Global childhoods: Life-worlds and educational success in Australia and Asia. This project aims to investigate how everyday life-worlds of year four students (nine-ten years of age) in Australia, Hong Kong and Singapore shape children’s orientations to educational success. Situated in the global cities of Melbourne, Sydney, Hong Kong and Singapore, the study explores connections between policy contexts, school experiences and everyday activities of children growing up in the Asian Century. Findi ....Global childhoods: Life-worlds and educational success in Australia and Asia. This project aims to investigate how everyday life-worlds of year four students (nine-ten years of age) in Australia, Hong Kong and Singapore shape children’s orientations to educational success. Situated in the global cities of Melbourne, Sydney, Hong Kong and Singapore, the study explores connections between policy contexts, school experiences and everyday activities of children growing up in the Asian Century. Findings will advance knowledge of factors that contribute to children’s understandings of how their experiences in and out of school prepare them for futures in a global world. This will enable policy-makers, educators and parents to provide improved learning opportunities in children’s lives.Read moreRead less
Discovery Early Career Researcher Award - Grant ID: DE140100080
Funder
Australian Research Council
Funding Amount
$389,352.00
Summary
Closing the Disadvantaged Gap: Self-Beliefs and Task Value as Drivers of Educational Choices During the Post High School Transition. Australia's economic future requires education to close the gap between disadvantaged and advantaged students. Even successful interventions, however, typically increase the gap with advantaged students benefitting more. Whilst most efforts focus on test scores, evidence suggests that non-cognitive outcomes (such as, self-concept, task value, motivation and social ....Closing the Disadvantaged Gap: Self-Beliefs and Task Value as Drivers of Educational Choices During the Post High School Transition. Australia's economic future requires education to close the gap between disadvantaged and advantaged students. Even successful interventions, however, typically increase the gap with advantaged students benefitting more. Whilst most efforts focus on test scores, evidence suggests that non-cognitive outcomes (such as, self-concept, task value, motivation and social context) are critical in closing the gap. This project will test these predictions for successful educational transitions by disadvantaged students, using an innovative blend of multiple large-scale primary and secondary data sources, and new, evolving statistical models. This project will provide potential actions for strengthening the economic and social future of disadvantaged youth in Australia and beyond.Read moreRead less
The impact of urban vertical schools on students’ capability and wellbeing. Urban vertical schools are new types of schools in Australia. There are no evidence-based Australian precedents to guide designers or educators, no formal knowledge sharing processes that draw on experiences of pioneers, and little understanding of what these spaces mean for student capability and wellbeing. This evaluative case study will bring together evidence from designers, educators and students in three newly buil ....The impact of urban vertical schools on students’ capability and wellbeing. Urban vertical schools are new types of schools in Australia. There are no evidence-based Australian precedents to guide designers or educators, no formal knowledge sharing processes that draw on experiences of pioneers, and little understanding of what these spaces mean for student capability and wellbeing. This evaluative case study will bring together evidence from designers, educators and students in three newly built urban, vertical schools. Project findings will point to inclusive principles for designing and leading in physical, digital and social school spaces to maximise student wellbeing and capability. Insights into student experiences in urban, vertical school spaces will have value for infrastructure spending in all schools.Read moreRead less
Anticipation and decision making skill: from testing to training. This project examines how experts anticipate and make decisions in dynamic, time constrained environments. The project will identify factors that contribute to the development of expertise and develop simulation-based training programs to facilitate the more rapid acquisition of the skills underpinning anticipation and decision making.
Special Research Initiatives - Grant ID: SR120300015
Funder
Australian Research Council
Funding Amount
$16,000,000.00
Summary
The Science of Learning Research Centre. In this innovative new Centre, researchers in education, neuroscience and cognitive psychology will work together with teachers to understand the learning process. This collaboration will establish new criteria to assess the impact of different types of learning and strategies to inform teaching practices of benefit to all Australians.
The Quality of Learning as Students Create Digital Explanations of Science. University science learners will become our future scientists and science teachers and thus need to develop content expertise and communications skills during their studies. This interdisciplinary project will examine the quality of learning as university science students create digital explanations of science concepts. Learning with digital technologies is increasingly common across many science contexts and this projec ....The Quality of Learning as Students Create Digital Explanations of Science. University science learners will become our future scientists and science teachers and thus need to develop content expertise and communications skills during their studies. This interdisciplinary project will examine the quality of learning as university science students create digital explanations of science concepts. Learning with digital technologies is increasingly common across many science contexts and this project aims to develop evidence about the quality and durability of the science learning as well as theoretical insights about multimodal literacy development in the process of creating digital explanations. Research into the quality of learning resulting from innovative strategies to learn science through digital technologies is significant for the future of Australia’s knowledge economy and creating a digital explanation shows promise for enhancing both engagement and quality of learning among university science students.Read moreRead less