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:236763 2011-03-16T12:13:01Z Subhi, N. og Geelan, D. og McMahon, M. og Jusoff, Kamaruzaman og Mohamad, S. M. og Sarnon, N. og Nen, S. og Hoesni, S. M. og Chong, Sheau Tsuey og Fauziah, I. og Alavi, Khadijah http://espace.library.uq.edu.au/view/UQ:139990 This paper describes an investigation of conceptions of learning held by 22 Aboriginal and Torres Strait Islander students from three universities in Queensland, Australia. Other areas investigated were students' experiences of informal learning, their reasons for studying and the strategies they used to learn. Research into conceptions of learning is gaining impetus and current beliefs include the premise that approaches to learning adopted by university students, and hence learning outcomes, are closely related to their conceptions of learning. There is substantial research focused on Aboriginal learning styles in early childhood and primary school which indicates that Aboriginal children prefer to learn in a practical way as well as through observation and imitation and trial and error. Very little research has focused specifically on Aboriginal university students' conceptions of learning. Results of this study found that these students view and approach formal university learning in much the same way as other university students and most hold quantitative conceptions of learning. The most interesting result was the difference between students' conceptions of formal learning and their experiences of informal learning. Many students' experiences of informal learning were grounded in practical activities or exhibited a cultural focus, however, most formal learning is not dependent upon practical or cultural knowledge. It is proposed that formal learning for Indigenous students recognise and include an Indigenous perspective such as integrating, where appropriate, practical strategies for learning. We also suggest that Indigenous students be helped to develop conceptions that will enable them to learn formal, theoretical material successfully. 2008-06-10T11:09:03Z Boulton-Lewis, Gillian M. og Marton, Ference og Lewis, David C. og Wilss, Lynn A. http://espace.library.uq.edu.au/view/UQ:293979 2013-03-17T00:48:18Z Mills, Carmen http://espace.library.uq.edu.au/view/UQ:209836 This article reports a case study of academics’ perceptions of how the conditions under which they worked, at one campus of a multi-site regional Australian university, influenced their teaching practices. The data comprise transcripts of periodic meetings of a group of seven education academics, as they reflected upon the nature of their teaching practices during the first half of 2008. To understand how the conditions under which they worked were perceived to influence their teaching practices, the study applies the concept of ‘practice architectures’ to participants’ perceptions. The concept of practice architectures frames the social world as comprising interacting socio-political, material-economic and culturaldiscursive dimensions, which collectively influence and are influenced by those who constitute any social setting. The study indicates that political, material and cultural pressures for increased use of new teaching technologies were seen as partially responsible for stimulating productive teaching practices. However, political, cultural and material pressures supportive of increased accountability and economic productivity, and of increased student demands and diversity without adequate resourcing, were believed to inhibit more productive teaching practices. © 2010 Society for Research into Higher Education. 2010-07-27T15:13:04Z Hardy, Ian http://espace.library.uq.edu.au/view/UQ:58911 2007-08-14T00:00:00Z Luke, C. http://espace.library.uq.edu.au/view/UQ:270592 2012-03-20T11:38:10Z Baldauf Jr., Richard og Jernudd, Björn H. http://espace.library.uq.edu.au/view/UQ:102717 2007-08-23T00:00:00Z Ehrich, L.C. og Cranston, N. C. og Kimber, M. http://espace.library.uq.edu.au/view/UQ:192358 It is almost one hundred years since Dewey stated that the purpose of research in all its forms and disciplines was an “effort to understand and help others understand what teachers and learners do during the process of learning and what this means potentially for the education of teachers” (Dewey, 1904/1974). Early in 2003 the author of this paper began a research study that investigates the development of relationships between teacher mentors and preservice teachers. The aim of the study seeks to examine the extent to which the concept of community of practice influences the construction of professional identity through the situated learning of preservice teachers in selected school settings. Associated with this aim is to identify the potential for 'communities of practice' to address the anxiety of teachers in the context of seemingly overwhelming levels of change in education and society affecting their professional roles and identities right now. Ironically the researchers found that the anxieties of teachers actually affected their efforts to entice schools and teachers to be involved in the study. This paper focuses on this first stage of the research study. It examines the dilemmas experienced by the researchers as they endeavoured to encourage schools and teachers to participate in the research. It raises issues about the relationship between academics in teacher education and schools and how we can facilitate teachers’ involvement in future research in schools. 2010-01-13T11:39:34Z Sim, Cheryl Rae og McCluskey, Kerryn Gail http://espace.library.uq.edu.au/view/UQ:275195 2012-06-04T00:00:00Z Nichols, Kim http://espace.library.uq.edu.au/view/UQ:161862 Popular culture has been part of English and literacy studies in Australia for several years. However, the issue of the inclusion of popular culture in literacy education for young adults with Down syndrome has been marginalised. Using examples of engagement with popular culture by young adults with Down syndrome attending a post-school literacy program, the authors argue that educators need to take note of the role popular culture plays in the lives of these young adults. In the second part of the article, suggestions are given for including popular culture texts in literacy programs for young adults with Down syndrome in the senior years of high school and in post-school settings. 2009-01-27T17:20:59Z Moni, K. B. og Jobling, A. http://espace.library.uq.edu.au/view/UQ:245781 The purpose of this paper is to present a unique case study that combined online training with a biomedical laboratory internship for a secondary school student. This case study outlines the positive experience for one student in a unique research laboratory setting. The participant reported on the usefulness of the online materials, including video tutorials, to demonstrate basic techniques prior to their demonstration in the laboratory. The initial findings suggest that online training materials complemented with traditional science internships may increase the efficiency of training and reduce perceived burdens of allowing younger students into authentic laboratory settings. 2011-08-19T00:00:00Z Boulay, Rachel og Parisky, Alex og Campbell, Chris og Leong, Peter http://espace.library.uq.edu.au/view/UQ:141900 2008-06-10T00:00:00Z Stein, S. J. og Mc Robbie, C. og Ginns, I. og Swales, A. http://espace.library.uq.edu.au/view/UQ:148765 2008-06-06T00:00:00Z Stein, S. J. og Ginns, I. og McRobbie, C. http://espace.library.uq.edu.au/view/UQ:209875 In a range of professions, professional practice today is under threat. It is endangered, for example, by pressures of bureaucratic control, commodification, marketization, and the standardisation of practice in some professions. In these times, there is a need for deeper understandings of professional practice and how it develops through professional careers. Enabling Praxis: Challenges for education explores these questions in the context of the initial and continuing professional education of teachers. It presents a theory of the development of praxis - morally committed action oriented by tradition - to show the ways praxis is enabled and constrained by the cultural-discursive, material and social-political conditions under which professional practice occurs. It introduces the notion of 'practice architectures' to show how particular conditions for practice shape the possibilities of praxis. The way these processes work is illustrated by detailed exploration of a number of cases of praxis development in a variety of educational settings, at a variety of levels - in teacher education for schools and for vocational education and training, in the continuing professional education of teachers, in educational administration, and in informal, community-based education for sustainability initiatives. The book provides conceptual resources that permit deeper analysis of the character, conduct and consequences of professional practice. It concludes with challenges for education, and for initial and continuing teacher education, suggesting that the contemporary threats to education as a professional practice call for revitalisation of the profession, professional bodies and the intellectual traditions that orient and guide educational practice. 2010-07-28T00:00:00Z Hardy, Ian http://espace.library.uq.edu.au/view/UQ:67106 2007-08-15T00:00:00Z Wilks, Jeffrey og Pendergast, Donna og Wood, Maryann http://espace.library.uq.edu.au/view/UQ:84088 2007-08-14T00:00:00Z Luke, A. og Woods, A. og Land, R. og Bahr, M. og McFarland, M. http://espace.library.uq.edu.au/view/UQ:190633 2009-12-21T00:00:00Z McCluskey, Kerryn G. http://espace.library.uq.edu.au/view/UQ:241876 2011-06-09T10:43:02Z Cortina, José Luis og Zhao, Qing og Višňovská, Jana http://espace.library.uq.edu.au/view/UQ:242472 The article presents a reprint from the book "Evaluating For Engagement: Enhancing Learning in the Middle Years." It discusses the research done on how the achievement, engagement and wellbeing of students in the middle years of schooling in Australia can be enhanced through better schooling practices. It mentions how the physical transition from the primary environment to the secondary school environment impacts the student engagement and achievement during the middle years. 2011-06-20T00:00:00Z Keddie, Amanda http://espace.library.uq.edu.au/view/UQ:242187 2011-06-16T10:28:05Z Keddie, A http://espace.library.uq.edu.au/view/UQ:139937 In this article the authors analyse how one child actively participates in a particular occasion of home-pre-school communication conducted in a pre-school setting. A conversation analytic perspective is adopted to analyse the three-way parent-teacher-child conversation. This instance shows how a child becomes a speaker in the talk rather than being only a topic of talk between adults. The analysis provides an understanding of how the participants collaboratively construct and produce 'the competent pre-school child' and 'the competent conversational member' in, and through, their talk. It also examines how the teacher's version of social order is challenged by the child in the conversation. In addition, by proceeding from a distinctly different theoretical perspective, that of conversation analysis, it is possible to show how qualitative research can provide new understandings of an important dimension of early childhood practice 2008-06-10T00:00:00Z Leiminer, M. og Baker, C. D. http://espace.library.uq.edu.au/view/UQ:147340 2008-06-06T00:00:00Z Leiminer, M. http://espace.library.uq.edu.au/view/UQ:136784 The device of the ‘telling case’ has been used by the authors in this special issue of IJER to convey insights regarding specific cultures of learning—how they were interactively and iteratively designed, implemented and maintained over time in ordinary everyday contexts. I draw upon Bakhtin's notion of chronotope to explore how the authors were able to construct these ‘telling cases’. Chronotope is a concept particularly relevant to this special issue on ‘cultures of learning’, because like ‘culture’ itself, it foregrounds consideration of the taken-for-granted times and spaces through which particular types of classroom pedagogies and identities are made possible. I contrast two chronotopes that inform current thinking about the reform of learning—one foregrounds learning as an individualistic and acquisitive journey, while the other foregrounds learning as a relational journey of entering into new social identities and relationships with peers and teachers. It is the latter chronotope that has informed the articles in this issue. The authors describe the learning journey as a process of establishing social bonds with peers and teachers, accepting certain common practices as personal routines and habits of living, and adopting and adapting available identities within the community. These articles challenge policy-makers to consider worthwhile learning as a relational journey of community-building not simply the production of competent individuals for future markets. The articles also speak to teachers and practitioners in very direct ways through their detailed descriptions of how certain routines and practices were established. 2008-04-30T00:00:00Z Renshaw, P. http://espace.library.uq.edu.au/view/UQ:102781 This paper reports on an ongoing partnership between Queensland University of Technology and Volunteering Queensland regarding the development and revision of a website for community leaders. The website, designed in late 2003, was established to provide a range of learning activities for community leaders including a problem based learning activity, case studies of community leaders and a range of resources deemed significant for leaders in the community. To date, anecdotal evidence as well as some more hard evidence (i.e. number of visits to the site), indicates that the site appears to be a valuable resource for community leaders. The purpose of this paper was firstly to investigate the utility of the site and secondly to consider some bigger issues concerning its sustainability. To achieve this, the paper explores the perceptions of (i) a group of community leaders regarding the strengths and weaknesses of the site; and (ii) key stakeholders (from QUT and Volunteering Queensland) who participated in a focus group discussion to consider important issues relating to its management and sustainability. Themes emerging from the two groups are provided and implications for small scale partnership projects such as this one are discussed. 2007-08-23T00:00:00Z Ehrich, L.C. og Cranston, N. C. og Creyton, M. og Olive, D. og Fuller, S. og Lawson, S. http://espace.library.uq.edu.au/view/UQ:121226 2007-12-21T09:47:46Z Gilmore, Linda og Cuskelly, Monica og Hayes, Alan http://espace.library.uq.edu.au/view/UQ:146888 2008-06-06T00:00:00Z Sharma, Sushama http://espace.library.uq.edu.au/view/UQ:184474 2009-10-02T00:00:00Z Howitt, S. og Anderson, T. og Costa, M. og Hamilton, S. og Wright, T. http://espace.library.uq.edu.au/view/UQ:137785 2008-05-07T00:00:00Z Elkins, J. og Ashman, A. F. http://espace.library.uq.edu.au/view/UQ:77863 2007-08-15T07:21:51Z Yamanashi, J.E. http://espace.library.uq.edu.au/view/UQ:60634 2007-08-14T00:00:00Z Baker, L. http://espace.library.uq.edu.au/view/UQ:69604 2007-08-14T00:00:00Z Weir, K. http://espace.library.uq.edu.au/view/UQ:73033 2007-08-14T00:00:00Z Milojevic, I. http://espace.library.uq.edu.au/view/UQ:157757 2008-10-20T00:00:00Z Gillies, R. M. http://espace.library.uq.edu.au/view/UQ:157756 Action research enables guidance counsellors to use a variety of methodologies to evaluate the diversity of counselling programs. The emphasis is on helping the counsellor to make decisions about the development, improvement and continuation of specific programs in schools. 2008-10-20T12:34:11Z Gillies, R. M. http://espace.library.uq.edu.au/view/UQ:157744 Notes that action research enables school counselors to use variety of methodologies to evaluate diversity of counseling programs. Suggests key questions for counselor to consider before implementing action research study. Describes four approaches to action research that can be readily used by school counselors: diagnostic, participant, empirical and experimental. 2008-10-19T00:00:00Z Gillies, R. M. http://espace.library.uq.edu.au/view/UQ:190619 2009-12-21T00:00:00Z Geelan, David. R. http://espace.library.uq.edu.au/view/UQ:246754 2011-08-30T00:00:00Z Ashman, Adrian http://espace.library.uq.edu.au/view/UQ:278729 2012-08-08T00:00:00Z Mills, Martin og Goos, Merrilyn og Monk, Sue og Muspratt, Sandy og Renshaw, Peter og Gilbert, Rob og Dole, Shelley og Honan, Eileen og Nichols, Kim og Wright, Tony og Gannaway, Deanne og Sheppard, Karen http://espace.library.uq.edu.au/view/UQ:78559 2007-08-15T00:00:00Z Keddie, A. M. http://espace.library.uq.edu.au/view/UQ:137748 2008-05-07T00:00:00Z Ashman, A. F. og Carroll, A. og Bower, J. og Williams, C. http://espace.library.uq.edu.au/view/UQ:137074 2008-05-01T00:00:00Z Ashman, A. F. og Wright, S. K. http://espace.library.uq.edu.au/view/UQ:58267 2007-08-14T00:00:00Z Lim, L og Sim, J http://espace.library.uq.edu.au/view/UQ:95993 2007-08-24T00:00:00Z Moni, K. B. http://espace.library.uq.edu.au/view/UQ:67859 2007-08-14T00:00:00Z Lim, L. og Tan, J. http://espace.library.uq.edu.au/view/UQ:226205 2011-01-05T00:00:00Z Power, C. N. http://espace.library.uq.edu.au/view/UQ:79251 Background A number of methodological weaknesses have contributed to our relatively poor understanding of the impact on children of having a brother or sister with a disability. These include a focus on poor adjustment, using multidiagnostic groups, inadequate matching, and a failure to consider the perspectives of children and parents together. Method This study compared the adjustment of 53 siblings of a child with Down syndrome with a comparison group of siblings of children who were developing typically. Children were matched on a case-by-case basis for gender, age and position in family. Families were matched for family size and father's occupation. The age range of the target siblings was 7-14 years. Data were gathered from mothers, fathers and siblings. Results There were no significant differences between the groups on adjustment measures. These included parent perceptions of externalizing and internalizing behaviours, parent perceptions of sibling competence, and sibling perceptions of their own competence and self-worth. Associations between measures of adjustment and child reports of their contribution to household functioning depended on sex rather than group membership. There was an association between parental reports of externalizing behaviour and sibling relationships with the brother/sister closest in age. Conclusions Having a brother or sister with Down syndrome does not inevitably lead to poor adjustment. Examination of within-family processes would appear to be more useful in identifying children at risk than merely group membership. 2007-08-15T00:00:00Z Cuskelly, M. og Gunn, P. http://espace.library.uq.edu.au/view/UQ:144809 2008-06-10T00:00:00Z Cuskelly, M. M. http://espace.library.uq.edu.au/view/UQ:121238 2007-12-21T10:35:31Z Ross, Penelope og Cuskelly, Monica http://espace.library.uq.edu.au/view/UQ:200970 2010-03-28T00:00:00Z Eldridge, K. og Cranston, N. http://espace.library.uq.edu.au/view/UQ:95043 2007-08-23T23:19:29Z Moore, P.