Janeen Lamb

Combining teaching experiments and professional learning : conflicts between research and teacher outcomes

This paper examines the conflict in interest between teaching experiments and professional learning when they are combined in a research project. The study reported in this paper is the fourth year of a five year longitudinal study on the introduction of early algebraic concepts. The ten teacher participants are from five state primary schools in middle class areas in Brisbane, Queensland. The findings from this investigation suggest that potentially many conflicts exist between the interest of a teaching experiment and that of professional learning. Some of these conflicts can be overcome, others can be minimised by restructuring, but some are fundamentally inherent when the methodologies are combined.

Teaching receptive labelling to children with autism spectrum disorder: A comparative study using infant-directed song and infant-directed speech

Abstract Background There is a growing body of literature investigating the efficacy of music interventions for children with autism spectrum disorder (ASD); however, little empirical research has been conducted into the use of musical elements to facilitate language learning. Methods This crossover-design study compared the responses of 22 children with ASD (M age = 5.88 years) to sung and spoken instructions embedded into a computer-based communication intervention designed to teach receptive labelling. Results There was no significant difference between the sung and spoken conditions. Following both conditions, there was a significant increase in receptive labelling skills; skills were generalised and were maintained at follow-up. A difference in group performance was found. Conclusion Further research is required to investigate child characteristics that may impact on childrens performance using this approach.

On comparing mathematical models and pedagogical learning

Comparing and contrasting different mathematical models of realistic situations is one way in which the relative strengths and weaknesses of these models, and the mathematics that underpins them, can become the focus of discussion in a mathematics classroom. This chapter reports on one episode from a research and development project where teachers were learning to orchestrate such classroom discussions with a view to providing opportunities for their students to apply mathematical understanding and skills in context. While the teachers did discuss a range of models they also experienced difficulty in reconciling the conflicting ideas represented in these models.

Educational change leadership through a new zonal theory lens: Using mathematics curriculum change as the example

This paper outlines actions that educational change leaders can take to better meet their curriculum change obligations and responsibilities. In order to do this we extend Vygotsky’s (1978) zonal theory and its many extensions and elaborations by positioning educational change leadership within this theory. We rename the zones to Zone of Principal Responsibilities, Zone of Principal Support, Zone of Professional Learning, Zone of Teacher Resistance and Zone of Principal Illusion, and we introduce the Zone of Curriculum Change and represent these zones in diagrammatical form. We use our research on mathematics curriculum change in one school as an example of how our new zonal theory lens supports educational change leadership. Our findings illuminate possible actions and reactions of the principal and the teacher that ultimately suggest a way forward for turning around unsuccessful curriculum change. Our new zonal theory provides opportunities for change leaders to reduce teacher resistance with evidence that the action and reaction of the principal and the teacher are not independent of each other but are, in fact, co-constructed.

Researching Curriculum, Policy and Leadership in Mathematics Education

This chapter reviews research regarding the official mathematics curriculum and its enactment, the educational leadership to support this enactment, and the associated influential policy, such as national testing. It explores the interrelationships between inherent issues such as the potential influence of textbooks, curriculum equity, and the complexities of implementing numeracy across disciplines. Substantial research has led to the development of robust theoretical models to inform both future research and practical developments across a range of aspects of curriculum, policy and leadership. However, the seemingly diverse research perspectives are all drawn towards the teacher in the classroom as the critical context for further research.

Developing Statistical Numeracy: The Model Must Make Sense

Teaching statistical numeracy in middle school classrooms requires high quality instruction that promotes opportunities to use mathematics in modelling problem situations. In this chapter we report on a professional development session that involved nine teachers from six rural and remote high schools in Queensland, Australia. Results indicate that some teachers focused on the mathematics they would teach, limiting numeracy opportunities, while others focussed on making sense of the problem by modelling, thereby promoting statistical numeracy. This research suggests that ongoing learning opportunities where such differences become the point of professional discussions are needed to support teachers’ understanding and appreciation of the role of modelling in promoting statistical numeracy.

The Dual Modelling Cycle Framework: Report on an Australian Study

The aim of this study was to investigate how 23 students from one Year 6 class in an Australian primary school engaged with two modelling tasks using the dual modelling cycle framework. This framework is designed to assist students who do not find a solution to a modelling task by introducing a second similar yet simpler modelling task in a second cycle. Students participated in 2 × 60 min lessons over 2 days. Results indicate they benefitted from the modelling approach theorised by the Dual Modelling Cycle Framework. While students demonstrated an inability to find a solution for the first task, they were fully engaged in Task 2. They enjoyed this cognitively demanding yet stimulating approach that provided all students with opportunities to participate in an orchestrated discussion where they were able to find solutions for Task 1 and justify their findings using evidence from their concrete models.