Australian College of Education
Australian Council for Educational Leaders
Australian Council for Health, Physical Education and Recreation (current board member)
Philosophy of Education Society of Australasia
Victorian Outdoor Education Association (past council member & president)

BEd (Deakin); GradDipEdAdmin; PGDipEdStud; MEd

SUBJECT COORDINATION:
Bachelor of Education (primary): Learning Area - Health & PE 4
485-408

Bachelor of Education (primary): Learning Area - Health & PE 2
485-220/229

Master of Teaching: Health & PE
460-514

Breadth Subject: Understanding, Knowing and Learning
460-677

Master of Education:
I am currently supervising four students in the completion of their MEd studies by research.

EDUCATION AND EXISTENCE: SEEKING A WAY OUT OF EDUCATIONAL CONFUSION IN THE EXPERIENTIAL PHILOSOPHIES OF DEWEY, PEIRCE AND HEIDEGGER
Doctor of Philosophy (nearing completion).
Dewey identified educational confusion as being based in a collection of synonymous dualisms, such as that between academic and non-academic, or curriculum and child, which played out in practice as various hybrid manifestations, always retaining the two contrasting elements. The practical ramifications of this confusion are made clear by way of the example of outdoor education and nature-study, particularly in the USA. Dewey saw the way out of such confusion in a coherent theory of experience underpinned by a reunification of logic. But the fullness of such a theory was hidden from Dewey (and Peirce) due to a sequential understanding of time premised in logic, which shaped their view of experience and method. Heidegger recognized, through his phenomenology, that a further sense of time acknowledging the sense of an enduring present, characterized by having-been and can-be, enabled another perspective on experience as well as method. Such a perspective, expressed in one way as the indivisible notion of being-in-the-world, supported Dewey's educational philosophy, particularly his understanding of occupation as a unifying factor for curriculum, a position he aligned with Kilpatrick's notion of a project. The experiential unity achieved is made visible in this study through the educational experiences of young people across both academic and non-academic areas, and is seen to provide a way of moving beneath the division in education. It is suggested that this existential unity, being-in-the-world, understood in the way of occupation and project, offers a more appropriate and relevant framework for the structure of teaching and learning, enabling teachers to better design curricula, taking into consideration more fully how curriculum is experienced by the child.

TEACHING PHYSICAL EDUCATION IN CONNECTION WITH THE VICTORIAN ESSENTIAL LEARNING STANDARDS
&
CONNECTING PHYSICAL EDUCATION WITH THE PRE-SERVICE GENERALIST CLASSROOM TEACHER
I am working closely with colleague Melanie Nash to develop a better understanding of the impact of a particular approach to the teaching of physical education grounded in the educational philosophy of John Dewey and incorporating aspects of many of the popular models associated with teaching physical education. We engage pre-service primary school teachers studying in the Bachelor of Early Childhood Education degree course with this approach, working practically with three primary schools. The aim of the first mentioned study is to investigate connections between the Victorian Essential Learning Standards (VELS) and this particular approach to the teaching of physical education that are perceived by the primary school teachers supporting this initiative. The second mentioned study involves the pre-service teachers and their perceptions of this approach.

Quay, J. & Peters, J. (in press). Seeing the forest as well as the trees: Connecting models of physical education. In J. Saunders, C. Hickey, & W. Maschete, (Eds)., Proceedings of the Thirteenth Commonwealth International Sports Conference, Melbourne, AUS.

Quay, J. (2008) Experience and participation: Relating theories of learning. In K. Warren, D. Mitten & T. A. Loeffler (Eds)., Theory and Practice of Experiential Education (4th edn), Boulder, CO: Association for Experiential Education, 179-192.

Quay, J. & Peters, J. (2008). Skills, strategies, sport and social responsibility: Reconnecting physical education. Journal of Curriculum Studies, 40(5), 601-626.

Quay, J. (2007). Finding the Unity in Dewey Through Heidegger. In J. Clark (Ed.), Proceedings of the 2007 Conference of the Philosophy of Education Society of Australasia. Wellington, NZ: Philosophy of Education Society of Australasia.

Quay, J. & Nicolson, M. (2007). Education in the out-of-doors and education about the outdoors: The dilemma of two outdoor educations. In R. Zink, & G. Thomas. Proceedings of the 15th National Outdoor Education Conference. Carlton, VIC: Victorian Outdoor Education Association.

Quay, J. & Peters, J. (2007). Connected: Really connecting physical education and physical activity. Teacher: The National Education Magazine, 177, 4-7.
please click here to download a pdf copy of this paper

Quay, J. (2005). Connecting social and environmental education through the practice of outdoor education. In T. J. Dickson, T. L. Gray & B. Hayllar (Eds.), Outdoor and experiential learning in Australia and New Zealand: Views from the top. Dunedin, NZ: Otago University Print.

Light, R., & Quay, J. (2004). Entering the 'realm of meaning' through auto-photography in research on sport. In J. Wright (Ed.), Conference Papers of the 3rd Biennial Researching Sport, Physical and Health Education Conference. Wollongong, AUS: University of Wollongong.

Quay, J. (2004). Knowing how and knowing that: A tale of two ontologies. In A. Brookes (Ed.). Conference Papers of the International Outdoor Education Research Conference: Connections and Disconnections. Bendigo, AUS: Latrobe University.
please click here to download a pdf copy of this paper

Light, R., & Quay, J. (2003). Identity, physical capital and the disjunction between young men’s experiences of soccer in school and community-based clubs. Melbourne Studies in Education, 44(2), 89-108.
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Quay, J. (2003). Experience and participation: Relating theories of learning. Journal of Experiential Education, 26(2), 105-112.
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Quay, J., Dickinson, S., & Nettleton, B. (2003). Students caring for each other: Outdoor education and learning through peer relationships. Australian Journal of Outdoor Education, 7(1), 45-53.
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Quay, J. (2002). The importance of context to learning: physical education and outdoor education seeing eye to eye. In R. Brooker (Ed.). Conference Papers of the 23rd Biennial National/International ACHPER Conference: Interactive Health and Physical Education. Launceston, AUS: University of Tasmania.

Quay, J., Dickinson, S., & Nettleton, B. (2000). Community, caring and outdoor education. Australian Journal of Outdoor Education, 5(1), 4-18.
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Master of Education (research thesis): Students Caring for Each Other
http://eprints.infodiv.unimelb.edu.au/archive/00001373/

Master of Teaching
Lauriston Neighborhood School Group
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