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A delegation from Zhejiang Zhuji Ronghuai Education Group, visited the School of Education, Monday 19th, November 2017.

The School of Education was delighted to host the delegation from Zhejiang Zhuji Ronghuai Education Group in preliminary discussions on possible future connections with the University of Adelaide and the School of Education. Collaboration and internship opportunities for Australian University Graduates, and the possibility for School of Education pre-service teachers to complete one of their practicum placements in China were discussed.

The Zhejiang Zhuji Rongai schools have 15,000 students and over a 1,000 staff.  The local government is supportive of International education programs and while they have 200 overseas students and a bilingual program for their students, they are looking to develop future partnership relationships with Australian Universities.

Discussions on future collaborations with the School of Education as a  partner school will assist them to set up an Australian education program with the school.

List of delegates from Zhejiang Zhuji Ronghuai School below;

XU, Shuangqing – Deputy General Manager of Ronghuai group
WENG, Guojun – General Principal
FU, Xianmiao – Deputy General Principal
XUAN, Tianming – Principal of Boutique High School
CAI, Luding – Principal of Boutique Junior High School
HUANG, Man – Principal of Boai Kindergarten
CHEN, Tingting – Deputy Principal of Boutique Primary School
TIAN, Haijun – Director of Administration Office of International School
Don Chen, Managing Director, Adelaide International School, Rundle Mall, Adelaide
Dr Peter Mickan, Visiting Research Fellow, University of Adelaide & Charles Darwin University; Curriculum Moderator, Adelaide International School
Dr Igusti Darmawan, Senior Lecturer and Associate Head (International) in the School of Education
Professor Faye McCallum, Head of School of Education
Assoc Professor Mathew White, Program Director, Master of Education, School of Education
Dr Brendan Bentley, Director of Partnerships and Engagement, Program Director Master of Teaching, School of Education

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The School of Education was honoured to celebrate the outstanding Students and Mentor Teachers from our partnership schools on Friday 2nd November, 2018.

There was a distinct buzz in the air last Friday evening as award winners, family members and well-wishers gathered at ASME Building, University of Adelaide for the 2018 School of Education Awards Evening.

The evening acknowledged our outstanding pre-service teachers in various categories and also recognised many of our mentor teachers and the schools that support the Professional Experience program.

The School of Education thanks the Mentor Teachers who had hosted our Bachelor of Teaching pre-service teachers in First, Third, & Fourth Year, and our Master of Teaching pre-service teachers. We thank the mentor teachers for having our pre-service teachers in their classrooms and generously sharing their knowledge and experience.

In the lead-up to the awards, the teaching students had the opportunity to nominate their Mentor Teacher for an award. The panel this year received a record 64 teacher nominations from across the government and non-government school sectors in the categories of “Knowledge”, “Support”, “Inspiration” and “Role Model”. From this number, 13 teachers were honoured for their outstanding contributions towards mentoring our pre-service teachers.

Winners for each category are:

Inspiration: the Mentor Teacher who fuelled the student teacher’s passion for the teaching profession; Primary School: Melissa Pietroban, Golden Grove Primary.  Regional Secondary School: Jason Plunkett, Penola High School. Secondary School: Cherie Beech, Ardrossan Area School

Knowledge: the Mentor Teacher who demonstrated a wealth of information on all aspects of teaching; Primary School: Nathan Grierson, Bethany Christian  School. Regional Secondary School: Jacquie Howarth, John Pirie Secondary School Secondary School: Noel Beard, Marden Senior College

Support: the Mentor Teacher who showed support above and beyond what was expected of them; Primary School: Myles McLean, Pinnacle College. Regional Secondary School: Jasmine Tassios, Renmark High School. Secondary School: Simon Baker, Nuriootpa High School

Role-model: the Mentor Teacher who modelled all the attributes, beliefs, and qualities desired in an education professional. Primary School: Ryan Campbell, St Brigid’s School Kilburn. Regional Secondary School: Kirrily Martin, Murray Bridge High School Secondary: Kelly Penn, Hope Christian College

Team Awards: Christopher Fryer, Parkside Primary School, Anne Peters, Pooraka Primary School, Nathan Mitchell, Caffey Secondary College,  Mathew Mason, Parafield Gardens High School

Student Awards:

It was also an opportunity to recognise some outstanding students.

Education SA, World Teachers Day Award: Thomas Barclay

P.H Routley Award: presented by Peter Routley to Donna Nguyen.

Smolicz Languages Education Travel Award: presented by Dr Margaret Secombe to Hahmany Agars.

Esther Burns Scholarship: presented by Faye McCallum to Faith Brohier,  Ashleigh Miller and Aiden Mitchell

Schulz Postgraduate Award for Education: Jessica Seyfang, Luke Day Ngoc Tran

Teachers Mutual Award: Future World Teachers Scholarship: Maria Blackmore

Australian Education Union: presented by Laura Golding to Emma Baulch

Independent Education Union: present by Glen Siedal to Tammy Lamont

Credit Union SA Award: presented by John Elvin to Rachel Ames

Teaching Association Awards

Presevice teachers are also supported by the professional associations who each year award the top students in their teaching area. This year the following awards were given:

South Australian English Teacher Association (SAETA): presented by Alison Robertson to Rachel Bennett (Senior English)

South Australian English Teacher Association (SAETA): presented by Alison Robertson to Rachel Ames (Junior English)

Geography Teachers Association South Australia (GTASA): presented by Joanne Wegener to Julian Kusabs

History Teachers Association South Australia (HTASA): presented by David Albano to Maria Blackmore (Senior History)

History Teachers Association South Australia (HTASA): presented by David Albano to Tyson Albano (Junior History)

ICT Integration Award: presented by Jarrod Johnson to Emily de Bruyen

English to Teachers of Other Language (TEASOL): presented by Teresa Howie to Eliza Demasi

Mathematics Association South Australia (MASA): presented by Sharon Kennare to Ross Riach

Australian Association for Music Education (ASME): presented by Brendan Bentley to Hannah Lewis

South Australian Science Teachers Association (SASTA): presented by Kate Dilger to Jordan Moffat (Science)

South Australian Science Teachers Association (SASTA): presented by Kate Dilger to Ashleigh Miller (Physics)

South Australian Science Teachers Association (SASTA): presented by Kate Dilger to Thomas Barclay (Biology)

South Australian Science Teachers Association (SASTA): presented by Kate Dilger to Victoria Kinsey-West (Biology)

South Australian Science Teachers Association (SASTA): presented by Kate Dilger to Faith Brohier (Chemistry)

South Australian Science Teachers Association (SASTA): presented by Kate Dilger to Faith Robinson (Psychology)

The School wishes to thank all contributors to the Professional Experience program at the University of Adelaide including Coordinators, Principals, Supervisors and Teaching and School Staff for their ongoing support. The event also celebrated our alumni connections; a number of our Mentor Teachers are alumni of the University of Adelaide, who

 

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All Welcome
11:00AM-11:30am 25 November, 2018
Room 812, Level 8, Nexus Building, 10 Pulteney Street, Adelaide
School of Education

Title: Round Pegs in Square Holes

Speakers: Lynda McInnes
R.N., R.M., B.N, B.Sc.(Chemistry), B.Ed.(Secondary), M.Ed.(Gifted Education), Doctoral Candidate (Flinders University)
Alison-Jane Hunter: PhD Candidate, School of Education, Writing and Language Tutor, School of Mechanical Engineering, University of Adelaide


Abstract: The 1970s signalled important policy changes in Australian education and ushered in a period of dramatic change as the government was committed to reforming and revitalising education (Rawolle, Wells, Paatsch, Tytler, & Campbell, 2016). At the national level, the drive for reform was set in motion through the establishment of the Australian Schools Commission. Two key assumptions underpinned this development. Firstly, funding ought to be allocated on a needs basis to students and secondly, increased decentralisation of decision making to local authorities was a ‘good thing’ and, therefore, enhanced autonomy of schools should be progressed (Ainley & McKenzie, 2000; Rawolle et al., 2016). It was argued that these changes would lead to enhanced quality, effectiveness, and responses by education to enable a more equitable and balanced society (Ainley & McKenzie, 2000; Rawolle et al., 2016), and in so doing, provide more choice in the ways in which children are educated (Eyal & Berkovich, 2008). Parents and educators in recent years have become increasingly disillusioned with the current context of schooling and, buoyed by the rise of individualism and marketization of education, they have sought alternative solutions. One alterative  has been home schooling (English, 2013; Jolly, Matthews, & Nester, 2013; Winstanley, 2009) and another alternative has been for parents or educators to establish their own schools that reflect their own particular values and educational needs (Eyal & Berkovich, 2008).

The research undertaken has focused on the latter option using qualitative methods to investigate and understand the interplay between such a group initiative and the relevant government regulations pertaining to it. In particular, Lynda’s research has focused on how a group of individuals (parents and teachers) make decisions about meeting the government criteria and required educational documentation in order to establish a school they believe will meet their individual and collective goals. The school in question is a school for gifted children.  As a member of such a group, Lynda has opted to use participant observation within an auto-ethnographic approach. This methodology “has proven to be the best way to learn, in detail, about a diverse range of complex social phenomena from personal experience” (O’Reilly, 2012, p. 1).

Since the doors have opened, the challenges of running an independent school with no financial backers other than the parent body have continued. In this presentation, the normally-silenced student voice will also be highlighted, to support an underutilised resource that has such a huge impact on what we do as teachers

Biography: I began my professional career in 1979 as a student nurse at the Repatriation General Hospital. In 1982, I became a qualified nurse. I then worked in a variety of roles, including as an educator. I had a community-oriented focus, wanting to work with people. I had a dream to work in remote regions of Australia, to engage more fully with indigenous culture. I was fortunate to be offered a position at the Queen Victoria Hospital in 1989 to complete my training as a Midwife. It was a year later that I was offered a placement in a remote community in South Australia, where I worked for many years as a remote area nurse. During this time, I taught health at the local school.

In 1996, I returned to Adelaide, as my own children needed a more formal education. I returned to the Repatriation General Hospital, where I worked part time in the ICU whilst I followed my passion for Science by enrolling at Flinders University to complete a bachelor’s degree with a major in Chemistry. My desire to teach became even stronger during this time and so I decided to complete a bachelor’s degree in education.

In 2005 I started my teaching career at a local high school teaching Mathematics and Science. It was during this time I noted that my own children and many other gifted children’s needs were not being met in the regular classroom. I undertook professional development courses on Gifted Education, but my curiosity needed more in-depth study at a post graduate level, so I enrolled in a Master’s degree in Education with a focus on Gifted Education.

I worked for many years in Gifted Education as an Assistant Principal, while becoming increasingly more aware that there was much more that needed to be implemented for gifted children. In late 2013, a group of educators who were passionate about Gifted Education was formed, and regular meetings focused on establishing a specialist school dedicated to the education of gifted students commenced. The concepts and ideas that emerged formed the philosophical basis of Dara School and four years later the doors finally opened to our first group of gifted students.

Throughout the establishment phase of starting Dara School, I have been working as a doctoral student at Flinders University, writing an auto-ethnography thesis, as I believe it is important to tell the story of Australia’s first, full-time specialist school for gifted students.

For more information about the Dara School : https://www.daraschool.sa.edu.au/  or to contact Lynda Simons lynda@daraschool.sa.edu.au.

To contact Alison-Jane Hunter: alison-jane.hunter@adelaide.edu.au

To learn more about the School of Education researchers: click here

 

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It’s with real excitement and enthusiasm that I join the School of Education at The University of Adelaide as a Lecturer. I can’t wait to bring my passion for education to life through my work with students, colleagues and through my research, for which areas of interest include: learning technologies, assessment and data, constructivist pedagogies and […]

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All Welcome 11:30AM-12:00am 29 October, 2018 Room 812, Level 8, Nexus Building, 10 Pulteney Street, Adelaide SCHOOL OF EDUACATION Education and radicalisation in Indonesia: Impact, engagement and the production of educational research. Assoc Prof Julie Matthews, Ms Yuli Astiana and Mr M Nurul Ikhson Saleh (School of Education) Abstract: Impact and engagement measures are relatively […]

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All Welcome 11:30AM-12:00am 24 September, 2018 Room 812, Level 8, Nexus Building, 10 Pulteney Street, Adelaide SCHOOL OF EDUACATION An Integrated approach to a Year10 Indigenous perspective: A South Australian focus on “Calypso Summer” in English, Geography with the inclusion of Maths, Science, and Music. Mr Michael Colbung Lecturer, School of Education, The University of Adelaide […]

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All Welcome 11:00AM-11:30am 24 September, 2018 Room 812, Level 8, Nexus Building, 10 Pulteney Street, Adelaide SCHOOL OF EDUACATION Cognitive Load Theory and STEM Education Dr Brendan Bentley Director of Partnerships and Engagement, School of Education, The University of Adelaide Abstract: In recent years a global interest has emerged to improve the teaching of STEM […]

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Associate Professor Mathew White invited to speak at Upper Canada College in Toronto on Wellbeing Associate Professor Mathew White travelled to Toronto Canada from 27 – 31 August 2018 to consult at Upper Canada College (UCC) on the wellbeing strategy at the invitation of the Principal, Sam McKinney. At Upper Canada College Mathew facilitated an […]

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Introduction to Structural Equation Modelling (with MPlus 8.1 & LISREL 9.3) Speaker: Mr Jerome Oko: Phd Candidate, School of Education, University of Adelaide. Scope/Abstract: Structural Equation Modelling (SEM), first introduced in the early 70s, is a statistical methodology used widely by researchers in the human sciences. It brings together techniques used in quantitative methods, psychometrics, […]

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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 […]

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