http://espace.library.uq.edu.au/ The University of Queensland en Fez http://blogs.law.harvard.edu/tech/rss http://espace.library.uq.edu.au/view/UQ:84571 2007-08-14T00:00:00Z Freebody, P. R. http://espace.library.uq.edu.au/view/UQ:67108 2007-08-15T00:00:00Z Dennington, N. http://espace.library.uq.edu.au/view/UQ:95035 2007-08-23T00:00:00Z Magdalinski, A. http://espace.library.uq.edu.au/view/UQ:173719 2009-04-03T00:00:00Z Honan, E. http://espace.library.uq.edu.au/view/UQ:66913 2007-08-15T00:00:00Z Milojevic, I. http://espace.library.uq.edu.au/view/UQ:144493 The acqulSltlOn of English as a second language is routinely identified by teachers and others as the major hurdle to mainstream integration ofstudents of non-English speaking backgrounds. Although it has long been recognised that language and issues of identity are closely bound together, educational researchers have produced -licele systematic evidence of how migrant students actually construct social identity as they are learning English. In what sense is learning a new language related to the construction of a 'new' identity? To what extent does the construction of identity depend on 'being heard'? This paperfocuses on the relationship between the acquisition of English as a second language by migrant students and the expression of social identity, particularly in the context of school. The paper begins by outlining a simple theoretical model which conceptualises links between issues of language use and identity. Next, data from interviews with three students from non-English speaking backgrounds in Queensland high schools are used to trace the pathways of these students from arrival to full mainstream integration in high school, and to explore the dynamic relationship between discourse and the construction ofidentity. It will be shown that language acquisition and use, institutional contexts and identity work are vitally integrated. 2008-06-10T15:11:17Z Miller, Jennifer http://espace.library.uq.edu.au/view/UQ:251853 2011-09-12T00:00:00Z Vu, Thuy T. og Dall'Alba, Gloria http://espace.library.uq.edu.au/view/UQ:58264 It can be said that some of the topics and ideas that command our interest or attention are autobiographical in origin. This paper subscribes to this category. In this paper, I present a perspective on preparing professional personnel, namely, educators, practitioners, teachers, student teachers, and researchers, for cultural inclusion. This perspective is drawn from my experiences as a former postgraduate student from a culturally diverse background preparing for a career in severe disabilities and as a university educator who is interested in ways to encourage professionals in the field to be more cognizant of the influence of their cultural backgrounds and the value of becoming culturally inclusive. 2007-08-14T00:00:00Z Lim, L http://espace.library.uq.edu.au/view/UQ:69607 2007-08-14T00:00:00Z Hardy, J. http://espace.library.uq.edu.au/view/UQ:97161 2007-08-24T00:00:00Z Goos, M. http://espace.library.uq.edu.au/view/UQ:259782 2011-10-28T00:00:00Z Mackinlay, Elizabeth og Bartleet, Brydie-Leigh og Barney, Katelyn http://espace.library.uq.edu.au/view/UQ:68126 2007-08-14T00:00:00Z Fountaine, L. http://espace.library.uq.edu.au/view/UQ:35264 The study investigated the behaviors and interactions of children in structured and unstructured groups as they worked together on a 6-week social studies activity each term for 3 school terms. Two hundred and twelve children in Grade 1 and 184 children in Grade 3 participated in the study. Stratified random assignment occurred so that each gender-balanced group consisted of 1 high-, 2 medium-, and 1 low-ability student. The results show that the children in the structured groups were consistently more cooperative and they provided more elaborated and nonelaborated help than did their peers in the unstructured groups. The children in the structured groups in Grade 3 obtained higher reading and learning outcome scores than their peers in the unstructured groups. 2007-08-13T00:00:00Z Gillies, R. M. og Ashman, A. F. http://espace.library.uq.edu.au/view/UQ:263504 2011-12-15T00:00:00Z Barrett, Paula og Farrell, Lara http://espace.library.uq.edu.au/view/UQ:137043 This paper discusses the results of a study which was conducted in 11 classes across three year levels (Years 2, 4, and 6) in four schools in suburban Brisbane. The study had two foci: firstly, to determine if there were differences between the cooperative behaviours, interactions, and types of language used by the children in the structured and unstructured groups; and secondly, to investigate whether there were differences across the year levels in the helping behaviours and interactions of the children in the two conditions. 2008-05-01T00:00:00Z Gillies, R. M og Ashman, A. F. http://espace.library.uq.edu.au/view/UQ:262928 2011-12-05T00:00:00Z Adams, Robin S. og Daly, Shanna R. og Mann, Llewellyn M. og Dall'Alba, Gloria http://espace.library.uq.edu.au/view/UQ:224803 The purpose of this paper is to present three perspectives for interpreting design thinking: (1) an alternative framework on learning to become a professional, and (2) two interpretations of this framework that speak broadly to a topic of “design thinking”. The first perspective draws on a framework for “an embodied understanding of professional practice” that focuses on the ways professionals form and organize their knowledge and skills into a particular “professional-way-of-being”. The second and third perspectives provide examples of using this framework as a lens for interpreting existing results from phenomenographic studies on ways of experiencing design and ways of experiencing cross-disciplinary practice. We conclude with a discussion of how these three perspectives contribute to conceptualizing a working synthesis of design thinking. 2010-12-16T00:00:00Z Adams, Robin S. og Daly, Shanna og Mann, Llewellyn L. og Dall'Alba, Gloria http://espace.library.uq.edu.au/view/UQ:174204 2009-04-07T00:00:00Z Mills, M. og Haase, M. og Charlton, E. http://espace.library.uq.edu.au/view/UQ:67861 2007-08-14T00:00:00Z Rao, S. M. og Lim, L. og Seok, N. S. http://espace.library.uq.edu.au/view/UQ:150040 2008-06-06T00:00:00Z Chen, M. http://espace.library.uq.edu.au/view/UQ:288047 This paper draws from a study that explored issues of student equity, marginality and diversity in two secondary schools in regional Queensland (Australia). The paper foregrounds interview data gathered from administration, teaching and ancillary staff at one of the schools, ‘Crimson’ High School. The school has a high Indigenous student population and is well recognised within the broader community as catering well to this population. With reference to the school’s concerns about Indigenous disadvantage and the various approaches undertaken to address this disadvantage, the paper articulates the significance of educators being critically aware of how they construct race and use it as an organising principle in their work. This awareness is central to moving beyond the culturalism and racial incommensurability that tend to predominate within Indigenous education—where cultural reductionism homogenises indigeneity within and against a dominant White norm. With reference to a specific approach at the school designed predominantly for Indigenous male students—to foster inter-cultural awareness and respect through sport—we highlight ways in which notions of culturalism and racial incommensurability might be disrupted. 2013-01-02T10:03:54Z Keddie, Amanda og Gowlett, Christina og Mills, Martin og Monk, Sue og Renshaw, Peter http://espace.library.uq.edu.au/view/UQ:142092 Ferman and Page describe a collaborative project where the development of learning materials served as a vehicle for comprehensive professional development. It is argued that such a approach, where product development and professional development are intertwined, is most effectively facilitated on a one-to-one basis where the specifics of the process are tailored to the needs of the subject specialist. 2008-06-10T13:09:47Z Ferman, T. F. og Page, M. J. http://espace.library.uq.edu.au/view/UQ:58793 Issues of health education programming for people with intellectual disability are discussed. As environments in which such individuals live become more inclusive, and they are encouraged to make their own choices, the issue of whether current health education is sufficient to enable them to make healthy life choices is considered. More attention should be focused on programs in schools and the community to fulfill this need. Three aspects of health education programming are considered: physical activity, general health knowledge, and social supports for health. Continuity of information is viewed as important in policy development as well as in interprofessional coordination and cooperation to assure that these individuals are not further handicapped by poor health. 2007-08-14T00:00:00Z Jobling, A. http://espace.library.uq.edu.au/view/UQ:171491 2009-03-24T00:00:00Z Bell, Stephen og Quiggin, John http://espace.library.uq.edu.au/view/UQ:138517 2008-05-15T00:00:00Z Makar, K. og Rubin, A. http://espace.library.uq.edu.au/view/UQ:72484 2007-08-14T00:00:00Z Moni, K B http://espace.library.uq.edu.au/view/UQ:264347 2012-01-03T00:00:00Z Li, Minglin og Baldauf, Richard http://espace.library.uq.edu.au/view/UQ:137927 This chapter argues that while there have been some notable achievements incorporating aspects of applications and modelling into educational programmes, this is no cause for complacency. In addition to making current knowledge and initiatives available to a wider spectrum of the educational community, future advancement requires that new questions be posed, existing conceptualisations deepened, and dilemmas identified and addressed. The chapter samples a selection of issues, some ongoing, some emerging that are illustrative of these challenges. 2008-05-08T00:00:00Z Galbraith, Peter L. http://espace.library.uq.edu.au/view/UQ:166335 Presents an overview of the findings of a national DETYA/DEST funded project, on literacy and numeracy programs for students in the middle years of schooling in Australia, as of October 2003. Groups of educationally disadvantaged students which were the focus of the investigation; Details on the mapping of systemic literacy and numeracy strategies; Analysis of the effectiveness of key literacy and/or numeracy teaching and learning strategies. 2009-03-05T16:17:26Z Dole, Shelley http://espace.library.uq.edu.au/view/UQ:84090 The report was commissioned by the Department of Education, Science and Training to investigate the perceived efficacy of middle years programmes in all States and Territories in improving the quality of teaching, learning and student outcomes, especially in literacy and numeracy and for student members of particular target groups. These target groups included students from lower socio-economic communities, Aboriginal and Torres Strait Islander communities, students with a language background other than English, rural and remote students, and students struggling with the transition from middle/upper primary to the junior secondary years. The project involved large scale national and international literature reviews on Australian and international middle years approaches as well as an analysis of key literacy and numeracy teaching and learning strategies being used. In the report, there is emergent evidence of the relative efficacy of a combination of explicit state policy, dedicated funding and curriculum and professional development frameworks that are focused on the improvement of classroom pedagogy in the middle years. The programs that evidenced the greatest current and potential value for target group students tended to have developed in state policy environments that encouraged a structural rather than adjunct approach to middle years innovations. The authors conclude that in order to translate the gains made into sustainable improvement of educational results in literacy and numeracy for target groups, there is a need for a second generation of middle years theorising, research, development and practice. 2007-08-14T00:00:00Z Luke, Allan og Elkins, John og Weir, Katie og Land, Ray og Carrington, Victoria og Dole, Shelley og Pendergast, Donna og Kapitzke, Cushla og van Kraayenoord, Christa og Moni, Karen og McIntosh, Alistair og Mayer, Diane og Bahr, Mark og Hunter, Lisa og Chadbourne, Rod og Bean, Tom og Alverman, Donna og Stevens, Lisa http://espace.library.uq.edu.au/view/UQ:84265 This research project was commissioned by the Commonwealth Department of Education, Science and Training to investigate the perceived efficacy of middle years programs in all States and Territories in improving the quality of teaching, learning and student outcomes - especially in literacy and numeracy and for student members of particular target groups. The latter groups included students from lower socio-economic communities, Aboriginal and Torres Strait Islander (Indigenous) communities, students with a Language Background Other than English (hereafter LBOTE), rural and remote students, and students struggling with the transition from middle/upper primary to the junior secondary years. 2007-08-14T00:00:00Z Luke, Allan og Elkins, John og Weir, Katie og Land, Ray og Carrington, Victoria og Dole, Shelly og Pendergast, Donna og Kapitzke, Cushla og Van Kraayenoord, Christa og Moni, Karen og McIntosh, Alistair og Mayer, Diane og Bahr, Mark og Hunter, Lisa og Chadbourne, Rod og Bean, Tom og Alverman, Donna og Stevens, Lisa http://espace.library.uq.edu.au/view/UQ:144648 2008-06-10T00:00:00Z Milojevic, I. http://espace.library.uq.edu.au/view/UQ:191062 2009-12-27T00:02:56Z van Kraayenoord, Christa http://espace.library.uq.edu.au/view/UQ:180034 2009-08-25T00:00:00Z Baker, L. M. http://espace.library.uq.edu.au/view/UQ:83373 2007-08-15T00:00:00Z Rombouts, A. http://espace.library.uq.edu.au/view/UQ:74199 2007-08-15T00:00:00Z Ashman, A. F. http://espace.library.uq.edu.au/view/UQ:74285 2007-08-15T00:00:00Z Jobling, A. http://espace.library.uq.edu.au/view/UQ:83372 2007-08-15T00:00:00Z Morgan, M. http://espace.library.uq.edu.au/view/UQ:73663 2007-08-15T00:00:00Z Jobling, A. http://espace.library.uq.edu.au/view/UQ:264420 2012-01-05T00:00:00Z Vass, G. http://espace.library.uq.edu.au/view/UQ:180030 2009-08-25T00:00:00Z Baker, L. M. http://espace.library.uq.edu.au/view/UQ:180032 2009-08-25T00:00:00Z Baker, L. M. http://espace.library.uq.edu.au/view/UQ:66985 2007-08-15T00:00:00Z Pendergast, D. og Hunter, L. T. http://espace.library.uq.edu.au/view/UQ:73660 2007-08-15T00:00:00Z Jobling, A. http://espace.library.uq.edu.au/view/UQ:74186 2007-08-15T00:00:00Z Moni, K. B. http://espace.library.uq.edu.au/view/UQ:83374 2007-08-15T00:00:00Z Rombouts, A. http://espace.library.uq.edu.au/view/UQ:37104 No abstract 2007-08-13T00:00:00Z Sidhu, Ravinder http://espace.library.uq.edu.au/view/UQ:59505 No abstract 2007-08-14T00:00:00Z Sidhu, Ravinder http://espace.library.uq.edu.au/view/UQ:56024 2007-08-13T00:00:00Z Sidhu, Ravinder http://espace.library.uq.edu.au/view/UQ:36898 2007-08-13T00:00:00Z Sidhu, Ravinder