Kairos and the time of gender equity policy in Australian schooling

ABSTRACT

Almost 20 years ago the Australian government released Gender Equity: A Framework for Australian Schools (1997). It was adopted by all states but almost immediately disappeared from sight after a conservative change of government. This was followed by the dismantling of gender equity units in each state, and a turn to boys’ education that eclipsed the more complex strategies and theoretical underpinnings of the Framework. This paper takes up the Gender Equity Framework (1997) as a case of policy emergence, mutation and dissipation. In particular, it attends to feminist temporality, and its affective force, to begin to trouble conventional accounts of these policy shifts. Close readings of sections of the policy document and of interviews with policy actors working at that time are analysed through the notion of kairos – timeliness, or political actions that open opportunities, breaks and ruptures – in order to provide new insights into the policy moment of gender equity in Australian schooling.     

The potential of anchoring vignettes to increase intercultural comparability of non-cognitive factors

ABSTRACT

We investigate whether Anchoring Vignettes (AV) improve intercultural comparability of non-cognitive student-directed factors (e.g., procrastination). So far, correlation analyses for anchored and non-anchored scores with a criterion have been used to demonstrate the effectiveness of AV in improving data quality. However, correlation analyses are often used to investigate external validity of a scale. Nonetheless, before testing for validity, the reliability of the measurement of a construct should be examined. In the present study, we tested for measurement invariance across countries and languages and compared anchored and non-anchored student-directed self-reports that are highly relevant for the students’ self and their behaviour and performance. In addition, we apply further criteria for testing reliability. The results indicate that the data quality for some of the constructs can – in fact – be improved slightly by anchoring; whereas, for other self-reports, anchoring is less successful than was hoped. We discuss with regard to possible consequences for research methodology.     

Re-considering the ontoepistemology of student engagement in higher education

The aim of this article is to reconsider and explore the ontoepistemology of student engagement in higher education as part of a democratic education, going beyond neo-liberal groundings. This is urgent as the concept of student engagement seems to be taken for granted and used uncritically in higher education. In addition, higher education is affected by, and under pressure from, different global and societal forces, which raises questions about the purpose of education. In our exploration, we mainly draw on the philosophy of Gilles Deleuze and his co-writers Felix Guattari and Claire Parnet, but also Karen Barad and writers who are inspired by these theories. We present four arguments on which we elaborate: (1) Rethinking power relations, (2) Questioning linearity and how to use goals, (3) Appreciating pedagogical relationships as multiple voices and becoming-multiple-others, and (4) Considering assemblages, rhizomes and lines in student engagement. These arguments open up, as we argue, the possibility of rhizomatic thinking about learning in higher education where multiplicities, otherness and the unpredictable are appreciated. In addition, we regard the exploration of assemblages that are intercorporeal, affective and entangled as something powerful when reconsidering student engagement as part of democratic education.     

Enhancing primary science: an exploration of teachers’ own ideas of solutions to challenges in inquiry- and context-based teaching

ABSTRACT

Studies of inquiry- and context-based science education (IC-BaSE) have shown that teachers find these approaches problematic. In this study, 12 primary school teachers’ reflections on challenges related to IC-BaSE are explored. The aim of the study was to investigate which challenges primary teachers experience when working with IC-BaSE and how these may be solved. Group discussions and individual portfolios were used for data collection. Content analysis showed that the challenges teachers experienced were mainly practical relating to: how to find contexts, lack of time, handling big classes, students working at different paces, handling materials, and the teachers' need of control. The teachers also presented their own ideas of solutions to the challenges.     

Sex differences in achievement goals: do school subjects matter?

European Journal of Psychology of Education - Many studies have already found differences between male and female students in various motivational variables. With regard to the stereotypes...     

Visualizing Academic Librarians: An Arts-informed Inquiry

This research was undertaken by five librarians from Deakin University Library Australia as part of a professional development project. The objective was to collect qualitative data on the perceptions of librarians by academics and library colleagues from Deakin University. The ways in which academics perceive librarians, as well as how other library staff perceive librarians, are relatively under-explored areas. This study investigates the topic through an analysis of drawing and other visual representations, based on a study design that applied a visual, arts-based methodological approach. Participants were invited to focus groups where they were provided with a variety of craft materials, asked to create a visual representation of liaison librarians, then discuss their artifact. The data consists of twenty-eight artifacts, which were content analyzed, and semi-structured interview recordings, which were transcribed and analyzed for themes. Participants expressed liaison librarians positively, as helpers and connectors, as a gateway to knowledge, with complex and varied roles, as trusted sources, and as relationship builders. By drawing attention to these themes, the participants highlighted that liaison librarians are invaluable to Deakin University.     

Constructing knowledge in the context of BioWorld

BioWorld is a computer learning environmentdesigned for high school biology students. BioWorldcomplements the biology curriculum by providing ahospital simulation where students can apply what theyhave learned about body systems to problems where theycan reason about diseases. Students workcollaboratively at collecting evidence to confirm orrefute their hypotheses as they attempt to solveBioWorld cases. The present study examined students'use of BioWorld to solve problems related to thedigestive system. Analyses of student actions andverbal dialogue were conducted to pinpoint the typesof features within BioWorld that were most conduciveto learning and scientific reasoning. An exploratoryanalysis of the types of assistance provided tostudents by a teacher, researcher, and BioWorld alonewas conducted to examine how scaffolding influencedstudent actions.     

Statistical reasoning of middle school children engaged in survey inquiry

The case study examined two groups of grade 7 students as they engaged in four inquiry phases: posing a question and collecting, analyzing, and representing data. Previous studies reported analyses of statistical reasoning on a single inquiry phase. Our goal was to identify the modes of statistical reasoning displayed during group discussions in all phases as children designed and conducted their own inquiry. A content analysis of audio and video recorded discussions yielded 10 statistical reasoning modes: six relate to Garfield and Gal’s [Garfield, J., Gal, I. (1999). Teaching and assessing statistical reasoning. In L. V. Stiff, & F. R. Curcio (Eds.), Developing mathematical reasoning in grades K-12. 1999 Yearbook (pp. 207–219). Reston, VA: National Council of Teachers of Mathematics] statistical reasoning types involved in the collection, analysis, and representation of data and four modes deal with an aspect of inquiry not exclusively focused upon in the literature on statistical reasoning—i.e., the problem-posing phase. Although students’ reasoning reflected an incomplete understanding of statistics they serve as building blocks for instruction.     

Maintaining Competence in the Initial Occupation: Activities among Vocational Teachers

Contemporary work-life changes rapidly, and vocational education and training (VET) teachers need to keep up-to-date with changing knowledge demands and technological developments. This article concerns VET teachers’ continuing professional development (CPD) related to the specific vocations for which they teach. The aim is to analyse VET teachers’ participation in various types of activities designed to make them become more knowledgeable in relation to industry currency. The study draws on a socio-cultural perspective on practice and learning. Theory concerning adults’ participation in education is also used in analysing drivers of and barriers to participation in learning activities. The analyses are based on survey data from 886 Swedish VET teachers relating to their participation in different activities, barriers/drivers concerning participation in these activities, perceived effects (outcomes) of participation in terms of professional development, and teachers’ background. Reading professional texts was the most common CPD activity among those VET teachers participating in the study. Reading, and work in the VET teacher’s former/initial occupation were the two activities where variation in performing them could be explained to the highest degree. The study particularly highlights the importance of boundary crossing between school and work-life for maintaining and developing the industrial currency of VET teachers’ competence. Active membership and engagement in the community of practice of the initial occupation is important for participation in CPD activities closely related to this community.