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SCHOOL OF EDUCATION PRESENTS: MASTERCLASS SCHEDULE 2018 

TAKING YOUR CAREER TO THE NEXT LEVEL

MASTERCLASS ATTENDEES RECIEVE A CERTIFICATE OF PARTICIPATION.


 

LEADING WELLBEING FOR STUDENTS, SCHOOLS AND SYSTEMS: TUESDAY 17 JULY: 2PM-5PM: Room 2051 Barr Smith South, University of Adelaide
Over the past decade, wellbeing has emerged as a rapidly growing issue in education attracting considerable interest, as well as numerous critiques. While the concerns are valid, this workshop will argue that wellbeing education has far more potential than critics suggest. Participants will consider how wellbeing education can positively impact students, teachers, and others within the educational community. Workshop participants will consider wellbeing programs blending evidence-based change with best practices, learning and teaching, whole school strategy, and evaluation. The workshop outlines the latest publications focusing on pedagogy, philosophical assumptions, and school culture and the implications for teaching, and professional practice.
PESENTERS:
ASSOCIATE PROFESSOR MATHEW A WHITE: SCHOOL OF EDUCATION: 
Mathew White PhD is the Program Director for the Master of Education in the School of Education at the University of Adelaide. His research focuses on wellbeing education. He is a Principal Fellow of the Melbourne Graduate School of Education at The University of Melbourne and an Affiliate of the Wellbeing Institute at the University of Cam-bridge. Mathew’s publications include Future Directions in Wellbeing: Education, Organizations, and Policy, Flourishing in Faith: Theology, Positive Psychology and Evidence-based Approaches to Positive Education: Implementing a Strategic Framework for Well-being in Schools. He’s a founding member of the South Australian Chapter member of the Positive Education Schools Association serving as Chair (’18, ’17) and past Secretary (’16).
PROF FAYE MCCALLUM: HEAD OF SCHOOL OF EDUCATION: Professor Faye McCallum is Head of School of Education, at the University of Adelaide. Her main research interest is wellbeing education, specifically early career and teacher wellbeing with emerging work focusing on leaders. Outputs include publications in high impact journals and a book published by Routledge, Nurturing Wellbeing in Education. She has worked in higher education for the last 30 years in South Australia, NSW and Queensland and has led accreditation, curriculum reform and the implementation of online teaching and learning.


EVIDENCED BASED LEARNING AND RESEARCH DESIGN THURSDAY 4TH OCTOBER: 9AM-12PM: NAPIER BUILDING: ROOM 210
In this session we will provide an introduction to all elements of designing a research project from developing a researchable question to ethical issues. It supports staff in becoming critical consumers of research and provides strategies for searching for and critiquing literature. It also provides guidance on developing a research proposal that includes appropriate methods and budgeting.
PESENTERS:
ASSOC PROF EDWARD PALMER: SCHOOL OF EDUCATION: Edward Palmer received his PhD from the University of Adelaide. He has 20 years experience in developing, implementing and analysing the impact of educational initiatives on students. He seeks to understand new and innovative methods to improve the student learning experience. Edward is the convener of the Higher Educational Research Group of Adelaide (HERGA), and the recipient of local and national teaching prizes. His most recent publication was Formative self-and peer assessment for improved student learning: the crucial factors of design, teacher participation and feedback.
SSOC PROF JULIE MATTEHWS: SCHOOL OF EDUCATION Julie Matthews is a sociologist of education with extensive experience teaching research methods and expertise in cultural diversity issues. She has undertaken research on a wide range of educational topics and in numerous educational settings.


THIS COURSE NOW CLOSED. IF YOU WOULD LIKE TO BE NOTIFIED WHEN THE NEXT COURSE IS TO BE HELD EMAIL: yvonne.philp@adelaide.edu.au

STEM AND CODING CLOSDED.
“Programming, like problem–solving, is a skill that should be infused into all our school subjects from math and science to social studies and English.” (Marc Prensky, in From Digital Natives to Digital Wisdom p192).
This masterclass will show teachers from middle primary to Year 10 how they can take students on a coding journey where they will learn the basics, but progress quickly to the use of more complex devices without having to master complex coding. Participants will undertake several coding activities so that they themselves might teach them to their students, but most importantly, will take away an understanding of how coding can promote the transfer of learning across and between subjects.
The program is designed to empower teachers to incorporate coding into their teaching without feeling challenged or inadequate. Optional workshops and on-site follow-up will be available to provide support to the teacher as he/she engages with coding technologies in the classroom for the first time.
All participants will receive a kit and a comprehensive teacher’s handbook outlining the coding journey from an introduction to coding in Adriano UNO through to multiple examples and exercises using several simple sensors
PRESENTERS:
Dr BRENDAN BENTLEY: SCHOOL OF EDUCATION: 
Brendan Bentley is a lecturer in Education. He is the Director of Partnerships and Engagement, and the Program Director of the Master of Teaching program at the University of Adelaide.
Mr ROBERT SEIBEN: DIRECTOR OF THE HARTLEY INSTITUTE: 


 
EVENT REGISTRATIONS CLOSE: PLACES ARE LIMITED
LEADING AND WELLBEING: Tuesday 10 July
EVIDENCE BASED LEARNING: Tuesday 2 October

MASTERCLASS REGISTRATION VIA EVENTBRITE: www.masterclass2018schoolofeducation.eventbrite.com.au or QR Code below Or
Masterclass 2018 qrcode Brochure

 Contact Brendan Bentley for further information: brendan.bentley@adelaide.edu.au  

 

 

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ALL WELCOME
11:00AM-11:30am 27 August, 2018
LEVEL 8, NEXUS BUILDING, 10 PULTENEY STREET, ROOM 812,
SCHOOL OF EDUACATION

WHAT DO MASTER’S STUDENTS’ STRUCTURED REFLECTIONS SAY ABOUT THE LEARNING PROCESSES INVOLVED IN COMMENCING A RESEARCH PROJECT?

Mr RICHARD WARNER
Lecturer, School of Education, The University of Adelaide

Abstract: This study aims to unpack the reflective learning processes involved in developing a Masters’ research project proposal as part of a multidisciplinary Research Design course. Using inductive analysis, we explored students’ reflective blogs written over a period of a semester and defined the reflections according to an adaptation of Hatton and Smith’s (1995) framework. Our findings are that the nature of each individual blog topic affected the quality and level of reflection. Likewise, the nature of the practice (starting research) influenced reflection, since many processes are internal rather than requiring explicit practice to reflect on. In addition, as nascent practitioner researchers, the students are also involved in reflexivity rather than reflection and therefore some topics encouraged this form of reflection more than others did. This study is significant in that it explores reflection in research and practitioner contexts, focuses on early career researchers/practitioners and brings a multidisciplinary perspective.

Biography: Richard’s background is in Applied Linguistics and he has taught Academic English at both the University of Edinburgh (1999-1992) and the University of Adelaide (1993-present). His major teaching roles in the School of Education lie in enabling master’s student academic development through teaching into research skills development courses and coordinating and teaching the Academic English course. Richard also lectured in the Integrated Bridging Program (IBP) for postgraduate research students from its inception in 1994 until 2015. He is also involved in an ongoing consulting capacity, co-chairing the committee (PAC) which oversees the Pre-Enrolment English Program (PEP) offered by Professional and Continuing Education at the University.

His specific research interests include:
-Cultural dimensions of academic writing, particularly in relation to plagiarism and feedback.
-Development of lifelong learning through reflective practice.
-Pedagogical approaches to student diversity, focussing on transcultural reflective practices.
-Relevance of postgraduate research skills courses to thesis outcomes
-Curriculum innovation, design and renewal, including new technologies

To find out more about Richard Warners research or to contact Richard: click here

To find out more about Research at the School of Education: click here

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INTRODUCTION TO RASCH MEASUREMENT MODEL (AND ACER’S CONQUEST)

SPEAKER MS JESSICA STANHOPE: School of Public Health Faculty of Health and Medical Sciences: University of Adelaide / Assistant: A/Prof Sivakuma Alagumalai

Scope/ Abstract: This workshop aims to introduce participants to measurement theory and the Rasch Model (RM) for the construction, validation and calibration of measures. The interactive session will include a mix of theory and hands-on activities.

The RM is the parsimonious item response theory (IRT) model having one parameter for the person (ability), and only one parameter corresponding to each category of an item (threshold). It is the only IRT model in which the total score across items characterizes a person completely. Thus, the RM provides a proper method for nonlinear transformation of ordinal raw scores to linear measures, is an efficient tool for post-hoc analysis of an instrument and for development of new instruments.

Some models of the Rasch family (Dichotomous, Ordered Response Categories: Rating Scale and Partial Credit) are introduced and analysed through ACER’s CONQUEST4.13 software. Model fit including differential item functioning is presented.

This workshop will be of interest to practitioners and researchers engaged with measurement, questionnaire/test designs, and in making objective and meaningful inferences from the scale or construct used. Hands on activities include computing item statistics and ability estimates, plotting item characteristic curves, and generating plausible values to estimate population characteristics.

Requirements:  Participant should have some basic knowledge and appreciation of statistics, and have access to a laptop for use during the workshop.

Software:       ACER CONQUEST 4.13 [Register and download from https://shop.acer.edu.au/acer- conquest-installer-trial-windows]

Biography: Jessica is currently a PhD candidate in the School of Public Health, where she is investigating musculoskeletal symptoms in musicians. She holds an Associate Diploma in Music, Bachelor of Physiotherapy with Honours, Bachelor of Music and Graduate Certificate in Clinical Epidemiology. Prior to commencing her PhD, Jessica worked as a researcher at the Universities of South Australia, Tasmania and Western Australia.

 Register via the QR Code or Eventbright 
Date/Time:
Thursday, 5th July 2018 – 9.30am – 12.30pm Venue: Kevin Marjoribanks SMaRTE Classroom(Level 8, Nexus Building)

Jessica Stanhope: https://researchers.adelaide.edu.au/profile/jessica.stanhope#contact-details

Assoc Prof. Sivakuma Alagumalai (TMERG coordinator) sivakumar.alagumalai@adelaide.edu.au
TMERG websitehttp://omeka.ersa.edu.au/tmerg/

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JUNE SCHOOL OF EDUCATION RESEARCH SEMINAR ALL WELCOME 11:00AM-11:30aM 25 June, 2018 LEVEL 8, NEXUS BUILDING, 10 PULTENEY STREET, SMaRTe ROOM 812, SCHOOL OF EDUACATION A PROPOSED FRAMEWORK TO ANALYSE AUTONOMY IN A VIETNAMESE UNIVERSITY ENGLISH CLASSROOM Ms HA THI NGOC TRAN (PhD Candidate) School of Education, The University of Adelaide Abstract: Teachers’ assessment practices have […]

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MAY SCHOOL OF EDUCATION RESEARCH SEMINAR ALL WELCOME 11:30AM-12:00PM 28 May, 2018 LEVEL 8, NEXUS BUILDING, 10 PULTENEY STREET, SMaRTe ROOM 812, SCHOOL OF EDUACATION HOW MANY IDIOMS CAN BE TAUGHT IN A SINGLE LESSON? DR JULIA MILLER (SENIOR LECTURER) School of Education, The University of Adelaide Abstract: Idioms (in the sense of opaque, non-literal, multiword […]

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MAY SCHOOL OF EDUCATION RESEARCH SEMINAR ALL WELCOME 11:00AM-11:30PM 28 May, 2018 LEVEL 8, NEXUS BUILDING, 10 PULTENEY STREET, SMaRTe ROOM 812, SCHOOL OF EDUACATION FORMING A CORPUS-BASED LIST OF COMMONLY USED MEDICAL MORPHEMES FOR STUDENTS LEARNING ENGLISH FOR SPECIFIC PURPOSES CHINH NGAN NGUYEN LE (M.ED CANDIDATE) School of Education, The University of Adelaide Abstract: In […]

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This month the Annual Australian Council for Educational Leaders (ACEL) Awards were held and two of the School of Education academics have been acknowledged for their contribution to Research in Educational Leadership and contribution to education across a number of areas. Congratulations to Dr Margaret Secombe, who was acknowledged last night at the Annual Australian Council for Educational […]

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Associate Professor Mathew White keynotes 2nd Positive Education New Zealand Conference  Over 400 delegates from across New Zealand attended the 2nd Positive Education New Zealand Conference hosted at Christ’s College in Christchurch where Associate Professor Mathew White delivered a keynote on “Integrating Wellbeing in School Culture, Strategy and Curriculum.”  Evidence-based teaching approaches to wellbeing, called […]

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Associate Professor Mathew White delivers Masterclass at 4th Positive Education Schools Association Conference  Associate Professor Mathew White was invited to present a Masterclass focusing on Leading Positive Change in Education at the Positive Education Schools Association 4th National Conference at Geelong Grammar School 11-14 April 2018. Over 820 delegates heard from the founder of positive […]

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Leaders from Upper Canada College School visit Academics in the School of Education On Tuesday 10 April 2018 Professor Faye McCallum and Associate Professor Mathew White welcomed a delegation of teachers from Upper Canada College to the School of Education.  The group were visiting Australia as part of a fact-finding mission on wellbeing education in […]

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APRIL SCHOOL OF EDUCATION RESEARCH SEMINAR ALL WELCOME 11:00AM-11:30PM 23 APRIL 2018 LEVEL 8, NEXUS BUILDING, 10 PULTENEY STREET, SMaRTe ROOM 812, SCHOOL OF EDUACATION EDUCATING FOR THE 4TH INDUSTRIAL REVOLUTION? A CRITIQUE OF THE WORLD GOVERNMENT SUMMIT AND THE IMPLICATIONS FOR PRE-SERVICE TEACHER EDUCATION AND LEADERSHIP ASSOCIATE PROFESSOR MATHEW WHITE: School of Education, The […]

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