School of Education Publications - UQ eSpace http://espace.library.uq.edu.au/ The University of Queensland en Fez http://blogs.law.harvard.edu/tech/rss Cognitive biases in children with anxiety disorders: Examination of the ambiguous situations self report http://espace.library.uq.edu.au/view/UQ:263485 2011-12-14T00:00:00Z Langley, A. K. og Bergman, L. og Barrett, P. M. og Piacentini, J. C. Cognitive processes and perceived language performance of retarded persons http://espace.library.uq.edu.au/view/UQ:137731 2008-05-07T00:00:00Z Ashman, A. F. Cognitive strategies and teaching-learning processes for students with developmental disabilities http://espace.library.uq.edu.au/view/UQ:136725 2008-04-30T00:00:00Z Ashman, A. F. Cognitive Strategies for Special Education http://espace.library.uq.edu.au/view/UQ:136496 2008-04-28T00:00:00Z Ashman, A. F. og Conway, R. N. F. Cognitive strategies for use in classes containing students with diverse abilities http://espace.library.uq.edu.au/view/UQ:136754 2008-04-30T00:00:00Z Ashman, A. F. og Conway, R. N. F. Cognitive training, conflict resolution, and exercise: Effects on young adolescents' well-being http://espace.library.uq.edu.au/view/UQ:187603 Background: This study builds on previous studies reporting that depressive symptoms among adolescents are reduced and personal satisfactions with one's achievements and competence with peers are enhanced when students are taught strategies for engaging in more optimistic thinking (explanatory style) (Gillham, Reivich, & Freres et al., 2006) and social problem-solving (Ingoldsby, Kohl, McMahon, & Lengua, 2006). Additionally, engaging in regular exercise has also been found to be useful in reducing depressive symptoms in this age group (Bodin & Martinsen, 2004). Aim: The study investigated the effects of three interventions - explanatory style (cognitive training), conflict resolution, and exercise - known to help adolescents develop a strong sense of wellbeing. It involved 31 students aged 11 to 13 years and their parents, and six class teachers from a large, metropolitan, private boys' college in Brisbane, Australia. Methods: Twenty-five boys participated in the three interventions, while six boys acted as a comparison group. A counterbalanced, multiple baseline design was implemented so that students participated in the three interventions in a different order. Results: The results showed that students in the intervention group experienced a reduction of internalising behaviours such as withdrawal and depressive symptoms following all three interventions. Collectively, the interventions were successful in reducing depressive symptoms; individually, they also significantly reduced depressive symptoms. Conclusions: The results showed that explanatory style, conflict resolution, and exercise interventions are effective in reducing depressive symptoms in adolescents. 2009-11-23T00:00:00Z Taylor, M. og Gillies, R. og Ashman, A. Colin A. Hardy and Mick Mawer (eds.), "Learning and Teaching in Physical Education" http://espace.library.uq.edu.au/view/UQ:140669 2008-06-10T00:00:00Z Carlson, Teresa B. Collaboration between counsellors, teachers, and parents http://espace.library.uq.edu.au/view/UQ:137056 2008-05-01T00:00:00Z Ashman, A. F. Collaboration in teacher professional learning: Universities, school-systems, schools and teachers http://espace.library.uq.edu.au/view/UQ:234483 2011-03-10T00:00:00Z Deppeler, Joanne og Ashman, Adrian F. og Conway, Robert og Jones, Phyllis og O'Gorman, Elizabeth og Garcia-Cedillo, Ismael og Romero-Contreras, Silvia og Fletcher, Todd Collaborative interactions in young children http://espace.library.uq.edu.au/view/UQ:157745 Investigated if there were differences between collaborative interactions of children trained to work together and those told to work together but not trained. Found that, compared to non-trained children, those in the trained groups were consistently more collaborative and helpful to each other as they tried to involve each other in the learning task, providing more assistance and using more inclusive language. 2008-10-19T00:00:00Z Gillies, R. M. Collaborative learning http://espace.library.uq.edu.au/view/UQ:146179 2008-06-06T00:00:00Z van der Linden, J. og Erkens, G. og Schmidt, H. og Renshaw, P. Collaborative problem solving in senior secondary mathematics classrooms http://espace.library.uq.edu.au/view/UQ:147115 2008-06-06T00:00:00Z Goos, M. E. Collaborative team writing of assessment tasks as professional development http://espace.library.uq.edu.au/view/UQ:209706 2010-07-26T00:00:00Z Dole, S. og Cooper, T. og Bleicher, R. og Nisbet, S. og Warren, E. Collective argumentation: A sociocultural approach to reframing classroom teaching and learning http://espace.library.uq.edu.au/view/UQ:146178 2008-06-06T00:00:00Z Brown, R. og Renshaw, P. Combating Role Discontinuity for Principals of Remote Indigenous Schools http://espace.library.uq.edu.au/view/UQ:291761 2013-02-20T15:01:08Z Niesche, Richard Coming to matter in practice: Enacting education policy http://espace.library.uq.edu.au/view/UQ:272729 This article is offered as a counterpoint and complement to the symposium on policy enactment in a previous issue of Discourse by Stephen Ball, Meg Maguire and colleagues. Although their focus was largely on the discursive, and policy actors and policy subjects, this article is concerned with researching the emergent materiality of policy and draws on an Australian Vocational Education and Training policy study. It focuses on one particular object (a mini-warehouse) and one policy (Productivity Places Program) and develops an approach to researching a topology of policy enactment along three intersecting axes. In this topology, the material is given an ontological status, which is ‘in-here’ as opposed to ‘else-where’; where reality is emergent in practice. The research focus therefore is on policy processes and the assumption is that these processes are not benign as the world continues to be (re)articulated unequally; the point of policy research being to investigate the ways in which policy processes contribute to or work against this inequality. 2012-04-16T11:13:40Z Heimans, Stephen Common and Different Features of Council and Board Approaches to Assessment and Reporting http://espace.library.uq.edu.au/view/UQ:40333 2007-08-10T00:00:00Z Maxwell, G. S. Communal divisions in Northern Ireland: Addressing visual symbols and signs http://espace.library.uq.edu.au/view/UQ:67828 2007-08-14T00:00:00Z Smala, S. Communication and English language dominance in the international scientific literature http://espace.library.uq.edu.au/view/UQ:270702 2012-03-20T00:00:00Z Baldauf Jr., Richard B. og Jernudd, Bjorn H. Communication intervention on the playground: A case study on teaching requesting to a young child with autism http://espace.library.uq.edu.au/view/UQ:145145 2008-06-10T00:00:00Z Sigafoos, J. S. og Littlewood, R. Communication training: Effects on teachers' and students' interactions during cooperative learning http://espace.library.uq.edu.au/view/UQ:101110 2007-08-23T00:00:00Z Gillies, R. M. Communicative English in the primary classroom: Implications for English-in-education policy and practice in Bangladesh http://espace.library.uq.edu.au/view/UQ:277074 Globalisation and the global spread of English have led nation-states to introduce English into the early years of schooling to equip their citizens with communicative competence in order to compete within a global economy for individual and national development. In teaching English as a Second/Foreign Language, nations have adopted learner-centred approaches such as communicative language teaching to conform to neoliberal discourses of global capitalism and liberal democracy on the one hand and policy directions and imperatives of world policy organisations and funding agencies on the other. In this paper, the implications of these global imperatives within the local context of Bangladeshi primary English classrooms are investigated and a comprehensive picture of the pedagogy in practice in terms of classroom discourses and interactions, learning activities and teacher and learner behaviours is drawn. This picture is supplemented by qualitative insights into primary L1 (first language) literacy pedagogy to demonstrate how materials and methods policies are acted out in the classroom context. It is argued that communicative English and learner-centred pedagogy cannot be seen, to a desirable extent, in actual classroom practice, thus impeding L2 teaching goals in the country. 2012-07-09T09:53:25Z Hamid, M. Obaidul og Honan, Eileen Community http://espace.library.uq.edu.au/view/UQ:224891 2010-12-16T00:00:00Z Pendergast, Donna og Renshaw, Peter og Harris, Jessica Community http://espace.library.uq.edu.au/view/UQ:71945 2007-08-14T00:00:00Z Pendergast, D. og Renshaw, P. Community and learning: Contradictions dilemmas and prospects http://espace.library.uq.edu.au/view/UQ:121253 In this article I reflect on learning and community and their joint deployment. 'Community' evokes images and feelings of security and comfort ('us' and 'ours'), while 'learning' evokes a sense of progress and confidence in overcoming obstacles - a lifelong and somewhat breathless journey these days. We learn every day, but what is worthwhile learning? What types of communities are worth learning towards? Such crucial considerations can remain unexamined because these words are so beguiling - every one can agree that learning communities are worthwhile. Together these terms have provided a powerful contemporary discourse for different educational reform agendas. Recent proponents of 'learning communi ties' have drawn upon sociocultural theorising of learning initiated by Vygotsky and others in the early 20th century. I suggest that this recent deployment of sociocultural learning theory is opportunistic and reflects an effort to resolve certain endemic pedagogical dilemmas related to how inclusion/exclusion is negotiated, how diversity/uniformity is reconciled, and how membership of a learning community is managed over time. I suggest that our role as learning and/or community theorists is principally to critically reflect on what types of learning and communities are worth striving towards. 2007-12-21T00:00:00Z Renshaw, Peter D. Community trial of an evidence-based anxiety intervention for children and adolescents (the FRIENDS program): A pilot study http://espace.library.uq.edu.au/view/UQ:263490 2011-12-14T00:00:00Z Farrell, Lara J. og Barrett, Paula M. og Claassens, Susanne Comparative Book Review. Palfrey, J. & Gasser, U. (2008) Born digital: Understanding the first generation of digital natives; Tapscott, D. (2009) Grown up digital: How the Net generation is changing your world http://espace.library.uq.edu.au/view/UQ:224970 2010-12-16T00:00:00Z Martin, Janet Comparative expectations and knowledge of teachers and parents with regard to memory skills in children with learning difficulty http://espace.library.uq.edu.au/view/UQ:144193 2008-06-10T00:00:00Z Arabsolghar, F. og Elkins, J. Comparative expectations of teachers and parents with regard to memory skills in children with intellectual disabilities http://espace.library.uq.edu.au/view/UQ:141371 2008-06-10T00:00:00Z Arabsolghar, F. og Elkins, J. Comparing home economics: A cross cultural perspective on values http://espace.library.uq.edu.au/view/UQ:136475 2008-04-28T00:00:00Z Pendergast, D. og Dewhurst, Y. Comparing 'hybrid' models: An examination of the establishment and management of publicly-financed, privately-operated schools in Australia, Singapore and Hong Kong http://espace.library.uq.edu.au/view/UQ:223079 2010-12-01T00:00:00Z Harris, Jessica Comparing social skills: Social skills of Indian children with and without visual impairment http://espace.library.uq.edu.au/view/UQ:60226 2007-08-14T00:00:00Z Sharma, S. og Sigafoos, J. S. og Carroll, A. Comparison of a traditional and an inclusive secondary school culture http://espace.library.uq.edu.au/view/UQ:63102 2007-08-14T00:00:00Z Carrington, S. og Elkins, J. Comparison of Queensland sample with the Self-Description Questionnaire–1 and the Perception of Ability Scale for Students, normative populations http://espace.library.uq.edu.au/view/UQ:136939 2008-05-01T00:00:00Z Hay, I. og Ashman, A. F. og van Kraayenoord, C. E Comparison of Rating Scales and Performance Measures of Attention and Executive Functions in Children with Tourette Syndrome and Attention Deficit/Hyperactivity Disorder http://espace.library.uq.edu.au/view/UQ:173176 2009-04-01T00:00:00Z Bailey, Maggie A. og Geffen, Gina og Law, Amanda og Carroll, Annemaree Competing notions of social justice and contradictions in special education reform http://espace.library.uq.edu.au/view/UQ:57799 In the past three decades, special education has been subjected to extensive critique and reform of practices. These critiques have been based on notions of social justice and equity. However, the field has suffered from inadequate attention to assumptions about social justice. Social justice is essentially a contested concept. Rather than representing a unitary and universally shared concept, social justice has variable meanings. Differing views of social justice can be seen to underlie apparent contradictions in continuing practice in response to pressures for reform. Reforms predicated on individual rights have been undermined by deep commitments to meritocratic practices in U.S. schools. Reforms based on more communitarian principles, however, ignore the need for structure and the tendency for communal values to marginalize people with disabilities. Special education reform today requires a different basis in a relational definition of the self, structures to support the qualities of relationships, and a belief in the mutability of social justice. 2007-08-13T00:00:00Z Christensen, CA og Dorn, S Competing priorities in professional development: an Australian study of teacher professional development policy and practice http://espace.library.uq.edu.au/view/UQ:209862 This paper argues that neoliberal and managerial pressures external to the teaching profession, as well as more progressive and democratic approaches internal to the profession, have simultaneously influenced professional development policy and practice in Australia. In making this case, the paper reviews the nature of the teacher professional development that is supported in federal Australian policies associated with the recently defeated Liberal/ National Coalition government (1996-2007) and research into how professional development has been enacted in practice in Australia, during this government's tenure. While acknowledging the significant impact of more neoliberal and managerial approaches and how such policy emphases contribute to the continuation of traditional, systemic/employer provided workshops, the paper also provides evidence of competing, more teacher-centred approaches. 2010-07-28T00:00:00Z Hardy, Ian Comportamento anti-social nos jovens: O modelo dos objectivos de aumento da reputacao http://espace.library.uq.edu.au/view/UQ:70876 2007-08-14T00:00:00Z Carroll, A. og Houghton, S. og Hattie, J. og Durkin, K. Comprehension: The purposeful, strategic and critical construction of meaning http://espace.library.uq.edu.au/view/UQ:67589 2007-08-15T00:00:00Z Van Kraayenoord, C. E. Comprehensive reading instruction for students with learning difficulties http://espace.library.uq.edu.au/view/UQ:137297 2008-05-02T00:00:00Z van Kraayenoord, C. E. og Ashman, A. F. og Moni, K. B. og Ballinger, M. og Coleman, J. og Charlton, S. Computers, mathematics, and undergraduates: What is going on? http://espace.library.uq.edu.au/view/UQ:95000 2007-08-23T00:00:00Z Galbraith, P.L. og Pemberton, M. R. og Cretchley, P. Conceptions of formal learning and related aspects of learning for Torres Strait Islander university students: A phenomenographic study http://espace.library.uq.edu.au/view/UQ:95099 2007-08-23T00:00:00Z Boulton-Lewis, G. M. og Lewis, D. C. og Wilss, L. A. Conceptions of learning: A longitudinal study involving Australia, Aboriginal and Torres Strait Islander university students http://espace.library.uq.edu.au/view/UQ:95092 2007-08-23T00:00:00Z Boulton-Lewis, G. M. og Lewis, D. C. og Wilss, L. A. Concept mapping to evaluate an undergraduate pharmacy curriculum http://espace.library.uq.edu.au/view/UQ:240664 2011-05-05T00:00:00Z Noble, Christy og O'Brien, Mia og Coombes, Ian og Shaw, P. Nicholas og Nissen, Lisa Conceptual and procedural demands embedded in modelling tasks http://espace.library.uq.edu.au/view/UQ:67878 2007-08-14T00:00:00Z Galbraith, P. L. og Haines, C. Conceptual and procedural demands embedded in modelling tasks http://espace.library.uq.edu.au/view/UQ:150403 2008-06-06T00:00:00Z Galbraith, P. L. og Haines, C. Conceptualising, conducting and disseminating research for the public good http://espace.library.uq.edu.au/view/UQ:101403 2007-08-23T00:00:00Z Short, P. M. og Gholam, M. og Goos, M. E. og Kostogriz, A. Conceptual mis(understandings) of beginning undergraduates http://espace.library.uq.edu.au/view/UQ:139441 2008-06-10T00:00:00Z Galbraith, P. L. og Haines, C. Conceptual shifts and empirical insights: Towards an education for global gender justice http://espace.library.uq.edu.au/view/UQ:174368 2009-04-07T00:00:00Z Keddie, A. Concerning parents http://espace.library.uq.edu.au/view/UQ:136971 2008-05-01T00:00:00Z Ashman, A. F.