Jeanette Berman

Conceptual Frameworks in the Doctoral Research Process: A Pedagogical Model.

This paper contributes to consideration of the role of conceptual frameworks in the doctoral research process. Through reflection on the two authors’ own conceptual frameworks for their doctoral studies, a pedagogical model has been developed. The model posits the development of a conceptual framework as a core element of the doctoral research process that will support the extended abstract thinking (SOLO Taxonomy) essential at this level of postgraduate research. The model articulates the need for alignment between the ontology, methodology and epistemology of doctoral research, with specific articulation of aspects of each dimension. The use of the model involves construction of an explicit conceptual framework, which will ensure a conceptually valid research project and will focus the social and cultural activity of the process, supporting the student learning, the research project and the supervisory relationships.

School Counsellor Use of Curriculum-based Dynamic Assessment.

This study explored the conditions required for the practical implementation of dynamic assessment in schools. It involved the development and implementation of a curriculum-based dynamic assessment procedure in the area of school mathematics for use by school counsellors. Dynamic assessment has been developed within Vygotskian theories of learning, teaching and assessment. It incorporates a teaching or mediation phase that requires the application of clinical assessment and teaching skills. This paper argues that the competencies needed to conduct a successful dynamic assessment are a blend of professional skills possessed by school counsellors. The assessment procedures used in this study resulted in valid assessment information about students cognitive development as well as aspects of their general cognitive, social and emotional functioning. The information gathered through dynamic assessment was particularly useful for informing classroom teaching. The practical problems associated with dynamic assessment identified in the literature were not found to be barriers to the use of these techniques in schools in this study. Instead, dynamic assessment, used to complement conventional assessment instruments, has the potential to enhance the classroom utility of assessments carried out by school counsellors.

Sustainable learning: Inclusive practices for 21st century classrooms.

1. An introduction to sustainable learning 2. Processes of learning 3. Processes of teaching 4. Factors that support and hinder learning 5. Assessment and learning 6. Learning for all 7. Learning that matters 8. Learning that lasts 9. Sustainable learning: inclusive practice for 21st century classrooms.

Benefits and concerns: parents’ perceptions of inclusive schooling for children with special educational needs (SEN) in Bhutan

ABSTRACT This qualitative study explored Bhutanese parents’ perceptions of the benefits and their concerns in relation to the inclusive education of their children with special educational needs (SEN). Twenty-six parents (13 fathers and 13 mothers) of children with SEN, either fully or partially included in three pilot schools with SEN programmes located in urban, semi-urban, and rural regions in Bhutan were individually interviewed. The thematic analysis of the interview transcripts revealed that inclusion was associated with social benefits for parents of children with developmental disabilities, while parents of children with physical disabilities perceived the caring and supportive environment as the major gain from inclusion. For a few parents, the inclusion of their child in the school alleviated some of the burden of daily care. Most parents were satisfied with their children in the school, despite limited school resources, although their concerns for behavioural problems, bullying and lack of academic learning persisted. Implications for parent advocacy in the school and the need for counselling both for parents and their children, and training for teachers are discussed.

Enabling the exercise of choice and control: How early childhood intervention professionals may support families and young children with a disability to exercise choice and control in the context of the National Disability Insurance Scheme

THE NATIONAL DISABILITY INSURANCE Scheme (NDIS) is progressively being implemented across Australia. The Scheme aims to more equitably and sustainably support families and young children with a disability to optimise independence and participation in all aspects of their lives, including early childhood education. A key platform of the NDIS is for people with a disability to have choice and control over decisions about service provision. It is imperative to review the research that investigates what the notion of choice and control over service provision means for families and children with a disability, and how early childhood intervention (ECI) professionals can effectively support this decision making. In this article we argue that to effectively support families and children to experience choice and control, ECI professionals must build and share specialist knowledge and expertise to support informed decision making, engage in positive relationship-building practices and develop a shared approach to accountability with families.