ORCID Profile
0000-0001-7050-1001
Current Organisation
The University of Newcastle
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Publisher: Mary Lou Fulton Teacher College
Date: 25-10-2021
Abstract: Policy makers in the US and several other countries are recommending that more schools offer an International Baccalaureate (IB) programme. However, little is known about the challenges that IB programmes present for teaching and learning particularly those meeting national curriculum. In this study, we examined the challenges of the IB’s Middle Years Programme (MYP), the least understood and researched of the IB programmes. Using a qualitative case study design, we conducted in-depth and semi-structured interviews with school leaders (n=7) and teachers (n=10) from three schools in Australia that previously offered the MYP. We used thematic analysis to generate the findings and the IB’s Standards and Practice framework to organize the reporting of findings. Participants shared perceived challenges related to philosophical factors, organizational dilemmas and complexities with integrating the MYP with Australia’s national curriculum. Understanding the organizational and leadership challenges that schools may face when offering the MYP can help policy makers promote the necessary conditions for successful program implementation.
Publisher: Informa UK Limited
Date: 25-12-2022
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 2020
DOI: 10.14742/AJET.4561
Abstract: Currently pre-service teachers (PSTs) practise teaching by interacting in real-life situations naturally occurring within variable school-based practicums. These are not ideal contexts for beginning teachers because they put novices in situations with real students before demonstrating capability, feedback is often not at point of need and they do not provide all students with similar experiences. Simulation and micro-teaching combine to provide a technological solution to bridge the gap between graduate preparation and real application. This study draws on situated learning and reflective practice ideologies to critique and problematise Micro-teaching 2.0 – a combination of traditional micro-teaching practices and human looped simulations. The findings reveal increased self-efficacy of PSTs (n = 376) and identify the benefits and challenges of Micro-teaching 2.0 for initial teacher education programs. Micro-teaching 2.0 proved to be an effective diagnostic tool for identifying the specific needs of PSTs and a preparatory tool for real-life placements. The controlled learning environment addresses previous issues related to the variability of contexts and subsequent moderation of in idual capabilities. The findings are timely as the teaching profession continues to be scrutinised and where technological advances continue to offer choice, challenges and creative options for educators.
Publisher: Informa UK Limited
Date: 10-09-2021
Publisher: Informa UK Limited
Date: 16-09-2020
Publisher: The Society for the Provision of Education in Rural Australia (SPERA)
Date: 24-03-2021
Abstract: Major disruptions occurred in 2020 that impacted all aspects of our lives. For many, challenges and opportunities surrounding education were central with many sectors and in iduals globally responding in erse and dynamic ways. The variety of disruptions – from fires, floods, and the ongoing COVID-19 pandemic – resulted in unprecedented educational solidarity. Globally and across nations, jurisdictions learned from each other and provided support collectively. The international collection of papers within this issue brings ex les from Canada, USA, China, and Australia that address several of these points.
Publisher: The Society for the Provision of Education in Rural Australia (SPERA)
Date: 16-11-2020
Abstract: The papers presented in this issue gravitate around notions of community within rural, regional and remote education. These concepts of community are not new to us in education, particularly those of us with an interest in the teaching and learning that happens beyond the city limits. This concept is not new to our readership either, having already devoted attention to community in an earlier issue in 2020 and across the journal’s significant history. What these papers offer here is new perspectives on the priorities being pursued, the programs being developed and the opportunities arising from engaging community in all aspects of rural teaching and learning.
Publisher: Informa UK Limited
Date: 31-01-2022
Publisher: SAGE Publications
Date: 27-08-2019
Abstract: International Baccalaureate Middle Years Programme (MYP) is recognized for its rigor, inquiry-based learning, and development of academic skills. While it is growing in popularity worldwide, some schools have discontinued the program. Literature on the reasons why schools discontinue the MYP is limited. Using a qualitative case study design, we examined the perspectives of school leaders, former MYP coordinators, and experienced MYP teachers at three private and public Australian schools to find out why they discontinued the MYP. Our findings add to the limited literature base on the topic—they reveal schools discontinued the program due to challenges from various systems-level constraints, leadership issues, school organizational structures, and in idual teacher challenges. Although our small s le prevents generalizability, our findings generate novel insights and hypotheses that can inform school decision making and future research about the sustainability of the MYP.
Publisher: Emerald
Date: 13-03-2020
DOI: 10.1108/JARHE-06-2019-0144
Abstract: The purpose of this paper is to explore the perception, readiness and change involved in the implementation of Education 4.0 within the region of Association of Southeast Asian Nations (ASEAN) among policymakers, enablers (lecturers) and receivers (students), within globalisation, referred here as the Fourth Industrial Revolution (4IR). This study used a mixed method research design using quantitative data from a Likert scale of 1–5, involving: (1) Not Ready (2) Ready (3) No Sure (4) Quite Ready and (5) Extremely Ready. Open-ended questions formed the qualitative approach taken by the researchers to uncover the richness of the respondents' perceptions of Education 4.0. The test items reliability index of 0.744 drew quantitative data from the perspective of the educational policymakers, enablers and receivers to reveal their collective definition of each construct (knowledge, industry and humanity). This study has exposed the importance of knowing and capturing the interrelated components of an educational ecosystem that exists in higher education (HE) within the ASEAN region. The personal readiness of respondents towards Education 4.0 is very high yet concern was raised about the financial and managerial readiness of institutions across the region. This study highlighted the dynamic nature of the HE ecosystem and the connectivity between the elements of Education 4.0 – knowledge, industry and humanity within the ASEAN region.
Publisher: SAGE Publications
Date: 15-03-2017
Abstract: This study examines access to International Baccalaureate schools in Australia. It is important to examine whether, as a highly regarded form of rigorous academic education, IB programmes are available to a wide range of students. We examine the location of schools in Australia that offer one or more of the IB Primary Years Programme, Middle Years Programme or Diploma Programme, their fees and admissions policies, and what types of students they enrol. The findings show that most schools in Australia that offer any of these three IB programmes are located in affluent communities of large cities, are privately-funded, charge moderate to high fees, and enrol mostly students from privileged socioeconomic backgrounds.
Publisher: Elsevier BV
Date: 03-2022
Publisher: Informing Science Institute
Date: 2023
DOI: 10.28945/5121
Abstract: Aim/Purpose: This paper describes a technologies education model for introducing Simulation Learning and Extended Reality (XR) solution creation skills and knowledge to students at the tertiary education level, which is broadly applicable to higher education-based contexts of teaching and learning. Background: This work is made possible via the model’s focus on advancing knowledge and understanding of a range of digital resources, and the processes and production skills to teach and produce playable educational digital content, including classroom practice and applications. Methodology: Through practice-based learning and technology as an enabler, to inform the development of this model, we proposed a mixed-mode project-based approach of study within a transdisciplinary course for Higher Education students from the first year through to the post-graduate level. Contribution: An argument is also presented for the utility of this model for upskilling Pre-service Teachers’ (PSTs) pedagogical content knowledge in Technologies, which is especially relevant to the Australian curriculum context and will be broadly applicable to various educative and non-Australian settings. Findings: Supported by practice-based research, work s les and digital projects of Simulation Learning and XR developed by the authors are demonstrated to ground the discussion in ex les the discussion that is based around some of the challenges and the technical considerations, and the scope of teaching digital solutions creation is provided. Recommendations for Practitioners: We provide a flexible technologies teaching and learning model for determining content for inclusion in a course designed to provide introductory Simulation Learning and XR solution creation skills and knowledge. Recommendation for Researchers: The goal was to provide key criteria and an outline that can be adapted by academic researchers and learning designers in various higher education-based contexts of teaching and inclusive learning design focused on XR. Impact on Society: We explore how educators work with entities in various settings and contexts with different priorities, and how we recognise expertise beyond the institutional interests, beyond discipline, and explore ‘what is possible’ through digital technologies for social good and inclusivity. Future Research: The next step for this research is to investigate and explore how XR and Simulation Learning could be utilised to accelerate student learning in STEM and HASS disciplines, to promote knowledge retention and a higher level of technology-enhanced learning engagement.
Publisher: Modestum Publishing Ltd
Date: 06-01-2019
Publisher: Informa UK Limited
Date: 29-05-2017
Publisher: Atlantis Press
Date: 2019
Publisher: Routledge
Date: 17-10-2022
Publisher: Canadian Center of Science and Education
Date: 18-11-2020
Abstract: Legislative guidelines regulate professional experience within initial teacher education (ITE) but little is known about teacher educators& rsquo perspectives on how these guidelines are operationalised. ITE providers, in collaboration with school partners, implement a range of programs designed to develop pre-service teachers& rsquo & lsquo classroom readiness& rsquo . We examine how current legislation influences the delivery of professional experience, the provision of funding, and support for university-school partnerships and in-school supervision. This analysis highlights ambiguities in the interpretation of the legislative guidelines, creating a disconnection between policy and practice, an over-reliance on the & lsquo good will& rsquo of key stakeholders, and competing demands between the & lsquo actual& rsquo and & lsquo hidden& rsquo costs of professional experience. Without reform of both policy and practice ITE providers will continue to be constrained when attempting to meet regulatory expectations. These findings demonstrate a need for government departments and ITE regulators to work more closely to improve integration of policy and practice for professional experience.
Publisher: Springer Science and Business Media LLC
Date: 19-11-2020
DOI: 10.1007/S12564-020-09650-0
Abstract: In this paper, authors focus on how internationalisation is defined, interpreted, and responded to by Universities in Australia and Canada, two decades after de Wit’s (Strategies for the internationalisation of higher education. A comparative study of Australia, Canada, Europe and the USA. European Association for International Education, Amsterdam, 1995) comparison of internationalisation in four higher education contexts. Guided by humanitarian factors that impact internationalisation in higher education contexts, authors find convergence and ergence with de Wits earlier study. A critical policy lens is employed to further analyse, probe and pose critical questions related to people, philosophy, place, processes, and power (5Ps). Authors argue that the intent (philosophy) of institutions (place) to internationalise (process) are impacted by the interests (power) of in iduals and institutions (people) and these often conflict with descriptions and ideals of internationalisation. The authors offer conscientious internationalisation (CI) to recalibrate discourse and practices embedded in the internationalisation of higher education. CI prioritises ethics over markets. It is characterized as practices and processes informed by constitutive principles and ethical practices that lify equity, reciprocity, and integrity.
Publisher: Springer International Publishing
Date: 2014
Publisher: Springer Nature Singapore
Date: 2023
Publisher: Informa UK Limited
Date: 20-10-2019
Publisher: BRILL
Date: 26-08-2021
Publisher: Mary Lou Fulton Teacher College
Date: 14-06-2021
Abstract: The Organisation for Economic Cooperation and Development (OECD) has highlighted a ‘vicious cycle of decline’ in rural, regional and remote (RRR) regions, with significant inequalities in educational outcomes between rural and urban areas. However, interventions have not resulted in transformative or lasting improvements to education in rural contexts. This paper presents a cross-comparative country analysis of current global policy on RRR education. We used a policy analysis framework to interrogate national policy texts concerning teacher education for RRR contexts in three countries - Australia, South Africa and Mexico. A rigorous selection process of the literature yielded 17 key policy texts, which were examined for the influences, practices, language and outcomes relating to teacher education preparation for RRR locales. Findings highlighted a legacy of historical influences and a metrocentric bias in policy texts, with limited ex les of assets-based education. We argue that these factors may be perpetuating the significant and persistent disadvantage in RRR education. We recommend an alternative policy discourse that recognises the productivities and potentialities of an assets-based approach within the local context, where school leaders and teachers are positioned as central change agents in RRR education.
Publisher: The Society for the Provision of Education in Rural Australia (SPERA)
Date: 21-07-2019
Abstract: Welcome to the second issue of AIJRE for 2019. The erse papers from Australia, USA and Africa represent the collaborative endeavours of 20 researchers and practitioners interested in people living, teaching and learning in erse rural, regional and remote (RRR) contexts around the globe. This growing interest in educational research in RRR locations and communities is significant for the progression and strength of research in the field. The editorial team would like to thank those authors who have contributed to this current issue and the growing number of researchers submitting papers for future issues. It celebrates and recognises the ersity of papers and research fields and highlights the great contribution they will make in providing further insight and knowledge about the productivity, potentialities and participation of RRR peoples and place. The six papers presented in this AIJRE 2019 Issue 2 are inextricably linked and connected through key concepts of engagement, empowerment and equity (3Es). These concepts act as touch points for this series of papers and promote agency for those living, teaching and learning in RRR contexts.
Publisher: SAGE Publications
Date: 12-2020
Abstract: While the International Baccalaureate’s Middle Years Programme (MYP) is growing in popularity in Australia and across the globe, few studies have examined the benefits and challenges of this IB programme for supporting student learning. Using a qualitative case study design of three Australian schools that formerly offered the MYP, we investigated teacher and school leader perceptions of the MYP for promoting student learning. Perceived benefits included high achievement and skill development through the MYP’s emphasis on inquiry-based learning and real-world relevance criterion-referenced assessments and a healthy balance between core and elective learning areas. Challenges for students stemmed primarily from operational difficulties and possible systems-level constraints impacting teachers, including integration of the Australian Curriculum with the MYP ability to meet the MYP’s demands confusion about MYP terminology and grading systems and understanding interdisciplinary units. The findings suggest that MYP Coordinators and school leaders play a critical role in ensuring that schools realise the benefits of the MYP for student learning by providing systems-level support to optimise its benefits.
Publisher: Informa UK Limited
Date: 26-05-2022
Publisher: Elsevier BV
Date: 10-2023
Publisher: SAGE Publications
Date: 12-2018
Abstract: International Baccalaureate (IB) programmes are growing rapidly worldwide, driven in part by their global reputation and concept-driven, inquiry-based approach to teaching and learning. This thematic review of a range of literature sources examines the impact of IB programmes on teaching and learning, highlighting trends, challenges, and benefits. Findings of the review revealed that most of the studies, both qualitative and quantitative, examined stakeholders’ perspectives or self-reported experiences of IB programmes a very small number used research designs that control for confounding factors or allow causal inferences to be drawn. A wide range of stakeholders report that IB programmes develop research and critical thinking skills, intercultural appreciation and global awareness, as well as cultivate collaborative working cultures and creative pedagogical practices among teachers. Challenges include extra demands on teachers for lesson planning and assessment, additional stress for teachers and students, and competing demands and expectations with national requirements. Recommendations are provided which may guide future research endeavours.
Publisher: Springer Singapore
Date: 06-09-2017
Publisher: Springer Science and Business Media LLC
Date: 26-11-2014
Publisher: Springer Science and Business Media LLC
Date: 25-10-2021
Publisher: Springer Singapore
Date: 06-09-2017
Publisher: Springer Nature Singapore
Date: 2023
Publisher: The Society for the Provision of Education in Rural Australia (SPERA)
Date: 24-07-2021
Abstract: Rural and remote students, schools and teachers are placed in stereotypical ‘boxes’ in ways that suggest they have problems that need fixing. The language that surrounds these problems are metrocentric biased and perpetuate persistent negative discourse (Ledger, Masinire, Delgado & Burgess, 2021). For ex le remote First Nations students in Australia are often described as ‘disadvantaged’, ‘behind’ with ‘poor’ academic outcomes (Roberts & Guenther, 2021). Rural schools face ‘obstacles to success’ (O'Keefe, Olney, & Angus, 2012) that city schools do not. Staffing is often described as an ‘issue’ to be fixed: “Australia’s rural schools are still staffed with younger, inexperienced teachers, who do not appear to stay long” (White, 2016, p. 41). And parents are sometimes blamed for a lack of engagement with their children’s schooling (Lea, Wegner, McRae-Williams, Chenhall, & Holmes, 2011). While the metrics of the metropolis might support these views, the measures that determine the problematics of rural and remote education tend to place a veil over the ontological reality of what it means to be a teacher, student or parent engaged with issues of schooling for rural and remote students.
Publisher: Informa UK Limited
Date: 15-06-2023
Publisher: SAGE Publications
Date: 07-2021
DOI: 10.1177/21582440211032155
Abstract: TeachLivE™, a mixed-reality simulated classroom technology, has been used in initial teacher education programs to provide repeatable experiential learning opportunities for students now for more than a decade and in more than 80 universities worldwide. However, no broad scale investigation has been conducted into how the platform has been used or what research has been generated as a result. The aim of this study is to provide insight into the types of TeachLivE™ research carried out since its inception and to identify trends and potential gaps in this research. Peer-reviewed academic primary research publications—journal articles (23), conference proceedings (12), and thesis dissertations (20)—were reviewed for participants, research methods, analysis, research design, data collection tools, and design approaches. Of the 102 articles identified as relevant, “instructional skills development” and “integration of TeachLivE™ in teacher education” were the most commonly researched topics. Findings indicate that preservice teachers were the most commonly studied group of participants, research methods were predominately qualitative, single-subject experimental research design was employed most often, and the most used data collection tools were surveys and observation. These findings highlight that the range of topics is increasing, with studies on in-service teachers in school-based contexts beginning to emerge as a new area of interest. This systematic review has implications for researchers and the developers of TeachLivE™. It provides valuable insight and recommendations for future studies in this emerging teacher education field, where technology is not simply used “in the classroom” but rather “as the classroom.”
Publisher: SAGE Publications
Date: 15-01-2021
Abstract: This research explores how editorial advisory board members across four highly ranked international higher education–focused journals understand higher education internationalization generally, and internationalization of the curriculum (IoC) specifically. Notionally, as gatekeepers, editorial advisory board members hold a powerful strategic position in the scholarly debates that characterize an active discipline, and can indirectly assert a strong influence over the academic direction of the field(s) to which they belong. All editorial advisory members for the journals Higher Education, Studies in Higher Education, Higher Education Research & Development, and the Journal of Studies in International Education were invited to contribute to this research with 25 ( N = 25, 30%) consenting to participate. Utilizing qualitative, semi-structured interviewing, participants discussed their views on higher education internationalization, IoC, and the importance of these in the contemporary university. Participants also discussed what dimensions of IoC need to be further addressed in higher education discourses and research, and opportunities and challenges they foresee concerning higher education internationalization now and into the future. Findings reveal, for participants, internationalization continues to be perceived as a multivocal, largely Anglo-European, and neoliberal enterprise which is at a crossroad, and needs to be reimagined for the betterment of all in society. Collectively, participants draw attention to a lack of criticality and problematization within higher education internationalization discourses, and highlighted the need for research, scholarship, and academic leaders to expand the focus of IoC to address future global challenges and needs.
Publisher: Wiley
Date: 07-09-2018
DOI: 10.1111/LIT.12162
Abstract: Reading aloud to children is considered one of the most highly effective strategies for fostering a range of literacy skills, both at home and within contemporary classrooms. However, little is known about teachers' attitudes toward reading aloud, their self‐reported frequency of engagement in the practice and what may pose as contemporary barriers to the practice. The 2016 Western Australian Study in Reading Aloud (WASRA) collected data from over 100 teachers at 14 Australian schools. The WASRA reveals tensions in translating reading aloud practices into daily practice due to reported lack of time and high curriculum demands. The findings suggest that primary school teachers typically enjoy reading aloud to children, though fewer enjoyed reading themselves. Recommendations are provided to address time and curriculum demands purported as being inhibitors of daily reading practices. These recommendations go some way to help mitigate against literacy inequities within our primary classrooms and in so doing encourage provision of daily reading opportunities for teachers and reading aloud practices.
Publisher: Springer International Publishing
Date: 2014
Publisher: Atlantis Press SARL
Date: 2023
Publisher: Edith Cowan University
Date: 03-2018
Publisher: Springer Singapore
Date: 12-08-2020
DOI: 10.1007/978-981-15-5963-1_15
Abstract: Initial teacher education predominately spends time preparing student teachers to plan, teach and assess the cognitive and social development of children within the classroom. Yet, the role of a teacher expands well beyond classroom experiences and at times includes conflict and stressful situations. How do ITE programs cater for these critical learning incidences? Augmented realities such as ‘human in the loop’ simulation and virtual learning environments provide current ITE programs a solution to this contemporary need and context. This paper is underpinned conceptually by Pedagogies of Practice: representation, decomposition and approximations actualised through new technologies, reflective practice strategies and challenging learning experiences. The interconnectivity between BRiTE modules ( representations ), Microteaching 2.0 ( decomposition ) and Simlab™ experiences ( approximation ) provides a unique approach that supports the development of resilience for our future teacher educators. The findings reveal an increased self-efficacy amongst the cohort and personal confidence in their own resilience capabilities. The reflective practice strategies embedded in the BRiTE-AR pedagogy of practices are offered as a possible solution to ITE educators interested in developing resilience in our future teachers.
Publisher: Springer Science and Business Media LLC
Date: 05-05-2022
DOI: 10.1007/S11145-022-10294-2
Abstract: Providing adequate writing instruction and practice in schools is an essential cornerstone of writing development and it affords a diagnostic approach for teachers. But what writing instruction is being practiced in Australian primary schools? The aim of this study was to survey a s le of teachers (n = 310) about their instructional practices for writing and their preparation and self-efficacy to teach writing. The majority of the teachers surveyed indicated they allocated on average less than three hours per week for writing practice in their classrooms, with findings further showing a large variability in the frequency of writing practice ranging from 15 min to 7.5 h per week. Findings suggested an emphasis placed on teaching foundational skills, such as spelling, over the teaching of process skills, such as planning and revising. Results further indicated that less emphasis is placed on teaching handwriting and typing. The majority of participating teachers reported implementing only six of the 20 different instructional practices included in the survey on a weekly basis, with school-home strategies being the least frequently reported strategies to foster students’ writing development. Most teachers expressed positive beliefs about their preparation and self-efficacy for teaching writing. Results from multiple regression analysis showed that preparation and self-efficacy for teaching writing significantly and statistically accounted for variability in using evidence-based practices, teaching foundational skills, and teaching process skills. However, only self-efficacy made a statically significant contribution to predicting strategies to extend writing to the home environment. Implications for teaching and recommendations for research are provided.
Publisher: Informa UK Limited
Date: 19-04-2022
Publisher: Springer International Publishing
Date: 2014
Publisher: Edith Cowan University
Date: 07-2018
Publisher: The Society for the Provision of Education in Rural Australia (SPERA)
Date: 07-04-2020
Abstract: This edition positions communities of practice as a significant place-based enabler for successful placements, partnerships and practices in rural and remote contexts. A global backdrop for this issue is provided by the Organisation for Economic Co-operation and Development (OECD) Principles on Rural Policy (Fig.1). Government directed policy reforms shaping Australian Rural Health (Fig.2) and Rural Education (Fig. 3) provide a national context for the journal, whilst the papers within this issue of AIJRE provide research driven, place-based exemplars in rural and remote contexts. The interconnectivity between global and local health and education policy and practices are revealed.
No related grants have been discovered for Susan F Ledger.