Design-based research: Research that makes a difference in education
Professor Jan Herrington
Design-based research (DBR) is a promising approach to finding solutions to significant educational problems that we, as teachers, experience in the classroom. This presentation describes the background to the approach and explores the conduct of design-based research in educational settings. It discusses how DBR can be used by educators in their own educational contexts – including examples from two higher degree students, Jenni Parker and Stuart Duvall – and highlights the importance of sharing our findings through design principles so that other teachers can learn from and apply our results.
Jan Herrington is a teacher and researcher at Murdoch University. She teaches in the educational technology area in the School of Education, including a compulsory first year unit in the Bachelor of Education called, Living and Learning with Technology. In addition to using design-based research, her main area of research is in authentic learning, and her recently published book, A guide to authentic e-learning (with Thomas C Reeves and Ron Oliver) was winner of the AECT Outstanding Book of the Year Award in 2010. She was a Fulbright Scholar in 2002 at the University of Georgia, USA. She is currently Chair of the Executive Committee of the EdMedia World Conference on Educational Media and Technology.
Presented 19 September
It’s not just rock ‘n’ roll: Contemporary youth media, music, and critical pedagogy
Professor Shirley Steinberg
University of Calgary
As baby boomer educators approach retirement, we must rethink generational differences and attitudes in working with today’s youth. In this lecture, Steinberg discusses “new youth,” consumerism, and how critical pedagogy allows new spaces to create a critical youth studies. Most current school curricula and parenting does not account for the lived world experiences of youth of the 21st Century. How can we facilitate an emancipatory and critical approach to working with, respecting, and facilitating a transformative youth studies movement in our society?
Shirley R. Steinberg PhD is the Director and Chair of The Werklund Foundation Centre for Youth Leadership Education, and Professor of Youth Studies at the University of Calgary. She is the author and editor of over 35 books in critical literacy, critical pedagogy, urban and youth culture, and cultural studies. Her most recent books include: Kinderculture: The Corporate Construction of Childhood (2011); Teaching Against Islamophobia (2011); 19 Urban Questions: Teaching in the City (2010); Christotainment: Selling Jesus Through Popular Culture (2009); Diversity and Multiculturalism: A Reader (2009); Media Literacy: A Reader (2007); the award winning Contemporary Youth Culture: An International Encyclopedia; and The Miseducation of the West: How Schools and Media Distort Our Understanding of the Islam World (with Joe L. Kincheloe) (2004). She recently completed Critical Qualitative Research Reader (with Gaile Canella, 2012).
A regular contributor to CBC Radio One, CTV, The Toronto Globe and Mail, The Montreal Gazette, and The Canadian Press, Shirley is an internationally known speaker and teacher. She is also the founding editor of Taboo: The Journal of Culture and Education, the International Journal of Youth Studies, and the Managing Editor of The International Journal of Critical Pedagogy. The Project Leader and Director of The Paulo and Nita Freire International Project for Critical Pedagogy, she is the co-organiser of the International Institute of Critical Pedagogy and Transformative Leadership. Shirley is committed to a global community of transformative educators and community workers engaged in radical love, social justice, and the situating of power within social and cultural contexts, specifically involving youth.
Presented 20 August
Critical pedagogy and qualitative research: A conversation with Shirley Steinberg
Professor Shirley Steinberg
University of Calgary
In this workshop Shirley asks: What makes qualitative research critical? Drawing on her recent book Critical Qualitative Research Reader (2012) (with Gaille Cannella) Shirley explores the political, theoretical and practical implications of ‘criticalizing our qualitative work’. The workshop is designed to engage emerging and established scholars in the complexity of doing critical research around questions like: What are the underlying forces of power influencing society? How does this power work? How does power influence the ways we conceptualise research problems and determine methodologies? In response Shirley draws on a range of perspectives among them: postcolonial and subaltern studies, feminisms, poststructuralism, cultural studies, and critical race theories. The workshop also examines the use of language, discourse practices and power relations that prevent more socially just transformations in educational research and practice.
Presented 21 June
Pathways into university for international students: Which ways for success?
Associate Professor Rhonda Oliver
The number of international students enrolled in Australian universities has grown over the last decade. At the same time, concern and anecdotal reports indicating that many non-English speaking background (NESB) students experience considerable difficulties in their courses have increased. There are two important issues in relation to this: the admission procedures implemented prior to student enrolment; and, what is done once students are enrolled. These two aspects will be explored in this presentation using evidence from two large scale and recently published studies.
Rhonda Oliver works in the School of Education at Curtin University. She is an active researcher and her work has appeared in a number of international journals. Her research focuses on studies of second language acquisition and has included a number of small and large scale projects about international students who have English as an additional language. More recently her work has involved exploration of second language/dialect acquisition for indigenous learners in Australia.
Presented 20 June
Keeping cool: What makes a resilient teacher?
Dr Susan Beltman and Dr Caroline Mansfield
Curtin University and Murdoch University
The field of teacher resilience has attracted significant attention, particularly in countries like Australia where the teaching profession is subject to high rates of attrition and teacher burnout. Despite ongoing challenges, there are personal characteristics and aspects of teachers’ professional and personal lives that can sustain them and enable them to thrive, not simply survive. This presentation will focus on what makes a resilient teacher, bringing latest findings from Western Australia and around the world. We examine the complexity of resilience and the dynamic interplay between emotional, social, motivational and professional factors in the real worlds in which teachers operate. Developing resilience enables teachers to make career decisions to maintain their wellbeing in times of adversity. Implications for school administrators and teacher professional development will be discussed.
Dr Susan Beltman is a Senior Lecturer and Director Student Experience in the School of Education at Curtin University. Teaching and research areas of interest include motivation, social and interpersonal aspects of learning, students at risk, teacher resilience, and school and community programs involving mentoring and role models.
Dr Caroline Mansfield is a Senior Lecturer in Education at Murdoch University. Caroline’s research focuses on students and teachers in learning contexts. Recent research has investigated teaching and learning in higher education settings with current projects focusing on motivation of teachers and preservice teachers, development of teacher beliefs, teacher resilience and teacher efficacy.
Presented 28 March
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