School of Education
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The School of Education, in the Faculty of the Professions, has a history of over 120 years of educational research and in teacher education in South Australia. The School currently offers a range of degrees at both undergraduate and graduate level, including a Bachelor of Teaching and Graduate Diploma in Education, Masters programs (coursework and research) and a Professional Doctorate.
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School of Education
University of Adelaide
Level 8 Nexus 10 Building
10 Pulteney Street
ADELAIDE SA 5005
Tel: +61 8 8313 0694
Fax: +61 8 8313 3604
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Item Metadata only 19th century tools, techniques and technology for 21st century students!(2002) Alagumalai, Sivakumar; Singapore Educational Research Association Conference (2002 : Singapore); School of EducationItem Metadata only A case for cautious optimism? Active citizenship and the Australian civics and citizenship curriculum(Taylor & Francis, 2017) Peterson, A.; Bentley, B.In late 2013 a new curriculum for Civics and Citizenship education was published by the Australian Curriculum and Assessment Reporting Authority for use in Australian schools. In line with previous curricular initiatives concerning education for citizenship in Australia a key rationale behind the new subject is the education of “active citizens”. Research evidence over the last 25 years paints a mixed picture regarding the extent to which the translation of policy intent has been successfully implemented within Australian schools. Exploring the new subject of Civics and Citizenship in Australia in the context of previous initiatives and existing research evidence, we explore the contested and complex nature of active citizenship around three key issues – the scope and form of action that constitutes citizenship in one’s communities, how young people themselves conceptualize and experience participation, the potential that active citizenship opportunities are interpreted as being synonymous with the use of active teaching and learning methods. On this basis we argue that the new curriculum provides some optimism for those committed to education for citizenship in Australian schools, but that this optimism needs to be tempered with a degree of caution.Item Metadata only A comparative evaluation of idioms in Russian-authored English language textbooks and idioms extracted from current authentic sources(Faculty of Foreign Languages, 2020) Shilnov, A.; Miller, J.L.; Mitchell, P.J.; Smokotin, V.M.Many English language teaching (ELT) textbooks contain material that may not reflect native speaker usage. This is particularly true of less frequently used vocabulary such as idioms. The primary objective of this paper is to evaluate the selection of idioms in ELT textbooks published in Russia and used in Russian higher education institutions. Additionally, the paper examines a number of related issues surrounding ELT material development practices and language authenticity as well as idiom definition and usage. Regarding the question of idiom definition, the paper looks at the most commonly used terminology referring to idioms and related items (phrasemes, lexical bundles, etc.). A special focus is placed on such criteria of idiom definition as figurativeness, semantic transparency and opacity, and compositional invari-ance. Based on these criteria, the paper also explains why some categories of frequently recurrent and/or figurative language chunks remained outside the scope of the study. A major focal point of the study is the category of proverbs and sayings, which in the paper are placed under the umbrella of idioms. Due to their particularly low frequency of occurrence in authentic English language corpora revealed during the course of the study, the paper questions the viability of extensive coverage of proverbs and sayings in ELT materials. Driven mostly by pedagogical considerations, the paper provides a general overview of the idiom component in ELT textbooks. Examples of specific ELT contexts currently faced with the issue of textbook inauthenticity are given. In addition, the paper presents a brief historical account of ELT practices in Russia and links them to the issue of linguistic inauthenticity of some Russian-authored ELT materials. Highlighting the need to address concerns relating to textbook inauthenticity, the paper presents major advantages of relying on authentic sources in selecting idiomatic items to be taught to language learners. Specifically, the findings of the study empirically demonstrate that a bank of idioms compiled based on a random selection of contemporary authentic materials is likely to include more or less commonly used items that are present and explained in popular learner's dictionaries, feature adequate frequency in comprehensive authentic English language corpora and may therefore be safely included in syllabi. In the course of the study, idioms from three Russian-authored ELT textbooks (Corpus 1) were compared to idioms derived from contemporary authentic spoken texts featuring spontaneous, semi-spontaneous and prepared speech by native British and North American speakers (Corpus 2). The frequency of the idioms in the two corpora was then compared to the frequency of the same idioms in the British National Corpus (BNC) and the Corpus of Contemporary American English (COCA). Idioms from Corpus 1 occurred with a considerably lower frequency than those in Corpus 2 in both the BNC and COCA. The results of the study indicate that many idioms in the Russian textbooks do not reflect authentic native speaker use. Since this problem may be widespread wherever ELT materials are developed without native speaker input, textbook writers and teachers should therefore consider carefully what idioms they include in their material, and, when possible, make greater use of authentic data.Item Metadata only A comparison between theological christian approaches to wisdom and Peterson and Seligman’s classification of character strengths and virtues(Springer, 2015) McCall, T.; Waters, L.; White, M.; White, M.; Murray, A.Within the context of independent Christian schools, including schools in the Catholic system, Christian education is viewed as a central part of developing the whole child. Often named “Religious and Values Education” it includes values and ethics education. As a part of Religious and Values Education students are usually asked to consider and explore scared texts, current theology, and respond based upon their own emerging faith and spirituality. There is a practical application suggested by Religious and Values Education: the student is encouraged to apply practical values and ethics in his or her daily life. A link can be made between Christianity, values and ethics education, with the emerging field of positive education, which aims to build the good in each individual and community by focusing on strengths and virtues. This chapter takes an interdisciplinary approach that seeks to explore the possible alignment between Christian theology and Positive education. The chapter focuses upon the Wisdom literature of the Hebrew and Christian Scriptures, exploring the explicit points of overlap between that literature and the principles of positive psychology, with a focus on finding ways of teaching wisdom through a positive education approach.Item Metadata only A confirmatory factor analysis of Attitudes Toward Mathematics Inventory (ATMI)(Association of Mathematics Educators, 2013) Majeed, A.; Darmawan, I.; Lynch, P.Students’ attitudes toward mathematics have been known to influence students’ participation, engagement, and achievement in mathematics. A variety of instruments have been developed to measure students’ attitudes toward mathematics for example Mathematics Attitude Scale (Aiken, 1974), Fennema-Sherman Mathematics Attitudes Scales (Fennema & Sherman, 1976), and Attitudes Toward Mathematics Inventory (ATMI) (Tapia & Marsh, 1996). The purpose of this paper is to report the validation of the ATMI instrument. It was administered to 699 Year 7 and 8 students in 14 schools in South Australia. The students responded on a five-point Likert scale. Confirmatory factor analysis (CFA) supported the original four-factor correlated structure based on several fit indices. The validation provided evidence that ATMI can be a viable scale to measure students’ attitudes toward mathematics in a South Australian contextItem Metadata only A coordinated framework for developing researchers’ intercultural competency(Sun Press, 2014) Guerin, C.; Picard, M.; Green, I.; Faculty of the Professions; Bitzer, E.; Albertyn, R.; Frick, L.; Grant, B.; Kelly, F.Item Metadata only A corpus-based list of commonly used English medical morphemes for students learning English for specific purposes(Elsevier, 2020) Le, C.N.N.; Miller, J.Medical students with English as an additional language often face difficulties in acquiring English medical terminology derived from Greek and Latin morphemes. To address this problem, this study used a corpus-based approach to identify the most commonly occurring medical morphemes in four sources: Stedman's list of medical morphemes; the Cengage list of general English morphemes; the Center for Development in Learning list of general English morphemes; and the Medical Web Corpus—a web-based corpus of current medical texts available through Sketch Engine text analysis software. Three medical dictionaries were used to validate the findings, leading to a final list of 136 specialized medical morphemes which cover 8.5% of the lexical items in the Medical Web Corpus. The findings provide a reliable and useful resource to help medical students with English as an additional language enhance their English medical vocabulary.Item Metadata only A decade of positive education and implications for initial teacher education: A narrative review(Edith Cowan University, 2021) White, M.This narrative review addresses a notable gap in initial teacher education research by exploring the impact of positive education—a growing international change initiative—in schools. Launched in 2009, positive education is defined as education for both traditional skills and happiness. This narrative review examines how positive education has contributed to a change in schools and related curriculum issues. It draws on various studies from the past decade to evaluate positive education definitions, examine two periods in positive education research from 2009–2014 and 2015–2020. The review argues that positive education concepts may enrich initial teacher education discourse and enhance teacher professional practice; but, the term may be too narrow. Finally, the review recommends adopting the more inclusive term wellbeing education. This term may guide future research of culturally diverse case studies, thereby supporting the greater integration of wellbeing science with teaching theory and practise in initial teacher education.Item Metadata only A depth psychology account of the creative imagination: applying the psychology of Carl Jung(Cambridge Scholars Publishing, 2010) Matthews, R.; Nielsen RFitzgerald, T.; Fettes, M.Item Metadata only A fair go for world affairs: a critical inquiry into the teaching of International Humanitarian Law in an initial teacher education program(Elsevier, 2014) Hammond, C.; McCallum, F.Abstract not availableItem Metadata only A genealogical analysis of the concept of 'good' teaching: a polemic(Wiley, 2018) Stolz, S.A.In this essay I intentionally employ Nietzsche's genealogical method as a means to critique the complex concept of ‘good’ teaching, and at the same time reconstitute ‘good’ teaching in a form that is radically different from contemporary accounts. In order to do this, I start out by undertaking a genealogical analysis to both reveal the complicated historical development of ‘good’ teaching and also disentangle the intertwining threads that remain hidden from us so we are aware of the core threads that hold it together. Two major threads are identified in my analysis, which I refer to as: Genealogy I: Teaching as applied science or practice; and, Genealogy II: Teaching as a vocational calling or neutral profession. With this in mind, I take the two value systems (Genealogy I and II) presented in my critique of ‘good’ teaching, and rather than return to old, or create new values, I argue that the true task of any educational endeavour is to make human beings human. Therefore, in the spirit of Nietzsche, I revive and extend Nietzsche's account of Bildung as a dynamic way of living timeless educational aims, such as learning to see, think, speak, write and feel in becoming true human beings.Item Metadata only A life for the truth: a tribute to Ruby Langford Ginibi(Australian Studies Centre, Universitat de Barcelona, 2012) Haag, O.; Westphalen, L.Item Metadata only A method for building community resilience to climate change in emerging coastal cities(Elsevier Science, 2011) Smith, T.; Daffara, P.; O'Toole, K.; Matthews, J.; Thomsen, D.; Inayatullah, S.; Fien, J.; Graymore, M.Abstract not availableItem Metadata only A model for an online Australian English cultural dictionary database(John Benhamins Publishing Co, 2013) Kwary, D.; Miller, J.All cultures have their own specific words, phrases, sayings, signs and symbols. Such culturally bound terms need to be defined in a special way so that they can be understood well by people from different cultures and often require more extensive coverage than that provided in a general language dictionary. A dictionary of cultural terms is an ideal vehicle for this purpose, and an online version of such a dictionary can give greater flexibility in design and content. A single database may be used to supply material for such dictionaries, meeting the needs of a variety of users. This paper proposes a concept for an online Australian English cultural dictionary database, covering three key areas: the selection of culturally bound terms, data fields and display options. The design and principles of this database may also be extended to create databases for cultural dictionaries of other languages and cultures.Item Metadata only A narrative approach exploring philosophy in education and educational research(Taylor & Francis (Routledge), 2018) Stolz, S.A.; Ozoliņš, J.T.The use of narrative - in this case a fictional dialogue – has been a time-honoured way of exploring ideas and most importantly indispensable for learning, at least since the time of the Sophists. Indeed, the dialogues of Plato exemplify this thesis because the qualities and characteristics of philosophy and philosophising are revealed through their lives. Extending on this premise, we would argue that we learn to understand both the unity and complexity of philosophy – particularly in education and educational research – not by formal philosophical arguments, necessary as they are in some contexts, but by narratives that are relevant, narratives that make the actions of one or more characters intelligible and justifiable. As a result, this article uses a narrative approach for the dual purpose of exhibiting the relevance of philosophy intelligibly exhibited through the examples of the characters put forward (enquiring Ph.D. student and university professor), but at the same time characters we ourselves can learn from as they both dialectically engage with philosophically orientated problems.Item Metadata only A participative evaluation model to refine academic support for first year Indigenous higher education students(Queensland University of Technology, 2012) Rossingh, B.; Dunbar, T.This paper presents an evaluative approach designed to provide a cycle of continuous improvement to retain Indigenous students during their first year of higher education. The evaluation model operates in conjunction with a student academic enrichment program that is premised on valuing and respecting each student's background and life experience whilst building capability for learning success. Data collected will be used for continual improvement of a newly developed innovative academic enrichment program that caters to the needs of Indigenous students. The defining mechanisms of the model for measuring the first year experience are particularly meaningful for the Australian Centre For Indigenous Knowledges and Education as it moves into its inaugural year of operation in 2012. This preeminent time requires a flexible model to receive timely feedback in a reflexive environment where students guide the process as they continue their journey of accumulating knowledge and leave behind their contribution in shaping the landscape for future first year Indigenous students.Item Open Access A predictive study between anxiety and fear of COVID-19 with psychological behavior response: The mediation role of perceived stress(Frontiers Media, 2022) Nia, H.S.; She, L.; Kaur, H.; Boyle, C.; Fomani, F.K.; Kohestani, D.; Rahmatpour, P.Objective: Despite the abundance of studies linking fear and anxiety to Covid-19, there are limited studies that examine how these elements impact psychological behavioral responses, especially in Iran. The aim of this study was to investigate the relationship between anxiety and fear of COVID-19 with psychological behavior response, whether this relationship is mediated by role of perceived stress among Iranian population during the COVID-19 pandemic. Methods: A predictive cross-sectional study was used to investigate the relationships between COVID-19 anxiety syndrome, fear of the COVID-19 with psychological behavioral responses due to the pandemic and the mediating role of the COVID-19 perceived stress in these relationships. Results: The current study revealed that during the COVID-19 pandemic, fear and anxiety of COVID-19 can influence the psychological behavioral responses of the individuals, however this can be explained through perceived stress. Conclusion: As such, the current study points to the individuals who perceived high stress due to COVID-19 were more likely to comply with guidelines, which was contrary to the findings of previous studies. The current study findings are applicable for health policy-makers in order to help them in understanding human behavior for developing health promotion programs and also for fostering resilience among the general population.Item Metadata only A qualitative study of experienced clinical teachers’ conceptualisation of clinical reasoning in medicine: implications for medical education(ANZAHPE, 2017) Angus, L.; Chur-Hansen, A.; Duggan, P.Clinical reasoning is an essential part of medical practice. Training medical students to reason competently is, therefore, an essential skill for clinical teachers. Ongoing debate over what clinical reasoning entails and difficulty explicitly teaching and assessing. it makes this a challenging task. This study explored clinical teachers, understanding of the concept of clinical reasoning. Methods, Nine experienced clinical teachers participated in semi-structured interviews about clinical reasoning, exploring concepts, experiences, teaching and assessment. Interviews were transcribed and analysed thematically. Results, Ten key themes were identified in relation to participants, understanding of clinical reasoning. These include the findings that clinical reasoning is, essential to medical practice, goal oriented, an applied cognitive process and an unconscious process. Clinical reasoning has several requirements, including knowledge, communication skills, experience and reflection. Participants reported that clinical reasoning is difficult, perhaps impossible, to teach. Conclusions, In this qualitative study, clinical teachers concurred with many of the characteristics of clinical reasoning as it is understood in the literature, but they also challenged assumptions made in medical education research regarding the conceptualisation of clinical reasoning. This has implications for teaching, assessment, student selection and professional development.Item Open Access A Scoping Review of Interventions Delivered by Occupational Therapists in School Settings(Taylor & Francis, 2024) Salazar Rivera, J.; Alsaadi, N.; Parra-Esquivel, E.I.; Morris, C.; Boyle, C.This review describes available research on interventions delivered by Occupational Therapists (OTs) in schools to identify the outcomes addressed and in which tiers of support (universal, focalized or intense) the interventions are situated. Previous reviews focus on the effectiveness or efficacy of OT school interventions, but the participation of OTs has not been considered. Electronic database searches were conducted to locate eligible journal articles published in any language and using any methodology. The population were students aged 3 to 16 years, and interventions required to be delivered by OT practitioners targeting any outcome expected from an OT intervention. We identified 50 studies since 1990, the majority of which were prepost studies addressing mostly school performance and conducted with students aged five to eight years old, with difficulties primarily in fine motor skills and diagnoses such as autism. Interventions were provided across all three tiers of support, but most were focalized interventions addressing academic tasks, particularly handwriting. OTs and researchers should reflect on the outcomes from OT addressed in the published interventions and the tiers of support these interventions have taken. This is vital for the school practice as it is constantly evolving and requires research that considers its reality.Item Metadata only A study of people-run tertiary education in south and west China(Shannon Research Press, 2004) Wang, Y.; Secombe, M.Chinese People-Run tertiary education institutions have grown dramatically in recent years. This paper aims to discuss the government deregulation policy and its impact on private tertiary education in China since the 1980s, particularly on south and west China, Gui Zhou province. Three colleges have been selected respectively from economically developed area, Guangdong province, and comparative undeveloped province, Gui Zhou. Three hundred and eight questionnaires have been examined in order to portrait the status quo of private tertiary education in south and west China.