ORCID Profile
0000-0002-0379-4753
Current Organisation
Australian Catholic University - Brisbane Campus
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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 | Mathematics and Numeracy Curriculum and Pedagogy | Teacher Education and Professional Development of Educators | Education Assessment and Evaluation | Curriculum and Pedagogy Theory and Development | Gender, Sexuality and Education
Teacher and Instructor Development | Pedagogy | Learner and Learning Achievement | Learner and Learning Processes | Teaching and Instruction Technologies | Assessment and Evaluation of Curriculum |
Publisher: Routledge
Date: 16-07-2020
Publisher: Springer Science and Business Media LLC
Date: 23-04-2021
Publisher: Springer International Publishing
Date: 2020
Publisher: Springer International Publishing
Date: 2015
Publisher: Springer International Publishing
Date: 2020
Publisher: Springer Netherlands
Date: 2013
Publisher: International Association for Statistical Education
Date: 2022
DOI: 10.52041/IASE.HTBHR
Abstract: Despite repeated calls for development of statistical literacy among citizens, in fact there is a dearth of recent systematic empirical research on the actual mathematical and statistical demands of mainstream media. Hence, this study aimed to develop a typology of the content of mathematical and statistical products and demands in the COVID-19 pandemic media, given the criticality of such information to citizens and societies alike. We conducted content-analysis of a purposive s le of over 300 media items from digital news sources based in four countries with different profiles. The analysis generated nine categories of new or enhanced types of knowledge and skill demands evident in the media items analyzed, such as regarding models and causality, data quality and strength of evidence, comparative thinking, literacy and language, official data sources, critical interpretation, and more. We discuss implications for current conceptual models and for instructional efforts focused on statistical literacy.
Publisher: Springer International Publishing
Date: 13-10-2016
Publisher: Elsevier
Date: 2003
Publisher: Informa UK Limited
Date: 25-06-2018
Publisher: Informa UK Limited
Date: 07-1998
Publisher: Springer Science and Business Media LLC
Date: 07-2015
Publisher: Wiley
Date: 06-04-2023
DOI: 10.1002/BERJ.3873
Abstract: In this paper we develop a model for the capabilities required by principals for effective Science, Technology, Engineering and Mathematics (STEM) leadership. The model underpinned a large national cross‐sectional research and development project across Australian states in both primary and secondary schools. This model is developed via synthesis of research literature across leadership and STEM education. The model consists of five dimensions of principals' STEM capability: (1) STEM discipline‐specific and integrated knowledge and practices (2) contexts (3) dispositions (4) tools and (5) critical orientation. These dimensions represent distinct, but interrelated, capacities required by principals to establish and maintain positive STEM learning cultures within schools. Elaborations have been provided, in the form of capabilities, for each of these dimensions. The model has the potential for shaping principals' STEM leadership development trajectories and structuring targeted professional learning programmes for principals, teachers and other members of the school community.
Publisher: SensePublishers
Date: 2012
Publisher: Springer Science and Business Media LLC
Date: 04-2014
Publisher: Springer Singapore
Date: 2020
Publisher: Elsevier BV
Date: 2003
Publisher: Springer International Publishing
Date: 2014
Publisher: Springer International Publishing
Date: 2015
Publisher: Springer Science and Business Media LLC
Date: 03-07-2012
Publisher: Elsevier BV
Date: 05-2022
Publisher: Springer US
Date: 2009
Publisher: Springer New York
Date: 2014
Publisher: Springer International Publishing
Date: 2013
Publisher: Springer Netherlands
Date: 2013
Publisher: Springer Science and Business Media LLC
Date: 07-10-2010
Publisher: Springer International Publishing
Date: 2021
Publisher: Elsevier
Date: 2003
Publisher: Springer Science and Business Media LLC
Date: 21-06-2018
Publisher: Springer Science and Business Media LLC
Date: 22-06-2019
Publisher: Springer US
Date: 2012
Publisher: Springer Science and Business Media LLC
Date: 06-2011
Publisher: Springer Science and Business Media LLC
Date: 25-04-2022
DOI: 10.1007/S10649-022-10151-7
Abstract: In this article, we report on a typology of the demands of statistical and mathematical products (StaMPs) embedded in media items related to the COVID-19 (coronavirus) pandemic. The typology emerged from a content analysis of a large purposive s le of erse media items selected from digital news sources based in four countries. The findings encompass nine categories of StaMPs: (1) descriptive quantitative information, (2) models, predictions, causality and risk, (3) representations and displays, (4) data quality and strength of evidence, (5) demographics and comparative thinking, (6) heterogeneity and contextual factors, (7) literacy and language demands, (8) multiple information sources, and (9) critical demands. We illustrate these categories via selected media items, substantiate them through relevant research literature, and point to categories that encompass new or enhanced types of demands. Our findings offer insights into the rich set of capabilities that citizens (including both young people and adults) must possess in order to engage these mass media demands, critically analyze statistical and mathematical information in the media, evaluate the meaning and credibility of news reports, understand public policies, and make evidenced-informed judgments. Our conclusions point to the need to revise current curricular frameworks and conceptual models (e.g., regarding statistical and probability literacy, adult numeracy), to better incorporate notions such as blended knowledge, vagueness, risk, strength of evidence, and criticality. Furthermore, more attention is needed to the literacy and language demands of media items involving statistical and mathematical information. Implications for further research and educational practice are discussed.
Publisher: Springer Science and Business Media LLC
Date: 02-02-2017
Publisher: Springer International Publishing
Date: 2015
Publisher: Springer Science and Business Media LLC
Date: 02-02-2018
Publisher: Springer Netherlands
Date: 2013
Publisher: Springer Science and Business Media LLC
Date: 12-2000
DOI: 10.1007/BF03217091
Publisher: Springer International Publishing
Date: 2017
Publisher: Organisation for Economic Co-Operation and Development (OECD)
Date: 30-04-2021
DOI: 10.1787/C4221062-EN
Publisher: Springer Science and Business Media LLC
Date: 15-09-2009
Publisher: Springer Science and Business Media LLC
Date: 02-08-2022
DOI: 10.1007/S10649-022-10174-0
Abstract: In this article, we document the support provided by highly recognised journals in Mathematics Education in response to the challenges faced by English non-dominant language (EnDL) authors when they attempt to publish in English. To address this issue, we first conducted a synthesis of research literature related to those influences that direct EnDL authors’ publication efforts towards English language journals and the associated challenges that result. Second, we gathered survey and interview data from participant editors-in-chief of leading journals in Mathematics Education about the support, enacted and planned, provided by their journal for EnDL authors and associated challenges. Finally, we discuss the findings of the study from the perspective of heteroglossia. Findings indicate that while a range of initiatives have been employed to support EnDL authors, current journal policies lag somewhat behind the plans of editors-in-chief, which have been limited, to date, by available resources.
Publisher: Springer International Publishing
Date: 2015
Publisher: Springer Netherlands
Date: 2011
Publisher: Springer Netherlands
Date: 2014
Publisher: Springer Science and Business Media LLC
Date: 19-12-2016
Publisher: Springer Science and Business Media LLC
Date: 03-12-2015
Publisher: Springer Science and Business Media LLC
Date: 14-04-2016
Publisher: Springer Netherlands
Date: 2013
Publisher: Springer Science and Business Media LLC
Date: 07-09-2023
Publisher: Springer Science and Business Media LLC
Date: 24-10-2019
Publisher: Springer Netherlands
Date: 2014
Publisher: WORLD SCIENTIFIC
Date: 20-01-2015
Publisher: Springer Singapore
Date: 2016
Publisher: Springer Science and Business Media LLC
Date: 05-02-2020
Publisher: Springer Science and Business Media LLC
Date: 09-2010
DOI: 10.1007/BF03217565
Location: Australia
Location: United Kingdom of Great Britain and Northern Ireland
Start Date: 2017
End Date: 2019
Funder: Australian Research Council
View Funded ActivityStart Date: 2015
End Date: 2017
Funder: Australian Research Council
View Funded ActivityStart Date: 2012
End Date: 2014
Funder: Australian Research Council
View Funded ActivityStart Date: 2012
End Date: 12-2015
Amount: $210,000.00
Funder: Australian Research Council
View Funded ActivityStart Date: 2015
End Date: 12-2017
Amount: $361,876.00
Funder: Australian Research Council
View Funded ActivityStart Date: 08-2022
End Date: 08-2025
Amount: $382,715.00
Funder: Australian Research Council
View Funded ActivityStart Date: 02-2017
End Date: 06-2022
Amount: $446,000.00
Funder: Australian Research Council
View Funded Activity