The methodology of students-as-researchers : valuing and using experience and expertise to develop methods

Students in England are increasingly involved in consultation and governance of schools. Some are also involved in researching their own learning, how they are taught, the kinds of curriculum on offer, and school policies and practices. In this article, we suggest that this could be seen as a form of “standpoint research”. We suggest that one way standpoint can be exercised is via the construction of experience-based research tools. We exemplify this through a student research project in which photo-elicitation and verbal scenarios based in students' understandings of their school did not produce an “authentic” and homogenised voice, but rather multiple perspectives of the classroom and wider school.

Equal employment opportunity and glass ceilings : a contradiction in terms?

This study assesses the status of Equal Employment Opportinity (EEO) within the State Government of Florida. The criterion for this assessment is an examination of the adequacy and relevancy of existing EEO policy and practices.

Physical activity for mothers of young children : perceptions of women and health-related professionals

This research develops understanding of women's perceptions and practices around physical activity when they are mothers of young children. The findings inform current approaches to promoting physical activity, helping to bring about better health outcomes for women, their families and the wider community.

Learning and teaching about disability

This thesis examined in-service education as a context for teachers and students to recognise and challenge ableism. It identified conditions that either promote consciousness of discrimination or maintain ableist beliefs and practices. The studies expose the role of ableism in constructing inequality, and highlight the change process individuals can experience.

Situational and dispositional influences on student learning

This research investigates influences of situational and personal factors on student learning. Personal factors (e.g. test anxiety, student life values, culture) are considered more influential than situational factors (e.g. assessment weighting, assessment type). The findings have implications for policies and practices associated with teaching, assessment, and effective study skills.

Interviewing techniques, genres and contexts

A study of the ways in which the media interview has been described and theorised in academic literature, and in particular the genres of interviewing that this literature has produced. Identifies interviewing techniques used on radio in regional Queensland. Evaluates the ways in which interviewing techniques and practices are mediated by questions of gender and work culture.

Australia's international students : policies and experiences

Examines the experiences of international students, the impact of government and institutional policies and practices on international students, and the implications of such policies and experiences for Australia's engagement with Asia. The thesis concentrates on the period from 1980 to the present.

Doing things differently? : technological practice and change in higher education

Explores changes brought about by new technologies. "Technology" is seen to influence, reorder and restructure social and political relations and practices of staff. The study is intended to increase awareness of changing work practices and to encourage an informed and critical view of new technology adoption in education.

Impact of context and representation on year 10 students' expression of conceptions of rate

Rate is an important, but difficult mathematical concept. More than twenty years of research, especially with calculus students, report difficulties with this concept. This paper reports on an alternative analysis, from the perspective of multiple representations and context, of interviews probing twenty Victorian Year 10 students’ conceptions of rate. This analysis shows that multiple representations of functions provide different rate-related
information for different students. Understandings of rate in one representation or context are not necessarily transferred to another representation or context.

Assessment of mathematical development in early childhood : some views of preschool practitioners in regional and rural Australia

As part of the project Mathematical Thinking of Preschool Children in Rural and Regional Australia: Research and Practice directors, teachers, and assistants in prior-to-school settings from regional and rural eastern Australia were interviewed to ascertain their beliefs and practices concerning early childhood mathematics. This paper reports the responses to  uestions about their assessment of children’s mathematical activity and development. The practitioners provided examples of both incidental and planned assessment activities, the different forms these took, methods of recording, and how the results were used.

Teaching and learning about force with a representational focus : pedagogy and teacher change

A large body of research in the conceptual change tradition has shown the difficulty of learning fundamental science concepts, yet conceptual change schemes have failed to convincingly demonstrate improvements in supporting significant student learning. Recent work in cognitive science has challenged this purely conceptual view of learning, emphasising the role of language, and the importance of personal and contextual aspects of understanding science. The research described in this paper is designed around the notion that learning involves the recognition and development of students’ representational resources. In particular, we argue that conceptual difficulties with the concept of force are fundamentally representational in nature. This paper describes a classroom sequence in force that focuses on representations and their negotiation, and reports on the effectiveness of this perspective in guiding teaching, and in providing insight into student learning. Classroom sequences involving three teachers were videotaped using a combined focus on the teacher and groups of students. Video analysis software was used to capture the variety of representations used, and sequences of representational negotiation. Stimulated recall interviews were conducted with teachers and students. The paper reports on the nature of the pedagogies developed as part of this representational focus, its effectiveness in supporting student learning, and on the pedagogical and epistemological challenges negotiated by teachers in implementing this approach.

Technographic research in online education : context, culture and ICT consumption

Technologically-mediated learning environments are an increasingly common component of university experience. In this paper, the authors consider how the interrelated domains of policy contexts, new learning cultures and the consumption of information and communication technologies might be explored using the concept of technography. Understood here as a term referring to “the apprehension, reception, use, deployment, depiction and representation of technologies” (Woolgar, 2005, pp. 27-28), we consider how technographic studies in education might engage in productive dialogues with interdisciplinary research from the fields of cultural and cyber studies. We argue that what takes place in online learning and teaching environments is shaped by the logics and practices of technologies and their role in the production of new consumer cultures.

A curriculum innovation framework for science, technology and mathematics education

There is growing concern about falling levels of student engagement with school science, as evidenced by studies of student attitudes, and decreasing participation at the post compulsory level. One major response to this, the Australian School Innovation in Science, Technology and Mathematics (ASISTM) initiative, involves partnerships between schools and community and industry organisations in developing curriculum projects at the local level. This project fulfils many of the conditions advocated to engage students in learning in the sciences. ASISTM is underpinned by the notion of innovation. This paper describes the findings of case study research in which 16 ASISTM projects were selected as innovation exemplars. A definition of innovation and an innovation framework were developed, through which the case studies were analysed to make sense of the significance of the ideas and practices, participating actors, and outcomes of the projects. Through this analysis we argue that innovation is a powerful idea for framing curriculum development in the sciences at the local level that is generative for students and teachers, and that these ASISTM projects provide valuable models for engaging students, and for teacher professional learning.

TQM and labour productivity in Jordanian industrial companies

Reports on research to determine the degree of application of total quality management (TQM) philosophy and practices in industrial corporations in Jordan. Uses primary and secondary empirical data to examine the link between TQM and labour productivity. Survey responses were classified into two groups: high-TQM implementation and low-TQM implementation. Found that mean labour productivity measurements for high-TQM companies were significantly higher than for low-TQM companies over the period 1993-1998. Also, mean growth rates of labour productivity measurements for companies with high-level TQM were higher than for those with low-level TQM during this period. Regression analysis demonstrated a statistically significant positive relationship between TQM and labour productivity.

Reading indigeneity : the ethics of interpretation and representation

The transmission of indigenous stories is a fraught enterprise. In contrast to Western practices of the free circulation of ideas, many indigenous cultures view their stories as sacred, and have strict rules about who may tell certain tales, and in what settings and with whom they may be shared. Indigenous storytellers and novelists who want to tell contemporary stories also face the minefields of a history of (mis)representation of their cultures' values and practices. Australian literary scholar Clare Bradford picks her way carefully through this minefield, identifying its perils and proposing a self-reflexive practice that enables scholars to approach these works with sensitivity; Abenaki children's author Joseph Bruchac adds his own impressions and frustrations as an author to Clare's frank assessment of the possibilities of criticism, cross-talk, and mutual understanding in the fìeld.