Pub Date : 2019-10-24DOI: 10.1163/9789004417311_002
Ellie Kearnes, Denise Delphin, Tristam Fitzallen
{"title":"Learning outside School","authors":"Ellie Kearnes, Denise Delphin, Tristam Fitzallen","doi":"10.1163/9789004417311_002","DOIUrl":"https://doi.org/10.1163/9789004417311_002","url":null,"abstract":"","PeriodicalId":237272,"journal":{"name":"Harnessing the Transformative Power of Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129128666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-24DOI: 10.1163/9789004417311_007
Noleine Fitzallen, Jane Watson
{"title":"Using the Practice of Statistics to Design Students’ Experiences in STEM Education","authors":"Noleine Fitzallen, Jane Watson","doi":"10.1163/9789004417311_007","DOIUrl":"https://doi.org/10.1163/9789004417311_007","url":null,"abstract":"","PeriodicalId":237272,"journal":{"name":"Harnessing the Transformative Power of Education","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134176340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-24DOI: 10.1163/9789004417311_016
Emily E. Bullock, Kate Gross
{"title":"The Power of Collaboration and Partnership","authors":"Emily E. Bullock, Kate Gross","doi":"10.1163/9789004417311_016","DOIUrl":"https://doi.org/10.1163/9789004417311_016","url":null,"abstract":"","PeriodicalId":237272,"journal":{"name":"Harnessing the Transformative Power of Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131233738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-24DOI: 10.1163/9789004417311_010
M. Lynch
Meghan Lynch Students as Agents of Change 2006/2007 Dr. Susan Browne Masters of Science in Teaching, Collaborative Teaching The purpose of this study was to examine how literacy instruction encouraged students to think of themselves as agents of change. Using a qualitative design, a case study examined the effect literacy instruction had on students' perceptions of themselves as agents of change. The study took place in a fifth grade inclusion classroom of twenty three students. Journal prompts and class discussions were utilized to gather data. The data collected was analyzed and categorized according to student responses. Significant findings pointed that students were willing to think of themselves as agents of change. Table of
{"title":"Students as Agents of Change","authors":"M. Lynch","doi":"10.1163/9789004417311_010","DOIUrl":"https://doi.org/10.1163/9789004417311_010","url":null,"abstract":"Meghan Lynch Students as Agents of Change 2006/2007 Dr. Susan Browne Masters of Science in Teaching, Collaborative Teaching The purpose of this study was to examine how literacy instruction encouraged students to think of themselves as agents of change. Using a qualitative design, a case study examined the effect literacy instruction had on students' perceptions of themselves as agents of change. The study took place in a fifth grade inclusion classroom of twenty three students. Journal prompts and class discussions were utilized to gather data. The data collected was analyzed and categorized according to student responses. Significant findings pointed that students were willing to think of themselves as agents of change. Table of","PeriodicalId":237272,"journal":{"name":"Harnessing the Transformative Power of Education","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127230247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-24DOI: 10.1163/9789004417311_004
Sharon Bessell
{"title":"Building Strong and Supportive Communities","authors":"Sharon Bessell","doi":"10.1163/9789004417311_004","DOIUrl":"https://doi.org/10.1163/9789004417311_004","url":null,"abstract":"","PeriodicalId":237272,"journal":{"name":"Harnessing the Transformative Power of Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127381050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-24DOI: 10.1163/9789004417311_014
A. Hills, M. Gibson, T. Brown
{"title":"Passport to Better Health and Education Outcomes for Tasmania’s Children","authors":"A. Hills, M. Gibson, T. Brown","doi":"10.1163/9789004417311_014","DOIUrl":"https://doi.org/10.1163/9789004417311_014","url":null,"abstract":"","PeriodicalId":237272,"journal":{"name":"Harnessing the Transformative Power of Education","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126028069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-24DOI: 10.1163/9789004417311_001
B. Shelley, K. Riele, N. Brown, J. Wilson
{"title":"The Transformative Potential of Education","authors":"B. Shelley, K. Riele, N. Brown, J. Wilson","doi":"10.1163/9789004417311_001","DOIUrl":"https://doi.org/10.1163/9789004417311_001","url":null,"abstract":"","PeriodicalId":237272,"journal":{"name":"Harnessing the Transformative Power of Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122142731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-24DOI: 10.1163/9789004417311_019
N. Hopwood
The early years influence children’s learning, wellbeing and health and continue to do so into adulthood. As a result, they constitute an effective target for intervention seeking to transform the trajectories of children affected by disadvantage. The complex, multi-faceted nature of disadvantage makes it a ‘wicked problem’ – one that defies simple solutions delivered through isolated initiatives or organisations. As a result the need for integrated and place-based approaches across education, health and other domains is recognised. Tasmania’s Child and Family Centres exemplify such initiatives. Interviews were conducted with parents, volunteers and staff in three Centres, each located in communities affected by high levels of disadvantage. Analysis draws on cultural-historical theory to explore transformation resulting from expanding ways of making sense of the world and acting in it – i.e. learning. Evidence of significant change was found across three planes: children’s engagement in activities such as play; family practices, especially in interaction with children; and the communities in which children grow up. Integration and the place-based nature of the Child and Family Centres were found to be important in accomplishing these changes. However, these in themselves are not sufficient to address the wickedness of poor outcomes for disadvantaged children. Activities, practices and communities are shaped by, and shape one another, in dialectic relationships. Re-directing children’s trajectories in the early years benefits from approaches that work across each of these planes, and foster mutually enabling connections between them. The Child and Family Centres are achieving precisely this.
{"title":"Transforming Trajectories for Disadvantaged Young Children","authors":"N. Hopwood","doi":"10.1163/9789004417311_019","DOIUrl":"https://doi.org/10.1163/9789004417311_019","url":null,"abstract":"The early years influence children’s learning, wellbeing and health and continue to do so into adulthood. As a result, they constitute an effective target for intervention seeking to transform the trajectories of children affected by disadvantage. The complex, multi-faceted nature of disadvantage makes it a ‘wicked problem’ – one that defies simple solutions delivered through isolated initiatives or organisations. As a result the need for integrated and place-based approaches across education, health and other domains is recognised. Tasmania’s Child and Family Centres exemplify such initiatives. Interviews were conducted with parents, volunteers and staff in three Centres, each located in communities affected by high levels of disadvantage. Analysis draws on cultural-historical theory to explore transformation resulting from expanding ways of making sense of the world and acting in it – i.e. learning. Evidence of significant change was found across three planes: children’s engagement in activities such as play; family practices, especially in interaction with children; and the communities in which children grow up. Integration and the place-based nature of the Child and Family Centres were found to be important in accomplishing these changes. However, these in themselves are not sufficient to address the wickedness of poor outcomes for disadvantaged children. Activities, practices and communities are shaped by, and shape one another, in dialectic relationships. Re-directing children’s trajectories in the early years benefits from approaches that work across each of these planes, and foster mutually enabling connections between them. The Child and Family Centres are achieving precisely this.","PeriodicalId":237272,"journal":{"name":"Harnessing the Transformative Power of Education","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123685323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-24DOI: 10.1163/9789004417311_003
Yvonne Clark, Karen Glover
{"title":"Lateral Violence in Aboriginal Communities","authors":"Yvonne Clark, Karen Glover","doi":"10.1163/9789004417311_003","DOIUrl":"https://doi.org/10.1163/9789004417311_003","url":null,"abstract":"","PeriodicalId":237272,"journal":{"name":"Harnessing the Transformative Power of Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131463452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-24DOI: 10.1163/9789004417311_006
J. Woodroffe, T. Viney, Michael J. Craw, L. Spencer, L. Long
{"title":"Exploring Successful Learning with Lucas and Lily","authors":"J. Woodroffe, T. Viney, Michael J. Craw, L. Spencer, L. Long","doi":"10.1163/9789004417311_006","DOIUrl":"https://doi.org/10.1163/9789004417311_006","url":null,"abstract":"","PeriodicalId":237272,"journal":{"name":"Harnessing the Transformative Power of Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121755729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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