This research book is a sequel to "The Future of Health, Wellbeing and Physical Education: Optimising children's health through local and global partnerships" http://www.palgrave.com/de/book/9783319316666 How are children’s wellbeing and health enhanced through the physical dimension in practice?
Surveys from 625 principal participants representing all education systems, various school sizes and regions within Australia. Data gathered has involved writing over 85 government reports/ publications https://legacy.aitsl.edu.au/school-leadership-ecollection/search-the-school-leadership-ecollection/detail?id=how-are-primary-education-health-and-physical-education-teachers%27-best-prepared • Researched a UK physical education university course – ‘Ofsted’ awarded ‘outstanding’ • Interviewed secondary PE teachers teaching in primary schools • Investigating HPE in remote Indigenous schools • Implementing Sustainable Development Goals (SDGs) for health and wellbeing
Collect surveys from principal participants representing government education system, various school sizes and regions within Brunei.
The overarching purpose of this research is to aid in understanding the causes of failure and success in language teaching classrooms. While most research in this area focuses on teacher action, teacher beliefs, methods, syllabus, materials development etc., The aim of this research is to investigate how school-aged learners see the language classroom and, by reference to similar data gathered from teachers, investigate the extent to which there may be a difference in perceptions of purpose, value/usefulness and expectations. The research is situated within phenomenology, specifically linked to Personal Construct Theory, and utilizes repertory grids as a means of gathering data and stimulating learner and teacher expression of how they see the classroom. This initial study, intended as a pilot for larger, broader research plans, focuses on secondary school learners in Brunei and their teachers.
This research project consists of five designed-based studies to inform the applicability of the proposed Innovative Inter-disciplinary Curriculum and Assessment Model (IICA) in (a) disseminating interest and motivation in students’ learning of science and mathematics, (b) instilling spiritual and social awareness embedded in the scientific and mathematical concepts, (c) promoting students’ understanding of science and mathematic concepts, and (d) improving students achievement in science and mathematics curriculum. The activities planned are: (1) Designing curriculum using a modified technological, pedagogical and content knowledge framework with personalized multi-model assessments or the Personalized Pedagogy, Assessment and Technology (PPAT) matrix; (2) Implementing and evaluating the CUP strategy for the teaching and learning (pedagogy) of the content in selected schools; (3) Investigating students’ understanding of the content through the social-semiotics and language integration; (4) Investigating the outcomes of multi-model formative assessments of students’ learning of science and mathematics concepts, and (5) Examining the effect of teacher-student interactions on students’ mathematising development. The outcome of the research project will be i) the Model for Innovative Inter-disciplinary Curriculum and Assessment for curriculum and assessment design, which can be replicated and disseminated to teachers as part of their continuous professional development. ii) innovative teaching and learning resources developed through the implementation of the IICA model. iii) books and journal articles publications on IICA model in international reputable publication houses.
This research project aims to improve students’ achievement in Science, Mathematics and Language education. This research proposes an intervention strategy that will inform stake-holders on how an innovative classroom teaching could promote conceptual understanding, and motivate students to participate in Science, Mathematics and English education. The aim of this study is to design an innovative inter-disciplinary curriculum, develop resources using applications for a technology enhanced teaching and learning, implement the curriculum in classroom using the proto-type resource, and assess the impact of the innovative inter-disciplinary curriculum and resource application in primary and secondary school students’ achievement and attainment of conceptual understanding. It is hypothesized that the innovative inter-disciplinary curriculum will be a useful model for classroom teachers to replicate, and the application for resource development can be used to develop teaching and learning materials. Such model and applications will empower teachers to collaborate in designing their own inter-disciplinary curriculum and resources. The outcome of the research will have a significant contribution towards teaching and learning in primary and secondary Science, Mathematics and English language education, which will be indicated by the improved students’ achievement and the attainment of the concepts, and observed interest to pursue Science, Mathematics and English at higher education.
The needs to empower teacher candidates and students with critical thinking skills in Brunei Darussalam have become one of the most important agenda in the education sector. Inevitably, teacher educators play a critical role in shaping teacher-candidates' praxis in promoting the application of critical thinking skills in classroom. It is believed that the approach to critical questioning adapted by the teacher educators during classroom interactions through guided participation will be appropriated by teacher-candidates in their own teaching. Thus, the main objective of the research is to observe whether the implementation of critical pedagogy by teacher educators will influence teacher-candidates questioning styles and approach in their classroom specifically in the Bruneian contexts. In order to achieve this, on top of proper plannings, classroom recordings and classroom discourse analyses need to be conducted which involve both settings that is at SHBIE and in schools. On one hand, while this study is looking for concrete evidence of transfers, if any, of praxis of critical thinking skills between both settings, on the other hand findings from this study can be utilised to further enhance the pedagogy of thinking skills in teacher education especially in the local contexts. It is expected that the findings from this research is to be shared in at least at one international conference and to be published in reputable journals.
With heavily rely on digital technologies, teaching and learning processes in higher education requires students to have digital literacy skills. According to Eshet (2012), digital literacy skill is a survival skill which students need in order to function effectively in digital learning environments. With Eshet’s model of digital literacy skill as a framework, this project aims to assess the digital literaciness of students in higher education. Based on Prensky’s assumption, these students are categorised as the digital native generation, in which this generation lives their lives immersed in digital technologies and that they learn differently from previous generations.
This study aims to investigate what and how teachers learn in utilizing a Lesson Study (LS) and a Learning Study (LeaS) model of teaching and what underpinning factors support or prevent such learning. In all its adaptations, Lesson Study emphasises the use of evidence to guide teachers’ collaborative reflection on what works in the classroom. It is timely to attempt a qualitative meta-analysis of a sample of reports of these studies to identify what they tell us about their effect on teacher learning - about what works from the perspectives of the teachers involved, and why the design and facilitation of the LS works from the perspectives of the facilitators and researchers involved. The reports published in a sample of journals – IJLLS, TATE, SJER, EARJ, ER and ZDM - over the last five years will be subjected to a systematic review to seek answers to two questions. Firstly, what do teachers learn by taking part in Lesson Study (LS)? The first focus of the review is on LS as critical reflection on practice, as teacher learning voiced by teachers. Secondly, what is the theory of learning that underpins the design, facilitation and evaluation of the LS? The second focus of the review is on the design for teacher learning voiced by facilitators of LS. Collaborator: Professor Airi Rovio-Johansson, University of Gothenburg, Sweden