematic indicators using photometric and spectroscopic methods following observers’ techniques. We also measure the kinematic disk-to-total ratios using the Gaussian mixture model and assume that they represent the true structural composition of galaxies. We found that spectroscopic indicators such as V / σ and λ R closely trace the kinematic disk-to-total ratios. In contrast, photometric disk-to-total ratios based on the radial profile fitting method often fail to recover the true kinematic structure of galaxies, especially small ones. We provide translating equations between various morphological indicators.

Doing Critical Cultural Studies: an antidote to being done to

Publisher: Informa UK Limited

Date: 04-1999

DOI: 10.1080/0159630990200105

Revolution or backlash? the mediatisation of education policy in Australia

Publisher: Informa UK Limited

Date: 04-05-2009

DOI: 10.1080/17508480902859433

Towards a decolonising Australian culturally responsive pedagogy?

Publisher: Routledge

Date: 06-04-2023

DOI: 10.4324/9781003335719-9

Intellectual as Hustler: Researching against the grain of the market

Publisher: Wiley

Date: 04-2000

DOI: 10.1080/01411920050000926

Literacy, Leading and Learning

Publisher: Routledge

Date: 14-07-2017

DOI: 10.4324/9781315180014

‘Not everyone has a perfect life’: becoming somebody without school

Publisher: Informa UK Limited

Date: 10-2003

DOI: 10.1080/14681360300200180

'Voiced' Research as a Sociology for Understanding 'Dropping Out' of School

Publisher: Informa UK Limited

Date: 09-2001

DOI: 10.1080/01425690120068006

A Standards Organization for Open and FAIR Neuroscience: the International Neuroinformatics Coordinating Facility

Publisher: Springer Science and Business Media LLC

Date: 27-01-2021

DOI: 10.1007/S12021-020-09509-0

Abstract: There is great need for coordination around standards and best practices in neuroscience to support efforts to make neuroscience a data-centric discipline. Major brain initiatives launched around the world are poised to generate huge stores of neuroscience data. At the same time, neuroscience, like many domains in biomedicine, is confronting the issues of transparency, rigor, and reproducibility. Widely used, validated standards and best practices are key to addressing the challenges in both big and small data science, as they are essential for integrating erse data and for developing a robust, effective, and sustainable infrastructure to support open and reproducible neuroscience. However, developing community standards and gaining their adoption is difficult. The current landscape is characterized both by a lack of robust, validated standards and a plethora of overlapping, underdeveloped, untested and underutilized standards and best practices. The International Neuroinformatics Coordinating Facility (INCF), an independent organization dedicated to promoting data sharing through the coordination of infrastructure and standards, has recently implemented a formal procedure for evaluating and endorsing community standards and best practices in support of the FAIR principles. By formally serving as a standards organization dedicated to open and FAIR neuroscience, INCF helps evaluate, promulgate, and coordinate standards and best practices across neuroscience. Here, we provide an overview of the process and discuss how neuroscience can benefit from having a dedicated standards body.

Reconciliation as a resource for critical pedagogy

Publisher: Routledge

Date: 16-05-2012

DOI: 10.4324/9780203118986-9

What's anger got to do with it? Towards a post-indignation pedagogy for communities in conflict

Publisher: Informa UK Limited

Date: 2010

DOI: 10.1080/13504630903465852

Advancing culturally responsive pedagogy in an Australian context

Publisher: Routledge

Date: 06-04-2023

DOI: 10.4324/9781003335719-20

The Resource Identification Initiative: A Cultural Shift in Publishing

Publisher: Springer Science and Business Media LLC

Date: 20-11-2015

DOI: 10.1007/S12021-015-9284-3

Affect and the force of counter stories: learning racial literacy through thinking and feeling

Publisher: Informa UK Limited

Date: 29-01-2023

DOI: 10.1080/14681366.2023.2173276

Philosophy of education in a new key: Publicness, social justice, and education; a South-North conversation

Publisher: Informa UK Limited

Date: 21-07-2022

DOI: 10.1080/00131857.2021.1929172

Relational pedagogy and the policy failure of contemporary Australian schooling: activist teaching and pedagogically driven reform

Publisher: Informa UK Limited

Date: 11-01-2022

DOI: 10.1080/00220620.2021.1872508

Untimely meditations for critical pedagogy

Publisher: Informa UK Limited

Date: 16-09-2020

DOI: 10.1080/1359866X.2019.1669138

Teachers' Work in a Globalizing Economy

Publisher: Routledge

Date: 02-08-2005

DOI: 10.4324/9780203979693

Enterprise Education and Teachers' Work: Exploring the links

Publisher: Informa UK Limited

Date: 03-2000

DOI: 10.1080/136390800112222

Reconciliation as a Frame for Rethinking Racism in Australia

Publisher: Informa UK Limited

Date: 11-2006

DOI: 10.1080/13504630601030883

The Postcolonial Time That Remains

Publisher: Informa UK Limited

Date: 27-08-2014

DOI: 10.1080/1369801X.2014.950315

Pedagogies of Non-self as Practices of Freedom

Publisher: Springer Science and Business Media LLC

Date: 13-10-2020

DOI: 10.1007/S11217-020-09741-W

Strengthening Australian Aboriginal Participation in University STEM Programs: A Northern Territory Perspective

Publisher: Informa UK Limited

Date: 23-12-2018

DOI: 10.1080/07256868.2018.1552574

Competing logics in the key competencies: a sociological reading of post-compulsory education and training in Australia

Publisher: Informa UK Limited

Date: 07-1998

DOI: 10.1080/13596749800200032

Correction to: A Standards Organization for Open and FAIR Neuroscience: the International Neuroinformatics Coordinating Facility

Publisher: Springer Science and Business Media LLC

Date: 13-04-2021

DOI: 10.1007/S12021-021-09522-X

Diversity, Global Citizenship and the Culturally Responsive School

Publisher: Palgrave Macmillan UK

Date: 2018

DOI: 10.1057/978-1-137-59733-5_17

Researching for social justice: contextual, conceptual and methodological challenges

Publisher: Informa UK Limited

Date: 09-2009

DOI: 10.1080/01596300903037010

Teacher learning

Publisher: Informa UK Limited

Date: 04-1998

DOI: 10.1080/1360312980010201

An arts-led recovery in 'disadvantaged' schools!

Publisher: Springer International Publishing

Date: 2023

DOI: 10.1007/978-3-031-04345-1_9

From South African Black Theology and Freire to ‘Teaching for Resistance': The Work of Basil Moore

Publisher: SAGE Publications Ltd

Date: 2020

DOI: 10.4135/9781526486455.N37

Relational Pedagogy and Democratic Education

Publisher: Routledge

Date: 14-10-2021

DOI: 10.4324/9781003145806-18

The Palgrave International Handbook of Education for Citizenship and Social Justice

Publisher: Palgrave Macmillan UK

Date: 2016

DOI: 10.1057/978-1-137-51507-0

The Resource Identification Initiative: A cultural shift in publishing

Publisher: F1000 Research Ltd

Date: 19-11-2015

DOI: 10.12688/F1000RESEARCH.6555.2

Abstract: A central tenet in support of research reproducibility is the ability to uniquely identify research resources, i.e., reagents, tools, and materials that are used to perform experiments. However, current reporting practices for research resources are insufficient to allow humans and algorithms to identify the exact resources that are reported or answer basic questions such as “What other studies used resource X?” To address this issue, the Resource Identification Initiative was launched as a pilot project to improve the reporting standards for research resources in the methods sections of papers and thereby improve identifiability and reproducibility. The pilot engaged over 25 biomedical journal editors from most major publishers, as well as scientists and funding officials. Authors were asked to include Research Resource Identifiers (RRIDs) in their manuscripts prior to publication for three resource types: antibodies, model organisms, and tools (including software and databases). RRIDs represent accession numbers assigned by an authoritative database, e.g., the model organism databases, for each type of resource. To make it easier for authors to obtain RRIDs, resources were aggregated from the appropriate databases and their RRIDs made available in a central web portal ( esources ). RRIDs meet three key criteria: they are machine readable, free to generate and access, and are consistent across publishers and journals. The pilot was launched in February of 2014 and over 300 papers have appeared that report RRIDs. The number of journals participating has expanded from the original 25 to more than 40. Here, we present an overview of the pilot project and its outcomes to date. We show that authors are generally accurate in performing the task of identifying resources and supportive of the goals of the project. We also show that identifiability of the resources pre- and post-pilot showed a dramatic improvement for all three resource types, suggesting that the project has had a significant impact on reproducibility relating to research resources.

Promoting pedagogies of engagement in secondary schools: possibilities for pedagogical reform

Publisher: Springer Singapore

Date: 2016

DOI: 10.1007/978-981-10-0628-9_4

Tackling School Leaving at its Source: A case of reform in the middle years of schooling

Publisher: Informa UK Limited

Date: 04-2003

DOI: 10.1080/01425690301901

Thinking Past Educational Disadvantage, and Theories of Reproduction

Publisher: SAGE Publications

Date: 14-08-2014

DOI: 10.1177/0038038514540578

Abstract: This article proposes a critique of critical sociology of education as a means of thinking past theories of reproduction which are the doxa for our field. The article problematizes key words such as ‘disadvantage’ and pursues a critique of reproduction theory, drawing on Rancière’s foregrounding of equality as an axiom rather than an outcome. The article goes some way towards showing how we might practically think past theories of reproduction by offering an alternative version of educational equality.

Unsettling deficit views of students and their communities

Publisher: Springer Science and Business Media LLC

Date: 08-2008

DOI: 10.1007/BF03216885

Reconciliation and Pedagogy

Publisher: Routledge

Date: 16-05-2012

DOI: 10.4324/9780203118986

Early School Leaving and the Cultural Geography of High Schools [1]

Publisher: Wiley

Date: 06-2002

DOI: 10.1080/01411920220137458

Pedagogies of Kindness and Respect

Publisher: Peter Lang US

Date: 28-06-2015

DOI: 10.3726/978-1-4539-1564-6

Countering and exceeding ‘capital’: a ‘funds of knowledge’ approach to re-imagining community

Publisher: Informa UK Limited

Date: 05-2012

DOI: 10.1080/01596306.2012.666074

Advancing the international data science workforce through shared training and education

Publisher: F1000 Research Ltd

Date: 04-03-2019

DOI: 10.12688/F1000RESEARCH.18357.1

Abstract: The increasing richness and ersity of biomedical data types creates major organizational and analytical impediments to rapid translational impact in the context of training and education. As biomedical data-sets increase in size, variety and complexity, they challenge conventional methods for sharing, managing and analyzing those data. In May 2017, we convened a two-day meeting between the BD2K Training Coordinating Center (TCC), ELIXIR Training/TeSS, GOBLET, H3ABioNet, EMBL-ABR, bioCADDIE and the CSIRO, in Huntington Beach, California, to compare and contrast our respective activities, and how these might be leveraged for wider impact on an international scale. Discussions focused on the role of i) training for biomedical data science ii) the need to promote core competencies, and the ii) development of career paths. These led to specific conversations about i) the values of standardizing and sharing data science training resources ii) challenges in encouraging adoption of training material standards iii) strategies and best practices for the personalization and customization of learning experiences iv) processes of identifying stakeholders and determining how they should be accommodated and v) discussions of joint partnerships to lead the world on data science training in ways that benefit all stakeholders. Generally, international cooperation was viewed as essential for accommodating the widest possible participation in the modern bioscience enterprise, providing skills in a truly “FAIR” manner, addressing the importance of data science understanding worldwide. Several recommendations for the exchange of educational frameworks are made, along with potential sources for support, and plans for further cooperative efforts are presented.

Technologies of Self and the Cultivation of Virtues

Publisher: Oxford University Press (OUP)

Date: 05-2015

DOI: 10.1111/1467-9752.12140

Towards pedagogical justice

Publisher: Informa UK Limited

Date: 09-2009

DOI: 10.1080/01596300903036897

Teacher development in difficult times: lessons from a policy initiative in Australia

Publisher: Informa UK Limited

Date: 03-1997

DOI: 10.1080/13664539700200008

Teaching in fractured classrooms: refugee education, public culture, community and ethics

Publisher: Informa UK Limited

Date: 12-2010

DOI: 10.1080/13613324.2010.488918

Curriculum Visions

Publisher: University of Windsor Leddy Library

Date: 31-12-1969

DOI: 10.22329/JTL.V6I1.1186

Inclusive education for students with refugee experience: whole school reform in a South Australian primary school

Publisher: Springer Science and Business Media LLC

Date: 25-01-2012

DOI: 10.1007/S13384-011-0048-2

University Of South Australia

Location: Australia

View Organisation

Schooling, Globalisation And Refugees In Queensland, Australia

Start Date: 2005

End Date: 2007

Funder: Australian Research Council

Negotiating A Space In The Nation: The Case Of Ngarrindjeri

Start Date: 2010

End Date: 2012

Funder: Australian Research Council

Reinvigorating Middle Years Pedagogy In 'rustbelt' Secondary Schools

Start Date: 2004

End Date: 2007

Funder: Australian Research Council

Educational Leadership And Turnaround Literacy Pedagogy

Start Date: 2012

End Date: 2014

Funder: Australian Research Council

Discovery Projects - Grant ID: DP220100651

Start Date: 2022

End Date: 12-2024

Amount: $367,168.00

Funder: Australian Research Council

Linkage Projects - Grant ID: LP0454869

Start Date: 07-2004

End Date: 06-2012

Amount: $363,828.00

Funder: Australian Research Council

Discovery Projects - Grant ID: DP0451610

Start Date: 2004

End Date: 12-2007

Amount: $150,000.00

Funder: Australian Research Council

Discovery Projects - Grant ID: DP0559761

Start Date: 03-2005

End Date: 05-2009

Amount: $150,000.00

Funder: Australian Research Council

Linkage Projects - Grant ID: LP120100714

Start Date: 06-2012

End Date: 03-2016

Amount: $185,000.00

Funder: Australian Research Council

Discovery Projects - Grant ID: DP1094869

Start Date: 08-2010

End Date: 12-2016

Amount: $226,000.00

Funder: Australian Research Council

Discovery Indigenous - Grant ID: IN170100017

Start Date: 03-2017

End Date: 11-2020

Amount: $337,000.00

Funder: Australian Research Council