ORCID Profile
0000-0002-6389-8300
Current Organisation
Monash University
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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.
Early Childhood Education (excl. Māori) | Educational Technology and Computing | Education Systems | Teacher Education and Professional Development of Educators | Secondary Education | Specialist Studies in Education | Learning Sciences
Teaching and Instruction Technologies | School/Institution Community and Environment | Expanding Knowledge in Education | School/Institution Policies and Development |
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 31-10-2017
DOI: 10.14742/AJET.4088
Abstract: AJET is the premier journal in Australasia which publishes manuscripts related to technology enhanced learning and teaching in post-secondary education settings. As a result the journal recieves a large number of submissions of which only 30% actually get sent to review. This editorial explains common and ultimately avoidable issues that result in a large number of the 70% of rejections. This issue also contains eleven articles written by 27 authors who hail from 21 institutions across seven nations. The articles range across a erse technologies, learning contexts, instructional designs, and research methodology. While there is no thematic organisation of this issue, the articles serve to remind us of the broad area of research in educational technology. In this field we continue to refine our understanding of the complex relationship between technologies and teaching as well as learning, a task made more challenging by erse contexts and constant evolution and innovation in digital technologies themselves.
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 22-11-2019
DOI: 10.14742/AJET.5930
Abstract: There has been a noticeable rise in the use of, and research into, educational videos in tertiary education in the past decade. This is due in no small part to the reduction of expensive barriers to their production and storage, and an increase in access to streaming services that make videos playable anywhere, anytime. Research into educational videos broadly falls into three categories: improving video design, investigating platforms and technologies that increase student engagement, and developing pedagogical approaches that take full advantage of the affordances of videos. A review of key findings in this journal – considered in light of the broader literature – reveals productive lines of inquiry for future research. Notably, experimental research using the lens of Cognitive Load Theory has established that videos should be short, uncluttered, and restricted to one clearly identified learning goal. There is also robust evidence to suggest videos should be accompanied by learning activities, rather than watched passively. In addition to the experimental research findings there is a wealth of research through case studies, such as exploring video based pedagogies liked flipped and blended learning. However, there are key opportunities for further research, such as the need for replications of experimental design principles in real learning contexts, and the development of pedagogical approaches that utilise the particular affordances of educational videos.
Publisher: Informa UK Limited
Date: 08-10-2020
Publisher: SAGE Publications
Date: 12-06-2023
DOI: 10.1177/07417136231180867
Abstract: Digital literacies are critical for adults from migrant and refugee backgrounds as they settle in a new country. However, institutions, leaders, and teachers often feel uncertain about how to teach digital literacies. Using the notions of digital literacy practices and assemblages, this article reports on a qualitative case study and explores how 30 adults from migrant and refugee backgrounds navigated challenging digital literacy practices related to settlement in Australia. This research found that to deal with challenges, the participants brought together different personal, social, material, symbolic, temporal, and spatial resources. However, sometimes the required resources were not available, which constrained the participants’ practices. Some participants were aware of the need to find new solutions but they often did not know how this might be done. In contrast, some participants were reluctant to take a risk. The article concludes with implications for EAL practice by suggesting strengths-based pedagogies for digital literacies.
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 31-08-2017
DOI: 10.14742/AJET.3996
Abstract: This editorial reflects on some of the challenges of journal publishing in a context of increasing time pressures and accountability measures in academia. A particular focus is that of the demands on reviewers and the challenges of recognising their contributions. This editorial also introduces the eleven erse papers that consitute the issue. Finally, the editorial acknowledges the work of the edorial team and welcomes Associate Professor Petrea Redmond as a Lead Editor.
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 07-11-2016
DOI: 10.14742/AJET.3434
Abstract: A recurring theme in the criticism of research relating to educational technology is that the field is sw ed by descriptive studies. This work often does not provide for generalisation to population or theory, and rarely adds to our understanding of how the educational technology application or practices can be understood in terms of other contexts. Arguably, it is not sufficient to simply demonstrate that an effect was observed in response to an educational technology practice. There is an onus on researchers to consider how their findings are significant beyond the confines of their study.
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 12-2016
DOI: 10.14742/AJET.3478
Abstract: The rapid change of technologies and the social and pedagogical practices that surround them mean that institutional procedures and the published field are often lagging behind. Those of us who work in the field of educational technology need to recognise that satisfying the requirements of institutional ethics compliance may not satisfy a broader ethical responsibility to our research participants. We face opportunities and threats based on the ever-increasing recording of data and the correlation of those data in a variety of areas in our lives. Teaching and learning is no different, with its opportunities to connect data across institutional repositories, reporting on micro, meso and macro levels. The field of learning analytics is grappling with the issues of ethics on a variety of dimensions, ranging from privacy and consent to the responsibilities around reporting.
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 21-03-2019
DOI: 10.14742/AJET.5297
Abstract: In this editorial we present the bibliometric data and explain the new Creative Commons license being adopted from Volume 36. The bibliometrics include the journal’s publication, review and article access statistics, the articles attracting the most interest over the past year and the citation performance of the journal.
Publisher: Informa UK Limited
Date: 13-12-2017
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 15-05-2020
DOI: 10.14742/AJET.6266
Abstract: Over the last decade the deployment and use of learning analytics has become routine in many universities around the world. The ability to analyse the way students interact with technology has demonstrated significant value for providing insights into student learning and there are now a wide range of uses for learning analytics in education. From use as a diagnostic tool, to a method for prediction, learning analytics in higher education has an emphasis on a wide range of outcome measures, including student retention, progression, attainment, performance, mastery, employability and engagement. In exploring how learning analytics can improve learning practice by transforming the ways we support learning processes, this editorial highlights some of the learning analytics research that has been published in AJET to date.
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 20-03-2020
DOI: 10.14742/AJET.6146
Abstract: The bibliometric data in this editorial provide readers with information about the journal’s publication, review and article access statistics, the articles attracting the most interest over the past year and the citation performance of the journal.
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 18-11-2022
Abstract: Creative risk taking is at the heart of innovation, and therefore a valuable skill in educational design (Henderson, et al., 2022 Glover, 1977). Equally important is the skill of being able to learn from when those risks result in unexpected or undesirable outcomes (Manalo & Kapur, 2018 Trilling & Fadel, 2009 Vedder-Weiss, et al., 2018). However, in our observations creative risk taking and productive failure in educational design are rarely discussed let alone celebrated within higher education institutions. This silence is mirrored in the research literature. Despite a growing body of research around creative risk taking and productive failure in teaching (for ex le see: Creely, et al., 2021 Henriksen et al., 2021), there continues to be a need for empirical studies of educational designer experiences and practices. This poster reports on six narrative-based case studies of creative risk taking and productive failure. They have been drawn from the experiences of 12 educational designers working centrally and across nine faculties in a large metropolitan Australian university. The cases were developed through an iterative storying approach, within an adaptation of autoethnographic narrative inquiry. This approach was designed to elicit and synthesize complex, personal and, sometimes, emotionally charged case studies. The data and analysis were further enhanced through a secondary process of analytic focus groups which interpreted and made meaning of the narratives. Thematic analysis of the narrative stories and transcripts of the focus groups led to co-constructed propositions about the barriers, inhibitors, and opportunities for creative risk taking and productive failure in educational design work. This study confirms that creative risk taking and productive failure are common and valuable practices of educational design. The study also confirms that there is a broad aversion to openly acknowledging the risks and failures. This was partly due to a drive for narratives of success by institutions and education in general, combined with the often precarious positions of the designers themselves who work in a “third space” beside and between educators and students and who therefore have to establish and sustain the trust of those who they work with. Through the analysis of the cases it became apparent that the barriers to an enthusiastic culture of creative risk need to be addressed by both educational designers as well as institutional leaders. The poster will describe the problem, extant literature, and methodology. The poster will also outline the six cases (key characteristics and insights). However, the focus of the poster will be on our key findings: seven broad strategies for educational designers and institutional leaders to promote changes in practice. These seven strategies are thematically organized under three themes: Shape expectations Normalize failure Question the validity of success criteria Redefine the process Position failure as part of a process Revise the language surrounding the work of educational design Support the people involved Recognize the emotional labour of failure and vulnerability in engaging with it Involve others and resist internalising failure Purposefully build trusting and candid relationships over time The poster will elaborate on each of the seven strategies for both educational designers and institutional leaders.
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 18-11-2022
Abstract: On c us activity is resuming following two years of working and studying at home. Institutions are now faced with the opportunity and challenge of reconnecting students with an on c us environment while retaining the flexibility of online learning and assessment. During the pandemic there was a large uptake in the use of online remote exams combined with a variety of assessment security measures including proctoring tools designed to monitor student behaviour. Scholars and commentators alike have reported on positive and negative effects of these online assessment and security measures (Coghlan et al., 2021 Harwell, 2020 Selwyn et al., 2021 Stewart, 2020 White, 2020 Zhou, 2020). In particular, online proctoring technologies have been reported by some scholars to improve academic integrity behaviours (Dawson, 2020 Dendir & Maxwell, 2020 Dyer et al., 2020 Gudiño Paredes et al., 2021 Hylton et al., 2016) while others have reported less favourable results impacting the broader student experience. For ex le, online exams have been shown to impact student satisfaction with their online exam experience (Dawson, 2020 Gudiño Paredes et al., 2021 Harwell, 2020 Jaap et al., 2021) and academic performance (Dendir & Maxwell, 2020 Lee & Fanguy, 2022 Milone et al., 2017). As students return to c us, institutions are faced with the dilemma of deciding what online assessment practices should be retained, adapted, or discarded. This Pecha Kucha reports on a comparison of off c us and on c us student experiences of online exams and assessment security measures including online proctoring. This Pecha Kucha will report on one of Australia’s largest university-wide student exam experience surveys. Our large dataset comprising over 12,000 total responses will reveal preliminary findings of student experience during Semester 2 2021 where students mostly completed online exams remotely at home, compared to student experience during Semester 1 2022 where students mostly completed online exams on-c us. Overall, proctoring conditions between the two teaching periods are relatively comparable, with the major difference being that for the on-c us held exams in Semester 1 2022, students were required to check-in at a physical booth and receive a wristband with QR reader allowing them subsequently check-in to the exam room where they then used their own device to complete the online exam. This study offers unique student perspectives and has allowed us to understand the impact of the varied proctoring and exam conditions on student satisfaction and wellbeing, as well as on academic integrity attitudes such as temptation to cheat and self-reported cheating behaviours. In keeping with the conference ‘reconnect’ theme we focus on comparing the online exam experience of students who have returned to c us with the experience of students who sat an online exam remotely in a private setting. In particular, we explore their satisfaction, preference, perceived academic performance, as well as their motivations and behaviours in relation to (not)cheating. This Pecha Kucha offers actionable insights in relation to the implementation of online exams and online proctoring for student who are studying off c us, but also for those who are returning to c us.
Publisher: Wiley
Date: 12-2018
DOI: 10.1111/BJET.12529
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 27-06-2020
DOI: 10.14742/AJET.6378
Abstract: In this paper we explore and challenge the trajectory of research scholarship in the area of Technological, Pedagogical and Content Knowledge (TPACK). In doing so we adopt the position, as elaborated in Harris et al.’s (2017) editorial, that TPACK research is in need of addressing two key questions: What do teachers need to know in order to integrate technology effectively in the classroom and how can they best develop that knowledge? In order to explore this concern we undertook a review of research using the TPACK framework published in the Australasian Journal of Educational Technology over the last five years. The resulting 22 papers in which the TPACK framework was used substantially as a theoretical or methodological base for the research was analysed in regards to how TPACK scholarship is developing in relation to the research directions set out in the Harris et al.’s (2017) special edition editorial. The review concludes that much of the research identified focused on exploring, critiquing and validating the structure of the TPACK diagram and the seven components it describes. However, we argue that this focus has distracted researchers from addressing the key goals of TPACK and advancing understanding of effective teaching with technology. We conclude that there is a need for a fundamental shift in the trajectory of TPACK research, that is, to pay greater attention to understanding the knowledge that teachers need to use technology effectively for teaching and learning.
Publisher: IEEE
Date: 06-2010
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 23-07-2016
DOI: 10.14742/AJET.3269
Abstract: In this editorial Prof Barney Dalgarno reflects on the changes of AJET over the last three years. In doing so he offers a rough analysis of the extent of volunteering by editors and reviewers and makes a plea for authors to consider if they should or could contribute more.
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 16-09-2018
DOI: 10.14742/AJET.4830
Abstract: While carrying ‘Australasia’ in its name, our journal aims to achieve a strong global presence in the English-speaking world. In this editorial we examine data collected by our journal management software OJS to ascertain the outreach of AJET beyond its Australasian borders. We look at data concerning AJET’s readership, submissions, authors, and reviewers for the years 2016, 2017 and 2018 (to mid-August).
Publisher: Routledge
Date: 08-09-2015
Publisher: Informa UK Limited
Date: 25-09-2019
Publisher: Informa UK Limited
Date: 24-01-2022
Publisher: Informa UK Limited
Date: 30-04-2018
Publisher: Informa UK Limited
Date: 02-01-2019
Publisher: IGI Global
Date: 2015
DOI: 10.4018/978-1-4666-6433-3.CH041
Abstract: This chapter explores five ethical dilemmas associated with using Social Networking Sites (SNS) in classrooms. First, do we have the right to colonize or marginalize students' out of school social networking practices in the classroom? Second, should we access students' out of classroom virtual identities from their SNS in a classroom context? Third, should we be engaging students' social networking in public performances of the curriculum? Fourth, are we prepared for recognising and responding to illicit activity in SNS? Fifth, do teachers understand the implications of exposing their out of school identities to their students who inhabit the same social network? The authors do not dispute that SNS in the classroom can be a rich site for learning, but they argue that the concept of ethics as a process of analyzing and respecting the other is essential if we are to responsibly engage with SNS in the classroom.
Publisher: Informa UK Limited
Date: 06-04-2016
Publisher: Informa UK Limited
Date: 08-2013
Publisher: Springer Singapore
Date: 24-09-2017
Publisher: Informa UK Limited
Date: 21-02-2021
Publisher: Informa UK Limited
Date: 17-06-2021
Publisher: Informa UK Limited
Date: 07-2012
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 28-03-2018
DOI: 10.14742/AJET.4386
Abstract: As our first issue for 2018 it is timely to provide some bibliometrics on the recent performance of the journal. The bibliometric data in this editorial provide readers with information about the journal’s publication, review and article access statistics, the articles attracting the most interest over the past year and the citation performance of the journal. Overall, the journal continues to strengthen its position with high quality submissions and an increasing trend in citation impact factors.
Publisher: Emerald
Date: 28-03-2008
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 25-11-2018
DOI: 10.14742/AJET.5030
Abstract: Educational technology research, like all education research, is dominated by explicit or implicit claims of causation. The dominance of cause-effect models in research is not surprising, and for many it is unnoticed and unquestioned. However, regardless of the cause-effect model being applied or the methodology in measuring it, we are unable to detect cause-effect directly. It is in this context that we need to be cautious in our interpretations of educational technology interventions and their implications for the future. Claims of causation are unlikely to decrease in the face of the increasing calls for “evidence-based” policy and practice. With this in mind it is even more important to consider how we can resist deterministic or mechanical claims of cause and effect. This dilemma should not stop our drive for evidence based approaches, but it is a reminder that we need to take care in the rigour of our research, and equally, in the way we describe it.
Publisher: Wiley
Date: 10-10-2021
DOI: 10.1111/CHSO.12512
Abstract: This paper examines the evidence of children's agency in research about infants, toddlers and technologies. It finds that an implicit reliance on technological determinism as a theoretical perspective for positioning technologies relative to young children's development tends to shape research in terms of understanding the impact of technologies on young children. Drawing on critical constructivism as a philosophical stance on technologies, this paper argues that children's agency with technologies may be further investigated in terms of practice architectures to better understand the social mediation of infant and toddler interactions and engagements with technologies.
Publisher: Informa UK Limited
Date: 02-07-2016
Publisher: Informa UK Limited
Date: 02-08-2016
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 17-05-2022
DOI: 10.14742/AJET.7296
Abstract: Instructional videos are increasingly part of the teaching practices of educators across all sectors. The most common theoretical lens used to design and evaluate instructional videos has been to apply principles emerging from the cognitive theory of multimedia learning. However, these principles have been largely developed from research using instructional media other than videos. In addition, there is no comprehensive list of principles that have been shown to improve learning from instructional videos. Therefore, this paper seeks to identify principles of video design that are empirically supported in the literature. A systematic literature review was conducted, with a final analysis of 113 papers describing 28 principles. While some of the existing cognitive theory of multimedia learning principles, notably coherence, segmenting and learner control, have been found to improve learning from instructional videos in a variety of contexts, others, such as redundancy and modality, are not supported. These findings serve as clear guidance to instructional designers creating educational video content. In addition to describing the breadth of research in the field, this paper also found that the development of the research field suffers from a lack of coherence and is in urgent need of clear nomenclature and improved reporting of media and research design. Implications for practice or policy: Instructional videos that are shorter, segmented, coherent and paired with learning activities are more likely to lead to improved learning gains in students. Researchers reporting on the use of videos should provide comprehensive descriptions of media, including links to the media where possible. Designers of instructional videos should critically evaluate design principles established for non-video media.
Publisher: Springer International Publishing
Date: 2019
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 17-04-2017
DOI: 10.14742/AJET.3732
Abstract: This editorial summarises the bibliometric data regarding the journal’s publication, review and article access statistics, as well as the articles attracting the most interest over the past year and the citation performance of the journal.
Publisher: Elsevier BV
Date: 2021
Publisher: Informa UK Limited
Date: 17-04-2015
Publisher: Springer International Publishing
Date: 2019
Publisher: Springer International Publishing
Date: 2019
Publisher: Informa UK Limited
Date: 25-08-2013
Publisher: Informa UK Limited
Date: 20-04-2021
Publisher: Informa UK Limited
Date: 22-09-2021
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 11-06-2016
DOI: 10.14742/AJET.3219
Abstract: We applaud the work in educational technology innovation and research that adds to our understanding of how technologies can improve the teaching and learning experience within well-defined learning systems. However, we also see a potential for critical research around digital technologies in relation to higher education as a system. In this edutorial ee encourage researchers to report on empirical studies or rigorously supported conceptual work that fundamentally reconceptualises teaching in higher education and critically questions existing configurations.
Publisher: IGI Global
Date: 2014
DOI: 10.4018/978-1-4666-4904-0.CH010
Abstract: This chapter explores five ethical dilemmas associated with using Social Networking Sites (SNS) in classrooms. First, do we have the right to colonize or marginalize students’ out of school social networking practices in the classroom? Second, should we access students’ out of classroom virtual identities from their SNS in a classroom context? Third, should we be engaging students’ social networking in public performances of the curriculum? Fourth, are we prepared for recognising and responding to illicit activity in SNS? Fifth, do teachers understand the implications of exposing their out of school identities to their students who inhabit the same social network? The authors do not dispute that SNS in the classroom can be a rich site for learning, but they argue that the concept of ethics as a process of analyzing and respecting the other is essential if we are to responsibly engage with SNS in the classroom.
Publisher: Informa UK Limited
Date: 11-11-2023
Publisher: Wiley
Date: 25-02-2019
DOI: 10.1111/BJET.12749
Abstract: Assessment feedback is increasingly being provided in digital modes, from electronic annotations to digital recordings. Digitally recorded feedback is generally considered to be more detailed than text‐based feedback. However, few studies have compared digital recordings with other common feedback modes, including non‐digital forms such as face‐to‐face conversations. It is also unclear whether providing multiple feedback modes is better than a single mode. To explore these possibilities, an online survey asked 4514 Australian university students to rate the level of detail, personalisation and usability of the feedback comments they had most recently received. Of the students who received a single feedback mode only, electronic annotations and digital recordings were rated most highly on the three quality indicators. Students who received multiple modes were more likely to agree with all three indicators than those who received a single mode. Finally, students who received multiple modes were more likely to agree that the comments were detailed and usable when one of those modes was a digital recording. These findings enhance our understanding of feedback design, indicating that it is important to consider the strengths and weaknesses of particular modes, and the value of offering multiple modes.
Publisher: Wiley
Date: 19-05-2020
DOI: 10.1002/JOCB.452
Abstract: This article is an ontological investigation of the term creativity, to suggest a model that infuses key philosophical and critical perspectives. This article proposes that creativity has three modes of existence or ways of being in the world: the Visceral (embodiments), the Ideational (mind and conceptual), and the Observational (appreciation, critical, and evaluative). We view creativity synergistically as representing both the in idual creative experience and output, in conceptual and embodied ways—and also what externally shapes, enhances, and constrains creative experience. Technologies, as tools to think or create with, often mediate the operation of these three modes. We discuss each mode, instantiating it in an educational exemplar, and also engage with issues of power, discourse, and gatekeeping over what is deemed to be creative in education. Our discussion examines the rhetoric around the term, as well as issues of access to technologies that afford creativity. This tri‐modal model of creativity offers an interdisciplinary framework to complement existing models for understanding creativity.
Publisher: SAGE Publications
Date: 24-07-2016
Abstract: This article explores the digital technologies that taught postgraduate students engage with during their studies, what these technologies are used for and how useful they are perceived to be. The article draws upon data gathered from a survey of 253 masters and postgraduate diploma/certificate students across two universities in Australia. Analysis of these data contrasts the varied use(fulness) of ‘official’ university technologies such as learning management systems and library resources against ‘unofficial’ technologies such as Wikipedia, Twitter, Facebook and free/open education resources. In particular, the data highlight notable differences between students by subject area, domicile, mode of study and academic performance. The data also highlight the perceived benefits of this technology use – with students primarily finding digital technology useful in terms of supporting the logistics of university study rather than matters of learning per se. The article concludes by considering what is missing from these current forms of technological engagement, particularly in comparison with wider discourses about the educational potential of recent digital technologies.
Publisher: SAGE Publications
Date: 16-09-2019
Abstract: Feedback can occur before and after assessment submission, but needs to be useful in order for students to improve their subsequent performance. Arguably, undergraduate students, and particularly international, online and new students, are especially in need of feedback to effectively engage in academic and disciplinary expectations. Therefore, this article draws on survey data from students, disaggregated by mode of study, citizenship of enrolment and year of study, to explore their experiences of feedback usefulness both before and after assessment submission. Overall, undergraduate students were positive however, this perception decreased according to their year level. Comparisons between online and international students also revealed key differences. A conclusion is that undergraduate students cannot be treated homogeneously, and educators need to attend to the feedback experiences of different student groups as they progress through their programme.
Publisher: Wiley
Date: 25-02-2014
DOI: 10.1111/BJET.12145
Publisher: Informa UK Limited
Date: 22-04-2013
Publisher: Informa UK Limited
Date: 23-02-2017
Publisher: Informa UK Limited
Date: 09-10-2019
Publisher: Informa UK Limited
Date: 25-02-2015
Publisher: Wiley
Date: 13-04-2015
DOI: 10.1002/BERJ.3186
Publisher: Informa UK Limited
Date: 05-04-2019
Publisher: Elsevier BV
Date: 12-2021
Publisher: Elsevier BV
Date: 11-2022
Publisher: Wiley
Date: 28-03-2022
DOI: 10.1002/BERJ.3785
Abstract: This paper identifies the shared features of provision in exemplar school playgroups defined using the social capital concepts of bonding and bridging relationships. Relationships promote capabilities amongst people, with play a known capability for advancing children's developmental and educational outcomes. By attending to the bonding and bridging relationships in each school playgroup, exemplar groups were identified and studied to reveal their shared features of provision. Six main features of provision were identified, including materials, facilitator, space, location, scheduling and health and safety. Awareness of these features may benefit school leaders and/or governance seeking to implement a school playgroup within their own community. Findings from this project suggest high‐performing school playgroups can operate in areas of lower and higher socioeconomic status and/or parental education, and in regional and rural areas.
Publisher: Springer International Publishing
Date: 2019
Publisher: Springer International Publishing
Date: 2019
Publisher: Informa UK Limited
Date: 26-03-2020
Start Date: 02-2019
End Date: 10-2022
Amount: $352,351.00
Funder: Australian Research Council
View Funded ActivityStart Date: 11-2017
End Date: 09-2023
Amount: $156,000.00
Funder: Australian Research Council
View Funded ActivityStart Date: 05-2020
End Date: 12-2024
Amount: $556,000.00
Funder: Australian Research Council
View Funded Activity