ORCID Profile
0000-0002-9902-7582
Current Organisations
RMIT University
,
Monash 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)
Curriculum and Pedagogy | Science, Technology and Engineering Curriculum and Pedagogy | Teacher Education: Secondary | Teacher Education: Primary | Education Systems | Teacher Education and Professional Development of Educators | Curriculum and Pedagogy Theory and Development | Mathematics and Numeracy Curriculum and Pedagogy | Curriculum Studies: Science Education
ANZSRC Socio-Economic Objective (SEO)
Pedagogy | Primary education | Secondary education | Learner and Learning Processes | Teacher and Instructor Development | Expanding Knowledge in Education | Higher education |
Related Links
Publications
Self and community
Publisher: No publisher found
Date: 2013
Critical Friends, Collaborators and Community in Self-Study
Publisher: Informa UK Limited
Date: 02-09-2014
The impact of sensor characteristics for obtaining accurate ground-based measurements of LAI
Publisher: IEEE
Date: 07-2013
Co-designing Integrated Mathematics and Science Lesson Learning Sequences for Primary Education
Publisher: The University of Sydney Library
Date: 07-09-2022
DOI: 10.30722/IJISME.30.04.005
Abstract: Integrating mathematics and science can enrich student learning by providing relevant, meaningful, and engaging learning experiences that promote positive attitudes towards both subjects. However, despite reported benefits in relation to student learning, various barriers to integration have also been identified, including limited teacher content and pedagogical content knowledge, and the need for professional learning support with planning and implementing integrated lessons. In this article, we report on one phase of a project in which mathematics and science education researchers and primary teachers collaborated to design two sequences of integrated mathematics and science lessons. We focus on the processes considered critical for success, including how knowledge was co-constructed by the design team to develop the integrated lesson sequences. Findings are communicated as a set of guidelines to support teachers and educators interested in replicating the process to integrate mathematics and science content.
Self-study and the Development of New Perspectives on Pre-service Teacher Education
Publisher: Informa UK Limited
Date: 04-07-2012
With or without you? Exploring student perception survey assessment data as a teacher-student (un)shared process
Publisher: Informa UK Limited
Date: 30-08-2023
Becoming ‘Good’ through Self-Study
Publisher: Informa UK Limited
Date: 02-09-2021
Boundary Crossing and the Professional Learning of Teacher Educators in New International Contexts
Publisher: Informa UK Limited
Date: 03-05-2016
Gender and gender role differences in student–teachers’ commitment to teaching
Publisher: Springer Science and Business Media LLC
Date: 13-05-2016
Taking a Long Hard Look at the Work of the Teacher Educator
Publisher: Informa UK Limited
Date: 02-09-2017
The Role of Self-study in Times of Radical Change
Publisher: Informa UK Limited
Date: 03-05-2020
Constructing CoRes—a Strategy for Building PCK in Pre-service Science Teacher Education
Publisher: Springer Science and Business Media LLC
Date: 26-03-2010
Teacher Education and Student Teachers’ Commitment to Teaching: A Thematic Literature Review
Publisher: Informa UK Limited
Date: 04-07-2021
Examining Connections Between Teacher Educators' Values, Beliefs, and Actions Through Self-Study
Publisher: Informa UK Limited
Date: 14-03-2012
Chapter 31 Self and Community: The Impact of ISATT on the Professional Learning, Teaching, and Research of Members in the Asia-Pacific Region
Publisher: Emerald Group Publishing Limited
Date: 2013
Collaboration and Community Building in Teacher Educators' Work
Publisher: Informa UK Limited
Date: 25-09-2012
Disseminating secret-story-knowledge through the self-study of teacher education practices
Publisher: Informa UK Limited
Date: 02-09-2018
Handbook of Research on Science Education, Volume II
Publisher: Routledge
Date: 11-07-2014
Imagining a reader exploring issue 14(2) of studying teacher education
Publisher: Informa UK Limited
Date: 04-05-2018
Science Education Trajectories: Charting the Course for Teachers, Educators, Researchers, and Policymakers
Publisher: Informa UK Limited
Date: 13-11-2018
Self-Study as a Methodology for Exploring Cultural and Cross-Cultural Tensions
Publisher: Informa UK Limited
Date: 31-03-2011
Five Challenging Self-Studies of Teacher and Teacher Educator Development
Publisher: Informa UK Limited
Date: 09-2016
Self-Studies Exploring Participants’ Underlying Assumptions
Publisher: Informa UK Limited
Date: 02-01-2016
Understanding and developing science teachers' pedagogical content knowledge
Publisher: SensePublishers
Date: 2012
STEM Education Matters
Publisher: Springer International Publishing
Date: 2021
Developing science teacher educators' pedagogy of teacher education
Publisher: Springer Netherlands
Date: 23-11-2012
Re-examining Pedagogical Content Knowledge in Science Education
Publisher: Routledge
Date: 24-03-2015
Self-study and Vulnerability
Publisher: Informa UK Limited
Date: 03-05-2016
Developing Pedagogical Practice as a Teacher Educator
Publisher: Informa UK Limited
Date: 11-2011
In Memory of George Floyd
Publisher: Informa UK Limited
Date: 02-01-2022
Improving Teacher Education through the Self-Study of Practice
Publisher: Informa UK Limited
Date: 02-01-2023
Navigating roadblocks and gates: longitudinal experiences of highly accomplished teachers following professional development
Publisher: Informa UK Limited
Date: 04-07-2023
Understanding the Effects of ALS Pulse Density for Metric Retrieval across Diverse Forest Types
Publisher: American Society for Photogrammetry and Remote Sensing
Date: 08-2015
Abstract: Pulse density, the number of laser pulses that intercept a surface per unit area, is a key consideration when acquiring an Airborne Laser Scanning (ALS) dataset. This study compares area-based vegetation structure metrics derived from multi-return ALS simulated at six pulse densities (0.05 to 4 pl m -2 ) across a range of forest types: from savannah woodlands to dense rainforests. Results suggest that accurate measurement of structure metrics (canopy height, canopy cover, and vertical canopy structure) can be achieved with a pulse density of 0.5 pl m -2 across all forest types when compared to a dataset of 10 pl m -2 . For pulse densities .5 pl m -2 , two main sources of error lead to inaccuracies in estimation: the poor identification of the ground surface and sparse vegetation cover leading to under s ling of the canopy profile. This analysis provides useful information for land managers determining capture specifications for large-area ALS acquisitions.
Enhancing the Practicum Experience for Pre-service Chemistry Teachers Through Collaborative CoRe Design with Mentor Teachers
Publisher: Springer Science and Business Media LLC
Date: 22-01-2013
Balancing fidelity with agency: understanding the professional development of highly accomplished teachers
Publisher: Informa UK Limited
Date: 26-08-2021
Self-Study of Teaching and Teacher Education Practices in Diverse Contexts
Publisher: Informa UK Limited
Date: 04-05-2014
Assessment cultures in higher education: reducing barriers and enabling change
Publisher: Informa UK Limited
Date: 19-10-2021
Seeking Congruence in Teacher Education Practices Through Self-study
Publisher: Informa UK Limited
Date: 11-2013
The Power and Significance of Collaboration in Self-studies of Teacher Education Practices
Publisher: Informa UK Limited
Date: 04-2013
ATTRIBUTION AND CHARACTERISATION OF SCLEROPHYLL FORESTED LANDSCAPES OVER LARGE AREAS
Publisher: Copernicus GmbH
Date: 23-06-2016
DOI: 10.5194/ISPRSARCHIVES-XLI-B8-673-2016
Abstract: This paper presents a methodology for the attribution and characterisation of Sclerophyll forested landscapes over large areas. First we define a set of woody vegetation data primitives (e.g. canopy cover, leaf area index (LAI), bole density, canopy height), which are then scaled-up using multiple remote sensing data sources to characterise and extract landscape woody vegetation features. The advantage of this approach is that vegetation landscape features can be described from composites of these data primitives. The proposed data primitives act as building blocks for the re-creation of past woody characterisation schemes as well as allowing for re-compilation to support present and future policy and management and decision making needs. & br& & br& Three main research sites were attributed representative of different sclerophyll woody vegetated systems (Box Iron-bark forest Mountain Ash forest Mixed Species foothills forest). High resolution hyperspectral and full waveform LiDAR data was acquired over the three research sites. At the same time, land management agencies (Victorian Department of Environment, Land Water and Planning) and researchers (RMIT, CRC for Spatial Information and CSIRO) conducted fieldwork to collect structural and functional measurements of vegetation, using traditional forest mensuration transects and plots, terrestrial lidar scanning and high temporal resolution in-situ autonomous laser (VegNet) scanners. & br& & br& Results are presented of: 1) inter-comparisons of LAI estimations made using ground based hemispherical photography, LAI 2200 PCA, CI-110 and terrestrial and airborne laser scanners 2) canopy height and vertical canopy complexity derived from airborne LiDAR validated using ground observations and, 3) time-series characterisation of land cover features. & br& & br& 1. Accuracy targets for remotely sensed LAI products to match within ground based estimates are ± 0.5 LAI or a 20% maximum (CEOS/GCOS) with new aspirational targets of 5%). In this research we conducted a total of 67 ground-based method-to-method pairwise comparisons across 11 plots in five sites, incorporating the previously mentioned LAI methods. Out of the 67 comparisons, 29 had an RMSE ≥ 0.5 LAIe. This has important implications for the validation of remotely sensed products since ground based techniques themselves exhibit LAI variations greater than internationally recommended guidelines for satellite product accuracies. & br& & br& 2. Two methods of canopy height derivation are proposed and tested over a large area (4 Million Ha). 99th percentile maximum height achieved a RMSE of 6.6%, whilst 95th percentile dominant height a RMSE = 10.3%. Vertical canopy complexity (i.e. the number of forest layers of strata) was calculated as the local maxima of vegetation density within the LiDAR canopy profile and determined using a cubic spline smoothing of Pgap. This was then validated against in-situ and LiDAR observations of canopy strata with an RMSE 0.39 canopy layers. & br& & br& 3. Preliminary results are presented of landcover characterisation using LandTrendr analysis of Landsat LEDAPS data. kNN is then used to link these features to a dense network of 800 field plots sites.
Self-study of teacher education practices (S-STEP)
Publisher: Springer Netherlands
Date: 2015
Video narratives to assess student teachers’ competence as new teachers
Publisher: Informa UK Limited
Date: 17-04-2015
Woody vegetation landscape feature generation from multispectral and LiDAR data (A CRCSI 2.07 woody attribution paper)
Publisher: IEEE
Date: 07-2013
Developing a Model for a Self-Study Professional Learning Community
Publisher: Springer Netherlands
Date: 2012
Self-Study of Teacher Education Practices Promotes Self-Understanding
Publisher: Informa UK Limited
Date: 02-01-2014
Demographic predictors of senior secondary participation in biology, physics, chemistry and earth/space sciences: students’ access to cultural, social and science capital
Publisher: Informa UK Limited
Date: 02-01-2020
Teacher noticing in science education: do you see what I see?
Publisher: Informa UK Limited
Date: 19-05-2021
Teacher professional development focusing on pedagogical content knowledge
Publisher: American Educational Research Association (AERA)
Date: 2012
Abstract: Because pedagogical content knowledge (PCK) includes teachers’ understanding of how students learn, or fail to learn, specific subject matter, the development of PCK is an important goal to focus on in professional development programs. The research literature clearly indicates the complex nature of PCK as a form of teachers’ professional knowledge that is highly topic, person, and situation specific. This implies that professional development programs aimed at the development of teachers’ PCK cannot be limited to supplying teachers with input, such as ex les of expert teaching of subject matter. Instead, such programs should be closely aligned to teachers’ professional practice and, in addition to providing teachers with specific input, should include opportunities to enact certain instructional strategies and to reflect, in idually and collectively, on their experiences.
Documenting Science Teachers' Pedagogical Content Knowledge Through PaP-eRs
Publisher: Springer Science and Business Media LLC
Date: 2001
Collaboration as a Major Theme in Self-Studies of Teacher Education Practices
Publisher: Informa UK Limited
Date: 02-01-2015
Teaching about teaching science: aims, strategies, and backgrounds of science teacher educators
Publisher: SAGE Publications
Date: 26-11-2013
Abstract: Despite pressing concerns about the need to prepare high-quality teachers and the central role of teacher educators (TEs) in this process, little is known about how TEs teach about teaching specific subject matter, and how they develop their expertise. This empirical study focuses on the specific expertise that science TEs bring into teacher education. In idual interviews and story lines were conducted with 12 experienced science TEs from four different teacher education institutions in Australia and the Netherlands, to gain insight into their aims for teaching about science teaching, and how their expertise has developed on the basis of their professional background and experiences. The findings of this exploratory study reveal similarities among the concerns of these TEs and yet considerable ersity among their approaches. The study aims to contribute to a better understanding of science TEs’ work and the development of a pedagogy of science teacher education.
Resistance as commitment. A reflective case study of teacher professionalism in neoliberal times
Publisher: Informa UK Limited
Date: 30-04-2021
Content and language integrated learning in the Netherlands: teachers’ self-reported pedagogical practices
Publisher: Informa UK Limited
Date: 07-03-2016
Speaking into a Quiet Space
Publisher: Informa UK Limited
Date: 02-09-2015
Students’ unsolicited initiations in a science classroom as displays of competence
Publisher: Elsevier BV
Date: 12-2022
Principles of Problem-Based Learning (PBL) in STEM Education: Using Expert Wisdom and Research to Frame Educational Practice
Publisher: MDPI AG
Date: 21-10-2022
Abstract: Developing teacher knowledge, skills, and confidence in Science, Technology, Engineering, and Mathematics (STEM) education is critical to supporting a culture of innovation and productivity across the population. Such capacity building is also necessary for the development of STEM literacies involving the ability to identify, apply, and integrate concepts from STEM domains toward understanding complex problems, and innovating to solve them. However, a lack of visible models of STEM integration has been highlighted by teachers as a challenge to successfully implementing integrated STEM education in schools. Problem Based Learning (PBL) has been well-established in higher education contexts as an approach to learning in the STEM disciplines and may present an effective way to integrate knowledge and skills across STEM disciplines in school-based STEM education and support the development of students as capable, self-directed learners. However, if PBL is to effectively contribute to STEM education in schools and build teacher capacity to teach STEM, then this approach needs to be better understood. This paper aims to generate a set of principles for supporting a PBL model of STEM education in schools based on insights from the literature and expert focus groups of PBL professionals. Four principles of PBL emerged from the data analysis: (a) flexible knowledge, skills, and capabilities (b) active and strategic metacognitive reasoning (c) collaboration based on intrinsic motivation and (d) problems embedded in real and rich contexts. The study outcomes provide evidence-informed support for teachers who may be considering the value of adopting a PBL approach in school-based STEM education.
Signposts, Profits, and Pitfalls in Teaching and Learning Self-Study Research: A Conversation
Publisher: Springer Singapore
Date: 2018
The Routledge Handbook of Philosophy of Animal Minds
Publisher: Routledge
Date: 06-07-2017
A collaborative framework for vegetated systems research: A perspective from Victoria, Australia
Publisher: IEEE
Date: 07-2013
Saying “Yes” to the Adventure: Navigating a Collective Journey of Self-Study Research
Publisher: Springer Singapore
Date: 2018
Science and EAL teachers’ perspectives and practices in building word knowledge in implementing the new Victorian EAL curriculum
Publisher: Deakin University
Date: 22-03-2023
DOI: 10.21153/TESOL2022VOL31NO1ART1533
Abstract: The recent implementation of The Victorian Curriculum F-10: EAL requires content teachers who teach EAL students to be familiar with the revised EAL curriculum for the purposes of planning and developing approaches to assist learners’ development in English. In the literature and in curriculum frameworks, word knowledge is considered an important aspect of EAL students’ learning. However, little is known about what pedagogical practices teachers across the curriculum perceive as being important, and use, in developing EAL students’ vocabulary. In this study, we investigated linguistically responsive vocabulary teaching in a Year 7 science class. Our aim was to elucidate teachers’ perceptions and practices in teaching vocabulary in science. The qualitative case study drew on principles of linguistically responsive instruction (LRI), which refers to practices for meeting the needs of students in culturally and linguistically erse classrooms. Analysis of interview and classroom data from an EAL teacher and a science teacher revealed a range of LRI practices for developing word knowledge based on understanding the distinction between conversational and academic language, language learning principles, responsive teacher talk, plurilingual awareness, and the importance of social interaction for learners. We offer recommendations for a whole school approach to LRI, adaptation to online LRI, and curriculum development.
Acting Upon Student Voice-Based Teaching Assessment Initiatives: An Account of Participatory Action Research for Teacher Professional Learning
Publisher: SAGE Publications
Date: 22-09-2023
Beyond effective approaches: A rapid review response to designing professional learning
Publisher: Informa UK Limited
Date: 02-09-2021
Becoming Ourselves as Teacher Educators
Publisher: Springer International Publishing
Date: 2016
Learning to Be a Teacher Educator
Publisher: Informa UK Limited
Date: 02-01-2017
Student-teachers’ commitment to teaching and intentions to enter the teaching profession in Tanzania
Publisher: Education Association of South Africa
Date: 28-02-2019
Editorial
Publisher: Informa UK Limited
Date: 02-01-2018
Self-study of teacher education practices
Publisher: Oxford University Press
Date: 24-07-2013
DOI: 10.1093/OBO/9780199756810-0089
Abstract: This article provides an overview and discussion of self-study of teacher education practices. Self-study is a genre of research concerned with examining the role of the educator within professional practice settings. In teacher education, self-study is used as a form of practitioner research by higher education faculty to study their teaching and their students’ learning. Self-study functions as a means of better understanding the complex nature of teaching and learning and of stimulating educational change. In self-study, researchers focus on the nature and development of personal, practical knowledge through examining, in situ, their own learning beliefs, practices, processes, contexts, and relationships. Outcomes of self-study research focus both on the personal, in terms of improved self-understanding and enhanced understanding of teaching and learning processes, and the public, in terms of the production and advancement of formal, collective knowledge about teaching and teacher education practices, programs, and contexts that form an important part of the research literature on teacher education. Both personal and public purposes are concerned with the reform of teaching and teacher education that works from a social change and social justice perspective. The sources included in this article present works that have significantly influenced the research and practice of self-study in teacher education, comprehensive examinations of major issues in the field, and works that are breaking new ground. A variety of meanings has been associated with the term “self-study,” including self-directed learning, psychological studies of the growth of in iduals, and institutional self-evaluations. These definitions are concerned with understandings of “self” that are different from self-study of teacher education practices and are not included in this article. Also, while self-studies are conducted in contexts outside teacher education by academics in other faculties of higher education, by teachers in schools, and by administrators, these contexts are not covered in this article.
Pedagogical content knowledge
Publisher: Elsevier
Date: 2010
Developing scientific literacy in a primary school
Publisher: Informa UK Limited
Date: 2012
Principles for school student participation in pre-service teacher action research: a practice architecture’s perspective
Publisher: Informa UK Limited
Date: 25-09-2022
MAUP and LiDAR derived canopy structure (A CRCSI 2.07 woody attribution paper)
Publisher: IEEE
Date: 07-2013
Public anticipation yet private realisation: The effects of using cases as an approach to developing teacher leaders
Publisher: SAGE Publications
Date: 11-2012
DOI: 10.1177/000494411205600307
Abstract: Recent research has begun to conceptualise the professional learning of practising teachers who take on leadership roles in schools. In this vein, this article draws on a qualitative interview-based study designed to investigate case writing as a professional learning approach. It focuses on the way in which writing of a published case encouraged teacher leaders to articulate their growing knowledge about leadership. Data indicate that teacher leaders' anticipation of a public audience for their case writing was the feature that compelled them to consolidate and articulate their knowledge. But teachers' traditional positioning as knowledge consumers (rather than as knowledge producers) led to their fragile confidence to later share the professional knowledge they had developed. The outcomes of this study hold implications for case writing as an approach to developing teacher leaders and for professional learning programs that seek to shift practitioner and public knowledge of teacher leadership into professional communities.
Related Organisations
Related Funding Activities
Linkage Projects - Grant ID: LP0989246
Start Date: 03-2009
End Date: 12-2011
Amount: $298,000.00
Funder: Australian Research Council
View Funded ActivityDiscovery Projects - Grant ID: DP0879119
Start Date: 2008
End Date: 12-2012
Amount: $240,000.00
Funder: Australian Research Council
View Funded ActivityDiscovery Projects - Grant ID: DP210101171
Start Date: 10-2021
End Date: 12-2024
Amount: $291,422.00
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View Funded ActivityLinkage Projects - Grant ID: LP190100282
Start Date: 11-2020
End Date: 11-2024
Amount: $422,092.00
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View Funded Activity