ORCID Profile
0000-0001-9549-9921
Current Organisation
Edith Cowan University
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Research Topics
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.
Top 5 Research Topics
ANZSRC Field of Research (FoR)
Computation Theory And Mathematics Not Elsewhere Classified | Computer-Human Interaction | Curriculum and Pedagogy | Specialist Studies in Education | Assessment And Evaluation | Astronomy And Astrophysics | Teacher Education: Higher Education | Curriculum Studies: Science Education
ANZSRC Socio-Economic Objective (SEO)
Education and training not elsewhere classified | Computer software and services not elsewhere classified | Education policy | Higher education | Primary education | Secondary education |
Related Links
Publications
PHOTOMETRIC AND PROPER MOTION STUDY OF THE NEGLECTED OPEN CLUSTER NGC 2215
Publisher: American Astronomical Society
Date: 18-05-2015
Some Philosophical musings on the RTSRE conference
Publisher: Our Solar Siblings
Date: 18-10-2018
Inquiry-Based Educational Design for Large-Scale High School Astronomy Projects Using Real Telescopes
Publisher: Springer Science and Business Media LLC
Date: 12-04-2015
iSTAR First Light: Characterizing Astronomy Education Research Dissertations In The iSTAR Database
Publisher: Clute Institute
Date: 06-12-2016
Abstract: There is widespread interest among discipline-based science education researchers to situate their research in the existing scholarly literature base. Unfortunately, traditional approaches to conducting a thorough literature review are unduly hindered in astronomy education research as the venues in which scholarship is reported are fragmented and widely dispersed across journals of varying disciplines. The international STudies of Astronomy education Research (iSTAR) online repository is the result of a concerted international community effort to collect and categorize existing research from peer-reviewed journal articles, dissertations/theses, and grey literature. In a “first light” survey of over 300 U.S. dissertations, we find: (i) work in AER dates back to 1923 (ii) the number of extant dissertations is far greater than anticipated (iii) research methods definitions have evolved and (iv) most work has studied participants’ broad knowledge rather than specific learning targets. The surprisingly wide breadth of rarely cited research motivates us to collect more AER from across international and cross-disciplinary sources.
Computers in Education
Publisher: Informa UK Limited
Date: 03-1992
A longitudinal investigation of the science teaching efficacy beliefs and science experiences of a cohort of preservice elementary teachers
Publisher: Informa UK Limited
Date: 29-10-2017
A Review of High School Level Astronomy Student Research Projects Over the Last Two Decades
Publisher: Cambridge University Press (CUP)
Date: 2014
DOI: 10.1017/PASA.2014.30
Abstract: Since the early 1990s with the arrival of a variety of new technologies, the capacity for authentic astronomical research at the high school level has skyrocketed. This potential, however, has not realised the bright-eyed hopes and dreams of the early pioneers who expected to revolutionise science education through the use of telescopes and other astronomical instrumentation in the classroom. In this paper, a general history and analysis of these attempts is presented. We define what we classify as an Astronomy Research in the Classroom (ARiC) project and note the major dimensions on which these projects differ before describing the 22 major student research projects active since the early 1990s. This is followed by a discussion of the major issues identified that affected the success of these projects and provide suggestions for similar attempts in the future.
Ideal pictures and actual perspectives of junior secondary school science: comparisons drawn from Australian students in an astronomy education programme
Publisher: Informa UK Limited
Date: 29-06-2017
Measuring preservice teacher self-efficacy in music and visual arts: Validation of an amended science teacher efficacy belief instrument
Publisher: Elsevier BV
Date: 05-2017
Prevalence of communication disorders compared with other learning needs in 14 500 primary and secondary school students
Publisher: Wiley
Date: 2007
DOI: 10.1080/13682820601173262
Abstract: Prevalence data are of interest to health professionals and educators to assist in the planning of service delivery, allow for the calculation of the level of impact of intervention, and allow for the consideration of the boundaries between typical development and impairment. To determine the prevalence of children with communication disorders and other learning needs as identified by their teachers within all primary and secondary schools in an Australian school district over a 3-year period. Children with learning needs were identified from 14,514 students in the first year (wave 1) and the 14,533 students 2 years later (wave 2). Children were identified via a four-phased data-collection process designed to reduce selection and misclassification bias. Identification included teacher training, teacher referral, confirmation by documentation from relevant professionals including speech and language therapists, audiologists, psychologists and doctors, and verification by the school district learning needs advisors. Overall 5309 students were identified as having some area of learning need in the first year and 4845 students were identified 2 years later. In order of prevalence, the areas of learning need were: specific learning difficulty (17.93% in wave 1 19.10% in wave 2), communication disorder (13.04% 12.40%), English as a second or other language (9.16% 5.80%), behavioural/emotional difficulty (8.16% 6.10%), early achiever/advanced learner (7.30% 5.50%), physical/medical disability (1.52% 1.40%), intellectual disability (1.38% 1.20%), hearing impairment (0.96% 0.80%), and visual impairment (0.16% 0.30%). The male:female ratio for all children was 1.57:1 (wave 1) and 1.66:1 (wave 2) and was the highest for the categories of behavioural/emotional difficulty, communication disorders. There were significant differences between learning need and socio-economic status quantile for all areas except early achievers/advanced learners and physical/medical disability. There was a higher prevalence of behavioural/emotional difficulty, and intellectual disability, in the lower socio-economic status quantiles and a higher prevalence of communication disorders in the mid-to-high socio-economic status quantiles. More children were identified as having an additional learning need in grades 1-3 (5-9 years of age). The children who were perceived as requiring the highest level of teacher support were those with an intellectual disability. This study provides comparative prevalence data for children with additional learning needs. There was a high prevalence of children typically seen in the caseloads of speech and language therapists, and teachers identified that many of these children required high levels of support within the classroom.
Support required for primary and secondary students with communication disorders and/or other learning needs
Publisher: SAGE Publications
Date: 06-2010
Abstract: Prioritization of school students with additional learning needs is a reality due to a finite resource base. Limited evidence exists regarding teachers’ prioritization of primary and secondary school students with additional learning needs. The aim of the present article was to differentiate teachers’ perceptions of the level of support required by and provided to students with respect to nine additional learning needs. Teachers of 14,533 students in an Australian school district (in 37 primary schools and 7 secondary schools) identified students’ required and actual level of support. Teachers identified 4,845 students with additional learning needs: 34.71% of primary students and 30.14% of secondary students. Of the nine areas of additional learning need, presence of a communication disorder was the most important predictive factor of teachers’ recommendation that primary or secondary students required a high level of support at school. Students were more likely to be identified with communication disorder if they were in grades 1, 2, 7, 8 or 10 that is, at the time of transition to different levels of schooling. Students with communication disorder + behavioural/ emotional disorder + intellectual disability were identified by teachers as requiring the highest level of support at school. Overall, students received limited additional support at school however, those with communication disorder + intellectual disability received the highest level of learning support within the educational setting. In contrast, students who received the greatest curriculum adaptations were those with intellectual disability + physical/medical disability.Those with intellectual disability + communication disorder were most likely to have an in idual education plan, and those with communication disorder + intellectual disability + physical/medical disability were most likely to receive long-term support from agencies outside of the school system. Socio-economic status (specifically, being in a middle-class school) was the most predictive demographic variable for higher levels of support for students with communication disorder, followed by being male.
The prevalence of stuttering, voice, and speech-sound disorders in primary school students in Australia
Publisher: American Speech Language Hearing Association
Date: 2007
DOI: 10.1044/0161-1461(2007/002)
Abstract: The aims of this study were threefold: to report teachers' estimates of the prevalence of speech disorders (specifically, stuttering, voice, and speech-sound disorders) to consider correspondence between the prevalence of speech disorders and gender, grade level, and socioeconomic status and to describe the level of support provided to schoolchildren with speech disorders. Students with speech disorders were identified from 10,425 students in Australia using a 4-stage process: training in the data collection process, teacher identification, confirmation by a speech-language pathologist, and consultation with district special needs advisors. The prevalence of students with speech disorders was estimated specifically, 0.33% of students were identified as stuttering, 0.12% as having a voice disorder, and 1.06% as having a speech-sound disorder. There was a higher prevalence of speech disorders in males than in females. As grade level increased, the prevalence of speech disorders decreased. There was no significant difference in the pattern of prevalence across the three speech disorders and four socioeconomic groups however, students who were identified with a speech disorder were more likely to be in the higher socioeconomic groups. Finally, there was a difference between the perceived and actual level of support that was provided to these students. These prevalence figures are lower than those using initial identification by speech-language pathologists and similar to those using parent report.
Parental involvement in speech intervention: A national survey
Publisher: Informa UK Limited
Date: 2008
DOI: 10.1080/02699200801919737
Abstract: A survey of 277 speech language pathologists (SLPs) investigated beliefs and practice regarding parents' involvement in service planning and delivery for children with speech impairment. Although the SLPs frequently involved parents in service delivery for speech intervention, parental involvement in service planning was less frequent. SLPs working in educational settings involved parents to a lesser extent than SLPs working in health settings and private practice. More experienced SLPs involved parents less in decision-making. A gap between the SLPs' beliefs and practice was found, with stated beliefs not always reflecting practice. 40% of respondents were unhappy with the level of parental involvement and perceived workplace, personal and parental barriers to working effectively with parents. Although the SLPs indicated that they believed in and used family-centered practices, beliefs and practice regarding parent decision-making were therapist- rather than family-centered.
New Zealand curriculum innovation in historical and political context: the Freyberg integrated studies project and parallel projects of the 1940s
Publisher: Informa UK Limited
Date: 03-1991
Distance education for the gifted and talented:An interactive design model
Publisher: Informa UK Limited
Date: 05-1999
Speech, Sign, or Multilingualism for Children With Hearing Loss: Quantitative Insights Into Caregivers' Decision Making
Publisher: American Speech Language Hearing Association
Date: 07-2014
DOI: 10.1044/2014_LSHSS-12-0106
Abstract: The authors sought to investigate the influence of a comprehensive range of factors on the decision making of caregivers of children with hearing loss regarding the use of speech, the use of sign, spoken language multilingualism, and spoken language choice. This is a companion article to the qualitative investigation described in Crowe, Fordham, McLeod, and Ching (2014). Through a questionnaire, 177 caregivers of 157 Australian children with hearing loss (ages 3 to 9 [years months], M age = 6 ) rated the importance of a range of potential influences on their decision making regarding their children's communication. The majority of children were reported to use speech (96.6%) as part or all of their communication system, with fewer children reported to use sign (20.9%). Few children used more than one spoken language (8.3%). Proportional analyses and exploratory factor analyses were conducted. Overall, caregivers' decisions were influenced by their children's audiological and intervention characteristics, communication with those around them, community participation, access to intervention and education services in English, and concerns about their children's future lives. The advice of speech-language pathologists, audiologists, and specialist teachers was more important to caregivers than advice from medical practitioners and nonprofessionals. Caregivers' decision making regarding communication mode and language use is influenced by factors that are not equally weighted and that relate to child, family, community, and advice from others. Knowledge of these factors can assist professionals in supporting caregivers making choices regarding communication. 0.23641/asha.6170282
Astronomy alternative conceptions in pre-adolescent students in Western Australia
Publisher: Informa UK Limited
Date: 21-09-2018
Rice bran arabinoxylan compound and quality of life of cancer patients (RBAC-QoL): Study protocol for a randomized pilot feasibility trial
Publisher: Elsevier BV
Date: 09-2020
Our Solar Siblings. A high school focussed robotic telescope-based astronomy education project
Publisher: Our Solar Siblings
Date: 18-10-2018
Implementing computerised school information systems: Case studies from New Zealand
Publisher: Elsevier BV
Date: 1996
Indigenous Sky Stories: Reframing How we Introduce Primary School Students to Astronomy — a Type II Case Study of Implementation
Publisher: Cambridge University Press (CUP)
Date: 25-11-2016
DOI: 10.1017/JIE.2016.21
Abstract: The Indigenous Sky Stories Program may have the potential to deliver significant and long-lasting changes to the way science is taught to Year 5 and 6 primary school students. The context for this article is informed by research that shows that educational outcomes can be strengthened when Indigenous knowledge is given the space to co-exist with the hegemony of current western science concepts. This research presents a case study of one primary school involved in the Indigenous Sky Stories Program. It showcases how teachers and students worked in conjunction with their local community to implement the program. The results suggest that introducing cultural sky stories into the science program, engaged and primed Year 5 and 6 students to seek out additional sky stories and to investigate the astronomical content mapped to the National Science Curriculum. The involvement of Aboriginal elders and community enriched the experience for all involved. The integrated science program appears to generate positive engagement for both Indigenous students and their non-Indigenous peers. Additionally, the program provided a valuable template for teachers to emulate and which can act as a model for the requirement to include Indigenous perspectives in the new National Science Curriculum.
A Large-Scale Inquiry-Based Astronomy Intervention Project: Impact on Students’ Content Knowledge Performance and Views of their High School Science Classroom
Publisher: Springer Science and Business Media LLC
Date: 30-08-2015
Depicting science teachers’ concerns regarding the Tanzanian inquiry-based science curriculum
Publisher: Informa UK Limited
Date: 11-08-2022
iSTAR First Light: Characterizing Astronomy Education Research Dissertations In The iSTAR Database
Publisher: Clute Institute
Date: 06-12-2016
Abstract: There is widespread interest among discipline-based science education researchers to situate their research in the existing scholarly literature base. Unfortunately, traditional approaches to conducting a thorough literature review are unduly hindered in astronomy education research as the venues in which scholarship is reported are fragmented and widely dispersed across journals of varying disciplines. The international STudies of Astronomy education Research (iSTAR) online repository is the result of a concerted international community effort to collect and categorize existing research from peer-reviewed journal articles, dissertations/theses, and grey literature. In a “first light” survey of over 300 U.S. dissertations, we find: (i) work in AER dates back to 1923 (ii) the number of extant dissertations is far greater than anticipated (iii) research methods definitions have evolved and (iv) most work has studied participants’ broad knowledge rather than specific learning targets. The surprisingly wide breadth of rarely cited research motivates us to collect more AER from across international and cross-disciplinary sources.
A Long-Term Investigation of the Science Teaching Efficacy Beliefs of Multiple Cohorts of Preservice Elementary Teachers
Publisher: Informa UK Limited
Date: 16-10-2019
Multilingual children with hearing loss: Factors contributing to language use at home and in early education
Publisher: SAGE Publications
Date: 02-2013
Abstract: Understanding the relationship between children’s cultural and linguistic ersity and child, caregiver, and environmental characteristics is important to ensure appropriate educational expectations and provisions. As part of the Longitudinal Outcomes of Children with Hearing Impairment (LOCHI) study, children’s caregivers and educators completed questionnaires on demographic characteristics, including the communication mode (oral, manual, or mixed) and languages used in home and early educational environments. This article reports an exploratory analysis to examine factors associated with language use and communication mode of children at 3 years of age. A Chi Square Automatic Interaction Detector (CHAID) analysis was performed on data from 406 children to examine factors influencing communication mode and oral language use. The factor that most influenced children’s communication mode at home was the communication mode used by their female caregiver. Children’s communication mode in their early education environment was most related to the communication mode they used at home, and then related to the presence of additional needs in the children, female caregivers’ level of education and the male caregivers’ use of languages other than English (LOTEs). A second exploratory CHAID analysis of data for children from multilingual families ( n = 106) indicated that female caregivers’ use of English at home significantly influenced whether children used a LOTE at home. Finally, the use of a LOTE at home was associated with the use of a LOTE in the early education environment. These findings serve as an initial description of the factors that were associated with the communication mode and language use of children with hearing loss.
The Charles Sturt University Remote Telescope Project
Publisher: Our Solar Siblings
Date: 18-10-2018
Development and validation of an astronomy self-efficacy instrument for understanding and doing
Publisher: American Physical Society (APS)
Date: 28-02-2022
Using computers in the high school curriculum: Teacher concerns
Publisher: Springer Science and Business Media LLC
Date: 06-1987
DOI: 10.1007/BF03219287
The PULSE@Parkes Project: a New Observing Technique for Long-Term Pulsar Monitoring
Publisher: Cambridge University Press (CUP)
Date: 2009
DOI: 10.1071/AS09021
Abstract: The PULSE@Parkes project has been designed to monitor the rotation of radio pulsars over time spans of days to years. The observations are obtained using the Parkes 64-m and 12-m radio telescopes by Australian and international high school students. These students learn the basis of radio astronomy and undertake small projects with their observations. The data are fully calibrated and obtained with the state-of-the-art pulsar hardware available at Parkes. The final data sets are archived and are currently being used to carry out studies of 1) pulsar glitches, 2) timing noise, 3) pulse profile stability over long time scales and 4) the extreme nulling phenomenon. The data are also included in other projects such as gamma-ray observatory support and for the Parkes Pulsar Timing Array project. In this paper we describe the current status of the project and present the first scientific results from the Parkes 12-m radio telescope. We emphasise that this project offers a straightforward means to enthuse high school students and the general public about radio astronomy while obtaining scientifically valuable data sets.
Students’ Perceptions of High School Science: What has Changed Over the Last Decade?
Publisher: Springer Science and Business Media LLC
Date: 14-09-2012
Related Organisations
Faculty Of Education And Social Work, University Of Sydney
Location: Australia
University Of Glasgow
Location: United Kingdom of Great Britain and Northern Ireland
Faculty Of Education And Social Work, University Of Sydney
Location: No location found
Related Funding Activities
Improving The Reliability Of Assessment In Higher Education: The Place Of Computer-assisted Techniques
Start Date: 2002
End Date: 2003
Funder: Australian Research Council
View Funded ActivityCollaborative Research: Exploring The Impact Of Robotic Telescope-Based Observing Experiences On Students' Learning And Engagement In STEM
Start Date: 2020
End Date: 2025
Funder: Directorate for Education & Human Resources
View Funded ActivityCollaborative Research: Exploring The Impact Of Robotic Telescope-Based Observing Experiences On Students' Learning And Engagement In STEM
Start Date: 2020
End Date: 2025
Funder: Directorate for Education & Human Resources
View Funded ActivityLinkage Projects - Grant ID: LP0212109
Start Date: 2002
End Date: 12-2005
Amount: $40,000.00
Funder: Australian Research Council
View Funded ActivityLinkage Projects - Grant ID: LP0989264
Start Date: 04-2009
End Date: 12-2012
Amount: $312,000.00
Funder: Australian Research Council
View Funded Activity