Schools and teachers supporting student open investigations

This paper draws on a study of the BHP Billiton Science Awards to explore the ways in which open investigation work occurs in schools. The research used interviews with teachers and students and state organisers to develop a picture of what happens on the ground in running student open investigations, and to trace how schools have built a culture of investigation. The paper explores how schools develop and maintain practices that effectively support students' engagement in open investigation work in Science.

Teaching Australian literature : from classroom conversations to national imaginings

This volume brings together teachers, teacher educators, creative writers and literary scholars in a joint inquiry that takes a fresh look at what it means to teach Australian literature

Student and staff perceptions of learning and teaching online, 2005 data

The dataset consists of data gathered from Deakin University staff and students.

Staff-derived data consists of qualitative data relating to advantages and disadvantages of teaching online; manifestation of cultural diversity in online learning environments; strategies to accommodate cultural diversity online; and using online environments to support cultural diversity

Student-derived data consists of quantitative and qualitative data relating to student perceptions of online learning; student demographics; student expectations of their university experience; students' approach to learning and online learning; perceptions of online learning and online team work; and perceptions of student and teacher roles at university.

Developing a culturally-specific peace curriculum for Vietnamese primary schools : a case study of participatory action research in cross-cultural design

In 2003 the International Conflict Resolution Centre at the University of Melbourne, Australia, produced a primary school teaching manual for UNESCO Vietnam in consultation with ASP schoolteachers and principals. The finished manual included lessons plans and materials for a five year, 50 lesson peace education course. The Manual is one of the first examples of a systematic core national curriculum in peace education worldwide.

Development of the Teaching Manual posed a number of challenges including differences in language, culture, government and education system. To meet these challenges, a Participatory Action Research approach was central in the project’s development and curriculum design. This case study is offered as a model for effective cross-cultural curriculum development of peace education materials. In particular, the creation of a systematic core course in peace education and the use of UNESCO’s peace keys are outlined as innovative aspects of the project.