Developing a smart classroom infrastructure to support real-time student collaboration and inquiry: a 4-year design study

Instructional Science - K-12 classroom settings are not yet incorporating emerging technologies such as ubiquitous computing, augmented reality, nor even touch surfaces, despite the significant...     

Saussurian linguistics revisited: Can it inform our interpretation of mathematical activity?

This paper examines the basic notions of Ferdinand de Saussure (1857–1913) who was a preeminent figure in the development of linguistics and the foundation of structuralism. It suggests that a key aspect of twentieth century thought has been the growing recognition that the study of language can offer a framework through which we can develop an understanding of our world. It thus proposes that language is fundamental to the process of learning mathematics on every level whether it be through classroom discussion, group exploration, teacher exposition or individual interaction with printed material. Ensuing from this the paper investigates possible mathematical perspectives upon Saussure's ideas and explores what contribution his work can offer to enhance and enrich the interpretive framework through which we observe mathematical activity in the classroom. It takes as an example a mathematical investigation carried out by a group of 12 year old girls and develops the analysis from a Saussurian stance. The paper concludes that language is the medium through which, and in which, mathematical ideas are formed and exchanged.     

Anti-bullying procedures for schools in Ireland: principals’ responses and perceptions

The role of the principal is imperative in creating a school climate that nurtures differences and equality at the same time. Policy and legislation in Ireland dictates the responsibility of school principals in preventing and intervening in issues relating to bullying. The current research investigates the extent to which principals consider the impact of bullying on their students and the strategies they take to combat it in their schools. We consider how principals respond to bullying and what supports they feel are missing for them to adhere to relevant policy. A sample of 918 principals from a range of schools across Ireland completed an online survey. The results demonstrated some positive actions by principals such as the provision of anti-bullying policies. However, they also document areas that need more action such as increased access to counsellors and appointing a specific staff member to deal with and tackle bullying in each school. Guidance from the Department of Education and Skills in Ireland on the development and provision of an anti-bullying programme is called for. Results are discussed in light of the current Anti-Bullying Procedures established by the Department of Education and Skills and the Action Plan for Bullying 2013.     

Improving quality of the child care environment through a consultancy programme for centre directors

This study examined the effects of a newly developed on-site consultancy programme to improve global quality of the child care environment in non-parental child care centres for 0- to 4-year-old children as measured with the ITERS-R/ECERS-R. Using a randomised controlled trial with a pretest, posttest, and follow-up test, we compared 35 experimental group with 33 control group. The consultancy programme comprised three consultations in total. Analysis on the items that were specifically targeted during the consultancy showed a significant improvement on these targeted items between pretest and posttest and between posttest and follow-up. The effect of the consultancy programme on the total scores (including the non-targeted items) was not significant.     

Cooperative research centres: The concept and its implementation

The Cooperative Research Centres Program aims to enhance the effectiveness of the overall Australian R&D effort by drawing together researchers from several institutions to create the concentrations of resources which are needed, in many research fields, to keep pace with the rapid scientific and technological progress which is occurring internationally. The Centres link together outstanding groups of researchers, from both the public and private sectors, with the users of research from appropriate industry sectors and other sectors of the economy and provide opportunities for research users to participate actively in the planning and operation of the research activities. The Program was started in 1990. Fifty-two Centres have now been approved across six major R&D and industry sectors representing, when these Centres are fully established, a commitment by the government of some $100 million per year and, from the participants, of some $200 million per year. This constitutes some six percent of the national R&D effort.     

A Comparison of the Australian and British Post Binary Higher Education Systems

Both Australia and Britain have recently moved from a binary system of higher education to a unitary system based upon the universities. In both countries change has been affected by an increasing emphasis upon higher education as a vital national economic resource and the need to make higher education institutions” more efficient.” As a result universities have a much closer relationship with government than ever before.

Yet there are important differences: Australia ended its binary system by consolidating its Colleges of Advanced Education into the university system. In Britain the trend has been to redesignate polytechnics as universities without amalgamation. Britain has evolved a much more competitive system in the allocation of resources which has had a profound affect upon the universities.

This article explores major similarities and contrasts in the Australian and British experiences.     

Understanding autonomous peer feedback practices among postgraduate students: a case study in a Chinese university

Academic writing is a social practice in which the writer interacts with both texts and people and uses the interaction as a learning resource. While academic interaction in the classroom setting has been extensively investigated, student interaction that takes place without teacher supervision remains largely unexplored. Since autonomy is a key component of academic interaction, autonomous peer feedback practices among postgraduate students may be of some interest. This paper reports on an exploratory case study of peer feedback among a small group of postgraduate students in a master’s programme in translation studies in a prestigious Chinese university. The findings offer insights into the role of peer feedback in advancing academic literacy and forming scholarly communities in an emerging discipline. The case study provides an opening into the research area of autonomous peer feedback and suggests avenues for further, more substantial research.