Interannual variability in upper ocean salt content in the southeast Indian Ocean

An average freshening of 0.2 psu, extending from 100 degrees E to Australia, 25 degrees S to Indonesia and down to 180 m depth, persisted for more than 3 years from 1999 to 2002. We map the anomaly using CTD profiles from Argo floats and suggest that the dominant forcing for the anomaly is surface freshwater flux over the Indonesian seas that is advected into the region. Using historical CTD data and surface freshwater flux reanalysis products we show that the Indonesian Australian Basin experiences strong interannual variability in upper ocean freshwater content and that the recent fresh event, a result of a long-lasting La Nina, is unprecedented during the last 25 years

Critical reflection in Family Day Care : An overview of the literature

This resource was developed as part of an Education Horizon research project funded by the Queensland Department of Education: Distributed Leadership in Family Day Care: Challenge, change, and opportunitie

Supporting elementary school children to engage in collaborative argumentation : Developing a kaleidoscope framework of inquiry dialogue

While the early years of children’s education have long been acknowledged as crucial in supporting learning and development, there has been less focus on argumentation literacy as a way to promote active learning. This conceptual paper explores a new cross-disciplinary teaching framework, called the kaleidoscope framework of inquiry dialogue, which explicates the role of elementary school children’s collaborative argumentation processes during inquiry dialogue. The two key theories (reflective devices) in the framework include reflexivity and epistemic cognition. Using a kaleidoscope metaphor, we conceive of dynamic theoretical interactions which depend on aspects of children’s collaborative argumentation skills and learning/teaching contexts (the pieces of coloured glass contained within the kaleidoscope) that are in focus at any particular point in time. This paper first discusses inquiry dialogue and collaborative argumentation, followed by an overview of the underlying theories of reflexivity and epistemic cognition used in the kaleidoscope framework. Implications for supporting elementary school children’s collaborative argumentation processes during inquiry are discussed throughout

Teaching for active citizenship: Moral values and personal epistemology in early years classrooms

There is strong social and political interest in active citizenship and values in education internationally. Active citizenship requires children to experience and internalize moral values for human rights, developing their own opinions and moral responsibility. While investment in young children is recognised as an important factor in the development of citizenship for a cohesive society, less is known about how early years teachers can encourage this in the classroom. This book will present new directions on how teachers can promote children's learning of moral values for citizenship in classrooms. The research provided offers important insights into teaching for active citizenship by: • providing an analysis of educational contexts for moral values for active citizenship • highlighting teachers'beliefs about knowing and knowledge (personal epistemologies) and how these relate to children's learning and understanding about social and moral values • discussing the impact of teachers'beliefs on teaching practices. Evidence suggests that investment in the early years is vital for all learning, and specifically for developing an understanding of active citizenship for tolerant and cohesive societies. This book will be essential reading for the professional education of early years teachers interested in teaching for active citizenship

Doing the right thing in the early years of primary school: A longitudinal study of children's reasoning about right and wrong

Doing the right thing at school involves moral reasoning about right and wrong that interplays with a sense of responsibility as children move towards being active citizens. In the current study, we investigated how 124 Australian children’s understanding and reasoning about doing the right thing changed over the early years of primary school (age 5–6 years through to age 7–8 years). This study included children’s ideas about how they knew what was right and wrong and how they worked out for themselves what was right and wrong at school. The main finding suggests that children did not believe they were engaged in personal decision-making or reflections about what was right and wrong at school as they progressed through Year 1 to Year 3. Instead of developing autonomy and personal decision-making, children came to rely more on external authorities for knowledge. The implications from these findings point to the need to support children to become active citizens through participatory pedagogies and a focus on democracy

Epistemic beliefs and beliefs about teaching practices for moral learning in the early years of school: relationships and complexities

While investment in young children is recognised as important for the development of moral values for a cohesive society, little is known about early years teaching practices that promote learning of moral values. This paper reports on observations and interviews with 11 Australian teachers, focusing on their epistemic beliefs and beliefs about teaching practices for moral education with children aged 5 to 8 years. The analysis revealed three main patterns of thinking about moral education: following others, reflecting on points of view, and informing reflection for action. These patterns suggest a relationship between epistemic beliefs and beliefs about teaching practices for moral learning which have implications for teacher professional development concerning experiences in moral education