This article presents research focused on establishing ways that dialogic talk between teachers and students promotes mathematical reasoning in early years classrooms. Data are drawn from recorded and transcribed Year 1 mathematics lessons. Conversation analysis provides close examination of the talk-in-interaction practices of teachers and…

Research into the impact of non-consultative home education regulatory change in New South Wales (NSW), Australia, identified clear benefits of a child-led, interest-inspired approach to learning and a negative impact on student learning and well-being outcomes, particularly for learning-differenced children, of restricted practice freedom.…

National education reform agendas are increasingly prevalent in school systems around the world. Whilst we have a substantial body of research exploring the ways in which schools manage change agendas, there is less discussion of the impacts these agendas may have on beginning teachers and their retention in the profession. Here I report on a…

This pilot study examined student engagement with a web-based digital professional portfolio through the 3C process of collect-critique-curate. To overcome common problems associated with electronic portfolios, including cost; specificity; lifelong access; and ease of use, the study used "Weebly" as its portfolio platform. The creation…

While there has been worldwide interest in Japanese Lesson Study as a model for teacher professional learning, there has been less research into authentic implementation of the problem-solving lesson structure that underpins mathematics research lessons in Japan. Findings from a Lesson Study project involving teachers from three Victorian primary…

Learning mathematics is a complex and dynamic process. In this paper, the authors adopt a semiotic framework (Yeh & Nason, 2004) and highlight programming as one of the main aspects of the semiosis or meaning-making for the learning of mathematics. During a 10- week teaching experiment, mathematical meaning-making was enriched when primary…

This action learning study in a year three classroom explored the implementation of five formative assessment principles to assist students' understandings of the scientific topic of liquids and solids. These principles were employed to give students a greater opportunity to express their understanding of the concepts. The study found that the…

This paper is a qualitative, practice based study describing the use of the Focus-Action-Reflection (FAR) Guide (Harrison & Treagust, 2000) to address the shortcomings of a pedagogical analogical model in Year 10 Science. The aim of this paper is to present my experience of the FAR Guide in relation to an analogical model that gave rise to…

This study aims to add to the growing research related to the implementation of non-traditional writing tasks in classrooms to encourage science literacy. A secondary reanalysis methodology was employed to review student interviews collected as a part of several individual studies during a ten year research program. This method established an…