ORCID Profile
0000-0001-7906-766X
Current Organisations
James Cook University
,
University of Southern Queensland
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Publisher: Informa UK Limited
Date: 05-02-2022
Publisher: Human Kinetics
Date: 04-2017
Abstract: The need to quantify aspects of training to improve training prescription has been the holy grail of sport scientists and coaches for many years. Recently, there has been an increase in scientific interest, possibly due to technological advancements and better equipment to quantify training activities. Over the last few years there has been an increase in the number of studies assessing training load in various athletic cohorts with a bias toward subjective reports and/or quantifications of external load. There is an evident lack of extensive longitudinal studies employing objective internal-load measurements, possibly due to the cost-effectiveness and invasiveness of measures necessary to quantify objective internal loads. Advances in technology might help in developing better wearable tools able to ease the difficulties and costs associated with conducting longitudinal observational studies in athletic cohorts and possibly provide better information on the biological implications of specific external-load patterns. Considering the recent technological developments for monitoring training load and the extensive use of various tools for research and applied work, the aim of this work was to review applications, challenges, and opportunities of various wearable technologies.
Publisher: Springer Science and Business Media LLC
Date: 10-06-2021
Publisher: The Online Learning Consortium
Date: 03-2018
Abstract: Student engagement is understood to be an important benchmark and indicator of the quality of the student experience for higher education yet the term engagement continues to be elusive to define and it is interpreted in different ways in the literature. This paper firstly presents a short review of the literature regarding online engagement in the higher education environment, moving beyond discipline-specific engagement. It then presents a conceptual framework which builds upon recurring themes within the literature, including students’ beliefs, attitudes, and behaviours. The framework was developed by adopting a constant comparison method to analyse the literature, and to search for and identify current and emerging themes. The framework identifies indicators for five key elements of online engagement, and the authors propose that the framework provides a guide for researchers and academics when exploring online engagement from a conceptual, practical and research basis. Finally, the paper provides recommendations for practice, outlining how the framework might be used to reflect critically upon the effectiveness of online courses and their ability to engage students.
Publisher: The Society for the Provision of Education in Rural Australia (SPERA)
Date: 26-11-2021
Abstract: This paper uses data from research projects that deliberately set out to tell positive stories about educators who were working with the children and families of migratory agricultural workers in the US. The aim underpinning these projects was to move beyond the deficit discourses and stories of blame that so often circulate, particularly in relation to social groups that are marginalised, and to present stories that embody positive and productive ways of thinking and working. Using Maxwell’s (2012) process of connecting, the authors used the transcripts of semi-structured interviews to construct narratives about three of the educators who were interviewed. These ex les from rural education research highlighted the actions of educators to build and promote children’s and families’ relationships with the place where they were residing temporarily. The notion of querencia provided a helpful way of conceptualising the relationship between place and belonging, to assist the development of insider understandings. The narrative approach offers a way of opening such discussions in education more broadly and to consider the role of teachers in ensuring that negatively framed stories, such as deficit discourses, are not in play.
Publisher: SAGE Publications
Date: 12-2002
DOI: 10.1177/14687984020023001
Abstract: Current understandings about literacy have moved away from the belief that literacy is simply a process that in iduals do in their heads. These understandings do not negate the importance of the in idual aspects of literacy learning, but they emphasize understandings of literacy as a social practice. In many cases, responses to early literacy intervention seem to be grounded in theories that appear out of step with current literacy research and consequent evidence that literacy is socially and culturally constructed. One such response is the Reading Recovery programme based on Clay’s theory of literacy acquisition. Clay (1992) describes the programme as a second chance to learn. However, others have suggested that programmes like Reading Recovery may in fact work toward the marginalization of particular groups, thereby helping to maintain the status quo along class, gender and ethnic lines. This article allows two professionals to bring their insider’s knowledge of Reading Recovery to an analysis of the construction of the programme. The article interweaves this analysis with the personal narratives of the researchers as they negotiated the borders between different understandings and beliefs about literacy and literacy pedagogy.
Publisher: Elsevier BV
Date: 10-2019
DOI: 10.1016/J.CIMID.2019.101330
Abstract: The aim of this study was to evaluate the seroprevalence of Neospora caninum in dairy cows, as well as to verify the risk factors for N. caninum infection and inflammatory response in dairy cows. Using the indirect immunofluorescence reaction, the seroprevalence of neosporosis was determined to be 32.82%. Based on regression analysis, the presence of dogs at a farm increased the probability of a cow testing positive for N. caninum (OR = 20.01 [5.21-123.12]). These data suggest that N. caninum has a relevant prevalence in dairy cows of the Microregion of Rio do Sul (Brazil), with elevated frequencies of anti-N. caninum IgG. The data also suggest that the parasite is widely distributed in dairy herds of the micro-region, because 94.4% of properties screened had at least one seropositive animal. The principal risk factors for disease maintenance in herds may be considered the presence of dogs and absence of a diagnostic test when introducing new animals. Blood from these cows was used to measure variables related to the inflammatory response. Serum cholinesterase activity, as well as serum levels of globulins and C-reactive protein were higher in seropositive to N. caninum than in seronegative cows. Furthermore, the infection by parasite causes an intense inflammatory process, contributing to disease pathophysiology.
Publisher: The Society for the Provision of Education in Rural Australia (SPERA)
Date: 26-11-2021
Abstract: In this special issue of the Australian and International Journal of Rural Education, a collection of international authors considers how their work and experiences in rural education research can inform, and sometimes even improve, urban-based education research. The issue responds to the provocation to shift such perceptions and locate the rural as a key and constituent part of the wider field of education. The articles set out to show connections between the rural and the urban. In doing this, the authors challenge existing notions of a rural-urban ide. They present ex les of ruraling, a term coined by Roberts and Fuqua (2021) to explain the move to a rural perspective across the broader field of education. The collective aim of the articles is to demonstrate and speculate how rural education research might rural (using the word as a verb) urban education research.
Publisher: Informa UK Limited
Date: 07-2004
Publisher: SAGE Publications
Date: 04-2002
DOI: 10.1177/000494410204600105
Abstract: This article reports research into the ways that early childhood teachers in three schools used narratives of blame as part of their theorisation of literacy failure in relation to Queensland's Year 2 Diagnostic Net. The teachers' narratives clustered into three groups: blaming families, blaming children and explanations that moved beyond blame and focused instead on teaching. However, despite the range of explanations, all of the teachers in this study based their pedagogical decisions for literacy failure and intervention on a deficit model of literacy learning. It is argued that a reconceptualisation of literacy that views literacy as a social practice might assist teachers to rethink intervention in the early childhood classroom.
Publisher: Informa UK Limited
Date: 20-01-2023
Publisher: Edith Cowan University
Date: 07-2011
Publisher: Wiley
Date: 26-04-2016
DOI: 10.1111/AEQ.12149
Publisher: Informa UK Limited
Date: 13-12-2021
Publisher: The Online Learning Consortium
Date: 03-2023
Abstract: This paper reports on research that extends knowledge about higher education students’ perceptions of online engagement. In particular, the study aimed to identify what students thought engagement was and how they experienced it. Understanding students’ views about online engagement will provide a more comprehensive understanding of the topic and should assist instructional designers to support academic staff to develop online courses that are more likely to engage their students. Using a mixed-methods approach, the study found that students felt most engaged with learning when doing practical, hands-on activities. Additional findings from the qualitative and quantitative data are highlighted, with some differences between the students’ perceptions in the different types of data, particularly concerning social engagement. This suggests that further research is warranted. The paper offers several practical implications for student learning.
Publisher: SAGE Publications
Date: 12-2008
Abstract: Current policy, media and curriculum initiatives across western nations are drawing literacy and literacy pedagogy toward enticingly simplistic understandings of literacy as commodity. Increasingly they focus on `fixing' perceived literacy problems by assuming the primacy of early years literacy and `top-up' intervention programs. In the wash-up of these narrow policies failing in their primary mission, it is important that literacy researchers and educators consider expanding notions of literacy rather than returning to `old' solutions for new issues. This article revisits a prior critique of Reading Recovery as a solution to failure to learn school-based literacy. Using data collected as part a larger study into constructions of literacy failure, we analyse the shifting `ways to be a reader' required of one student during a Reading Recovery lesson. We argue that the competence required to negotiate various literacy learning contexts across one morning of learning adds to the complexity of school-based literacy learning as much as it might provide support.
Publisher: The Society for the Provision of Education in Rural Australia (SPERA)
Date: 19-08-2017
Abstract: In the current context of extensive national and cross-cultural migration, the education of migrant and refugee children is an important and critical consideration. In the U.S., the education of migrant children—who move with their farm worker parents within states, across state borders and sometimes across national borders—brings challenges that relate to educational discontinuity as well as the cultural contexts and expectations of schooling. This article reports on research that investigated a family literacy program that catered for migrant families in one rural location in the United States Midwest. Through a multipronged approach, the program supported children’s early literacy development, provided adult education including English language instruction and parenting education, and offered liaison between the parents and their children’s schools. Research data were collected through interviews with migrant mothers who participated in the program. Using Gee’s (1996) notion of Discourse, the article considers the way that the program enabled the mothers to negotiate the outside-inside barrier of the rural community. By building their skills and strategies, the mothers were developing into active agents who could participate in their children’s education in ways that community outsiders could not usually do.
Publisher: Edith Cowan University
Date: 2008
Publisher: The Society for the Provision of Education in Rural Australia (SPERA)
Date: 25-07-2022
Abstract: Robyn Henderson's review of Educational Research and Schooling in Rural Europe: An Engagement with Changing Patterns of Education, Space, and Place reflects on a useful and scholarly contribution to issues and theories relevant to rural European education.
Publisher: The Society for the Provision of Education in Rural Australia (SPERA)
Date: 19-08-2017
Abstract: Seasonal farm workers play an important economic role through their contributions to annual harvests and the fact that they spend income in the community where they sojourn. However, research shows that farm workers and other temporary residents are often socially marginalised in rural communities and feel as though they are outsiders who do not belong. This paper reports research that focused on a primary school in a rural community in Australia, where seasonal mobile farm workers arrived for the annual harvest. Using a single case study design, the research demonstrated that the school made a deliberate attempt to welcome newly-arrived students and their families into the school community. Using a whole school strategy, the school staff aimed to meet families’ and students’ social needs, thereby building a sound foundation for the academic work of schooling. However, the data and data analysis also suggested that the school’s strategy was helping to work against the deficit discourses that operated in the broader community, thus demonstrating the school’s role as a hub for the community’s socio-educational development.
Publisher: Informa UK Limited
Date: 12-2003
No related grants have been discovered for Robyn Henderson.