ORCID Profile
0000-0003-1662-7038
Current Organisation
University of Technology Sydney
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Publisher: Springer Netherlands
Publisher: American Educational Research Association
Date: 04-2015
Publisher: Informa UK Limited
Date: 05-04-2021
Publisher: Routledge
Date: 18-06-2021
Publisher: Springer Science and Business Media LLC
Date: 08-2005
DOI: 10.1007/BF03216818
Publisher: Oxford University Press
Date: 28-06-2021
DOI: 10.1093/ACREFORE/9780190264093.013.1684
Abstract: STEM (science, technology, engineering, mathematics) education has become a global agenda, with schooling systems around the world in developed and developing countries seeking to incorporate STEM programs into their in-school and out-of-school curricula. While disciplinary integration has been common practice in primary (elementary) schooling for many decades, in the early 21st century the STEM education movement has promoted an increased focus on project- and problem-based learning across disciplines in secondary schools as well. Research suggests, however, that STEM education programs can face barriers in their implementation, often depending on whether they are designed to align with existing curriculum outcomes or whether they are developed as cocurricular programs. Challenges are also presented by the need for professional learning to equip teachers with new skills and knowledge in designing and delivering STEM education. In addition, some researchers and educators have argued for STEAM—integration of the arts in STEM education. For those concerned with school reform, a great strength of STEM and STEAM education approaches lies in the potential for transdisciplinarity. As such, new opportunities and possibilities for framing driving questions and addressing contemporary societal challenges are created. Two particular issues identified as critical are (a) the potential contribution of STEM education to creating a sustainable future, and (b) the importance of STEM education for social justice, in ensuring all children and young people have equitable access to learning opportunities.
Publisher: Springer Nature Singapore
Date: 2023
Publisher: Routledge
Date: 03-05-2023
Publisher: Routledge
Date: 12-03-2020
Publisher: Springer Science and Business Media LLC
Date: 20-10-2021
Publisher: Springer Nature Singapore
Date: 2023
Publisher: Springer Science and Business Media LLC
Date: 20-01-2023
DOI: 10.1007/S13384-022-00589-2
Abstract: Contemporary schools seek to employ teachers who are curious learners, who can employ practitioner inquiry skills to investigate, inform and grow their own classroom practice, responsive to their circumstances. As a profession, the question we must ask is how do we best prepare and continue to equip teachers with the necessary research skills to investigate and inform their own practice? In this study, we share our pedagogical stance and features of our approach in a new core undergraduate subject for pre-service teachers (PSTs). We discuss professional learning groups (PLGs) for initial teacher education students as the main intervention in the subject, and, more specifically, we elaborate how regular participation in PLGs formed in an on-c us subject can help PSTs to become researchers. We draw on 183 student exit tickets and student feedback surveys to consider broader implications for how to engage teachers in research. This study poses questions about the nature of practitioner research and investigates the role that PLGs play in disrupting the challenges universities face in preparing teachers to engage in and with research.
Publisher: Modestum Publishing Ltd
Date: 10-12-2019
Publisher: Hogrefe Publishing Group
Date: 2004
DOI: 10.1027/1016-9040.9.4.245
Abstract: Motivation is increasingly recognized as contextually situated, and this recognition has led to considerable research into motivation in authentic learning environments such as classrooms. Developing sociocultural perspectives on motivation, however, requires consideration of theoretical issues beyond those of context. This article discusses two separate empirical studies that are grounded in sociocultural principles in that they reconceptualize the constructs of interest and student regulatory activities as fundamentally social in nature and origin. Using multiple methodologies that allow focus at the levels of both classroom and in idual, these studies employ the notion of transformative internalization and subsequent externalization to explain the social origins of in idual motivational processes. The study of interest followed a small group of students within a primary science classroom, and employed a range of qualitative methods including observation of lessons, the videotaping of lesson segments, interviews with students, and written student reflections. The study of student regulatory activities investigated the impact of a teaching intervention in primary social studies classrooms, and used a combination of quantitative (questionnaire-based) and qualitative methods (semistructured interviews, observations of classroom activities, and student reflections). Both studies contribute to the development of sociocultural perspectives on motivation through empirical research guided by such theoretical notions as intersubjectivity, canalization, and coregulation.
Publisher: Informa UK Limited
Date: 03-12-2021
Publisher: Informa UK Limited
Date: 05-2008
Publisher: Emerald Group Publishing Limited
Date: 2010
No related grants have been discovered for Kimberley Pressick-Kilborn.