7 – 8 November 2019
Deakin University, Melbourne City Centre
Level 3, 550 Bourke Street, Melbourne
Download the conference poster here.
The symposium in 2019 focused on practical and theoretical aspects of research methodology (as usual) although we extended invitations to our health colleagues.
Presentations at the symposium will be grouped into sessions of three to five presentations designed to promote focused discussion of a methodological issue. The methodological issues should be broadly related to mathematics, science, health, or environmental education. Following each presentation session, there will be the opportunity for extended discussion of methodological issues, theoretical framing, research design, instruments and their application, and approaches to analysis. There is equal time devoted to discussion as to presentations highlighting the value of the discussion.
Presentations will be 10 to 15 minutes in duration and should briefly outline the research question being addressed and may include the findings or likely outcomes of the research, but should focus mainly on the research methodology. Reports on work in progress are welcome.
Keynote Speakers
Professor Kathleen Nolan, University of Regina
Professor Kathleen Nolan, University of ReginaKathleen Nolan is a Professor in the Faculty of Education at the University of Regina (Saskatchewan, Canada), where she teaches undergraduate and graduate courses in mathematics curriculum, qualitative research, and contemporary issues in education. Her research focuses on mathematics teacher education, exploring issues of teacher identity and the regulatory practices of schooling, learning and knowing. Bourdieu’s social field theory and theories of critical, culturally responsive education feature prominently in Kathleen’s work.
In addition to more than 45 published articles, book chapters, and conference proceedings papers, Kathleen has authored and/or co-edited two books, with a third edited collection, entitled Social Theory for Teacher Education Research: Beyond the technical-rational, to be published by Bloomsbury in 2019.
Title: Disrupting the relations and functions of school mathematics: A methodology for reframing mathematics through culturally responsive pedagogy
Abstract: In response to calls to develop culturally appropriate curricula and to educate new teachers in these curricula, the research described in this presentation asks the question of how school mathematics and mathematics teacher education might be reframed through critical and culturally responsive pedagogies. The presentation will explore the methodological innovation involved in operationalizing a form of discourse analysis which draws on Nancy Fraser’s three-dimensional framework for social justice, along with conceptual tools of Pierre Bourdieu. In doing so, the research challenges dominant school mathematics paradigms which (re)produce injustices with regard to participation in mathematics, proposing a new (disruptive) form of culturally responsive pedagogy (CRdP). While the research is motivated by pedagogical concerns, and on tracing the dialogue between theory/methodology and practice/pedagogy, these concerns are located in the social, political, cultural, and economic insights that the pedagogic actions of CRdP offer to the fields of mathematics (and) teacher education.
Associate Professor Margaret Bearman, Deakin University
Associate Professor Margaret Bearman, Deakin UniversityMargaret Bearman is an Associate Professor within the Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University. She holds a first class honours degree in computer science and a PhD in medical education. Over the course of her career in health and higher education, Margaret has written over 70 publications and received over $7.5 million in research and development funding.
She has been formally recognised for her work as an educator and researcher, including awards from the Australian Office of Learning and Teaching and Simulation Australasia. Margaret’s interests include: assessment and feedback; simulation and digital technologies; sociomateriality; and educational workforce development. Her methodological expertise includes qualitative and quantitative research designs, as well as evidence synthesis.
Title: Review: the assumptions and challenges of ‘evidence’ synthesis
Abstract: The literature review is often seen as a rite of passage for any research student: a means of positioning work within the scholarly arena. However, particularly in the health sciences, literature reviews are viewed as a type of research in their own right. The systematic review is possibly the most well-known form but there are many types of evidence syntheses. This keynote will explore various approaches and their associated ontological and epistemological assumptions. Drawing from my own experiences with a variety of methodologies (eg systematic, realist, integrative and framework synthesis), I will discuss the potential of the literature review and explore theoretical and rhetorical challenges.
Program
Thursday 7th November 2019
| 9–9.20am | Registration | ||
| 9.20–9.30am | Welcome and Opening Remarks | Russell Tytler | |
| 9.30–10.30am | Keynote: Disrupting the relations and functions of school mathematics: A methodology for reframing mathematics through culturally responsive pedagogy | Kathy Nolan | |
| 10.30–11am | Morning Tea | ||
| 11–12pm | Visualisation in Method | Chair: Russell Tytler | |
| Unplugged programming, games and technology | George Aranda | ||
| The Film-Philosophy-Education group as a methodology for research into visual-linguistic reasoning | John Cripps Clark and Joseph Ferguson | ||
| Situating sustainable chemistry in teaching and learning with systems thinking | Seamus Delaney | ||
| 12–1pm | Lunch | ||
| 1–1.40pm | Charting Teacher Change | Chair: Peta White | |
| Teaching Out-of-Field with digital technologies: Analyzing a teacher’s perceptions of change through Positioning Theory | Emily Rochette, Christine Redman, Paul Chandler | ||
| Analytical frameworks for longitudinal qualitative case study | Linda Hobbs, Frances Quinn, Chris Speldewinde, Coral Campbell | ||
| 1.40-1.50pm | Short Break | ||
| 1.50–2.30pm | Researching Meta-levels of Student Learning | Chair: Joe Ferguson | |
| Dialogue and shared cognition: Student-student talk in the negotiation of mathematical meaning during collaborative problem solving | Man Ching Esther Chan and David Clarke | ||
| Methodological challenges in researching students’ aesthetic responses in science inquiry | Vaughan Prain | ||
| 2.30-2.40pm | Short Break | ||
| 2.40–3.20pm | Making Sense of Data | Chair: George Aranda | |
| Exploring the cosmos: Analysing patterns in high school student responses to a pilot Concept Inventory for cosmology | Saeed Salimpour | ||
| Seeking a structure for the Australian mathematics teachers’ professional lexicon: Conducting a cluster and network analysis to reveal patterns of association | Carmel Mesiti, David Clarke, and Jan van Driel | ||
| 3.20-3.40pm | Afternoon Tea | ||
| 3.40–5pm | Panel Discussion: Researching Capabilities | Chair: Linda Hobbs | |
| Methodological challenges in researching student capabilities | Russell Tytler, Joseph Ferguson, John Cripps Clark, Vaughan Prain | ||
Friday 8th November 2019
| 9–9.30am | Registration | ||
| 9.30am | Welcome to Day Two | Russell Tytler | |
| 9.40–10.40am | Keynote: Review: The assumptions and challenges of ‘evidence’ synthesis | Margaret Bearman | |
| 10.40 – 11.10am | Morning Tea | ||
| 11.10–11.40 | Sociomaterial Approaches to Literature Review | Chair: Peta White | |
| Eilam et al – Climate change Fitzgerald – Astronomy as Prof Learning Hobbes & Marks – The power of formative evaluation Lander & Sawatzki – Transorm-ed Feedback in doctoral supervision: Taking a sociomaterial approach in literature review White & Tytler – 100 Jobs of the Future | Joanna Tai, Margaret Bearman, Michael Henderson, Elizabeth Molloy, Rachelle Esterhazy | ||
| 11.40–11.50am | Short Break | ||
| 11.50-12.50pm | Iteration and Scale in Researching Teacher Learning | Chair: Seamus Delaney | |
| Designing extended professional development: The power of formative evaluation | Linda Hobbs and Genée Marks | ||
| Transform-Ed: Embedding active pedagogies ‘at scale’ to improve children’s physical activity and mathematics learning | Carly Sawatzki and Natalie Lander | ||
| Teacher Research Experiences in Astronomy as professional learning: Threats to validity and opportunity studying a heterogeneous, low population, research sample – Astronomy as Prof Learning | Michael Fitzgerald | ||
| 12.50–1.50pm | Lunch | ||
| 1.50–2.50pm | Researching Wider Aspects of Curriculum and Learning | Chair: Linda Hobbs | |
| Examination of climate change conceptualization within upper secondary Victorian Curriculum | Efrat Eilam, Veerendra Prasad, and Helen Widdop Quinton | ||
| Moral criteria for the evaluation of cultural psychological studies in education | Jenny Martin | ||
| How to carefully conceptualise and analyse student agency in relation to assessment in higher education? | Juuso Nieminen and Laura Tuohilampi | ||
| 2.50–3.20pm | Afternoon Tea | ||
| 3.20-3.50pm | Engagement and Impact | Chair: Joe Ferguson | |
| 100 Jobs of the Future: Engagement and impact | Russell Tytler and Peta White | ||
| 3.50-4pm | Closing Session: CAR 2020 and Evaluation | Peta White | |
| 4pm | Symposium ends – Please join us for light refreshments | ||
CAR Coordinators: Alfred Deakin Professor Russell Tytler, Dr. Peta White, Dr. John Cripps Clark, and Dr. Joe Ferguson
Sponsored by Research for Educational Impact (REDI) in conjunction with the STEME Research Group
Posted Jun 28, 2019
Deakin Downtown
Level 12, Tower 2, Collins Square, 727 Collins Street, Melbourne