CREFI Research Publications

Reports

Research by Prof Jill Blackmore on innovative learning spaces for the OECD Centre for Effective Learning Environments (CELE) (2014)

Higher Education and Student Aspiration: A study of adaptive preferences (December 2013)(670k)

VET providers, associate and bachelor degrees, and disadvantaged learners (September 2013 1563k)

Widening Participation in Australian Higher Education (August 2013)(811k)

Student Aspirations for Higher Education in Central Queensland (June, 2013)(1378k)

Asia Literacy and the Teaching Workforce, Summary Report (June, 2013) (199k)  

DEECD: Research into the connection between built learning spaces and student outcomes: Literature Review (June, 2011) (2069k)

Impact of Internationalisation on Schools (September, 2010)(181k)

 

Media

Unsung managers take on the business challenge (5 March, 2012), The Age Online, Denise Ryan

Above and Beyond the Bottom Line (5 March, 2012), Deakin Research Stories

In the Media: Funky School (10 September, 2011), The Australian, Caroline Overington


Books

2014

OECD-ILE

by OECD. Available from OECD-library.org

How to design a powerful learning environment so that learners can thrive in the 21st century? OECD’s Innovative Learning Environments (ILE) is an ambitious international study that responds to this challenging question. The study earlier released the influential publication The Nature of Learning: Using Research to Inspire Practice. This companion volume is based on 40 in-depth case studies of powerful 21st century learning environments that have taken the innovation journey.
Innovative Learning Environments presents a wealth of international material and features a new framework for understanding these learning environments, organised into eight chapters. Richly illustrated by the many local examples, it argues that a contemporary learning environment should:

  • Innovate the elements and dynamics of its "pedagogical core".
  • Become a "formative organisation" through strong design strategies with corresponding learning leadership, evaluation and feedback.
  • Open up to partnerships to grow social and professional capital, and to sustain renewal and dynamism.
  • Promote 21st century effectiveness through the application of the ILE learning principles.

In conclusion it offers pointers to how this can be achieved, including the role of technology, networking, and changing organisational cultures. This report will prove to be an invaluable resource for all those interested in schooling. It will be of particular interest to teachers, education leaders, parents, teacher educators, advisors and decision-makers, as well as the research community.

2013

Constructing Representations to Learn Science

By Russell Tytler, Vaughan Prain, Peter Hubber and Bruce Waldrip (Editors). Available from SensePublishers

Current research into student learning in science has shifted attention from the traditional cognitivist perspectives of conceptual change to socio-cultural and semiotic perspectives that characterize learning in terms of induction into disciplinary literacy practices. This book builds on recent interest in the role of representations in learning to argue for a pedagogical practice based on students actively generating and exploring representations. The book describes a sustained inquiry in which the authors worked with primary and secondary teachers of science, on key topics identified as problematic in the research literature. Data from classroom video, teacher interviews and student artifacts were used to develop and validate a set of pedagogical principles and explore student learning and teacher change issues. The authors argue the theoretical and practical case for a representational focus. The pedagogical approach is illustrated and explored in terms of the role of representation to support quality student learning in science. Separate chapters address the implications of this perspective and practice for structuring sequences around different concepts, reasoning and inquiry in science, models and model based reasoning, the nature of concepts and learning, teacher change, and assessment. The authors argue that this representational focus leads to significantly enhanced student learning, and has the effect of offering new and productive perspectives and approaches for a number of contemporary strands of thinking in science education including conceptual change, inquiry, scientific literacy, and a focus on the epistemic nature of science.

2012

Digital Games - Literacy in action

By Catherine Beavis, Joanne O'Mara, Lisa McNeice. Available from Wakefield Press

Digital Games: Literacy in action is the result of a wide-ranging investigation into the educational possibilities involved in young people's games. From their creation in the classroom to analysing games and the world of games as text, academics and teachers are now taking seriously the serious play of young people.

The contributors use the interaction between the theoretical frameworks of games as text and games as action to explore a wide of range of issues relevant to the teaching of English and literacy. These include understanding games as media texts, the place of digital culture in young people's lives, the narrative and visual design components of games, exploring concepts of role play and identity in games, the potential for games to engage disengaged students, and issues of gender and social interaction in game playing.

Above and Beyond the Bottom Line

By Professor Karen Starr
. Available from ACER

Above and Beyond the Bottom Line:The extraordinary evolution of the education business manager provides insights into the dynamic evolution and exponential expansion of education business and the rise of the education business manager - now an indispensable member of educational leadership teams.

No longer is the business manager an invisible back-office employee who balances the books. The role is highly complex and accountable and the scope of the work wide-ranging and changeable. Education business managers are professionals holding knowledge, skills and ideas that increase organisational capacity, viability and provision and enable other educational leaders to focus on learning and teaching. Building on research from around the world, this book fills a huge gap in our understandings about educational leadership in its most comprehensive sense, while discussing current issues and considerations for the future.

2009

2008

2007

 

Bulletins

Educational Futures and Innovation Strategic and Operational Plans 2006-2008 (168k)

Quality Learning Research Area: Functional Plan 2005-2007 (128k)

Quality Learning Research Priority Area Annual Report 2004 (348k)

March 2010

 

Discussion Papers

Back From the Brink: reclaiming 'quality' in the pursuit of a transformative education agenda (rtf - 480K)

Back From the Dark Side: reclaiming 'quality' in the pursuit of a transformative education agenda (196K)

Innovation chains: possibilities and constraints for critical perspectives on computers, difference and quality educational innovation (272K)

The 'qualities'of quality learning research: An orientation and an introduction to some key discussion questions (236K)

Beyond pretence: new sensibilities for computing and communication technologies in teacher education (rtf - 52K)

 

Quality Learning Sponsored Conference Papers

2004 Learning From the Margins: conference proceedings and working papers


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