ORCID Profile
0000-0002-8185-124X
Current Organisation
University of Melbourne
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Teacher Education and Professional Development of Educators | Science, Technology and Engineering Curriculum and Pedagogy | Curriculum and Pedagogy | Mathematics and Numeracy Curriculum and Pedagogy |
Publisher: Modestum Publishing Ltd
Date: 06-07-2019
Publisher: Royal Society of Chemistry (RSC)
Date: 2020
DOI: 10.1039/C9RP00111E
Abstract: Scrum methodology is a novel framework for teaching intended to scaffold students' learning process when they work on complex, real-world tasks. It is originally a project management framework frequently used in business and industry to manage projects. Scrum methodology is increasingly used in educational contexts. Yet, it is also a rather complex framework and more insight in how teachers understand and implement Scrum methodology is needed. Twelve teachers attended a professional development program and simultaneously implemented Scrum methodology in their chemistry lessons. Teachers' didactical expertise and pedagogical expertise appeared to play a key role during the implementation process, whereas teachers' subject matter expertise, and other factors such as teaching context, teaching experience and personal biography seemed to be less important. Didactical and pedagogical expertise enhances teaching with Scrum: it supports the implementation as well as increases its effectiveness, independently of teaching context, experience and personal biography. This would mean Scrum methodology offers possibilities for teachers to enhance and enrich their teaching practice.
Publisher: Springer Science and Business Media LLC
Date: 11-11-2017
Publisher: Informa UK Limited
Date: 04-03-2021
Publisher: Informa UK Limited
Date: 06-11-2018
Publisher: MDPI AG
Date: 24-11-2021
Abstract: Classroom communication is increasingly accepted as multimodal, through the orchestrated use of different semiotic modes, resources, and systems. There is growing interest in examining the meaning-making potential of other modes (e.g., gestural, visual, kinesthetic) beyond the semiotic mode of language, in classroom communication and in student reasoning in science. In this paper, we explore the use of a multi-layered analytical framework in an investigation of student reasoning during an open inquiry into the physical phenomenon of dissolving in a primary classroom. The 24 students, who worked in pairs, were video recorded in a facility purposefully designed to capture their verbal and non-verbal interactions during the science session. By employing a multi-layered analytical framework, we were able to identify the interplays between the different semiotic modes and the level of reasoning undertaken by the students as they worked through the tasks. This analytical process uncovered a variety of ways in which the students negotiated ideas and coordinated semiotic resources in their exploration of dissolving. This paper highlights the affordances and challenges of this multi-layered analytical framework for identifying the dynamic inter-relationships between different modes that the students drew on to grapple with the complexity of the physical phenomenon of dissolving.
Publisher: Wiley
Date: 02-09-2023
DOI: 10.1002/TEA.21811
Abstract: In many countries, play is the vehicle for teaching and learning, requiring early childhood teachers to recognize and assess children's demonstrations of knowledge and capabilities as they are displayed during play. In the context of science learning, assessing what children know already, referred to as “assessment for learning,” equips teachers with the knowledge required to make purposeful decisions during these playful experiences and guide children's science process skill development while following their interests. Consistent evidence since the introduction of national quality standards in Australia has identified a need to strengthen teacher capabilities in assessment. This research investigated teachers' assessment practices, and the influences on these practices, during the implementation of a suite of playful science experiences in long day care and preschool settings in the Northern Territory (NT), Australia. Teachers were introduced to the NT Preschool Science Games and were supported to apply an assessment tool designed for the observation and development of science process skills. Adopting a multiple case study approach, semistructured interviews from three cases were thematically analyzed. Our findings demonstrate that despite having specific tools to support assessment for learning these were inconsistently applied. Thematic analysis of semistructured interviews revealed that assessment practice was influenced by contextual influences, affective responses and teaching practice. Unpacking these themes further, we identified that following children's interests was associated with the absence of systematic assessment of scientific thinking to inform planning for learning within the informal curriculum. To support teacher practice in early childhood science, and promote the assessment of children's capabilities within playful learning, we propose a model of Assessment for playful learning.
Publisher: Informa UK Limited
Date: 22-03-2022
Publisher: Informa UK Limited
Date: 11-11-2019
Publisher: Informa UK Limited
Date: 26-06-2017
Publisher: Informa UK Limited
Date: 29-11-2016
Publisher: Informa UK Limited
Date: 17-02-2018
Publisher: Informa UK Limited
Date: 04-11-2020
Publisher: Informa UK Limited
Date: 19-05-2021
Publisher: Springer Science and Business Media LLC
Date: 13-05-2019
Publisher: Informa UK Limited
Date: 13-12-2017
Publisher: Informa UK Limited
Date: 07-01-2018
Publisher: Springer Science and Business Media LLC
Date: 13-02-2023
DOI: 10.1007/S13384-023-00609-9
Abstract: Recruiting career changers into teaching has emerged as a part of a strategy by governments worldwide to address complex teacher shortage problems in hard-to-staff schools. In this paper, we present a case study of two career change teachers and trace their career journey into Initial Teacher Education (ITE) and the teaching profession in two separate hard-to-staff schools. We interviewed these teachers during the first 2 years of their career change journey. During this period, ‘push-and-pull’ factors impacted their intentions to stay in the profession. Challenges included inadequate school-level mentorship support, social-geographic isolation in a regional school setting during the COVID-19 remote learning and the more complex working conditions in hard-to-staff schools. The adverse impacts of these challenges were, to some extent, mitigated by the participants’ commitment to making a positive difference in the lives of children and young people through the teaching profession, a strong work ethic and support provided by their ITE programme in the form of university-based mentors and adjustment to study requirements. The participants responded to these push-and-pull factors in ways that highlighted their reflexive decision-making and determination to stay in teaching despite challenges. We discuss the implications of these findings for workforce planning strategies aimed at recruiting career change teachers in hard-to-staff schools.
Publisher: Springer Science and Business Media LLC
Date: 06-03-2019
Publisher: Informa UK Limited
Date: 14-06-2019
Publisher: Informa UK Limited
Date: 05-07-2018
Publisher: Informa UK Limited
Date: 29-12-2018
Publisher: Springer Science and Business Media LLC
Date: 12-09-2021
DOI: 10.1007/S11251-021-09554-5
Abstract: Teaching with Scrum methodology includes ceremonies, roles and artefacts supporting students in planning, monitoring and directing their learning process. It scaffolds students’ learning in complex and sometimes overwhelming context-based learning environments. Effects of the implementation on both students’ learning outcomes and self-reported perceptions of six affective and metacognitive outcomes were investigated. Six teachers implemented Scrum methodology in a context-based secondary chemistry module on Green Chemistry. Their classes formed the experimental group. Based on how students experienced the quality of the implementation, teachers of the experimental group were sub ided into top-teachers and growth-teachers. Consequently, their students formed two sub-experimental groups. The comparison group, which did not use Scrum methodology, consisted of students taught by four teachers. A pre-test post-test control group design was used to study its effect on students’ achievements and self-reported affective and metacognitive outcomes. Students of both experimental groups outperformed students of the comparison group with a large effect-size (top-teachers) and medium effect-size (growth-teachers) on learning outcomes. Findings on students’ perceptions of affective and metacognitive outcomes revealed medium and small effects of Scrum methodology. Despite the fact that the implementation is challenging for teachers, it appears that Scrum methodology has positive effects on students’ achievement and on students’ perceptions of affective and metacognitive dimensions of their learning.
Publisher: Royal Society of Chemistry (RSC)
Date: 2020
DOI: 10.1039/D0RP00066C
Abstract: Secondary science education plays a key role in students’ process to become scientifically literate citizens. However, teaching students to acquire the necessary skills and knowledge to deal with complex societal issues is challenging. This paper reports about a study in which Scrum – a methodology to manage complex projects – was implemented in secondary chemistry classrooms to increase students’ conceptual understanding as well as their critical scientific literacy. A quasi-experimental design was used with 198 Grade 11 students from eight different classes. The experimental condition (99 students, 4 classes, 25 groups with 3 or 4 students, 2 teachers) used Scrum methodology during a context-based course on Green Chemistry. The comparison condition (99 students, 4 classes, 29 groups of 3 or 4 students, 3 teachers) completed the same module about Green Chemistry, without using Scrum methodology. At the end of the course students formulated a written advice on the greenest synthesis of adipic acid. A pre-test on prior knowledge of Green Chemistry principles and a post-test on conceptual understanding of the chemistry concepts involved were administered. In addition, the Standard Observed Learning Outcomes taxonomy (SOLO) was used to analyse the quality of the written advices as a measure for students’ critical scientific literacy. Students from the experimental condition outperformed their peers from the comparison condition in their conceptual understanding. Moreover, the quality of the advices of students from the experimental condition were rated higher than the quality of advices of students in the comparison condition. These findings are discussed and connected to Scrum methodology as teaching approach to scaffold both students’ conceptual understanding and its potential to promote the development of their critical scientific literacy.
Publisher: Springer Science and Business Media LLC
Date: 17-11-2022
Start Date: 10-2021
End Date: 12-2024
Amount: $291,422.00
Funder: Australian Research Council
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