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Meanings emerging in practice (Part 3)

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Product Description

Edited by Kay Cleary, Patrick Alan Danaher, Warren Midgley, Shirley O'Neill and Jeong-Bae Son

Published: Dec 2007
ISBN: 978-1-921729-87-4
Pages: 123 (PDF version)


This collection publishes the third and final set of refereed papers from proceedings of the 3rd International Conference on Pedagogies and Learning, focused on ‘meanings emerging in practice’ as a lens for examining and evaluating multiple enactments of pedagogies and learning.

Each article engages with a specific theme nominated by the conference organisers as a useful means of identifying whether and how pedagogies and learning can be maximised through meanings emerging in practice.

Danaher et al interrogate the term ‘learner-centredness’ from the perspectives of their separate and shared interests in transformative learning, self-efficacy and social presence.

Lynch and Werth examine strategies to maximise learning outcomes for undergraduate students with low entry scores, including scaffolding and academics as a supportive social presence.

Ryan articulates the rationale for incorporating the voices of former students into the current offering of a large first year undergraduate course.

Ryle and Cumming make an explicit link between engaging the student voice in practice and forms of engagement in online learning communities.

Hooper considers engaging the student voice to a post-experience information and communication technology masters management program.

Blake examines pedagogical change by identifying some of the obstacles and opportunities involved in applied learning reform in postcompulsory secondary schooling.

Fleming looks at pedagogy for intercultural literacy, specifically with regard to the intersection between diversity in classrooms and teaching literacy in changing times.

Choi explores inclusive pedagogies, presenting a theoretically informed, critical interrogation of peer training methods for children and adolescents with autism.

Exley discusses transformative pedagogies, focusing on the impact of an early years multiliteracies project on linguistically and culturally diverse students.

Stenton highlights pedagogical challenges the context of physical health and its potential impact on educational achievement for adolescents experiencing otitis media with effusion and associated conductive hearing loss.

This Special Issue, and the ones that preceded it in this first wave of the conference’s refereed proceedings, have been intended to extend the existing scholarship in international pedagogies and learning, specifically through the lens of multiple and contested meanings emerging in practice.

Table of Contents

Editorial: Meanings emerging in practice (Part 3)
- Kaye Cleary, Patrick Alan Danaher, Warren Midgley, Shirley O'Neill, Jeong-Bae Son

Interrogating learner-centredness as a vehicle for meaning emerging in practice and researching personal pedagogies: Transformative learning, self-efficacy and social presence at two Australian universities
- Patrick Alan Danaher, Geoff Danaher, Beverley Moriarty

Students with low entry scores succeed at university
- Bernadette Lynch, Shalene Werth

Past student voices: Providing authentic collaborative descriptions
- Michael Ryan

Reflections on engagement in online learning communities
- Anita Ryle, Kaye Cumming

Engaging student voice to monitor and improve a post-experience ICT management program
- A S C Hooper

Exploring the challenge of applied learning reform
- Damian Blake

The impact of diversity in Queensland classrooms on literacy teaching in changing times
- Mary-Anne Fleming

Peer training methods for children and adolescents with autism: A review
- Serene H-J Choi

Meanings emerging in practice for linguistically and culturally diverse students: An early years multiliteracies project
- Beryl Exley

Do middle ear infections matter?: Student self-reported perceptions of behaviour, including social skills, following experience with otitis media with effusion
- Janice S Stenton

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