Improving classroom writing by enhancing reflexive decisions and practice. This project aims to contribute new evidence and deliver improvements in writing skills in Australian primary schools. The project will adopt a reflexive approach utilising the team's skills in writing development and pedagogy, reflexive practice and classroom ethnography, in order to build teachers' capacities and improve writing achievement in Australian schools. Expected outcomes include new writing pedagogies that mov ....Improving classroom writing by enhancing reflexive decisions and practice. This project aims to contribute new evidence and deliver improvements in writing skills in Australian primary schools. The project will adopt a reflexive approach utilising the team's skills in writing development and pedagogy, reflexive practice and classroom ethnography, in order to build teachers' capacities and improve writing achievement in Australian schools. Expected outcomes include new writing pedagogies that move beyond dependence-building strategies and target specific types of writers in context. This should provide significant benefits for teachers, enabling them to optimise classroom conditions, and enhance students' effective decision-making in writing to improve their achievement across all school subjects.Read moreRead less
Discovery Early Career Researcher Award - Grant ID: DE210101782
Funder
Australian Research Council
Funding Amount
$343,475.00
Summary
Enhancing critical reading with migrant and refugee-background youth. This project investigates how migrant and refugee-background youth learn to read critically in school, and in everyday, out-of-school contexts. Youth engage in the complex online worlds of websites, Apps, digital gaming and other media, posing both opportunities and risks. Their challenge is navigating learning to read English, and to read critically in English. Using qualitative methods, this study will identify the critical ....Enhancing critical reading with migrant and refugee-background youth. This project investigates how migrant and refugee-background youth learn to read critically in school, and in everyday, out-of-school contexts. Youth engage in the complex online worlds of websites, Apps, digital gaming and other media, posing both opportunities and risks. Their challenge is navigating learning to read English, and to read critically in English. Using qualitative methods, this study will identify the critical reading practices of these youth, and create resources to enhance their critical reading skills out-of-school. Drawing connections between in and out of school reading benefits migrant and refugee-background youth and teachers to strategically manage critical reading in complex, contemporary reading environments.Read moreRead less
Observe, Reflect, Improve: a tool to enrich Children’s Learning (ORICL). This project aims to address long-standing concerns about the quality of education and care for children during their critical first two years. It will introduce a promising, future-focused digital tool, co-designed with practitioners and providers of early childhood services, to support infant-toddler educators’ planning and practice. Building on ground-breaking pilot work, we will undertake a national implementation and e ....Observe, Reflect, Improve: a tool to enrich Children’s Learning (ORICL). This project aims to address long-standing concerns about the quality of education and care for children during their critical first two years. It will introduce a promising, future-focused digital tool, co-designed with practitioners and providers of early childhood services, to support infant-toddler educators’ planning and practice. Building on ground-breaking pilot work, we will undertake a national implementation and evaluation of the Observe, Reflect and Improve Children’s Learning (ORICL) tool. Expected outcomes include: enhanced pedagogical practices; enriched learning experiences for children birth-two; effective communication with families; and improved resourcing for providers of early childhood education and care services. Read moreRead less
Discovery Early Career Researcher Award - Grant ID: DE180100107
Funder
Australian Research Council
Funding Amount
$414,325.00
Summary
Resilience, culture, and class: A sociological study of Australian students. This project aims to promote academic resilience and school success in contexts of adverse conditions. Using interviews, Social Network Analysis, and psychometric measures, the project will explore links between academic resilience, culture, and class. The project is designed to provide insights that can reduce educational failure and enhance life prospects of at-risk students. Expected outcomes include publicly availab ....Resilience, culture, and class: A sociological study of Australian students. This project aims to promote academic resilience and school success in contexts of adverse conditions. Using interviews, Social Network Analysis, and psychometric measures, the project will explore links between academic resilience, culture, and class. The project is designed to provide insights that can reduce educational failure and enhance life prospects of at-risk students. Expected outcomes include publicly available project findings and an instructional animation to assist end-users build academic resilience in Australia's multicultural contexts. Expected benefits include attenuated achievement gap, increased social cohesion and mobility, and reduced public cost on educational failure.Read moreRead less
Discovery Early Career Researcher Award - Grant ID: DE160100830
Funder
Australian Research Council
Funding Amount
$365,071.00
Summary
Supporting children's early mathematics development. This project aims to investigate how implementation of cognitively demanding mathematics tasks in the early years may change number development and mathematics achievement. By focusing on children’s use of strategy, the project seeks to link classroom mathematics with underpinning cognitive processes. It also plans to use eye tracking technology to identify connections between explicit mathematics strategies and intuitive cognitive behaviours. ....Supporting children's early mathematics development. This project aims to investigate how implementation of cognitively demanding mathematics tasks in the early years may change number development and mathematics achievement. By focusing on children’s use of strategy, the project seeks to link classroom mathematics with underpinning cognitive processes. It also plans to use eye tracking technology to identify connections between explicit mathematics strategies and intuitive cognitive behaviours. It is expected this project will have important implications for teaching practice in the early years of school, by providing new understanding of how engaging in demanding tasks influences children’s flexible use of strategy and subsequent achievement. This would inform practitioners and policy-makers about the supports required to establish strong mathematics foundations in children.Read moreRead less
Developing interdisciplinary expertise in universities. This project aims to create a strong integrative research foundation to explain how university researchers and students develop the expertise needed to work in interdisciplinary teams and how this development can be enhanced. It combines three perspectives investigating: how research and innovation communities create interdisciplinary knowledge, how interdisciplinary teams learn to function effectively and the personal resourcefulness that ....Developing interdisciplinary expertise in universities. This project aims to create a strong integrative research foundation to explain how university researchers and students develop the expertise needed to work in interdisciplinary teams and how this development can be enhanced. It combines three perspectives investigating: how research and innovation communities create interdisciplinary knowledge, how interdisciplinary teams learn to function effectively and the personal resourcefulness that enables individuals to participate in interdisciplinary work. The outcomes will provide a much better understanding of the qualities that help individuals and groups to work productively across disciplinary boundaries. They will be used to create better strategies for supporting interdisciplinary learningRead moreRead less
Developing classroom norms of inquiry-based learning in mathematics. This project aims to study inquiry norms in primary mathematics classrooms, including expert teachers’ signature practices, how norms are developed and their effect on learning. Classroom norms dictate the learning environment in school mathematics, but many students have lost interest in STEM subjects. This project aims to boost inquiry norms that engage students in productive social interactions, improve their mathematical kn ....Developing classroom norms of inquiry-based learning in mathematics. This project aims to study inquiry norms in primary mathematics classrooms, including expert teachers’ signature practices, how norms are developed and their effect on learning. Classroom norms dictate the learning environment in school mathematics, but many students have lost interest in STEM subjects. This project aims to boost inquiry norms that engage students in productive social interactions, improve their mathematical knowledge and their interest in, valuing of and capacity to solve complex problems.Read moreRead less
Discovery Early Career Researcher Award - Grant ID: DE190101096
Funder
Australian Research Council
Funding Amount
$410,500.00
Summary
A rhythm and movement intervention for self-regulation in preschool. This project aims to examine the effectiveness of a rhythm and movement intervention, delivered by early childhood teachers, to improve self-regulation for preschool-aged children living in disadvantaged communities. Coordinated rhythmic movement activities are proposed as an effective means to support the neurological bases of self-regulation and enhance motor, auditory, and self-regulatory functioning. Project outcomes will i ....A rhythm and movement intervention for self-regulation in preschool. This project aims to examine the effectiveness of a rhythm and movement intervention, delivered by early childhood teachers, to improve self-regulation for preschool-aged children living in disadvantaged communities. Coordinated rhythmic movement activities are proposed as an effective means to support the neurological bases of self-regulation and enhance motor, auditory, and self-regulatory functioning. Project outcomes will include resources designed for teachers on how to use rhythmic movement activities to improve young children’s skills to regulate attention and behaviour. This project will have significant benefits for positive school transition, and may help to address disparities in early learning and childhood wellbeing.Read moreRead less
Educating preservice teachers to teach diverse learners. This project aims to investigate links between teacher educators’ reflexive decision making and the preparation of teachers for teaching in socially and culturally diverse Australian classrooms. The project takes a transdisciplinary approach, bridging the fields of epistemic cognition and reflexive decision making, to explore how rigorous teaching can be enacted in socially and culturally diverse classrooms. Expected outcomes include enh ....Educating preservice teachers to teach diverse learners. This project aims to investigate links between teacher educators’ reflexive decision making and the preparation of teachers for teaching in socially and culturally diverse Australian classrooms. The project takes a transdisciplinary approach, bridging the fields of epistemic cognition and reflexive decision making, to explore how rigorous teaching can be enacted in socially and culturally diverse classrooms. Expected outcomes include enhanced capacity of those preparing future teachers for new classroom conditions, which will provide benefits for a quality teaching workforce.Read moreRead less
Unlocking the learning potential of incarcerated and low SES young people. This project aims to address the gap between incarcerated young people's (10-17 years) education and their future education, training and employment opportunities. Indigenous and low SES people young people face a lower quality of life in the areas of education, health and employment, and are at risk of both offending and re-offending because of low educational outcomes and life expectations. This project aims to focus on ....Unlocking the learning potential of incarcerated and low SES young people. This project aims to address the gap between incarcerated young people's (10-17 years) education and their future education, training and employment opportunities. Indigenous and low SES people young people face a lower quality of life in the areas of education, health and employment, and are at risk of both offending and re-offending because of low educational outcomes and life expectations. This project aims to focus on improving incarcerated Indigenous and low SES young people's mathematics education outcomes to reduce this risk and thereby improve these individual's potential to improve their quality of life.Read moreRead less