title: Enhancing teacher mediation to foster students’ metacognition in flipped learning

authors: Guo, Lina (Paiyue)

subjects: Educational Technology and Psychology

abstract: This research focuses on enhancing teacher mediation to foster students’ metacognition in flipped learning classrooms in a middle-high school in China. A series of designed workshops aimed to develop teachers’ professional understanding of metacognitive engagement in flipped learning classrooms and facilitate their exploration of classroom talk with a view to enhancing students’ metacognitive thinking to assist their learning. 

Flipped learning, as one example of digital learning, is increasingly pervasive in many educational settings. Research suggests that self-regulated learners benefit more in the flipped learning pedagogical environment than those who have low self-knowledge and self-management. Self-regulation is one of the main subcomponents of metacognition. There is a need to help teachers to be metacognitive teachers, so that in turn, metacognitive learners may be cultivated through daily classroom instructional activities and teacher practice. The school in this study had identified a need to further develop metacognition in their flipped classroom learners. 

The study used an interpretive methodology and a qualitative research approach to explore the use of dialogic talk processes by teachers to engage in metacognitive thinking with their students within the flipped learning context. Data were gathered through classroom observations prior to and after a series of designed professional learning workshops for the teachers. Key incidents of teachers using dialogic talk were captured by video during further classroom observations and post-observation interviews with teachers, and student focus groups and analysis of student work completed the dataset. The participants in this study included five teachers and their students, to investigate the phenomena of teacher mediation in students’ development of cognition and metacognition in a flipped learning approach.

In this study, the use of flipped learning suggested a need for metacognitive learners and metacognitive teachers. I worked with teachers to develop their own and their students’ metacognitive thinking. The reflective practice process of teachers was an aspect of the professional learning workshops, which provided me with teacher input into a theoretical framework, which resulted in an extended and detailed dialogic talk process, generated to guide teachers in designing their instructional activities and further applications in their classroom practice.

The classroom practices of one English, one Maths and one Chemistry teacher were used to exemplify how the professional learning about mediating metacognitive development could be put into practice. The study attempted to highlight the complexities of dialogue that shape learners’ sense making and influence future effective pedagogical practices. At the final stage of the research, through teachers’ and students’ reflections on metacognitive teaching and learning, classroom atmosphere, power, talk and nonverbal behaviours were identified as the factors that influence the engagement of metacognitive teaching and learning in flipped learning.

This study has furthered the understanding of the nature of teachers’ mediation and the practices of teachers and students in mutually engaged dialogic talk concerning the development of metacognition within a school-wide flipped learning adoption context. The design and outcomes of this research may help teachers create an interactive environment in both online and offline learning, incorporating metacognition instructions to facilitate students’ ability to become increasingly autonomous and self-regulated in their learning.

text: Enhancing teacher mediation to foster students’ metacognition in flipped learning This research focuses on enhancing teacher mediation to foster students’ metacognition in flipped learning classrooms in a middle-high school in China. A series of designed workshops aimed to develop teachers’ professional understanding of metacognitive engagement in flipped learning classrooms and facilitate their exploration of classroom talk with a view to enhancing students’ metacognitive thinking to assist their learning. 

Flipped learning, as one example of digital learning, is increasingly pervasive in many educational settings. Research suggests that self-regulated learners benefit more in the flipped learning pedagogical environment than those who have low self-knowledge and self-management. Self-regulation is one of the main subcomponents of metacognition. There is a need to help teachers to be metacognitive teachers, so that in turn, metacognitive learners may be cultivated through daily classroom instructional activities and teacher practice. The school in this study had identified a need to further develop metacognition in their flipped classroom learners. 

The study used an interpretive methodology and a qualitative research approach to explore the use of dialogic talk processes by teachers to engage in metacognitive thinking with their students within the flipped learning context. Data were gathered through classroom observations prior to and after a series of designed professional learning workshops for the teachers. Key incidents of teachers using dialogic talk were captured by video during further classroom observations and post-observation interviews with teachers, and student focus groups and analysis of student work completed the dataset. The participants in this study included five teachers and their students, to investigate the phenomena of teacher mediation in students’ development of cognition and metacognition in a flipped learning approach.

In this study, the use of flipped learning suggested a need for metacognitive learners and metacognitive teachers. I worked with teachers to develop their own and their students’ metacognitive thinking. The reflective practice process of teachers was an aspect of the professional learning workshops, which provided me with teacher input into a theoretical framework, which resulted in an extended and detailed dialogic talk process, generated to guide teachers in designing their instructional activities and further applications in their classroom practice.

The classroom practices of one English, one Maths and one Chemistry teacher were used to exemplify how the professional learning about mediating metacognitive development could be put into practice. The study attempted to highlight the complexities of dialogue that shape learners’ sense making and influence future effective pedagogical practices. At the final stage of the research, through teachers’ and students’ reflections on metacognitive teaching and learning, classroom atmosphere, power, talk and nonverbal behaviours were identified as the factors that influence the engagement of metacognitive teaching and learning in flipped learning.

This study has furthered the understanding of the nature of teachers’ mediation and the practices of teachers and students in mutually engaged dialogic talk concerning the development of metacognition within a school-wide flipped learning adoption context. The design and outcomes of this research may help teachers create an interactive environment in both online and offline learning, incorporating metacognition instructions to facilitate students’ ability to become increasingly autonomous and self-regulated in their learning.

year: 2022

title: Heterosexual ally identity development for the non-heterosexual community

authors: Nicholls, Rawiri Rangihouhiri Terrence

subjects: Heterosexual Ally Identity Development

abstract: This thesis is an examination of the significance that both the development of heterosexual and non-heterosexual identity plays in the perceptions of the development of an individual’s identity labels, privilege, oppression, and sexuality. Firstly, through an extensive literature review, and secondly through an analysis of an in-depth survey which not only was advertised to those who self-identify as heterosexual but also to those who identify within other non-heterosexual identities.

This thesis will provide an examination of the complicated process of identity development for both the heterosexual and non-heterosexual communities with a focus on the development of heterosexual allies for the non-heterosexual community.

Heterosexual identity is often thought to be unmoving in nature however heterosexual identity, much like non-heterosexual identity, contains movement through statuses as the individual not only gains an understanding of their own heterosexual identity but also of alternatives.

The results of some of the key identity theorists of the last century will be reviewed, as well as the relationship that social constructs, societal attitudes, and Heterosexism play in the creation of heterosexual allies for the non-heterosexual community.

I propose that to understand the creation and development of heterosexual allies for the non-heterosexual community there must not only be a development in the way in which non-heterosexual identity development is researched but also in the way in which heterosexual identity is also developed.

I also propose that heterosexual allies of the non-heterosexual community play an integral part in the way that society combats not only Heterosexism but also in the way that society gains a better understanding of what it means to be heterosexual. As society gains a more developed interpretation of the negative effects that Heterosexism has on the non-heterosexual community, research associated with the development of allyship towards the non-heterosexual community will continue to not only develop but also become more accurate.

text: Heterosexual ally identity development for the non-heterosexual community This thesis is an examination of the significance that both the development of heterosexual and non-heterosexual identity plays in the perceptions of the development of an individual’s identity labels, privilege, oppression, and sexuality. Firstly, through an extensive literature review, and secondly through an analysis of an in-depth survey which not only was advertised to those who self-identify as heterosexual but also to those who identify within other non-heterosexual identities.

This thesis will provide an examination of the complicated process of identity development for both the heterosexual and non-heterosexual communities with a focus on the development of heterosexual allies for the non-heterosexual community.

Heterosexual identity is often thought to be unmoving in nature however heterosexual identity, much like non-heterosexual identity, contains movement through statuses as the individual not only gains an understanding of their own heterosexual identity but also of alternatives.

The results of some of the key identity theorists of the last century will be reviewed, as well as the relationship that social constructs, societal attitudes, and Heterosexism play in the creation of heterosexual allies for the non-heterosexual community.

I propose that to understand the creation and development of heterosexual allies for the non-heterosexual community there must not only be a development in the way in which non-heterosexual identity development is researched but also in the way in which heterosexual identity is also developed.

I also propose that heterosexual allies of the non-heterosexual community play an integral part in the way that society combats not only Heterosexism but also in the way that society gains a better understanding of what it means to be heterosexual. As society gains a more developed interpretation of the negative effects that Heterosexism has on the non-heterosexual community, research associated with the development of allyship towards the non-heterosexual community will continue to not only develop but also become more accurate.

year: 2021

title: The gown and the korowai: Maori doctoral students and the spatial organization of academic knowledge

authors: Middleton, Sue

subjects: culture

abstract: This paper draws on 38 student interviews carried out in the course of the team research project Teaching and Learning in the Supervision of Māori Doctoral Students. Māori doctoral thesis work takes place in the intersections between the Māori (tribal) world of identifications and obligations, the organisational and epistemological configurations of academia, and the bureaucratic requirements of funding or employing bureaucracies. To explore how students accommodate cultural, academic and bureaucratic demands, we develop analytical tools combining three intellectual traditions: Māori educational theory, Bernstein’s sociology of the academy, and Lefebvre’s conceptual trilogy of perceived, conceived, and lived space.

text: The gown and the korowai: Maori doctoral students and the spatial organization of academic knowledge This paper draws on 38 student interviews carried out in the course of the team research project Teaching and Learning in the Supervision of Māori Doctoral Students. Māori doctoral thesis work takes place in the intersections between the Māori (tribal) world of identifications and obligations, the organisational and epistemological configurations of academia, and the bureaucratic requirements of funding or employing bureaucracies. To explore how students accommodate cultural, academic and bureaucratic demands, we develop analytical tools combining three intellectual traditions: Māori educational theory, Bernstein’s sociology of the academy, and Lefebvre’s conceptual trilogy of perceived, conceived, and lived space.

year: 2009