ORCID Profile
0000-0002-6091-4926
Current Organisations
Federation University
,
Macquarie University
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Publisher: Elsevier BV
Date: 09-2023
Publisher: SAGE Publications
Date: 29-05-2023
DOI: 10.1177/18369391231173178
Abstract: Little is known about children’s participation in early childhood education (ECE) in regional and remote areas in Australia. This research addresses this gap by investigating the perspectives of early childhood centre directors and educators who work directly in ECE services in these areas. The study used a two-stage mixed methodology, including focus groups with 52 centre directors/educators of ECE services in regional and remote areas of NSW, followed by a survey completed by centre directors/educators in 37 services, to identify the most relevant and pressing barriers to children’s participation, and their views on what can be done to support children’s participation. Using Bronfenbrenner’s ecological systems theory (1995), multi-tiered barriers to children’s participation were identified, revealing that the entrenched problem of children’s non-participation in high quality ECE requires a nuanced and holistic policy approach that operates at the familial, service, community and socio-political level, targeting the specific challenges faced by communities.
Publisher: Springer Science and Business Media LLC
Date: 22-07-2022
DOI: 10.1007/S10857-022-09547-2
Abstract: This research investigates how a lesson study (LS) on designing and implementing challenging tasks impacts Vietnamese high school mathematics teacher knowledge and beliefs. Its contribution highlights cultural considerations when adopting LS to the forefront to contextualize the impacts. The results show that the teachers developed their specialized content knowledge by attending to students’ mathematics and creating cognitive conflicts building on student responses. The teachers changed their curriculum knowledge from implementer to transformer , improved knowledge about content and students attending to difficulties and misconceptions, and enhanced their knowledge about content and teaching in ways they designed, sequenced, and evaluated approaches that fit student learning. Finally, they changed their beliefs about mathematics to a comprehensive view of knowledge, mathematical proficiency , and sophisticated beliefs of teaching and learning. Discussion about the essence of LS when adopting it to different cultures is included.
Publisher: Wiley
Date: 2015
DOI: 10.1111/SSM.12096
Publisher: Springer Science and Business Media LLC
Date: 18-09-2018
Publisher: Informa UK Limited
Date: 23-10-2023
Publisher: International Association for Statistical Education
Date: 30-11-2016
Publisher: Informa UK Limited
Date: 15-08-2020
Publisher: Society for Research and Knowledge Management
Date: 30-05-2023
Abstract: Research on mathematics teacher knowledge has gained momentum recently however, research on teacher planning is scarce, especially using lesson plans as the primary data source. This study examines how teachers' lesson plans change as they participate in a professional development, supporting them in implementing the Vietnamese reformed Curriculum 2018. Using a design-based research methodology, we developed a research-informed framework that assesses teachers' lesson plans for developing students' statistical literacy as emphasized in the mathematics Curriculum. Informed by research literature and data collected from teachers, the framework including seven criteria was shared and used by 61 teachers to reflect on the quality of their lessons. The analysis of 38 lesson plans shows all criteria have improved from pre- to post-lesson plans. The teachers included more explicit and comprehensive learning intentions in their post-lessons. Tasks in the post-lesson plans afforded more opportunities for students to develop statistical literacy, helped them engage in the statistical investigation using real data, and included multiple representations. Finally, the post-lesson plans tended to follow the constructivist teaching principles. Implications on ways to develop teachers' planning competence and suggestions for future studies are included.
Publisher: SAGE Publications
Date: 15-08-2022
DOI: 10.1177/18369391221120958
Abstract: This paper details the research design of a multidisciplinary, multi-method, collaborative research project investigating health communication from the experiences of the early childhood education (ECE) sector during the COVID-19 pandemic. With the rapidly evolving pandemic, the ECE sector was instantly tasked with expanding their required health practices to prevent the spread of infection. It was evident that the sector needed a system to communicate health advice in a timely, consistent and effective manner. Founded on a partnership model based on ‘knowledge brokering’ theory, this project demonstrates the value of a multidisciplinary research team collaborating with stakeholder organisations to investigate how COVID-19 health information traversed through complexities of organisational layers and erse communities of families and staff. Detailing our data collection and analysis protocols, we conclude by outlining how our innovative research design is generating actionable and impactful recommendations for both the ECE and health sectors.
Publisher: National Council of Teachers of Mathematics
Date: 05-2014
DOI: 10.5951/MATHTEACHER.107.9.0672
Abstract: The choice and context of authentic problems—such as designing a staircase or a soda can—illustrate the modeling process in several stages.
Publisher: Springer Science and Business Media LLC
Date: 04-02-2022
DOI: 10.1007/S11858-022-01330-0
Abstract: With the myriad theories generated through research over the years, a continuing challenge for researchers is to navigate the multitude of theories in order to communicate their research, integrate empirical results, and make progress as a field by building upon empirical research. The Social Unit of Learning project was purposefully designed so that researchers from multiple disciplines with different theoretical perspectives could work together to examine the complexity of the mathematics classroom. In this paper, we reflect on the multiple analytical accounts generated from the project, drawing from the notions of complementarity and commensurability. Two parallel analyses, applying the commognitive framework and the theory of representations respectively, are used as illustrative ex les for discussion regarding complementarity and commensurability. The paper addresses two focal questions, as follows: in what ways do ergence or contradiction in incommensurable analytical accounts reflect methodological discrepancies or fundamental differences in the underpinning theories? Furthermore, in what ways do the accounts generated by the parallel analyses predicated on different theories lead to differences in instructional advocacy? The answers to these questions provide empirically-grounded insights into the consideration of incommensurability in educational research, and suggest ways in which researchers and practitioners might apply the notion of complementarity to reconcile or exploit incommensurable analytical accounts that have resulted in different instructional advocacies.
Publisher: Springer International Publishing
Date: 2021
Publisher: Vietnam Journal of Education
Date: 25-06-2023
Publisher: Springer International Publishing
Date: 2018
Publisher: National Council of Teachers of Mathematics
Date: 03-2016
DOI: 10.5951/JRESEMATHEDUC.47.2.0118
Abstract: This commentary highlights the contribution that careful and systematic analyses of curriculum or content standards can make to questions and issues important in the mathematics education field. We note the increased role that curriculum standards have played as part of a standards-based education reform strategy. We also review different methods used by researchers to compare and analyze the Common Core State Standards for Mathematics , each method designed for a particular purpose. Finally, we call upon mathematics education researchers to engage in careful analysis of curriculum standards and to share their findings in ways that can inform public debate as well as support education professionals in improving student learning opportunities.
No related grants have been discovered for Dung Tran.