ORCID Profile
0000-0001-9238-0933
Current Organisation
Queensland University of Technology
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In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Curriculum and Pedagogy | LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Māori) |
Syllabus and Curriculum Development | Learner and Learning Processes | Teacher and Instructor Development
Publisher: Castledown Publishers
Date: 2023
Abstract: This article provides a theoretical exploration of the connections between critical literacy and symbolic competence with some pedagogical ex les from an empirical study. More specifically, we argue that critical literacy can be utilised as an approach to develop symbolic competence, and, by extension, encourage intercultural learning. Our interest is in teasing this out through a synthesis of ways of approaching intercultural learning through critical literacy. Drawing on four major critical literacy models, the article attempts to show how critical literacy can provide a basis for addressing symbolic competence as an essential part of intercultural learning in increasingly complex and super- erse societies. The article concludes with some specific pedagogical implications for using critical literacy in the language classroom to foster the type of intercultural learning which takes into account the ersity between and within cultures, and the role of meaning-making in the creation and re-creation of cultures.
Publisher: Springer International Publishing
Date: 2019
Publisher: American Geophysical Union (AGU)
Date: 04-2022
DOI: 10.1029/2021JG006720
Abstract: The Surface Biology and Geology (SBG) concept is the first National Aeronautics and Space Administration (NASA) Earth mission to develop and implement systematic integration of science application needs at the architecture study stage. Prior NASA mission concept and planning activities presumed that science measurement needs would encompasss application measurement needs and so did not explicitly evaluate and include applications at this stage. However, the effort presented here identified, documented and integrated application needs that would not have been included by considering research science needs only. First, a low latency of no greater than 24 hr was identified as the optimal target to enable the maximum number of applications and was then carried through into all SBG candidate architectures. Second, many applications expressed needs around improved spatial and temporal resolution. While increased spatial resolution would not be possible under current cost and technology considerations, the need for improved resolution for temporal s ling helped drive and bolster discussions with international partners such as the European Space Agency, Italian Space Agency, and Centre National D’Etudes Spatiales. Lastly, we found that the applications and science were synergistic with one another for ex le, mission concept decisions to consider additional measurement features were driven by both high relevance application and science priorities, and in particular, evapotranspiration for agriculture and high temperature features for fires and geologic hazards. This paper discusses the process and key contributions originating from the SBG Applications Working Group and how they shaped SBG at the architecture study stage. This stage in the mission planning considers the trade space of spacecraft instruments and architectures, and evaluates which formulations are suitable candidates for SBG. The approach described here may be utilized as a framework for applications and science to inform future NASA satellite mission studies.
Publisher: Elsevier BV
Date: 07-2023
Publisher: Routledge
Date: 22-07-2021
Publisher: Emerald
Date: 03-06-2019
DOI: 10.1108/ETPC-05-2019-0080
Abstract: This paper aims to examine ways in which English language arts (ELA) teachers have exercised agency in response to policy changes that have been shaped by neoliberal education agendas that seek to further advance standardization and the primacy of measurability of teaching and learning. The authors posed the following research questions of related literature: Under what conditions, in what ways and to what ends do teachers exercise agency within ELA classroom teaching? Through five stages of systematized analysis, this scoping review of 21 studies maps the evidence base. Structural, material, interpersonal and pedagogical issues both constrained and supported agency. Teachers covertly exercised agency to be responsive to students’ needs in some instances, teachers’ agentive practices reinforced institutionally sanctioned methods. Teachers’ agentive action aimed to combat the deprofessionalization of the field, foster innovative curriculum approaches and challenge stereotypes about students. The authors also found a range of definitions of agency in the research, some of which are more generative than others. This paper addresses a gap in the research literature by illuminating contexts, consequences and conundrums of ELA teacher agency. The authors documented the range of structural, cultural and material conditions within which teachers exercise agency the subversive, collective and small- and large-scale ways in which teachers realize agency and the potentially favorable or unfavorable consequences to which these efforts are directed. In doing so, the authors also problematize the range of definitions of agency in the literature and call for greater attention to conceptual clarity around agency in research. As literacy researchers illuminate work that disrupts the marginalization of teachers’ agency, this scoping review maps the field’s knowledge base of agency in ELA teaching and sets up a future research agenda to promote the professionalization of teaching and advocacy for English teachers.
Publisher: Springer International Publishing
Date: 2019
Publisher: Informa UK Limited
Date: 15-02-2022
Publisher: Informing Science Institute
Date: 2015
DOI: 10.28945/2312
Abstract: International forums for doctoral students offer a fertile context for developing strategic partnerships between higher education institutions, as well as for building the intercultural capacity of early career academics. However, there is limited research investigating the benefits of international doctoral forum partnerships. This paper presents learnings from a recent international doctoral forum held in Beijing, China and attended by doctoral students and academics from Beijing Normal University (China) and Queensland University of Technology (Australia). Drawing on qualitative case study method and a model of boundary crossing mechanisms, we identify the beneficial outcomes of the forum. We describe how the forum arose from a strong ongoing partnership between the Education Faculties of Beijing Normal University and Queensland University of Technology. We then identify how, at the institutional and in idual level, international doctoral forum participants can be challenged and benefit in four areas: collaboration, intercultural capacity, academic enhancement and program development. Implications for engaging successfully in international doctoral forum partnerships are also discussed.
Publisher: Routledge
Date: 02-04-2021
Publisher: Informa UK Limited
Date: 29-08-2019
Publisher: Springer Science and Business Media LLC
Date: 08-2010
DOI: 10.1007/BF03216926
Publisher: Informa UK Limited
Date: 22-02-2017
Publisher: Springer Science and Business Media LLC
Date: 12-10-2023
Publisher: Informa UK Limited
Date: 09-06-2016
Publisher: Springer Singapore
Date: 15-11-2017
Publisher: Routledge
Date: 22-07-2022
Publisher: Springer International Publishing
Date: 2018
Publisher: Springer Science and Business Media LLC
Date: 10-2019
DOI: 10.1007/BF03652034
Publisher: Oxford University Press (OUP)
Date: 21-02-2023
DOI: 10.1093/BJSW/BCAD009
Abstract: Recovery, as a concept is internationally recognised as a means to empower children to manage their own mental health. Recovery-oriented mental health policy production and service delivery in many Western countries, however, occurs in a discursive field influenced by biomedical and neo-liberal discourses. This article uses Critical Discourse Analysis to investigate an Australian policy—'A National Framework for Recovery-Oriented Mental Health Services: Guide for Practitioners and Providers', to critically analyse the competing versions of recovery. The findings reveal ideological slippages at work and show the operation of biomedical, developmental, collaborative, empowerment and responsibilisation discourses that compete in this mental health policy. This article shows how social workers require critical analysis to discern the consequences of different understandings of recovery in the child and youth mental health field. Despite the collaborative and strengths-based language of recovery, the analysis demonstrates the need to recognise the fine line between empowerment and the neo-liberal imperative for children to self-manage their mental health concerns.
Publisher: Informa UK Limited
Date: 20-10-2023
Publisher: Routledge
Date: 22-07-2022
Publisher: Edith Cowan University
Date: 03-2022
DOI: 10.14221/AJTE.2022V47N3.3
Abstract: Demands that Initial Teacher Education (ITE) prepare teachers who can equip students to be agile real-world problem solvers are frequent. Guidance about ITE integrated curriculum approaches to achieve this aim is harder to find, a significant gap given increasing time and policy pressures for ITE educators. Drawing from an Australian context, this systematic review investigates how integrated curriculum is conceptualised and enacted in secondary schooling ITE courses. Three conceptions of integrated curriculum for ITE are highlighted – Interdisciplinary, Disciplinary Literacy, and Transdisciplinary approaches – alongside benefits and barriers to enacting integrated curriculum. Recommendations for further research and practice around integrated curriculum are proposed.
Publisher: John Benjamins Publishing Company
Date: 07-03-2014
Abstract: The official need for content teachers to teach the language features of their fields has never been greater in Australia than now. In 2012, the recently formed national curriculum board announced that all teachers are responsible for the English language development of students whose first language or dialect is not Standard Australian English (SAE). This formal endorsement is an important juncture regarding the way expertise might be developed, perceived and exchanged between content and language teachers through collaboration, in order for the goals of English language learners in content areas to be realised. To that end, we conducted an action research project to explore and extend the reading strategies pedagogy of one English language teacher who teaches English language learners in a parallel junior high school Geography program. Such pedagogy will be valuable for all teachers as they seek to contribute to English language development goals as outlined in national curricula.
Publisher: Elsevier BV
Date: 08-2017
Start Date: 2021
End Date: 2024
Funder: Australian Research Council
View Funded ActivityStart Date: 01-2021
End Date: 01-2024
Amount: $343,475.00
Funder: Australian Research Council
View Funded Activity