ethanporcaro/eric-fulltext-meta huggingface dataset:
Understanding &apos;Team&apos; in Team Supervision of Doctoral Students
Author: Robertson, Margaret J.
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Supervision,Teamwork,Graduate Students,Doctoral Programs,Foreign Countries,Power Structure,Interpersonal Relationship

Team supervision has become accepted practice in the supervision of doctoral students in social sciences, humanities and education in Australian universities. However there is great diversity of interpretation of „team? with teams framed in a variety of ways. In a recent qualitative study of cohorts of Australian doctoral students, experienced and early career supervisors, team configuration has been carefully examined, and three main modes identified. By defining these modes into de facto dyad, segmented and collaborative teams, power relationships that typically operate within these discrete forms may be more closely examined. The operation modes of these team forms impacts on available power relationships which has significant influence on the experience of doctoral studies for students, and the learning outcomes for team members, including supervisors. By understanding how power operates in teams, more may be understood by supervisors and doctoral students about structuring their teams to enhance outcomes for all stakeholders. A framework of theories of agentic power, data from semi-structured interviews of experienced supervisors and late stage doctoral students are used to investigate and develop a taxonomy for team supervision This current paper focuses on defining the three identified modes of teams and tentatively proposes available power relationships in these modes.
Using Digital Technologies to Activate and Evaluate Emotions to Creatively Communicate Ideas
Author: Hall, Stephen J.
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Design,Creativity,Films,Emotional Response,Film Production,Psychological Patterns,Teaching Methods

Given the Digital Technologies rationale of the Australian Curriculum, it is critical that both teachers and students use design thinking to be creative and innovative producers of digital solutions and knowledge. Teachers and students are increasingly being required to self-produce films and digital content across subject areas. Their productions are often used as a catalyst for discussion in the classroom or to illustrate mastery of curriculum content. Producing films and digital content that are engaging and also successfully conveying educational messages is challenging. Filmmakers engage audiences by using film techniques to activate different emotions. Producing learning content that is engaging and activates those emotions that support learning requires an understanding of the craft of the filmmaker and those academic emotions that learners experience when learning. We present an evaluation tool based on those emotions that learners experience when learning (Pekrun, Goetz, Titz, &amp; Perry, 2002) or those emotions different film techniques can provoke in viewers. The tool or Wheel of Academic Emotions (WAE) is useful for design thinking and for evaluating whether films and other digital productions activate the emotions known to support learning. We argue the WAE is timely because it provides teachers and students a useful tool to be creative and discerning decision-makers and to evaluate their digital content critically to ensure it communicates their ideas.
Funding the Need Not the Label
Author: Witham, Mark
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Finance,Funding Formulas,Taxonomy,Teacher Student Ratio,Grants,Student Needs,Foreign Countries,National Competency Tests,Literacy,Numeracy,Language Proficiency,English Language Learners,Disabilities,Accountability,Scores

This paper proposes a taxonomy of school funding formula elements which distinguishes between funding based on individual student needs and the needs of populations of students based on particular characteristics or labels. This builds on the theoretical approach proposed by Caldwell, Levacic and Ross (1999) where school funding formulae can be categorized into one of four generations with first generation funding being simple pupil/teacher ratios supplemented by per pupil grants and fourth generation providing comprehensive support for students with differing needs and being related to student learning outcomes. The taxonomy proposed in this paper follows the generic funding model put forward by Odden and Busch (1998) and Fazekas (2012). A suggested broadening of this taxonomy is proposed based on recent evidence in Australia which examined the efficacy of funding formulae based on individual student needs and those based on the average level of need for populations of students based on particular characteristics.
Teacher Identity through Autobiographical Reflections of Preservice Teachers&apos; Wider Field Experience
Author: Drabble, Anne
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Preservice Teacher Education,Professional Identity,Autobiographies,Reflective Teaching,Field Instruction,Rural Schools,Indigenous Populations,Community Schools,Cultural Awareness,Knowledge Base for Teaching

Preservice teachers enrolled in teacher education programs are required to engage in reflective practice to develop understanding of the teaching profession and to develop a personal teacher identity. Reflective practices are particularly useful during rural and remote Supervised Professional Experiences (SPE). Preservice teachers also reflect on Wider Field Experiences (WFE) which provide them with additional experiences that extend their professional learning. This study examines the value of shared autobiographical reflections of a group of preservice teachers as they completed Wider Field Experience (WFE) in an Aboriginal community school in a rural area. Preservice teachers indicated that the WFE had an impact on their professional learning and contributed to developing a positive understanding of teaching Aboriginal students. However, it was the opportunity to participate in shared autobiographical reflections on the WFE that contributed significantly to their teacher identity, and their teaching practices for both urban and rural classrooms. The preservice teachers' autobiographical reflections about the WFE suggest the value of well-chosen WFE and the benefit of including personal experiences in developing professional learning and teaching practices for teaching in rural schools.
Theatre as Education
Author: Vallack, Jocene
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Theater Arts,Drama,Educational Research,Playwriting,Data Collection,Data Interpretation,Teaching Methods,Student Centered Learning,Story Telling,Secondary School Students

My privileged opportunity to work with renowned Drama theorist, Dorothy Heathcote, in Melbourne in the 1970s, set a foundation for what I now call Theatre as Education research. Formerly a teacher of Secondary Drama, I became very experienced at creating plays with my students, based on their own ideas, or inspired by the stories of the community. When working in a tiny country town in Victoria, I took my Drama class to visit the Senior Citizens in our community, and collect anecdotes of their youthful experiences. The adolescents asked, &quot;What was it like -- here in this town -- when you were my age?&quot; The responses were candid and sometimes less likely than fiction. We wrote a one-act play, which incorporated the many different dialogues, and we performed it for the town. Our co-researchers were the special guests, taking front row seats. They watched their lives reenacted, and an inter-generational bond was forged. This paper will present my approach to creating plays out of chaotic, narrative data. There has emerged a kind of formula, which is flexible enough to apply to groups of students or adults, with varying abilities in qualitative research data collection and in the performing arts. I have used the Theatre as Education formula to showcase research data in both schools and at academic conferences, as well as in print. This paper presents a step-by-step approach to collecting, analysing, interpreting and restructuring oral data for performance text. It will also present some examples from published plays, which were born of narrative. I believe Theatre as Education works as both an engaging pedagogy for teachers, and an innovative framework for the presentation of primary research data. I would like to share my approach with you.
Cumulative Adversity Profiles among Youth Experiencing Housing and Parental Care Instability
Author: Crumé, Henry Joel
Date: 2019-00-00
Type: Reports - Research
Subjects: At Risk Persons,Housing,Child Rearing,Gender Differences,LGBTQ People,Minority Groups,Resilience (Psychology),Racial Bias,Social Bias,Victims,Grades (Scholastic),Self Control,Learner Engagement,Mental Health,Family Relationship,Peer Relationship,Social Work,At Risk Students,Homeless People,Grade 8,Grade 10,Grade 12,Health Behavior,High School Students,Secondary School Students,Hunger,Sleep,Ethnicity

This study applies cumulative adversity and stress proliferation theories to examine risk and protective resource profiles of youth with three different levels of housing and parental care instability. Data derive from a state representative sample (n=27,087) of school-based adolescent students. ANCOVA analyses identified significant differences in sociodemographic and psychosocial functioning variables for youth with 0, 1, or 2 forms of housing and parental care instability, with more deleterious functioning being observed among youth with greater levels of instability. Those experiencing either or both housing and parental care instability are more represented by males, sexual minorities, and youth of color; psychosocial risk and protective factors demonstrated consistent differences between instability groups. Dimensions of cumulative adversity operate with social marginalities (e.g., race, sexual minority status) relative to instability, with higher frequency of victimization, lower grades, diminished self-regulation capabilities and school engagement, weakened psychological health, and strained family and peer relationships. The paper discusses theorized mechanisms through which cumulative adversity conveys effects as well as implications for social work prevention and resilience-fostering strategies in schools and other youth-serving settings. [This paper was published in &quot;Children and Youth Services Review&quot; v100 p129-135 2019.]
Facilitating Early Research Experience in Art and Design Using a Research-Oriented Approach to Teaching and Learning
Author: Winters, Tara
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Design,Teaching Methods,Student Research,Visual Arts,Art Education,College Students,Knowledge Level,Foreign Countries,Pedagogical Content Knowledge,Student Projects

Artists and designers find themselves in an unsteady position in relation to the world of research. Visual art and design practice is relatively new to the domain of academic research, and a level of critical engagement with the theory and practice of art-as-research is required at all levels, from undergraduate student to senior academic. This involves determining an intellectual position with regard to the nature and purpose of artistic research, as well as finding or developing a methodological approach appropriate to visual practice. With the complexity of this situation in mind, this paper advocates for the integration of appropriate research experience from the very beginning of higher learning. Research-oriented teaching is a framework developed to describe a particular category of the teaching-research nexus (Griffiths, 2004). With an emphasis on understanding &quot;how&quot; knowledge is developed (similar to ideas of constructivism) research-oriented approaches sit well alongside the widely shared view that the area of expertise of the artist-researcher is in the &quot;processes&quot; that lead to finished objects. In this position paper, I draw on BFA teaching experience in order to illustrate how, at early programme levels, research-oriented teaching can support student learning and the development of graduate attributes related to understanding and appreciating the philosophical basis and characteristics of artistic practice as research. I propose that the evolution of practice-based research over the last two decades has had an impact on our pedagogical content knowledge and that we are developing a distinctive, subject specific &quot;research-oriented&quot; approach that holds the potential to be of wider pedagogical interest and value.
21st Century Literacy--Perceptions of and Influences on Year 6 Teachers in Victorian Classrooms
Author: Lyons, Damien
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,21st Century Skills,Multiple Literacies,Teacher Attitudes,Public Schools,Educational Practices,Decision Making,Definitions,Integrity,Personal Narratives,Technological Literacy,Communication Skills,Influences,Handheld Devices,Elementary School Teachers,Elementary School Students,Ethics,Information Literacy,Grade 6,Learner Engagement,Classroom Environment

This paper presents a study of teachers' perceptions of '21st century literacy' practices and the dilemmas teacher face when these perceptions clash with the policies and the practices they feel are expected of them. Using narrative inquiry as its methodology, the paper presents 3 themes identified within the study, namely: 'Teachers' insights into 21st century literacy, 'Teachers' perceptions of necessary 21st century literacy skills for Year 6 students' and 'Influences on teachers' literacy pedagogical decision-making and practice'. The narratives present two teachers' perceptions (and misperceptions) of 21st century literacy, their pedagogical approaches, and how various factors influence their work. The paper considers how various factors influence teachers' pedagogical practices, and highlights discrepancies between teachers' professional beliefs and their practices based on external classroom influences. Narrative offers an insider's view of how these discrepancies are lived out in two Victorian classrooms.
Alchemy for Inquiry: A Methodology of Applied Phenomenology in Educational Research
Author: Vallack, Jocene
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Research,Research Methodology,Phenomenology,Inquiry,Epistemology,Cognitive Processes

This paper presents an original methodology, called Alchemy as Inquiry. It is a methodology grounded in pure phenomenology and made accessible for reflective research into one's own experiences. It is an application of the pure phenomenology of Edmund Husserl. It mandates that the researcher personally experiences the phenomena under investigation, and is able to reflect deeply on that experience. Unlike other first-person approaches that focus on description, such as Autoethnography, Alchemy seeks a definite research outcome in the form of an archetypal object. This is the research essence, or element. Arts practitioners are particularly able to apply Alchemy for Inquiry, as these archetypal insights present themselves intuitively and symbolically, through arts practice -- writing, painting, performing, and also through dream analysis. Alchemy for Inquiry methodology is based on three principles: (1) that the unconscious mind is far superior to logic and cognition when it comes to seeing patterns and meaning in apparent chaos; (2) that the main beliefs of psychoanalysis can be wellsprings for reflective research inquiry; and (3) that Alchemy for Inquiry, which is informed by Husserl's pure phenomenological philosophy, can take the researcher from the most subjective reflections to the most intersubjective, universal outcomes. Using analytical tools akin to those of the psychotherapist, the researcher first embarks on an experience of the research in question. Progressing then, through the five phases of the methodology -- Experience, Epoche, Explication, Epiphany and Examination -- s/he finishes with the answer to the research question in the form of an image, myth or metaphor. This cryptic answer is then analysed, logically, to reveal and explain the research result. Just as, through psychoanalysis, the uncertain and complex dream may provide the dreamer with profound insight, so too may life-world complexities lead the teacher/researcher to universal insights and solutions. The unconscious mind, skilled at making patterns from chaos, can inform research logic. Alchemy for Inquiry methodology is housed within a philosophically aligned research framework of phenomenology, which can take inquiry from subjective complexity to intersubjective, archetypal research outcomes. This paper presents an introduction to the basic theoretical framework of Alchemy for Inquiry, and its application as pure phenomenology, along with examples of how it has so far been used in educational research.
A Market Oriented School
Author: Arifin, Daniel N.
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Marketing,Competition,Barriers,Models,Consumer Economics,Satisfaction,Teacher Role,School Personnel,Role,Foreign Countries

Market orientation has been investigated in for-profit and not-for-profit organizations in countries around the world and is defined as an orientation towards the market, putting focus on the customers. Past studies have shown a positive link between market orientation and organizational performance; and also that adopting market orientation principles will enhance the magnitude and effectiveness of innovation activities. The concept of marketing and market orientation is highly relevant to schools, particularly in countries like Australia and Indonesia, due to the intense competition between schools and within school systems. Marketing is now becoming more relevant in other industrialized countries because of the need to enhance the school reputation, attract students and resources, and attempt to understand the aspirations of the various stakeholders. A deep understanding of market orientation of a school compared with the region will assist school leaders in determining the policy and strategic planning. This paper presents an exploratory study that conceptualizes the principles of market orientation in schools, which will allow a school to map out its strengths and weaknesses in the five dimensions: customer orientation, competitor orientation, inter-functional coordination, long-term-growth focus, and market intelligence.
ILectures--Exploring the Interactive Lecture Using Web-Based Broadcasting Technology
Author: Busch, John
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Lecture Method,Higher Education,Internet,Educational Technology,Technology Uses in Education,Video Technology,Web Sites,Student Attitudes,Undergraduate Students,Programming (Broadcast)

The continued use of traditional lecturing across Higher Education as the main teaching and learning approach in many disciplines must be challenged. An increasing number of studies suggest that this approach, compared to more active learning methods, is the least effective. In counterargument, the use of traditional lectures are often justified as necessary given a large student population. By analysing the implementation of a web based broadcasting approach which replaced the traditional lecture within a programming-based module, and thereby removed the student population rationale, it was hoped that the student learning experience would become more active and ultimately enhance learning on the module. The implemented model replaces the traditional approach of students attending an on-campus lecture theatre with a web-based live broadcast approach that focuses on students being active learners rather than passive recipients. Students 'attend' by viewing a live broadcast of the lecturer, presented as a talking head, and the lecturer's desktop, via a web browser. Video and audio communication is primarily from tutor to students, with text-based comments used to provide communication from students to tutor. This approach promotes active learning by allowing student to perform activities on their own computer rather than the passive viewing and listening common encountered in large lecture classes. By analysing this approach over two years (n = 234 students) results indicate that 89.6% of students rated the approach as offering a highly positive learning experience. Comparing student performance across three academic years also indicates a positive change. A small data analytic analysis was conducted into student participation levels and suggests that the student cohort's willingness to engage with the broadcast lectures material is high.
Piloting Authentic Assessment in a Digital Media Course
Author: Luan, Regina John
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Performance Based Assessment,Educational Technology,Technology Uses in Education,Telecommunications,Handheld Devices,Computer Oriented Programs,Health Promotion,Well Being,Health Behavior,Progress Monitoring,Student Attitudes,College Students,Foreign Countries

This paper reports on research conducted on the effectiveness and relevance of authentic assessment in a Mobile Application Development course, answering the research question &quot;How practical is authentic assessment in Digital Media courses?&quot; To facilitate this research, students were provided a set of tasks that consisted of developing a Mobile application for the Bundaberg Health and Wellbeing program. They were required to develop a working prototype mobile application that measures health related routine using the latest programming tool and APIs as used in industry. The mobile application is then used in the Bundaberg Health and Wellbeing program as a tool to monitor the progress of group members, providing a more authentic experience that connects and relates to the real needs and expectation of a client. A survey was then conducted to assess how students felt about the assessment piece and how it compared to other assessment they had done before. Overall, this indicated that most of the students favoured the introduction of authentic assessment in the course program; only a portion of the students feels otherwise. Based on this, the paper will conclude with strategies to encourage future technology-based courses in digital media courses to be based on authentic assessment.
&apos;I&apos;ll Get My Fantastic ATAR and Never Look Back&apos;: Understanding Temporality and Future Orientation for Young Women in the Senior Year
Author: Duggan, Shane
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Females,Foreign Countries,High School Seniors,Social Influences,Economic Factors,Individual Development,Aspiration

This article considers how time is imagined, lived, and desired in young women's lives as they undertake their senior year. Building on an extensive body of scholarly work on this topic, I argue economic and competitive imperatives have intensified for many young people in recent times, manifesting in an educational apparatus that increasingly defines the parameters of success and achievement in terms of self-regulation and personal responsibility. This article draws upon a series of interviews and asynchronous 'blog' posts from a year-long study of 13 young people engaged in their senior year enrolled in the Victorian Certificate of Education (VCE) in Melbourne, Australia. It suggests that the intensification, compression, and control of time in educational discourse around the senior year plays a powerful role in self making for young women in particular. For these young women, traditional 'blueprints' for making a life sit alongside and in conversation with a highly individualised understanding of how those narratives might be realised amid a background of significant cultural and social change in Australia. Thus, I suggest that continual self-improvement, and future orientation are positioned as necessary attributes in senior curriculum, and these do significant work in orienting young women's aspirations in modern times.