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Partnerships in early childhood education: Engaging families in professional conversations
Get PDFEffective monitoring of learning and development involves integrating multiple perspectives from a child’s parents, carers, family, and their educators. A collaborative approach between educators and families not only recognises the family’s critical importance in their child’s life but it has also been shown to benefit children with learning difficulties, delays and behavioural concerns (Parenting Research Centre, 2012; Prior et al., 2011). Efforts made towards the integration of multiple perspectives can also support stronger inclusion of diverse families into communities of early childhood education and care. However, discussions with parents and carers about issues regarding their children’s development can be a challenging part of an educator’s role (O’Connor et al., 2018). This paper will reveal both obstacles and enablers when it comes to engaging in conversations with parents and caregivers. Bronfenbrenner’s ecological systems theory positions ’mutuality, reciprocity and shared decision-making’ (1979, p. 46) at the forefront of planning for conversations about the learning and development of young people. This paper will justify how this lens has informed the development of a tool to support educators and families to move beyond traditional power imbalances to enhanced and balanced relationships that result in improved holistic student support
Mathematical mindsets: Fostering student engagement and positive mindsets through the use of challenging tasks
Get PDFThis paper explores the planned use of challenging mathematical tasks. These tasks provide the opportunity for students to improve mathematical thinking by working on problems that they do not yet know how to answer. This research involved a heterogeneous class of year 3 students from a Catholic parish primary school in the northern suburbs of Melbourne. A rubric was also developed to use in conjunction with these tasks, to support discussions with students, broaden their strategies in finding solutions and thereby improve their conceptual understanding. These pedagogical approaches were found to support the improvement of both students’ conceptual understanding in mathematics and teachers’ reflective practice
What do educational leaders need to know to build capacity for inclusive practice?
No full textTo provide the foundations for lifelong learning, educational environments must be effective for all academically diverse young people. This presentation will synthesise the findings and share lessons learned from 7 Australian research studies that explored leadership and professional learning to improve site-wide inclusive practices for academically diverse learners. Findings highlight common ‘sticking points’ related to inclusive practice at the classroom and school levels, underscore the importance of contextualised professional learning guided by a shared vision, and identify key priorities for leaders seeking to build site-wide capacity for inclusive practice
Wellbeing policies and practices within a primary school context
Get PDFThis poster outlines research to explore current mental health and wellbeing policies and programs for primary-aged students, and to examine primary teachers’ perceptions of school-based social and emotional learning (SEL) practices in relation to wellbeing policies and programs
Mendidik dan Mengader: Mama Kristina Kaka dari Kadoki Horo
No full textMama Kristina Kaka adalah salah satu dari pendidik PAUD yang juga merangkap sebagai kader Posyandu di desa Kadoki Horo, Sumba Barat Daya. Beberapa hal telah berubah sejak Mama Kristina mengikuti pelatihan rutin yang dilakukan oleh Australian Council for Educational Research (ACER) Indonesia lewat dukungan penuh dari William & Lily Foundation (WLF) dan Yayasan Adaro Bangun Negeri.https://research.acer.edu.au/indonesia_pp/1004/thumbnail.jp
Student drawings: An AI-eschewed means to show curriculum-based change
Get PDFThis poster focuses on the use of drawings as a way to illustrate change. It presents research undertaken in the Pacific Group of Christian Schools (PGCS) exploring how supplementing curriculums with Personal Viewpoints Pedagogy (PVP) practices has led to change in self-prioritisation which positively influences prosocial behaviour. This Poster reports the use of student representations of thinking through drawings to provide evidence of this change. It shows that student-generated drawings could be used to gauge other-focused thinking, represented as self-conceit, conditional, unconditional, and sacrificial choices in response to socially problematic situations. Learner-generated drawings are a non-textual format offering a window into students’ thinking, an insider’s view of PVs, and a valuable assessment tool. Recent AI/ChatGPT development has led to reflection on educational evaluation and the authenticity of textual assessment. Drawings are posited as an alternative especially for pre-secondary students to eschew this disruptive impact of AI. The PVP focuses on peer discussion and self-reflection to help students express opinions and validate choices. Respectful, considerate interaction is emphasised, with ‘othering’ curbed and inclusivity normalised. Content is shaped by contemporary and personal connections to texts, as well as concordant Bible-based input. The imperative is engagement beyond one’s inner circle, to shift outgroup to ingroup, to encourage prosocial behaviours with concern for others, even at personal cost, overcoming stereotyped, default attitudes. Coding emerged from students drawings in the PVP Pilot study (Year 5) and Retest study (Year 6), regarding their proposed involvement and attitudes in problematic peer situations. Cues from expressions, actions, context, and figures, provided data for the dependent variable Focus on Others’ and its four categories - self-conceit, conditional, unconditional and sacrificial love, reflecting Philippians 2:3-4. In LWW-PVP retest students drawings showed increased propensity to resolve issues in positive ways, even at risk to themselves. The change from self-conceit to a sacrificial approach was a particular marker of self-focus moving to other-centred priorities. Drawings placed student voice at the centre of the research to evaluate upper primary classroom practices providing comparable yet distinct representations of thinking, offering an effective pre/post lens to assess differences in students’ responses before and after instruction. The use of drawings for assessment purposes in relation to pro-social learning is recommended
Why Indonesian alumnae experienced mixed outcomes with their career progression
No full textThe 2021 Longitudinal Global Tracer Survey implemented by the Australia Awards Global Tracer Facility (GTF) examined the long-term outcomes of alumni of development scholarships funded by the Australian Government. This survey identified mixed outcomes for Indonesian women in terms of career progression and concluded that more nuanced research was needed to understand perceptions of leadership and career advancement among alumnae
Indigenous Science Network Bulletin - March 2023
Get PDFThe first issue of indigenous Science Network Bulletin for 2023 welcomes Yolanda Lopez-Maldonado and Torres Webb to the First Nations editorial board. The editorial features Yolanda Lopez Maldonado, an environmental scientist of Maya ancestry, and the Bulletin contains news and views, resources; papers; and information about Indigenous Astronomy and conferences and seminars
Developmental leadership for women in the Pacific: Cultivating networks for change in Australia Award WLI alumni
No full textThis case study adds to a growing body of GTF (Global Tracer Facility) research using social network analysis (SNA) to map Australia Award alumni networks. Specifically, it examined connections between alumni that were part of Cohorts 1–3 of the Women Leading and Influencing program (WLI), an on-award leadership course aimed at building developmental leadership skills. Women from these three cohorts participated in the intensive leadership and mentoring components of the program in 2018 and 2019. The long-term impact of the program on their leadership confidence and skills was measured along with evaluating whether new connections were formed during participation and maintained in the present. SNA was also used as an innovative approach to distinguish key alumni among these cohorts that were using their skills, knowledge and networks in alignment with developmental leadership objectives. This case study was conducted as a research partnership between the GTF and the WLI program team and formed the first part of a two-phase research project