Science students' perceptions of engaging pedagogy

During their years of schooling, students develop perceptions about learning and teaching, including the ways in which teachers impact on their learning experiences. This paper presents student perceptions of teacher pedagogy as interpreted from a study focusing on students' experience of Year 7 science. A single science class of 11 to 12 year old students and their teacher were monitored for the whole school year, employing participant observation, and interviews with focus groups of students, their teacher and other key members of the school. Analysis focused on how students perceived the role of the teacher's pedagogy in constructing a learning environment that they considered conducive to engagement with science learning. Two areas of the teacher's pedagogy are explored from the student perspective of how these affect their learning: instructional pedagogy and relational pedagogy. Instructional pedagogy captures the way the instructional dialogue developed by the teacher drew the students into the learning process and enabled them to “understand” science. How the teacher developed a relationship with the students is captured as relational pedagogy, where students said that they learned better when teachers were passionate in their approach to teaching, provided a supportive learning environment and made them feel comfortable. The ways in which the findings support the direction for the middle years and science education are considered.

Sexuality education matters : preparing pre-service teachers to teach sexuality education

Given the challenges to successful teacher-led, whole-school sexuality education there is an overall awareness that teacher education is crucial to the success of any sexuality education program undertaken within the school context. There is evidence that such teacher education, when provided, can address two of the most commonly identified barriers to successful teacher-led implementation of these programs; familiarity with the subject and curriculum content and increased levels of personal comfort and confidence regarding the topic of students’ sexual health. Sexuality Education Matters is designed to support pre-service teacher education programs to prepare students to teach sexuality education in primary and secondary schools. It builds on the research and teaching experience of Debbie Ollis and Lyn Harrison at Deakin University. It assumes that sexuality education in Australian schools is part of a comprehensive health and physical education curriculum. Even so, many of the readings and teaching and learning experiences could be adapted or used in other contexts that focus on school-based sexuality education. Sexuality Education Matters aims to equip teachers with the knowledge, skills and confidence to teach sexuality education. In light of the lack of resources for primary school based programs there is a deliberate focus on preparing both primary and secondary school pre-service teachers to teach sexuality education.
The resource is designed to:
– provide a theoretical understanding of the area
– explore the current debates
– increase knowledge
– give pre-service teachers access to a range of pedagogical approaches relevant to sexuality education
– increase students’ confidence and comfort level
– explore personal values, attitudes and ethical considerations.

Incorporating the aesthetic dimension into pedagogy

One of the dimensions of learning experiences, which is not often given much attention outside of the creative arts, is the aesthetic dimension. In this paper we report on a study we conducted which explores the importance of learning through aesthetic experiences as identified by Dewey. While there is literature available which engages with the significance of such experiences (Hinchliffe, 2011; Nakamura, 2009) there is little which explores the nexus between this and specific practices in classrooms. Through examining pedagogical practices and beliefs of some exemplary teachers (as identified by their community), our study uncovered some approaches which offer alternate considerations for pedagogy. These have the potential to further enrich the sometimes static nature of the ‘official’ curriculum (Apple, 2000) as often assumed by pre-service teachers who attempt to deliver it through experiences.

Crafts and successful aging: the Découpage Guild Australia

Knowledge making by pre-service teachers on a professional placement experience in a remote Australian indigenous community

This paper reports on the preliminary investigations of an emerging program of research in which the authors are engaged. The program aims to generate new understandings for effective teacher education drawing on data from non-Indigenous pre-service teachers who undertook a teaching placement in remote Indigenous schools in Australia. The overall goals of this research gather around the notion of ‘building belonging’. The initial stage of this project sought to enable pre-service teachers to increase their awareness of the places and institutional practices operating within and between remote Indigenous communities and themselves. The twelve participants were interviewed while on three-week placements around Katherine and in Maningrida in the Northern Territory, Australia, during 2012. The paper elaborates various ways in which the remote placement experience began to challenge, positively disrupt, question and even (re) shape their professional learning and identities. Existing literature reporting on the experiences of largely white, middle class pre-service teachers in unfamiliar cultural contexts draws attention to themes of disruption, and the potential for meaningful and transformative professional learning experiences in such contexts (eg Gannon, 2010; Marble, 2012; Phillips, 2011; Ryan & Healy, 2009). Drawing on some of these insights from the literature, our preliminary reading of the data reveal the variety of ways and differing extents to which participants experienced disruptive, or potentially transformative professional learning moments during the placement. We conclude the paper by pointing towards some key areas for further investigation, in order to progress our research program around building belonging between pre-service teachers and remote Indigenous communities.

Navigating 21st century multimodal textual environments : a case study of digital literacy

In the 21st Century young people have the opportunity to create texts that were unimaginable for previous generations. Today’s children live and learn while immersed in a technological world that is fast paced and constantly in a state of change. As technology becomes more and more accessible and specifically marketed to children of the 21st century, educators are challenged to re-consider the literacy skills required to be successfully and safely literate, and the repertoire of literacy pedagogies teacher must have to effectively engage these young people in learning. While there is much evidence to suggest that schools and teachers are not all meeting this challenge, there are some inspiring examples in which schools, communities and teachers are taking up the challenge. This paper presents one case study, which is explored through a 21st century literacy framework that allows us to interpret and analyse the multimodal texts and the processes students use in their creation. Attention is paid to how the case study teacher created meaningful learning experiences and opportunities for them to create and interact within multimodal communications environments, both within and beyond the school.

A study of children’s musical preference: A data mining approach

Musical preference has long been a research interest in the field of music education, and studies consistently confirm the importance of musical preference in one’s musical learning experiences. However, only a limited number of studies have been focussed on the field of early childhood education (e.g., Hargreaves, North, & Tarrant, 2006; Roulston, 2006). Further, among these limited early childhood studies, few of them discuss children’s musical preference in both the East and the West. There is very limited literature (e.g., Faulkner et al., 2010; Szymanska, 2012) which explores the data by using a data mining approach. This study aims to bridge the research gaps by examining children’s musical preference in Hong Kong and in South Australia by applying a data mining technique – Self Organising Maps (SOM), which is a clustering method that groups similar data objects together. The application of SOM is new in the field of early childhood education and also in the study of children’s musical preference. This paper specifically aims to expand a previous study (Yim & Ebbeck, 2009) by conducting deeper investigations into the existing datasets, for the purpose of uncovering insights that have not been identified through data mining approach.

Fundamental Movement Skill Interventions in Youth: A Systematic Review and Meta-analysis

BACKGROUND
Fundamental movement skill (FMS) proficiency is positively associated with physical activity and fitness levels. The objective of this study was to systematically review evidence for the benefits of FMS interventions targeting youth.

METHODS
A search with no date restrictions was conducted across 7 databases. Studies included any school-, home-, or community-based intervention for typically developing youth with clear intent to improve FMS proficiency and that reported statistical analysis of FMS competence at both preintervention and at least 1 other postintervention time point. Study designs included randomized controlled trials (RCTs) using experimental and quasi-experimental designs and single group pre-post trials. Risk of bias was independently assessed by 2 reviewers.

RESULTS
Twenty-two articles (6 RCTs, 13 quasi-experimental trials, 3 pre-post trials) describing 19 interventions were included. All but 1 intervention were evaluated in primary/elementary schools. All studies reported significant intervention effects for ≥1 FMS. Meta-analyses revealed large effect sizes for overall gross motor proficiency (standardized mean difference [SMD] = 1.42, 95% confidence interval [CI] 0.68–2.16, Z = 3.77, P < .0002) and locomotor skill competency (SMD = 1.42, 95% CI 0.56–2.27, Z = 3.25, P = .001). A medium effect size for object control skill competency was observed (SMD = 0.63, 95% CI 0.28–0.98, Z = 3.53, P = .0004). Many studies scored poorly for risk of bias items.

CONCLUSIONS
School- and community-based programs that include developmentally appropriate FMS learning experiences delivered by physical education specialists or highly trained classroom teachers significantly improve FMS proficiency in youth.

Developing and assessing work readiness using reflective practice

One of the most significant assessment challenges in higher education is how to authentically assess the acquisition of graduate attributes. When the assessment of attributes is developed to prepare students for the real world context or work place, it becomes even more challenging and complex. This paper presents a study of assessing work-integrated learning: a curriculum intervention within the discipline of the Built Environment, which sought to actively foster the development of graduate attributes to prepare students for the workforce. The research explores how the assessment of graduate attributes can be validated, and ultimately enhanced, by understanding the learning journey from the student perspective. The research focuses on the distinctive issues associated with Work-Integrated Learning (WIL) using an industry-mentored project, on a construction related issue. The students were asked to capture their reflections in the form of reflective diaries, which were prepared weekly throughout the subject. The research showed that many students expressed very positive views about their learning experiences. This occurred in spite of the challenges caused by the formal assessment process that were undertaken as part of the subject. The implications of the study are examined in relation to both the construction management discipline and wider context of assessing graduate attributes in higher education The paper suggest that giving voice to the student-learning journey offers a powerful lens through which the assessment of attributes can be validated.

Then and now: developing capacity and transforming pedagogy in online pre-service teacher education

The aim of the study reported in this paper was to evaluate the perceived benefit of video-recorded interviews as an alternative to the traditional lecture format in pre-service teacher education programs. Pre-service teachers traditionally struggle with the gap that they perceive exists between the theories taught at university and the practical competencies they require as teachers in primary and secondary school contexts. Additionally, they report that the shift from face-to-face to online delivery of course content, rapidly being adopted in the tertiary environment, seems to have often been made without associated shifts in format and pedagogy.

In the previously mentioned study, participants were drawn from cohorts of more than 300 pre-service teachers enrolled in an inclusive Education course in the Faculty of Education of an urban Australian university. The course was delivered both online and face-to-face on three campuses of the university to students in three different Education programs. In order to provide an alternative to the traditional lecture format, the developer of this course initiated and created video-recorded interview dialogues which were subsequently uploaded into the Faculty’s Learning Management System for student access. The interviews, conducted by the Course Coordinator, were held with a number of professionals with field experience relevant to key concepts of the course.

Data were collected from Student Evaluation of Teaching and Learning (SETL) questionnaires. The questionnaires were designed to gather both quantitative and qualitative data from the pre-service teachers about the extent to which the use of video-recorded interview dialogues enhanced their learning. In particular the questionnaires sought to ascertain whether, in the views of the pre-service teachers, this delivery method, first, engaged and interested them, and, second, assisted their learning through linking theory to practice. This paper provides a synthesis of the study’s findings and explores their implications for the delivery of learning experiences in both the online and on-campus modes of pre-service teacher education programs. A focus is placed on how video-recorded interviews can be used to enhance resource accessibility and to increase pre-service teachers’ engagement and learning in coursework.

Creating a space and place for culture bearers within tertiary institutions: Experiencing East African dance songs in South Africa

This paper highlights the intersections between formal and informal African music and dance within a tertiary setting. Reflective practice, journaling and survey data within case study methodology provide a snapshot of the teaching and learning that took place at North West University in South Africa in October 2012. I argue for the inclusion of informal pedagogy of indigenous musics within the formal context of university courses. The experience provided a pathway to connect local community and university to celebrate the rich diversity of African music and culture. The teaching and learning experiences served as onsite professional development for tertiary students, music staff and myself.

Library spaces designed with students in mind: an evaluation study of University of Queensland libraries at St Lucia campus

This paper identifies the design qualities of library spaces that matter the most foruniversity students. Drawing upon the data from an online survey made available to students from the University of Queensland, Australia, a number of design-related considerations are examined including: acoustics, furniture, interior architecture, lighting, and thermal comfort. 1505 students completed the survey, which aimed to assess how effective and responsive library spaces are in meeting students’ needs and supporting their learning experiences. The survey included ‘Likert scale questions’ requiring students to rate their levels of satisfaction with different aspects of library spaces and ‘open-ended questions’ asking students to elucidate their ratings. Findings revealed that the qualities of physical spaces were ranked as the third mostsignificant category of reasons accounting for students’ preference for certain library buildings over others, and for their frequency of visit (behind “location” of the library building and then “access to books and course-related materials or resources”). Design-related themes which emerged from qualitative analysis highlighted students’ awareness of the impacts that the design of spaces and furniture can have on their learning experiences. The study concludes with recommendations informed by students’ expectations, needs and preferences in relation to the qualities and features of library spaces.

Evaluation of University of Queensland Library Spaces: three case studies at St Lucia Campus

Introduction: The paper reports on an evaluation study of spaces in the Social Sciences and Humanities (SSHL), Biological Sciences (BSL) and Walter Harrison Law (WHLL) Libraries of the University of Queensland (UQ). The study was part of an evaluation of the quality and patterns of use of spaces in UQ libraries, which aimed to propose recommendations for future improvements and decision-making. This paper presents a study of areas of weakness in existing SSHL spaces, and impacts of the refurbishment of spaces at BSL and WHLL on students’ experiences. The findings evidence a link between students’ learning experiences and the quality of library spaces.Methods: An online survey, “Students’ Experiences and Perceptions of Library Physical Spaces”, was designed to collect data from students. The survey questions addressed seven topics: (1) overall satisfaction with spaces in the UQ Libraries; (2) welcoming nature of the library entry; (3) lighting; (4) acoustics; (5) furniture; (6) wayfinding; and (7) preferences for different space types in the library.Results: 1505 students completed the surveys, with 1098 responses recorded to open-ended questions on why students visited the libraries and the physical characteristics of the spaces that influenced their experiences. Quantitative and qualitative analysis of the data elucidated key design challenges and considerations. In particular, the data suggested that the provision of individual quiet study spaces remains an important role of academic libraries, with Studying Alone identified as the most important reason for student visits.Conclusions: The findings highlight the importance of individual study spaces and propose a number of recommendations in relation to physical space design and management.Relevance: Academic libraries face the challenge to keep pace with change in relation to students’ demographics, pedagogy and technology. In doing so, it is important to have an understanding of the evolving patterns of students’ learning behaviours, space uses and preferences through ongoing evaluation of library spaces.

Comparisons in representational media use in design studios between Hong Kong and Australia

Representational media-analogue, physical, digital, or virtual-are employed by students in the conception, development and presentation. In 2013 a survey at two architectural schools was conducted to study the current representational media use in design studios. The survey examined the role digital and physical media play in students' design work and how students use the various media to generate and communicate their designs. This study presents its importance through the shift in architectural education whereby digital tools are not taught per se any longer, however expected to be mastered throughout the course. Yet students' learning experiences are strongly dependant on the successful acquisition of skills and its transfer to deep learning. Especially architectural design studios build upon the premises that re-representation leads to a better acquisition of knowledge. Architectural educators may use the study to revisit their studio and reposition the role of media as well as align learning outcomes, deliverables and communication tools with the actual workingand learning-styles of students. © 2014, The Association for Computer-Aided Architectural Design Research in Asia (CAADRIA), Hong Kong.

Cultural influence on peer relationships in early childhood settings

This paper presents a cultural perspective of young children’s peer relationships. Through reporting on a study of a group of Chinese immigrant children’s learning experiences with peers of the same cultural backgrounds in English dominant early childhood contexts, it reveals that the sharing of a similar cultural heritage may play an important role in the development of relationships for young children in diverse cultural learning communities. This paper is written from the perspectives of socioculture and culture theory. Central to my argument is the contextual dimension of culture. This dimension provides an explanatory structure for understanding immigrant children’s formation of home-culture oriented peer togetherness and peer culture within the paradigm of English dominant spheres. My position is to recognize that the children’s responses to peers are both subject to the influences of their home cultures, and the relationship between different cultures. The notion of cultural relationship is important in this paper, leading to the suggestion that early childhood settings should create an enabling and empowering sociocultural milieu that provides immigrant children with opportunities for intercultural ways of learning and development.