560 research outputs found
Furthering research and practice in school-university partnerships in the context of preservice teacher education
No full textBeyond boundaries in teacher education: Promoting collaboration and partnership
Together with my colleagues, Associate Professor Debbie Heck from the University of the Sunshine Coast and Dr Helen Grimmett from Monash University, I have an interest in engaging in furthering research and practice in school-university partnerships in the context of preservice teacher education. Since 2014, when I was appointed the Director of the Master of Teaching (Primary) program at The University of Queensland, Debbie, Helen and I have been using innovative strategies such as cogenerative dialogues and metalogues to investigate how effective school-university partnerships may be developed and sustained. Simultanesously, we have explored these and other dialogic pedagogies together with the concept of cogenerativity to probe the notion of teacher professionalism – both for preservice teachers and our own as teacher educators. Debbie, Helen, and I have continued to collaborate over the past five years, having benefited from earlier TERI ventures and translation of our participation in these activities into international publications (peer-reviewed journal articles and chapters) and national conference presentations. A list of relevant outputs follows:
Forgasz, R., Heck, D., Williams, J., Ambrosetti, A., & Willis, L.-D. (2018). Theorising the third space of Professional Experience partnerships. In J. Kriewaldt, A. Ambrosetti, D. Rorrison, & R. Capeness (Eds.), Educating future teachers: Innovative perspectives in professional experience, (pp. 33–47). Springer: Singapore.
Grimmett, H., Heck, D., & Willis, L.-D. (2018). Becoming dialogical practitioners in initial teacher education classrooms. In Australian Association for Research in Education (AARE) Conference, Education Research Matters: Impact and Engagement, 2-6 December 2018, Sydney University, Sydney, New South Wales.
Heck, D., Forgasz, R., White, S, Williams, J., Tobin, K, Ambrosetti, A., & Willis, L.-D. (2016). Theorising the third space of professional experience partnerships. Australian Teacher Education Association (ATEA) Conference, 3-6 July 2016, Ballarat, VIC.
Heck, D., Grimmett, H., & Willis, L.-D. (2017). Using metalogue to develop an understanding of cogenerativity and school-university partnerships in initial teacher education. In Australian Association for Research in Education (AARE) Conference, Education: What’s politics got to do with it?, 26-30 December 2017, Hotel Realm Canberra, Canberra.
Heck, D., Grimmett, H., & Willis, L.-D. (2019 in press). Teacher educators using cogenerative dialogue to reclaim professionalism. In A. Gutierrez, J. Fox, & C. Alexander, Professionalism and teacher education: Voices from policy and practice, (Chapter 7). Springer: Singapore.
Willis, L.-D. (2016). Exploring cogenerativity for developing a coteaching community of practice in a parent-teacher engagement project. International Journal of Educational Research, 80,124–133. doi: http://dx.doi.org/10.1016/j.ijer.2016.08.009
Willis, L.-D., Grimmett, H., & Heck, D. (2018). Exploring cogenerativity in initial teacher education school-university partnerships using the methodology of metalogue. In J. Kriewaldt, A. Ambrosetti, D. Rorrison, & R. Capeness (Eds.), Educating future teachers: Innovative perspectives in professional experience, (pp. 49–69). Springer: Singapore.
Willis, L.-D., Heck, D., & Grimmett, H. (2019 submitted). Can LEGO® Serious Play® help teacher educators better understand the notion of professional identity? Australian Teacher Education Association (ATEA) Conference, 3-5 July 2019, Sunshine Coast, QLD.No Full Tex
Sherry Crawford, Debbie Rotolo, and Marion Sell Oral History Interview
No full textDuring the tenure of Tampa Mayor Sandy Freedman (1986-1995), Sherry Crawford, Debbie Rotolo, and Marion Sell all served as executive aides in the mayor\u27s office. Some of the topics they discuss include the mayor\u27s Model Cities Program, the United Way, Paint Your Heart Out, and downtown development issues. The interview ends with a discussion of various visiting dignitaries including Al Gore, Queen Elizabeth II, Richard Simmons, Bill Clinton, and author James Michener
Dr Debbie Bird Rose
No full textAnthropologist and author, Dr Debbie Bird RoseDonated by David Ritchie, 22/06/2016Photographs of the Kenbi Handover 2016, the resolution of the 37 year Kenbi Land Claim over the Cox Peninsula. The handback, presided over by Prime Minister Malcolm Turnbull, took place at Mandorah on 21 June 2016 and was attended by many of the people who had worked on, or been involved in the landclaim processes
Debbie Travis, Reigning Queen Of Renovations: An Entrepreneurial Case Study On Finding Your Hedgehog
No full textDebbie Travis, awarded the titled “Reigning Queen of Renovations” by TV host Regis Philbin, is an international television personality, best-selling author, interior designer, syndicated newspaper columnist and, most importantly, a beloved entrepreneurial icon in the home decorating industry around the world (The Naked Entrepreneur, 2013). Travis had a fast ride to the top decorating and design world, making the most of her opportunities as she went. With no formal decorating or design experience or training, Debbie was able to find her personal hedgehog. She went on to become an award-winning author, with all eight books becoming best sellers. Some of her notable titles include: The Painted House, Decorating Solutions, Weekend Projects, Living and Dining Rooms, Kids’ Rooms, Bedrooms, Kitchens and Baths, and Facelift (Debbie Travis, 2013). She started her own productive painting and design business, which set her off to be a leader in the paint and faux finishing design trend that was hitting North America (The Naked Entrepreneur, 2013). Following a very successful launch of her product line at Canadian Tire, Travis starred in her own television show, From the Ground Up with Debbie Travis. Double dipping in the house and home industry allowed Debbie to follow her two passions of television and home decorating while being very successful at both (Debbie Travis, 2013). When Travis was becoming a known personality in the decorating lifestyle industry, many people asked her, “How did you manage to get on Oprah?” Debbie’s answer was pretty simple, “I asked.” Travis was not afraid of the producers or talk show hosts saying, “No.” She figured there was no harm in asking. Her theory only proved to be successful as she was on all four shows with great success and response from the experience. With Travis’ unique background, Debbie is a sought after inspirational speaker for various women’s conventions, business organizations, and design and decorating shows around the globe. She is constantly looking for the next opportunity to add to her Debbie Travis ever-building empire
L’antiféminisme d’hier à aujourd’hui. Entretien croisé avec Mélissa Blais et Debbie Ging
No full textInternational audienceThis article reports on a joint interview with two researchers specializing in antifeminism : Mélissa Blais (author of a book on the 1989 antifeminist attack at Polytechnique in Quebec, reissued in 2024) and Debbie Ging (a long-time researcher on online antifeminist politics, the incel subculture, and the recruitment of boys and men into radical ideologies advocating male supremacy). They begin by sharing the experiences that led them to focus on this topic. Moving beyond a general overview of the antifeminist landscape, they shed light on the dynamics characterizing the phenomenon : its contemporary developments, its articulations with other reactionary movements, and its various manifestations. After exploring the ways in which antifeminism is shaped by – and shapes – feminism, the conversation addresses some of the challenges that feminist research faces when documenting it, as well as strategies for effectively resisting it without yielding to fear.Ce texte rend compte d’un entretien croisé, mené avec deux chercheuses spécialistes de l’antiféminisme, Mélissa Blais (autrice d’un ouvrage sur l’attentat antiféministe de Polytechnique survenu au Québec en 1989) et Debbie Ging (travaillant de longue date sur les politiques antiféministes en ligne, la sous-culture Incel et la radicalisation des garçons et des hommes dans des idéologies prônant la suprématie masculine). Elles y dévoilent tout d’abord les expériences les ayant conduites à travailler sur cet objet. Puis, dépassant le panorama de la nébuleuse antiféministe, elles éclairent les dynamiques qui caractérisent le phénomène : ses évolutions contemporaines, ses articulations avec d’autres mouvements réactionnaires et ses différentes manifestations. Après avoir rappelé la façon dont l’antiféminisme est transformé par et transforme le féminisme, l’échange aborde finalement certains défis que les recherches féministes ont à relever pour le documenter, mais aussi des pistes pour lutter efficacement contre l’antiféminisme et ne pas céder à la peur
Dean Debbie Bell: Extraordinary Administrator
No full textThis article pays tribute to the impactful leadership of Dean Debbie Bell at the University of Mississippi School of Law. The author highlights her decades-long commitment to legal education, administrative excellence, and student advocacy. Nowlin reflects on Bell’s ability to navigate complex institutional challenges with grace, integrity, and a deep sense of service. The article underscores her legacy in fostering inclusivity, academic rigor, and community within the law school. Ultimately, it presents Dean Bell as a model of quiet but transformative leadership in legal academia
Economic evaluation of a stratified transport method for Atlantic halibut (Hippoglossus hippoglossus) juveniles
No full textThe objective of this study was to evaluate a convenient, low-cost modification to conventional transfer methods for Atlantic halibut juveniles. A series of wire mesh cages were stacked within transport tanks creating a stratified transport system (STS), increasing the surface area for settlement and facilitating a more homogeneous distribution of halibut throughout the tank compared with the conventional insulated box (Unstructured, UTS). A stochastic cost-benefit analysis determined investment into a STS to be cost-effective, generating a mean benefit-cost ratio of 1.31 (95% CI, 0.68–2.00) after 2 years and a mean 5-year net present value of 85,176(9546,906–$125,630). The implementation of a STS was found to be technically feasible and economically efficient method to improve Atlantic halibut transport.Peter J. Sykes, Carol A. McClure, Debbie J. Martin-Robichaud, Charles G. Caraguel, K. Larry Hammel
Colors 1981
No full textCONTENTS
Untitled, John I. C. Ramirez 2;
Love will fly, Tim Furness 3;
Untitled, Palmer Hoovestal 4;
The wave, Jerome Lightbourne 6;
The land*lord, R. Lea 7;
Song of the newborn, Heidi Muller 8;
Untitled, Mary Ostervold 9;
Good crops, Gina Larson 10;
Come, challenge the sea, Paula Schafer 12;
Untitled, Pat Dooris 14;
Untitled, Eric Peterson 16;
A flight of fancy, Tony Schaan 17;
Ode upon a london tube, Kit Warfield 18;
Sponge, Debbie Court 19;
Untitled, Debbie Court 20;
Untitled, John I. C. Ramirez 21;
Untitled, Joyce Lowry 21;
Untitled, Mary Taft 22;
Thank you, Lord [unidentified author] 23;
From generation to generation, Denise Marsh 24;
Untitled, S. M. 25;
Untitled, M. F. 26;
Brain Cramp, Francine Bergeron 27;
Untitled, Pat Dooris 28;
Untitled, Tom Mertes 30;
Untitled, John I. C. Ramirez 31;
Untitled, Dolores Bock 31;
Untitled, Christopher Perez 32;
Untitled, Pat Dooris 33;
Echoes of Innocence, Kelly Cosgrove 35;
Beloved, M. Bowen 36;
Untitled, Mary Ostervold 36
Innovation Through Action Research in Environmental Education: From Project to Praxis
No full textThis thesis is a work-in-progress that articulates my research journey based on the development of a curriculum innovation in environmental education. This journey had two distinct, but intertwined phases: action research based fieldwork, conducted collaboratively, to create a whole school approach to environmental education curriculum planning; and a phase of analysis and reflection based on the emerging findings, as I sought to create personal "living educational theory" about change and innovation. A key stimulus for the study was the perceived theory-practice gap in environmental education, which is often presented in the literature as a criticism of teachers for failing to achieve the values and action objectives of critical environmental education. Hence, many programs and projects are considered to be superficial and inconsequential in terms of their ability to seriously address environmental issues. The intention of this study was to work with teachers in a project that would be an exemplar of critical environmental education. This would be in the form of a whole school "learnscaping" curriculum in a primary school whereby the schoolgrounds would be utilised for interdisciplinary critical environment education. Parallel with the three cycles of action research in this project, my research objectives were to identify and comment upon the factors that influence the generation of successful educational innovation. It was anticipated that the project would be a collaboration involving me, as researcher-facilitator, and many of the teachers in the school as active participants. As the project proceeded through its action cycles, however, it became obvious that the goal of developing a critical environmental education curriculum, and the use of highly participatory processes, were unrealistic. Institutional and organisational rigidities in education generally, teachers' day-to-day work demands, and the constant juggle of work, family and other responsibilities for all participants acted as significant constraints. Consequently, it became apparent that the learnscaping curriculum would not be the hoped-for exemplar. Progress was slow and, at times, the project was in danger of stalling permanently. While the curriculum had some elements of critical environmental education, these were minor and not well spread throughout the school. Overall, the outcome seemed best described as a "small win"; perhaps just another example of the theory-practice gap that I had hoped this project would bridge. Towards the project's end, however, my continuing reflection led to an exploration of chaos/complexity theory which gave new meaning to the concept of a "small win". According to this theory, change is not the product of linear processes applied methodically in purposeful and diligent ways, but emerges from serendipitous events that cannot be planned for, or forecast in advance. When this perspective of change is applied to human organisations - in this study, a busy school - the context for change is recognised not as a stable, predictable environment, but as a highly complex system where change happens all the time, cannot be controlled, and no one can be really sure where the impacts might lead. This so-called "butterfly effect" is a central idea of this theory where small changes or modifications are created - the effects of which are difficult to know, let alone determine - and which can have large-scale impacts. Allied with this effect is the belief that long term developments in an organisation that takes complexity into account, emerge by spontaneous self-organising evolution, requiring political interaction and learning in groups, rather than systematic progress towards predetermined goals or "visions". Hence, because change itself and the contexts of change are recognised as complex, chaos/complexity theory suggests that change is more likely to be slow and evolutionary - cultural change - rather than fast and revolutionary where the old is quickly ushered out by radical reforms and replaced by new structures and processes. Slow, small-scale changes are "normal", from a complexity viewpoint, while rapid, wholesale change is both unlikely and unrealistic. Therefore, the frustratingly slow, small-scale, imperfect educational changes that teachers create - including environmental education initiatives - should be seen for what they really are. They should be recognised as successful changes, the impacts of which cannot be known, but which have the potential to magnify into large-scale changes into the future. Rather than being regarded as failures for not meeting critical education criteria, "small wins" should be cause for celebration and support. The intertwined phases of collaborative action research and individual researcher reflection are mirrored in the thesis structure. The first three chapters, respectively, provide the thesis overview, the literature underpinning the study's central concern, and the research methodology. Chapters 4, 5, and 6 report on each of the three action research cycles of the study, namely Laying the Groundwork, Down to Work!, and The Never-ending Story. Each of these chapters presents a narrative of events, a literature review specific to developments in the cycle, and analysis and critique of the events, processes and outcomes of each cycle. Chapter 7 provides a synthesis of the whole of the study, outlining my interim propositions about facilitating curriculum change in schools through action research, and the implications of these for environmental education.Thesis (PhD Doctorate)Doctor of Philosophy (PhD)Australian School of Environmental StudiesFull Tex
Debbie Ging, Men and Masculinities in Irish Cinema
No full textMen and Masculinities in Irish Cinema was written by Debbie Ging, who is a lecturer in Film and Media Studies at Dublin City University’s School of Communications in Ireland. Her book falls into the field of media studies and more precisely film studies. It is divided into nine chapters which interweave the notions of gender, nation, identity and masculinity. The author centres her research around the concept of masculinity, unveiling its multiple understandings within the context of Irish so..
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