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Educational Issues for Children of Itinerant Seasonal Farm Workers: A Case Study in an Australian Context

Although many Australian children change schools during the course of a school year, the children of itinerant seasonal farm workers can move residences as well as schools on a regular basis, often two or three times annually. Surprisingly, however, educational itinerancy has not been widely researched, particularly in Australian contexts. This paper uses a case study approach to discuss some of the issues that affect the literacy learning of the children from one family, who follow summer and winter harvesting seasons across state borders. Through this approach, the voices of the children and their families are heard alongside those of their teachers and other school personnel

Educational developments, practices and effectiveness: Global perspectives and contexts

Educational initiatives are continually implemented in order to understand what works in education and why. This book explores a range of such initiatives in Australia, Canada and Switzerland in order to analyse their effectiveness in improving outcomes for learners and teachers, as well as promoting specialised disciplines of knowledge. The first chapter distils a conceptual framework clustered around four elements of educational developments: the institutional focus, educators' professional development and reflective practice, research-based practice and technological impact. The rest of the chapters present case studies concerning enhancing corporate learning; metacognition and co-regulation in online communities of inquiry; supporting university students with disabilities; educational evaluation of teachers' ICT knowledge; using language to achieve schoolwide pedagogical improvement; sustainable engineering education; mathematics education through digital technologies; and the mass media's educational value. © Jennifer Lock, Petrea Redmond, Patrick Alan Danaher 2015

Teleological pressures and ateleological possibilities on and for a fragile learning community: Implications for framing lifelong learning futures for Australian university academics

This paper applies the teleological–ateleological lens to the activities of a group of postgraduate and early career researchers at an Australian university. Given the tensions between organisational imperatives and individual aspirations, there are mixed signals about whether the group can be accurately and appropriately considered a learning community

Lifelong learning journeys on the move: Reflecting on successes and framing futures for Australian show people

This paper reflects on the successes and contributes to framing the futures of and for Australian show people as lifelong learners, drawing on qualitative interview data and analysis of their periodical The Outdoor Showman. Their lifelong learning journeys on the move are innovative and empowering, yet also vulnerable to capture

Empowering educators: Proven principles and successful strategies

Educators cannot empower their students without being empowered themselves. This book presents a number of proven principles and successful strategies that have been demonstrated by rigorous research to be effective in assisting teachers to carry out their fundamental mission of helping their students to achieve significant learning outcomes. © Kevin Larkin, Marta Kawka, Karen Noble, Henriette van Rensburg, Lyn Brodie and Patrick Alan Danaher 2015, Respective authors 2015 and Marc Clarà 2015

Navigating the education research maze: Contextual, conceptual, methodological transformational challenges and opportunities for researchers

This book depicts rigorous and vigorous accounts of strategies used successfully by researchers to negotiate their way through the research maze

Occupational Travellers and Researchers as Educational Border Crossers: Methods for Researching with Australian and British Fairground People

The work of occupational Travellers requires them to cross geographical borders regularly, which in turn generates challenges and opportunities for educating their children. Similarly, education scholars researching with occupational Travellers cross axiological, epistemological and ontological borders in striving to research ethically and reciprocally with the research participants in spaces that mainstream cultures position as being on the margins of educational provision. This chapter explores and evaluates the methods deployed by the authors in conducting and publishing research with members of the Australian and British fairground communities over several years. These methods centre on issues of rapport, reciprocity and representation, and they include intercultural communication, nuanced vocality and co-authorship where possible. Conceptually, the discussion is framed by an updating of Giroux’s (Border crossings: Cultural workers and the politics of education [2nd ed.]. New York, NY: Routledge, 2005) provocation around border crossings

Navigating the education research maze: Contextual, conceptual, methodological transformational challenges and opportunities for researchers

This book depicts rigorous and vigorous accounts of strategies used successfully by researchers to negotiate their way through the research maze

Empowering educators: Proven principles and successful strategies

Educators cannot empower their students without being empowered themselves. This book presents a number of proven principles and successful strategies that have been demonstrated by rigorous research to be effective in assisting teachers to carry out their fundamental mission of helping their students to achieve significant learning outcomes. © Kevin Larkin, Marta Kawka, Karen Noble, Henriette van Rensburg, Lyn Brodie and Patrick Alan Danaher 2015, Respective authors 2015 and Marc Clarà 2015