1
CROSS CULTURAL AND COMPARATIVE EDUCATION
Morning Sessions – Room N220A
CHAIR: Mr Doug Trevaskis
Technical Adviser: Pawel Skuza
11:00 am Dr Bobbie Matthews, Dr I Gusti Ngurah Darmawan, Dr Petra Lietz
Values and Learning Approaches of Students at an International University
11:30 am Dr Tony Gibbons
Fundamental concepts, cultural differences and the resulting problems for teacher and learning
12:00 pmMrs Yasmeen M. Faruqi
Contributions of Islamic Scholars to the Scientific Enterprise
12:30 pm Dr Robert Matthews
A study of student teachers doing a collaborative project
MATHEMATICS AND SCIENCE
Afternoon Sessions – Room N220A
CHAIR: Ms Carol Aldous
Technical Assistant: Nordin Abdul Razak
2:00 pm Dr Julie Clark
I can do mathematics: Year Five students developing positive attitudes and improved achievement in mathematics
2:30 pm Ms Carol Aldous
Attending to Feeling: Creative benefit to novel mathematics problem solving
3:00 pm Mrs Cherie Pickering
What is this thing called “Footy Maths”?
3:30 pm Mrs Catherine Stone
An examination of teacher attitude towards the integration of children’s literature into mathematics education
ISSUES IN EDUCATION
Morning and Afternoon Sessions – Room N251B
CHAIR: Assoc Prof Rosalind Murray-Harvey
Technical Assistant: Muchdirin
11:00 am
Dr Helen Askell-Williams, Assoc Prof Rosalind Murray-Harvey
Teacher education students’ reflections on how their Problem Based Learning experiences have changed their mental models about classroom teaching and learning
11:30 am
Mr Gavin Sanderson
The internationalisation of Australian higher education; a seachange
12:00 pm
Ms Joy Penman , Ms Frances White
Peer-mentoring program pop-up style: The Whyalla experience
12:30 pm
Ms Naomi Parsons
An exploration of the effects of Program Achieve on students’ social-emotional-behavioural well-being
LUNCH
2:00 pm
Mrs Penny Van Deur
Gender and Self-Directed Learning
2:30 pm
Mr David Birbeck, Dr Murray Drummond
Very Young Children’s Body Image: Bodies and Minds under Construction
3:00 pm
Christy Ward, Assoc Prof Rosalind Murray-Harvey
Child care centre supervisors' perceptions of their roles and responsibilities in a student teacher practicum with infants and toddlers
3:30 pm
Dr Lina Markauskaite
An exploratory analysis of the key elements of trainee teachers’ ICT capabilities
LANGUAGE AND LEARNING
Morning and Afternoon Sessions – Room N251A
CHAIR: Dr Marietta Rossetto
Technical Assistant: Mochtar Marhum
11:00 am
Mrs Julia Miller
An investigation into the effect of English learners' dictionaries on international students' acquisition of the English article system, specifically in the area of countability
11:30 am
Ms Charlotte Hua Liu
ESL Pedagogies and Equity in Multicultural Classrooms
12:00 pm
Ms Kazuyo Taguchi
Is Motivation a Predictor for Foreign Language Learning?
12:30 pm
Dr Marietta Rossetto
Heterotopia and its role in the lived experiences of migrant women
LUNCH
2:00 pm
Mr Hung Van Dang
Learner-centred Approach & EFL Instruction in Vietnam: a Case Study
2:30 pm
Ms Maureen Goldfinch
You get what you asked for – writing samples and prompts
3:00 pm
Mr Mochtar Marhum
Language Learning in the Era of Educational Decentralization
3:30 pm
Dr Jeffrey Gil
English in Minority Areas of China: Some Findings and Directions for Further Study
MEASUREMENT AND MULTIVARIATE ANALYSIS
Morning Sessions – Room N105
CHAIR: Dr Kelvin Gregory
Technical Assistant: Sulaiman Mappiasse
11:00 am Mr Sulaiman Mappiasse
Developing and Validating Instruments Measuring Democratic Climate of the Citizenship Education Classroom and Students’ Engagement in North Sulawesi, Indonesia
11:30 am Mr Nordin Abd Razak
School transformational leadership: Does culture matter?
12:00 pm Dr I Gusti Ngurah Darmawan
Accountability of Schools and Teachers: Measuring Value Added across Schools
12:30 pm Ms Truphena Oduol
Class-related factors influencing student achievement in Reading and Mathematics in Kenya: Policy implications for the Management of Education in Kenya
PROBLEMS IN CROSS-NATIONAL SURVEYS
Afternoon Sessions – Room N105
CHAIR: Dr Kelvin Gregory
Technical Assistant: Sulaiman Mappiasse
2:00 pm
Prof John P. Keeves, Dr Kelvin D. Gregory,
Dr Petra Lietz , Dr I Gusti Ngurah Darmawan
Some Problems in the Analysis of Cross-national Survey Data
2:30 pm Dr Kelvin D. Gregory
Trends in Between School Variances in TIMSS Mathematics Achievement: Expected and Unexpected Changes in the Intraclass Correlation Coefficient
3:00 pm Mr Pawel Piotr Skuza
Percentage Population Plots – A Proposition for a New Strategy for Data Analysis in Comparative Education
3:30 pm Dr I Gusti Ngurah Darmawan
Multilevel Data Analysis: Beyond Hierarchical Linear Modelling and Two-level Path Modelling
RURAL AND ADULT EDUCATION
Morning Sessions – Room N220B
CHAIR: Mr John Halsey
Technical Assistant: Reynold Vigeleyn Nikijuluw
11:00 am Dr Pam Bartholomaeus
Place-based Education and Rural Schools
11:30 am Ms Regina Sliuzas
Academic learning support: what problems do students present with? Do they match the student adviser’s perceptions? What are the implications?
12:00 pm Mr John Halsey
Towards a Conceptual Spacial Map for Teaching and Living in a Rural Context
12:30 pm Mr Sabry M. Abd-El-Fattah
The Relationship between Egyptian High School Students’ Perception of Parental Involvement and Academic Achievement: Modelling the Mediational Effect of Achievement Goal Factors
EDUCATIONAL MANAGEMENT
Afternoon Sessions – Room N220B
CHAIR: Dr Paddy O’Toole
Technical Adviser: Reynold Vigeleyn Nikijuluw
2:00 pm Mr Philip Townsend
Influences on the cognitive styles of indigenous principals of Christian rural Bible schools in Papua New Guinea
2:30 pm Dr Paddy O’Toole
‘Having my say’: A case study of how organizational structures support student voice in schools
3:00 pm Mr Thu Dinh Nguyen
Data Corpus and Raising Pragmatic Awareness for Vietnamese Students of English
3:30 pm Ms Christine Edwards
Developing Human Capital for Good Business
SOCIETY AND CULTURE
Morning and Afternoon Sessions – Room N317
CHAIRS: Morning sessions - Dr Ben Wadham
Afternoon sessions -Assoc Prof Kay Whitehead
Technical Assistant: Sirajuddin Tentri
11:00 am
Dr Ben Wadham, Mr Grant Banfield
Student teacher dispositions to Social Justice in Education
11:30 am
Dr Milton Haseloff
Aligning Disparate Practical Theories for Pedagogic Change
12:00 pm
Mrs Alexandra Holeva
Linguistic and Cultural Aspirations for Second and Third Generation Greek-Australian Students who Attend Greek
12:30 pm
Dr Jim Campbell
School Choice and Democratic Schooling
LUNCH
2:00 pm
Ms Tace Vigliante
An examination of pre-service teachers’ aims of education and notions of social justice:The necessary conditions for achieving the two goals of anti-racism education
2:30 pm
Assoc Prof Kay Whitehead
Why teach? Prospective teachers’ dispositions towards their future work
3:00 pm
Mr George Brown
Credentialism and the sheepskin effect forty years on: fraud and the new era of the qualification spiral
3:30 pm
Ms Louise Pyman
The ‘natural’ teacher: three pre-service teachers’ perspectives of teaching
SPECIAL AND GIFTED EDUCATION
Morning and Afternoon Sessions – Room N315
CHAIR: Dr Maria McCann
Technical Assistant: Kanisius Se
11:00 am
Ms Jillian Huntley
‘I know they are manipulating me…’ Unmasking Indirect Aggression in an Adolescent Girls’ Friendship Group : A Case Study
11:30 am
Dimity Duckworth, Dariell Rice
SPOT groups in an educational setting
12:00 pm
Ms Tamra Jones
An investigation of early childhood windows of opportunity
12:30 pm
Ms Lesley Henderson
Defining giftedness and building understanding
LUNCH
2:00 pm
Dr Maria McCann
Psychometric creativity: an analysis of visual thinking ability, IQ and measures of creative giftedness
2:30 pm
Ms Carolyn Gregoric
The effectiveness of a Peer Support Program
3:00 pm
Dr Maria McCann, Ms Lesley Henderson
Twenty two years of development: Surveying the changes in South Australia
3:30 pm
Mr Sabry M. Abd-El-Fattah
The Implicit Theories of Intelligence: A Review of the Motivation Process Model
TEACHING AND LEARNING
Morning and Afternoon Sessions – Room N318
CHAIR: Prof Mike Lawson
Technical Assistant: Nanang Bagus Subekti
11:00 am
Yongyang Wang
The Necessity of Setting up Objectives for Chinese Culture Curriculum Planning
11:30 am
Mrs Tu Anh Tran
Does the quality of knowledge influence knowledge use?
12:00 pm
Mr Nanang Bagus Subekti, Prof Mike Lawson
Exploring the Vocabulary Acquisition Strategies of Indonesian Postgraduate Students Learning through Reading
12:30 pm
Assoc Prof Larry Owens, Prof Rosalyn Shute, Prof Phillip Slee
“They do it to get a laugh.” Why boys are aggressive to girls
LUNCH
2:00 pm
Nozomi Yamada
Achieving Access to Education for All: Implications for Educational Policy-making in Asian Countries (working progress)
2:30 pm
Ms Rachel Abercrombie
Teacher Collaboration within Middle Schooling
3:00 pm
Dr Bin Tan
Being in a world constructed upon assumptions – On the ethical principle of research
3:30 pm
Dr Shirley Yates
Teacher renewal through teacher professional learning
ICT AND EDUCATION
Morning Sessions – Room N108
CHAIR: Dr Sivakumar Alagumalai
11:00 am
Dr Sue Logue, Dr Fiona Thompson
Common Student Misconceptions in Science
11:30 am
Sabry M. Abd-El-Fattah, Hoi-Yin Yim
Modeling factors influencingmusical engagement among pre-school children in Hong Kong: A partial least square path analysis
12:00 pm
Ms Kate Pensa
The Reason for the Seasons: A Lesson in Scientific Misconceptions
12:30 pm
Ms Leana Coleman
How dinosaurs die when you’re 8: a study of children’s understandings and misconceptions about dinosaurs
Morning Concurrent Session 111:00 – 11:30 am
Room N220A
Dr Bobbie Matthews, Dr I Gusti Ngurah Darmawan, Dr Petra Lietz
Values and Learning Approaches of Students at an International University
This study indicates that values are statistically significant precursors to approaches to learning in a cohort of predominantly Bulgarian, German and Romanian students studying at a German university where the language of instruction in all subject areas is English. Values have been measured with the Portrait Values Questionnaire (PVQ) (Schwartz et al., 2001) approaches to learning have been assessed by the Study Process Questionnaire (SPQ) (Biggs, 1987). The relationship between values and approaches to learning has been estimated by the canonical correlation analysis macro in SPSS (Version 11.5). Results of the analysis suggest that values can be linked to learning approaches in a situation where students have left their home countries to undertake tertiary studies in a new social, cultural and educational environment. Four distinct pairings of values and learning approaches have been found: (a) self-enhancement is linked to achievement learning, (b) self-transcendence relates to surface learning, (c) openness to change is linked to deep learning, and (d) social conservatism is related to learning strategies.
Room N251B
Dr Helen Askell-Williams, Assoc Prof Rosalind Murray-Harvey
Teacher education students’ reflections on how their Problem Based Learning experiences have changed their mental models about classroom teaching and learning
In this paper we discuss an analysis of B.Ed students’ changing mental models about teaching and learning based upon students’ reflections on their experiences in a problem based learning (PBL) topic.
We created a conceptual framework that integrated the B.Ed aims of personal, professional and interpersonal development with PBL objectives of enhancing knowledge, critical thinking, theory-practice relationships, collaboration, and self-directed lifelong learning. We used the framework to guide the interpretation of 105 students’ written reflections.
Results provide evidence that students do report changing their mental models of teaching and learning directly as a result of their PBL experiences. This provides support for the use of PBL in teacher education.
Room N251A
Mrs Julia Miller
An investigation into the effect of English learners' dictionaries on international students' acquisition of the English article system, specifically in the area of countability
English learners’ dictionaries are an often overlooked resource. The grammatical information contained within them, however, can help students to improve their English language skills. In this study, four groups of university ESL students participated in a session to improve their use of the English article system. The two groups who used learners’ dictionaries achieved a slightly higher number of correct answers in the given article exercises, and expressed a higher level of satisfaction with the session, than those without dictionaries. It is therefore suggested that greater use be made of learners’ dictionaries in ESL grammar classes.
Morning Concurrent Session 111:00 – 11:30 am
Room N105
Mr Sulaiman Mappiasse
Developing and Validating Instruments Measuring Democratic Climate of the Citizenship Education Classroom and Students’ Engagement in North Sulawesi, Indonesia
Using the Rating Scale, data collected from 200 ninth grade students in North Sulawesi Indonesia was analysed. This analysis is intended to validate the instrument developed to measure Democratic Climate of the Citizenship Education Classroom (DCCEC) and Students’ Engagement in Citizenship Education Classroom (SECEC). Category used, person and item fit, item order, item and person separation index, and item and person reliability were considered in the analysis.
Room N220B
Dr Pam Bartholomaeus
Place-based Education and Rural Schools
The provision of education in rural and remote Australian communities is a complex but vital issue for both young people from these areas and their families (HEROC, 2000). This paper will provide a discussion about the nature of place-based education, and how this approach can provide a viable means of addressing some of the educational disadvantages experienced by these students. Successful implementation of place-based education, barriers to implementation, and ways in which place-based education makes learning that is more authentic available to students will be explored using Australian and international examples.
Room N317
Dr Ben Wadham, Mr Grant Banfield
Student teacher dispositions to Social Justice in Education
How do student teachers think about social justice in education? This paper considers student autobiographical and reflexive responses about social justice and education in a 1st year FlindersUniversity compulsory pre-service teacher education topic. We outline a relational notion of disposition and through discourse analysis located students within the relations of social justice. Conclusions are drawn about teacher agency and effectivity.
Morning Concurrent Session 111:00 – 11:30 am
Room N315
Ms Jillian Huntley
‘I know they are manipulating me…’ Unmasking Indirect Aggression in an Adolescent Girls’ Friendship Group : A Case Study
Adolescence marks the beginning of a significant shift away from the world of parent support to the formation of intimate friendships with peers. Developmentally, this is an important time for adolescents as they seek to develop interpersonal skills, share activities and develop a deeper sense of understanding of themselves and others. This is particularly the case for adolescent girls, who value the intimacy they find in small close-knit friendship groups. However, these groups, due to their intimate structure, can become a breeding ground for conflict and indirect aggression. This paper examines one girl’s experience of the hurt and alienation she suffered within her friendship group. An interventionist approach using Narrative Therapy and the practices associated with externalizing the problems within her friendship group allowed this girl to reclaim her sense of self and reconstruct new expectations for the inclusion of new friends in her life.
Room N318
Yongyang Wang
The Necessity of Setting up Objectives for Chinese Culture Curriculum Planning
The importance of cultural elements to foreign language learning has been widely accepted in recent years. This applies equally to the Teaching of Chinese as a Foreign Language (TCFL) to non-native Chinese speakers at tertiary level. It has been suggested that planning a Wenhua Da Gang (Culture Curriculum) is urgently required. The present study of the Culture Curriculum focuses mainly on the selection of cultural elements. It argues that before the contents of the Culture Curriculum are selected, the objectives need to be clarified as the criteria of the selection of content and to maintain the internal consistency of Culture Curriculum.
Room N108
Dr Sue Logue, Dr Fiona Thompson
Common Student Misconceptions in Science
The objectives of this study were to define three scientific concepts and identify for each some of the misconceptions that students commonly have. Six students representing three distinct age groups were interviewed, using a predetermined set of questions and activities for each concept. Student responses were recorded and evaluated in an attempt to understand what misconceptions were held by the students, how they acquired them. The study showed that the level of misconceptions varied between concepts. There appeared to be distinct variations in the level and type of misconceptions between the three age groups.
Morning Concurrent Session 2 11:30 am – 12:00pm
Room N220A Dr Tony Gibbons
Fundamental concepts, cultural differences and the resulting problems for teacher and learning
Cultural differences both inside and outside the classroom are readily discernible and their effects can be seen and, possibly,quantified. To leave matters at this level is a mistake. Anindividual’s thought and action are expressions of the hard core ofbelief which defines his or her rationality and perception of theworld. Cultural expressions are manifestations of the hard core ofbelief of an individual or a culture. Conceptions of space and natureare two of the fundamentals of any individual's or culture's hardcore. There is a distinction between the conceptions of space andnature held by the West and by South East Asia. The secondarycurricula in both cultures tend to reflect the Western conception ofspace and nature. This is not the case in primary curricula. Problemsensue for student, teacher, parent and society.
Room N251B Mr Gavin Sanderson
The internationalisation of Australian higher education; a seachange
To date, the most widely-accepted view of internationalisation of higher education in Australia is the work by the Canadian author, Jane Knight. Despite the fact that Knight’s work has been broadly embraced in Australian higher education and elsewhere, it is actually very limited in terms of its utility for guiding some important within-institution internationalisation initiatives. As Australian higher education enters a more mature phase of internationalisation, there is a necessity to develop new concepts that deal with areas which have been less explored to this point. This paper introduces a new perspective on the internationalisation of Australian higher education as it relates to the ‘internationalisation of the academic Self’.