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Past Seminars & events2008 27 February Assessment Research Centre Research Seminar: Stephen N. Elliott: Social skills & their role in academic achievementDate: Wednesday, 27 February at 5.30 pm Professor Elliott’s research area of expertise is the assessment of children's social skills and academic competence; development of testing accommodations and alternate assessment methods for evaluating the academic performance of students with disabilities; and the design and evaluation of school-based interventions for students at risk academically. He currently co-directs two USDOE research grants concerning (a) the effectiveness of interventions for students at-risk for reading and behaviour problems and (b) the design and validation of alternate assessments for students with disabilities. Steve also directs Peabody College's Interdisciplinary Program in Educational Psychology. ------------------------------------------------------------------------------------------- 29 February Science and Mathematics Education PhD Completion Seminar: Dawn Ng: Thinking, Small Group Interactions, and Interdisciplinary Project WorkDate: Friday 29 February, 2.15 p.m. Anecdotal evidence prior to this study suggested that exposure to interdisciplinary projects do not necessarily bring about students’ heightened awareness of the interconnections between the content knowledge and skills from various curriculum subjects, application of thinking skills, and automatic application of taught knowledge and skills. A researcher-designed mathematically-based interdisciplinary task was implemented to 16 classes of students belonging to two educational streams in three Singapore government secondary schools for about 14-15 weeks. No teaching intervention was administered. Both quantitative and qualitative data collection methods were used. Six scales were developed to measure the mathematical attitudes of students in three affective domains: perception of mathematical confidence, value, and interconnectedness of mathematics. A cognitive-metacognitive analysis framework adapted from previous research on mathematical thinking during problem solving was used to analyse video generated data. The seminar will present some findings of this research. ------------------------------------------------------------------------------------------- 1 March 2008 Deb Curtis and Margie Carter Conference: Learning Together with Young Children: A Curriculum Framework for Reflective TeachersRydges on Swanston Hotel, 701 Swanston Street Learning Together with Young Children: A Curriculum Framework for Reflective Teachers Deb Curtis and Margie Carter believe teaching is an art, not a bag of tricks. How do we negotiate our adult perspectives and desired outcomes with children’s points of view and their innate appetite for investigating the world? What pedagogy will keep teachers learning side by side with children? This unique one day conference offers a ‘thinking lens’ from their new book, inviting you to explore possibilities for deeper engagement in the teaching and learning process. • Consider the distinction between working as a technician and a reflective practitioner Presented by Gowrie Melbourne. Registration is $265 ------------------------------------------------------------------------------------------- 7 March 2008 Language and Literacy Research Seminar: John Vincent: ‘I just turn my head off!: Using video-stimulated interviews to elicit student reflections on process in multimodal textsDate: Friday 7 March 2008 1:00 to 2:30 p.m. Video-stimulated interviews to encourage reflection are now a well known technique within education, especially in mathematics circles, and for stimulating recall with adults. The technique is now being used in some language studies, mainly with secondary level and adult subjects. In this report, John Vincent describes the use of the technique with ten-year-olds following the production of multimodal texts with computers. A number of students in four classes and two schools were filmed continuously while composing multimodal texts over four weeks, by focussing the cameras on the computer screens. The cameras also picked up the conversations of the students as they composed. Edited sections of the video recordings were then used to probe reflections, especially about the processes that the students had been using when developing the multimedia products. John will discuss the value of some of the very insightful reflections from students, and ask some questions about the future usefulness of this technique for process analysis. ------------------------------------------------------------------------------------------- 19 March Leadership and Organisational Learning PhD Confirmation Seminar: Jamiah Baba: Pedagogical Practices and Adult Learners’ Professional Identities: A Malaysian University Case StudyDate: Wednesday, 19 March at 2.15 pm With the belief that the quality of the workforce can be improved by increasing the number of those with tertiary qualification in the workforce, higher education in Malaysia has been entrusted by the government to help develop the needed human capital. Among the many public universities, Universiti Teknologi MARA (UiTM) confronts greater challenges due to its special mission to overcome the shortage of Bumiputera [‘sons of the soil’] manpower at the professional level. Located within a specific socio-political environment of UiTM, the study seeks to uncover and recognise the relationships and tensions between the Bumiputera adult learners and their instructors in the enactment of their teaching and learning. It seeks to examine the prevalent pedagogical practices that allow for change at the personal and social levels of the learners, particularly one that triggers understanding of their professional identities. Ultimately, it aims to depict the pedagogical practices within the classrooms of UiTM and the role that these practices play in shaping the adult learners’ professional identities. The research embraces a flexible qualitative inquiry, using a case study approach that incorporates both quantitative and qualitative methods. To preserve UiTM’s unique ‘local, personal and particular’ (Beckett & Hager, 2002) experiences, the ethnographic techniques will be adopted within the case study. Through its findings, this research aims to recommend more relevant and responsive educational opportunities for adults in institutions of higher learning. ------------------------------------------------------------------------------------------- 4 April 2008 Language and Literacy Research Seminar: Ray Misson: Critical reading: Imagination, Meaning and ValueDate: Friday 4 April 2008 1:00 to 2:30 p.m. The teaching of Literature persists as an important element in subject English, but there is considerable disagreement over what the study should be trying to achieve, the degree of close attention that should be paid to the text, whether readings should be “framed” theoretically or left “open”, how students should be asked to communicate their responses, not to mention the basic question why we should even bother with conventional literary texts in 21st century classrooms. This paper will argue that there is a case to be made for studying classic Literature within the range of texts looked at in English, and that it should be a study deeply relevant and pleasurable to students, developing both their aesthetic and their ethical imaginations through close engagement with the text. ------------------------------------------------------------------------------------------- 18 April 2008 Language and Literacy Research Seminar: Kristina Love: Introducing the LASS: Literacy across the school subjects: Theory into practiceDate: Friday 18 April 2008 1:00 to 2:30 p.m. Important research using the tools of Systemic Functional Linguistics has, over the last decade, increasingly illuminated the way in which written and spoken language “construes for students distinctive and favoured ways of thinking about the world” (Veel, 1997 p. 161), whether this be the world of Science (Halliday & Martin, 1993; Christie & Derewianka, forthcoming), the world of mathematics (Veel, 1999) or the world of History (Coffin, 1997; Christie & Derewianka, forthcoming). Yet this research is slow to inform those in school communities vested with the responsibility of supporting students into such curriculum literacies. As an academic developer of educational multimedia, I have attempted to translate insights from such research into resources that support content area teachers in thinking about the crucial role of language in their students’ learning of disciplinary content. Using a simplified version of Systemic Functional Linguistics and genre theory (Martin, 1992) the DVD, ‘Literacy Across the School Subjects’, draws on video clips, animations, glossaries, tutorials and various interactive functions to show how spoken and written language are used in effective content area teaching. Designed for professional development and teacher education purposes, the 8 units cover issues to do with Language, Literacy and Learners in the 21st century; up-to-date educational understandings of the concept of 'scaffolding' (Gibbons 2002; Hammond, 2001) in terms of literacy for learning; oral language for learning; the standard and elaborated genres of schooling; supporting and evaluating reading and writing; and planning for language and literacy in the content areas. Participants will be invited to offer critical feedback about the design and content of the resource. ------------------------------------------------------------------------------------------- 2 May 2008 Language and Literacy Research Seminar: Jane Orton: From East to West - a new role for EnglishDate: Friday 2 May 2008 1:00 to 2:30 p.m. Conceived of initially as just the transparent window onto the Western technical knowledge to strengthen China against foreign domination, English in China today has became inextricably mobilised in the development of the country's 'narrative of self-identity' (Giddens, 1991) Drawing on recent survey data of tertiary teachers of English across China, and the views expressed in contemporary Internet debates, the paper will show English not only to be a dynamic entity inside China, but in a radical development, now also valued as the means of presenting China to the world. The slogan of those advocating this move towards global "Easternization" is 'Dong Xue Xi Jian', a reversal of the 15th century Jesuit proposal, 'Xi Xue Dong Jian' – Western thought and learning to gradually infiltrate Eastern thought and learning. This new role for English is discussed in terms of China's original quest for Western learning and the principles of Confucian tradition. ------------------------------------------------------------------------------------------- 9 May 2008 Language and Literacy Research Seminar: John Munro: VELS English and the text processing models which informed itDate: Friday 9 May 2008 1:00 to 2:30 p.m. Contemporary school curriculum frameworks of quality around the world are expected to be based on a consideration of the relevant knowledge base, the status of the knowledge in the life of the culture, how the knowledge is acquired and developmental trends in this acquisition. ------------------------------------------------------------------------------------------- 16 May 2008 Language and Literacy Research Seminar: Joseph Lo Bianco: Deliberation, Talk and DemocracyDate: Friday 16 May 2008 1:00 to 2:30 p.m. In normative political theory the idea of deliberation, discourse, communication and talk has taken hold in recent years. Without often explicitly setting out its language, literacy, educative or subjectivity assumptions this intellectual movement is based on ideas that educators and language educators in particular have also traversed. Among these are the notion of the human subject as a work in process, rather like the formulations of Kristeva, and communication as a fundamentally dialogical, iterative and constructivist process, moving away from either cognitivist or systems based theories in the views of Chomsky or Saussure. In this talk I will introduce what political scientists, and policy theorists, mean when they talk about ‘deliberation’, taking out from this the 6 June 2008 Science and Mathematics Education Research Seminar: Gloria Stillman: Researching Future Teachers’ Competencies to Teach Secondary Mathematics: Designing and refining tools in an international collaborative teamDate: Friday 6 June 2.15-3.15 This seminar will discuss some of my experiences working in a collaborative research team lead by Prof Gabriele Kaiser whilst I was at the University of Hamburg. This involved refining instruments, making and refining of extensive coding manuals for use in different contexts and coding in a team. These instruments and the data collection and analysis are related to an international project which is investigating competencies of future secondary teachers in Australia, Hong Kong, Germany and China with respect to their teaching of mathematical modelling and proof at the lower secondary level. ------------------------------------------------------------------------------------------- 12 June 2008 Arts and Creative Education PhD Confirmation seminar: Rosemary Blight: Let’s Act Now – Identifying strategies for helping Indigenous students engage and succeed in further education and trainingDate: Thursday 12 June 1pm – 3pm This research is based on a creative drama project “Let’s Act Now” which has been developing at Nungalinya College, Casuarina, Darwin since March 2006. The central research questions are: To what extent might Drama, as a creative methodology, positively impact on Indigenous students and extend their capacity to engage and succeed in further education and training, and if it does so, how does it? What are the characteristics, constraints and limitations of using successful Drama programs for Indigenous students? In 2005 a nine month pilot project for marginalized indigenous teenage girls was established at Nungalinya College, which is a partnership of the Anglican, Catholic and Uniting Churches and plays a significant national role in the education of Aboriginal and Torres Strait Islander people. The courses offered by Nungalinya are designed at the request of Indigenous communities, and are developed through close consultation with Aboriginal people. The presentation will highlight some aspects of the research to date, having completed the initial pilot Drama program in 2006 following with a major research program in 2007. ------------------------------------------------------------------------------------------- 13 June 2008 Language and Literacy Research Seminar: Larissa McLean: Making us uncomfortable: Bourdieu, Summer Heights High and the fiction of Elizabeth JolleyDate: Friday 13 June 2008 1:00 to 2:30 p.m. When Elizabeth Jolley died in February 2007, Australia lost one of its most famous and prolific writers. After a rather slow start—Jolley’s first publication came in 1976 when she was fifty-three years of age and followed years of rejection slips —she produced 14 novels and four collections of short stories, as well as essays, poetry and radio plays. Jolley’s rise to prominence in the 1980s reflected a changing attitude to fiction by Australian writers, and the influence of second-wave feminism on Australian literary culture. ------------------------------------------------------------------------------------------- 19 June [change of date] ICT in Education and Research (including the International Centre for Classroom Research) Cluster DEd completion Seminar: Masitah Shahrill: Looking for the Particular in the General: Connecting International Classroom Research to Four Classrooms in Brunei DarussalamDate: Monday 19 June 11 am to 12 pm [change of date] If large international classroom studies are to be useful, then they should have the capacity to connect with and inform the classroom practices of individual teachers. In this study, the categorising scheme and results of the 1998-2000 Third International Mathematics and Science Video Study (TIMSS-99 Video Study) were used to examine the practices of four Grade 8 mathematics classrooms in Brunei Darussalam. The practices identified in the seven countries that participated in the TIMSS-99 Video Study were then related to those documented in the classrooms of the four Brunei teachers. The comparative analyses were made possible by the application of the analytical codes of the TIMSS-99 Video Study to the Brunei video data. Adapting the Learner’s Perspective Study (LPS) data collection methods (lesson sequences, interviews and additional questionnaires) in combination with the analytical framework of the TIMSS-99 Video Study, generated a substantial body of detailed data about each of those four classrooms, sufficient to characterise the practices of those classrooms and support comparison with the TIMSS-99 findings. Connecting the generality of the TIMSS-99 Video Study findings to the specificity of the four classrooms studied in Brunei revealed both similarities and differences between the patterns of practice evident in the international and local data sets. In addition, the study addresses the question of how these similarities and differences might inform classroom practice among the four Brunei teachers. ------------------------------------------------------------------------------------------- 20 June 2008 Science and Mathematics Education Research Seminar: Max Stephens: Some key junctures in relational thinkingDate: Friday 20 June 2.15-3.15
------------------------------------------------------------------------------------------- 2007 University of Melbourne Human Rights Education Conference
Date: 9pm - 4pm 16 February 2007 The conference is open to teachers, educators, and those interested in the role of Human Rights Education in both formal and informal education. The conference aims to address all levels of education, from pre-school through primary, secondary, tertiary and beyond. The Forum is issuing a general call for interactive workshop
proposals and seminar presentations in any of the
following areas: Human Rights Education (HRE);
HRE in the classroom—practice and theory;
HRE definitions, concepts, instruments and scope;
HRE in the community; 2006 Curriculum Research Theme SeminarsTitle: Contemporary Questions in Curriculum Seminar Series - Towards a Game-Based Theory of Language and Learning presented by Professor James Gee Title: Contemporary Questions in Curriculum Seminar Series - Towards a Game-Based Theory of Language and Learning presented by Professor James Gee Title: Re-thinking the Virtual in Education presented by Professor Nicholas Burbules
Title: Contemporary Questions in Curriculum Seminar 24th April 2006 Event: Contemporary Questions for Curriculum Seminar Series 2006 Title: Researching social and personal change: from narratives to dynamics Event: Visiting fellow seminar by Dr Caroline Bardini Education/Health Interface Research Theme SeminarsTitle: Not getting the message? A critique of preventive health discourses |
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