Intercultural understanding in primary and secondary schools. What facilitates or impedes intercultural understanding in children, adolescents and schools? How can this be addressed? How can we know what makes a difference? This project answers these questions at the individual, school and national level using a novel cultural systems approach and methodological and technological innovations.
Discovery Early Career Researcher Award - Grant ID: DE220100515
Funder
Australian Research Council
Funding Amount
$423,652.00
Summary
Teaching digital writing in secondary English. In a digital world the nature of writing is changing. This project investigates how secondary English teachers are conceptualising and teaching digital writing, and how they perceive this work can be enhanced to create more engaged and empowered students, workers and citizens. The study contextualises contemporary digital writing pedagogy in the history of English teaching and provides insights into how teachers respond to demands for 21st century l ....Teaching digital writing in secondary English. In a digital world the nature of writing is changing. This project investigates how secondary English teachers are conceptualising and teaching digital writing, and how they perceive this work can be enhanced to create more engaged and empowered students, workers and citizens. The study contextualises contemporary digital writing pedagogy in the history of English teaching and provides insights into how teachers respond to demands for 21st century literacies. The project, of both national and international significance, will contribute to policy, professional learning and teacher education, and shape capacity for the education of adept writers for digital futures.Read moreRead less
Social justice dispositions informing teachers' pedagogy in advantaged and disadvantaged secondary schools. This project studies the different perspectives that teachers have towards social justice and how these differently influence their teaching in advantaged and disadvantaged secondary schools. It will produce new concepts and methods for researching educational inequalities and to better enable teachers to act in more socially just ways.
Knowledge building in schooling and higher education: policy strategies and effects. Should school and university programs in Australia emphasise learning outcomes and competencies, or maintain a high subject-based focus? This project investigates what is happening in history, science and in 'graduate attributes' across the learning cycle to shed new light on knowledge-building in a period of rapid global knowledge change.
Enhancing numeracy learning and teaching across the curriculum. Leaving school without an adequate level of numeracy has devastating consequences for young people's life chances. This project will implement a rich approach to numeracy across the curriculum in Years 3, 5, 7 and 9 with the aim of improving students' numeracy learning outcomes and teachers' confidence with and understanding of numeracy.
School knowledge, working knowledge and the knowing subject: a review of state curriculum policies 1975-2005. Schooling is a central institution for forming the knowledge, workers and citizens of Australia's future, and this is a period of widespread curriculum change. This project's systematic review of state differences is an important resource for moves in a 'nationally consistent' direction. The project charts what is and is not being taken up in relation to new vocational agendas and new co ....School knowledge, working knowledge and the knowing subject: a review of state curriculum policies 1975-2005. Schooling is a central institution for forming the knowledge, workers and citizens of Australia's future, and this is a period of widespread curriculum change. This project's systematic review of state differences is an important resource for moves in a 'nationally consistent' direction. The project charts what is and is not being taken up in relation to new vocational agendas and new conceptions of knowledge. It provides a fresh perspective on Australian curriculum emphases, competing agendas, issues to be addressed and makes possible a more realistic appraisal of the conditions in which innovation and reform need to be developed.Read moreRead less
Enhancing the quality of science learning through a representation-intensive pedagogy. This project will investigate the quality of science learning occurring through an approach to teaching that involves students generating, negotiating and evaluating representations of scientific concepts. Students will generate multi-modal representations using digital technologies, linking to the new Australian science curriculum.
Primary teachers' adaptive expertise in interdisciplinary maths and science. This project aims to investigate the development of primary teachers’ adaptive expertise in interdisciplinary mathematics and science. As a critical component of quality teaching, adaptive expertise is essential for teachers to innovate their teaching to enhance student learning and interest, yet little is known about its development. The project aims to explore how adaptive expertise can be fostered through classroom i ....Primary teachers' adaptive expertise in interdisciplinary maths and science. This project aims to investigate the development of primary teachers’ adaptive expertise in interdisciplinary mathematics and science. As a critical component of quality teaching, adaptive expertise is essential for teachers to innovate their teaching to enhance student learning and interest, yet little is known about its development. The project aims to explore how adaptive expertise can be fostered through classroom innovations purposefully co-designed by teachers and researchers in the context of interdisciplinary mathematics and science. Expected outcomes include a better theoretical understanding of adaptive expertise in the context of interdisciplinary mathematics and science to benefit teacher learning and improve student outcomes.Read moreRead less
Investigating literary knowledge in the making of English teachers. This project aims to create new understanding of the role of literary knowledge within subject English. English education is mandated in Australian schooling; however, subject content as well as teachers’ knowledge and pedagogical approaches are highly contested, particularly regarding the teaching of literature. Using a national survey, focus group interviews and a longitudinal study, the project aims to provide new understandi ....Investigating literary knowledge in the making of English teachers. This project aims to create new understanding of the role of literary knowledge within subject English. English education is mandated in Australian schooling; however, subject content as well as teachers’ knowledge and pedagogical approaches are highly contested, particularly regarding the teaching of literature. Using a national survey, focus group interviews and a longitudinal study, the project aims to provide new understandings of the literary knowledge that early career teachers need, of the impact of curricula and professional practice on disciplinary knowledge, and about the operation of literary studies across school and university. Significantly, it plans to use ‘literary sociability’, an innovative methodology, to generate empirical and conceptual perspectives on literary studies in Australia that will be of value internationally.Read moreRead less
The VCE: Social Access and Transition Effectiveness. Education authorities in Australia face difficulties in reforming school programs to make them both equitable and effective in terms of learning experiences and outcomes. This project examines the extent to which young people from different family backgrounds access different "locations" within the curriculum, the quality of their instructional experience, and the post-school destinations connected with the places they held in the curriculum. ....The VCE: Social Access and Transition Effectiveness. Education authorities in Australia face difficulties in reforming school programs to make them both equitable and effective in terms of learning experiences and outcomes. This project examines the extent to which young people from different family backgrounds access different "locations" within the curriculum, the quality of their instructional experience, and the post-school destinations connected with the places they held in the curriculum. The broad objective is to make the curriculum much more transparent with respect to its underlying social patterns and processes, and thus to make it more accessible to the remedial action of both teachers and curriculum and assessment authorities.Read moreRead less