NAMERESEARCHONE KEY IDEA Anamika DeviConcept formation in early childhood settings: A dialectical view of imagination and cognition of preschool children in diverse cultural contexts The proposed study aims to expand the knowledge of different cultural values (Bangladeshi culture) in relation to children’s (3 children and age from 3 to 5 years) concept formation through analysing everyday institutional (home and preschool settings) practices. It will explore how parents and teachers engage young children in imaginary play and create the conditions for concept formation.
NAMERESEARCHONE KEY IDEA Feiyan ChenYoung children’s emotional development in everyday family life The development of children’s emotions is collectively constructed rather than an individual practice as identified in the literature.
NAMERESEARCHONE KEY IDEA Judith GomesA Study of Play, culture and science: Science Concept formation in early years Home and preschool have significant contribution in developing a scientific play motive for science concept formation in early years.
NAMERESEARCHONE KEY IDEA Megan AdamsInternational transitions: A cultural historical perspective of young expatriate children and families entering international schools of Malaysia A new perspective on transitions as emotionally charged events is theorised, contributing to understandings of the concept of transition as an affective relation between an international shift and micro transitions during the process of children and families settling into the new local context.
NAMERESEARCHONE KEY IDEA Mohamad Khairul Haji Matusin IMPLEMENTING EDUCATIONAL CHANGE: ASSESSMENT IN PROJECT-BASED LEARNING ENVIRONMENT IN BRUNEI DARUSSALAM’S SECONDARY SCHOOLS implications of Dynamic Assessment (DA) in a Project- based Learning (PBL) environment
NAMERESEARCHONE KEY IDEA Nicole Parker Quality in early childhood education understanding the ways in which quality is conceptualised and measured
NAMERESEARCHONE KEY IDEA Omar Sulaymani A cultural historical activity study of Saudi children’s learning using digital devices This study will examine dialectical relations between young children's everyday life experiences of using digital devices and the educational settings in Saudi Arabia with respect to the cultural development of classroom practices via different concepts including motivations, social situation of development, demands, and perezhevanie in order to close the digital divide between children's real life and educational setting in Saudi Arabia.
NAMERESEARCHONE KEY IDEA Shuhuan PangMind the Gap: Teachers’ Perspectives on Adjusting the Reform and Innovation in Play- based Early Childhood Education Curriculum and Pedagogy The study seeks to use cultural- historical theory to inform an exploration of teachers’ perspectives examining their belief-practice gap as well as policy-practice gap in the Chinese sociocultural ECE (early childhood education) context. The study concentrates on adjustments of reform and innovation in play-based curriculum and pedagogy from teachers’ perspectives bridging these gaps in order to maximize children’s diverse development.
NAMERESEARCHONE KEY IDEA Shukla SikderInfant-toddler development of scientific concepts as part of everyday family practices Small Science
NAMERESEARCHONE KEY IDEA Sue MarchA study of fairy tales as a source of child development in early childhood education I am interested in the role of fairy tales and imagination in generating the conditions for children’s development in multi- age group settings and family homes from a cultural-historical perspective.
NAMERESEARCHONE KEY IDEA Yijun HaoYoung children’s concept formation: A cultural-historical study of children’s imaginary play at home This study tries to explore the value of play within the consideration of young children’s development of concept. It is important to investigate the nature of play when it is in relation to the learning of concepts rather than separately define and analyze the meaning of play and learning.
NAMERESEARCHONE KEY IDEA Rebecca LewisGroup time with 3 - 5 year olds: How teachers create the conditions for 'the collective ZPD There has been minimal research regarding the ZPD in relation to a group context. Group time is an important cultural practise in many Australian kindergartens. This study aims to examine the active role of the teacher and their explicit pedagogical practise in intentionally creating the conditions for the greater potential of the collective group when collaborating and problem solving with more capable others.
Dr Susan Davis, CQUniversity email@example.com T.R.E.E.Mappa Project Formative CHAT informed interventions within various school contexts using drama, the arts and digital mediation for engaged and connected learning Most recent ones with a focus on environmental and sustainability issues Also Interested in Vygotsky’s work on creativity Various research partners – CQU, UWS, Newcastle, Macquarie, Sydney Theatre Company, UNESCO MaB program.
Mathematics education research Interest: Mapping student and teacher knowledge from a growth perspective using the metaphor of fluency rather than amount. firstname.lastname@example.org
Stuart Hawken, PhD candidate, Deakin University Supervisors - Associate Prof Damian Blake, Dr Shaun Rawolle, Dr Trace Ollis Topic Title: APPLIED LEARNING AS ALTERNATIVE CURRICULUM: INVESTIGATING A SENIOR HIGH SCHOOL SPORTS BASED PROGRAM. “I can see something special happening, something very different to what the students might experience in a mainstream school. The learning process is different and so are the outcomes. I want to explain the what, how and why of this phenomenon.”
Kim Anh Dang (PhD, Melb.) Vietnam National University, Hanoi 20 Dang & Marginson (2013). Global learning through the lens of Vygotskian sociocultural theory. Critical Studies in Education, 54(2), 143-159. Dang (2013). Identity in activity: Examining teacher professional identity formation in the paired- placement of student teachers. Teaching and Teacher Education, 30 (2013), 47-59.
Recently graduated from Melbourne Graduate School of Education, under the supervision of Dr. Russell Cross and Dr. Alan Williams Recent publications centre on appropriating Vygotsky’s sociocultural theory to research on teacher collaborative learning and educational research in contemporary globalized contexts. Other selected publications on sociocultural activity research: Dang, T. K. A, Nguyen, T. M. H., & Le, T. T. T. (2014). Chapter 4: Impacts of globalization on EFL teacher education through English as a medium of instruction: An example from Vietnam. In Hamid, O., Nguyen, H., Baldauf Jr, R. Language Planning for Medium of Instruction in Asia. Routledge. Dang, T. K. A, Nguyen, T. M. H., & Le, T. T. T. (2013). Impacts of globalization on EFL teacher education through English as a medium of instruction: An example from Vietnam. Current Issues in Language Planning, 14(1), 60-82. Dang, T. K. A. (2012). Impact of globalization on ELT pre-service teacher education in a Vietnamese context: A sociocultural perspective. In Gitsaki, C. &Baldauf, R. (Eds.). Future Directions in Applied Linguistics: Local and Global Perspectives, (pp. 140-157). Newcastle upon Tyne, England: Cambridge Scholars Publishing.
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