Tania Aspland

Critical Collaborative Action Research as a Means of Curriculum Inquiry and Empowerment

ABSTRACT This paper articulates firstly, the main issues underpinning collaborative research which have been presented in the recent literature. Secondly, the paper reports on the collaborative approaches used in two recent studies in which the researchers worked with teachers and investigated matters of mutual interest in relation to curriculum policy formulation and practice. A number of propositions, grounded in the data, have emerged from the studies and are presented here for scrutiny. These are set within a brief review of contemporary literature, with a view to extending existing beliefs and propositions about a collaborative research approach which brings meaning to the lived experiences of people in the field. The article concludes by arguing for a critical orientation towards collaborative action research as a worthwhile means of forming a partnership between university researchers and school‐based teacher‐researchers for both curriculum inquiry and empowerment. It is anticipated that such a pap...

Constructing a Territory for Professional Practice Research: Some Introductory Considerations

This article seeks to define professional practice research by juxtaposing an overview of a selection of our own experiences with a commentary on some of the ideas in the literature in such areas as action research, practitioner research and teacher research, all of which focus significantly on what it means to engage in research efforts in creating and extending professional knowledge, in illuminating and improving practice and in influencing policies in an informed way. In these terms, research will support and sustain an inquiry-based approach to professional work and practice in a range of social endeavours. The article concludes with a set of ideas for advocating the worthwhile nature of professional practice research.

Putting professional learning up front: a perspective of professional development within a context of collaborative research about curriculum leadership [1] [2]

Abstract This article addresses issues of professional development and professional learning within a context of curriculum leadership for effective learning and teaching. It refers, first, to a collaborative research project funded by the Australian Research Council, culminating in an emerging model of curriculum leadership; and, secondly, to two research-based professional development projects. The research approach used in the projects is articulated and the complex issues for professional learning are raised as a set of professional learning are raised as a set of propositions for ongoing conversation and debate. These propositions are an attempt to put professional learning up front in professional development activities.The emerging model of curriculum leadership, discussed in the article, has resulted from collaborative research work involving the Effective Learning and Teaching Unit of the Education Department of one Australian state (Queensland), teachers in Queensland schools and the authors. Th...

Sex education in South Australia: the past and the present

In South Australia, sex education has been controversial since its inception. The Australasian White Cross league and the Family Planning Association of South Australia were the pioneers of sex education in South Australia. The framing of a national framework and the implementation of the SHARE (Sexual Health and Relationships Education) project in recent years have contributed to the field of sex education; however, not without controversies. This study traces the development and the major incidents in the history of sex education in South Australia to date.

Misconceptions of Qualitative Research Design

This chapter raises some key issues relating to doctoral completions in Australia and the complex process of thesis examination. More specifically it reports on a set of data that was collected from over 40 thesis examinations from 2009 through to 2012 where examiners reports were deconstructed using a particular lens.

Review of STI-related ‘knowledge’ and ‘attitude’ studies: implications for teacher education in South Australia

Sexually transmitted infection (STI) rates are on the rise in South Australia as evident from a number of statistical reports. Pre-service teacher education forms the first step towards the professional development of teachers. Attributes such as knowledge and attitude are integral not only for teachers entering the profession but also for enhanced student learning outcomes. However, a review of the literature related to STI knowledge and attitudes of pre-service teachers reveal sufficient gaps in the knowledge and a lack of confidence of this cohort in addressing STI-related education. This is imperative towards the call for an effective teacher education in South Australia given the increased incidence of STIs in the state and the inconsistencies related to the inclusion of knowledge about STIs in pre-service teacher education undergraduate degrees.