The Experts below are selected from a list of 153 Experts worldwide ranked by ideXlab platform
Thomas J Cooper - One of the best experts on this subject based on the ideXlab platform.
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Contextualising the teaching and learning of measurement within Torres Strait Islander schools
The Australian journal of Indigenous education, 2020Co-Authors: Bronwyn F. Ewing, Thomas J Cooper, Annette R Baturo, Christopher John MatthewsAbstract:A one-year mathematics project that focused on measurement was conducted with six Torres Strait Islander schools and communities. Its key focus was to contextualise the teaching and learning of measurement within the students' culture, communities and home languages. Six Teachers and two Teacher Aides participated in the project. This paper reports on the findings from the Teachers' and Teacher Aides' survey questionnaire used in the first Professional Development session to identify: a) Teachers' experience of teaching in the Torres Strait Islands, b) Teachers' beliefs about effective ways to teach Torres Strait Islander students, and c) contexualising measurement within Torres Strait Islander culture, communities and home languages. A wide range of differing levels of knowledge and understanding about how to contextualise measurement to support student learning were identified and analysed. For example, an Indigenous Teacher claimed that mathematics and the environment are relational, that is, they are not discrete and in isolation from one another, rather they interconnect with mathematical ideas emerging from the environment of the Torres Strait communities.
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Train an Indigenous Maths Tutor - Training Indigenous Education Workers to support the mathematics learning of educationally disadvantaged Indigenous students in their community. Department of Education, Science and Training (DEST) Literacy and Numer
2020Co-Authors: Annette R Baturo, Thomas J CooperAbstract:Extract from Preamble: This project (involved), Training Indigenous Teacher-Aides and parents to support mathematics learning of Indigenous educationally disadvantaged students in junior secondary school to train the long term educators in the school (the IEWs) with the skills to provide the assistance Wadja Wadja High School students need to improve their place value understanding, meet VET level 1 competencies and increase their opportunities in TAFE courses.
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Indigenous and Non-Indigenous Teaching Relationships in Three Mathematics Classrooms in Remote Queensland
2020Co-Authors: Thomas J Cooper, Annette R Baturo, Elizabeth WarrenAbstract:In Queensland, Indigenous mathematics performance lags at least two years behind that of non-Indigenous students (Queensland Studies Authority, 2004). This low performance is exacerbated in remote communities where Teachers are generally inexperienced, non-Indigenous, usually stay in the school for two years only, and do not know how to work effectively with their Indigenous Aides. This paper reports on part of a 3-year study to enhance students’ outcomes through improving relationships between Teachers, Indigenous Teacher-Aides, students and community members. It describes three case studies and identifies training, equality in partnerships, communication, and the “westernized‿ nature of classrooms as issues for effective Teacher/aide relationships.
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Teacher Aides and their pedagogical contributions in the underachieving indigenous mathematics classroom
Proceedings of the 2nd International STEM in Education Conference, 2012Co-Authors: Gillian Kidman, Thomas J Cooper, Satwant SandhuAbstract:This study examines the pedagogical contributions made by Teacher Aides in underperforming Indigenous mathematics secondary classrooms. Three teaching teams, each consisting of a Teacher and their Teacher aide, responded to semi-structured interviews. Their mathematics classrooms were observed for details of pedagogical contributions to the mathematics lessons. It was found that the pedagogical contributions of the Teacher Aides varied from co-teaching contributions, to the provision of menial support and behaviour management. The techniques used by the Teacher Aides to provide student feedback, to support behaviour management and to undertake questioning vary greatly, and this variance is also evident in the classroom atmosphere. Teacher Aides are providing pedagogical contributions, and are engaged in instructional interactions, and are in a sense “teaching”.
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Contextualising the teaching and learning of measurement in Torres Strait Islander schools
2011Co-Authors: Bronwyn F. Ewing, Thomas J Cooper, Annette R Baturo, Christopher John MatthewsAbstract:This paper reports on a mathematics project conducted with six Torres Strait Islander schools and communities by the research team at the YuMi Deadly Centre at QUT. Data collected is from a small focus group of six Teachers and two Teacher Aides. We investigated how measurement is taught and learned by students, their Teachers and Teacher Aides in the community schools. A key focus of the project was that the teaching and learning of measurement be contextualised to the students’ culture, community and home languages. A significant finding from the project was that the Teachers had differing levels of knowledge and understanding about how to contextualise measurement to support student learning. For example, an Indigenous Teacher identified that mathematics and the environment are relational, that is, they are not discrete and in isolation from one another, rather they mesh together, thus affording the articulation and interchange among and between mathematics and Torres Strait Islander culture.
Annette R Baturo - One of the best experts on this subject based on the ideXlab platform.
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Contextualising the teaching and learning of measurement within Torres Strait Islander schools
The Australian journal of Indigenous education, 2020Co-Authors: Bronwyn F. Ewing, Thomas J Cooper, Annette R Baturo, Christopher John MatthewsAbstract:A one-year mathematics project that focused on measurement was conducted with six Torres Strait Islander schools and communities. Its key focus was to contextualise the teaching and learning of measurement within the students' culture, communities and home languages. Six Teachers and two Teacher Aides participated in the project. This paper reports on the findings from the Teachers' and Teacher Aides' survey questionnaire used in the first Professional Development session to identify: a) Teachers' experience of teaching in the Torres Strait Islands, b) Teachers' beliefs about effective ways to teach Torres Strait Islander students, and c) contexualising measurement within Torres Strait Islander culture, communities and home languages. A wide range of differing levels of knowledge and understanding about how to contextualise measurement to support student learning were identified and analysed. For example, an Indigenous Teacher claimed that mathematics and the environment are relational, that is, they are not discrete and in isolation from one another, rather they interconnect with mathematical ideas emerging from the environment of the Torres Strait communities.
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Train an Indigenous Maths Tutor - Training Indigenous Education Workers to support the mathematics learning of educationally disadvantaged Indigenous students in their community. Department of Education, Science and Training (DEST) Literacy and Numer
2020Co-Authors: Annette R Baturo, Thomas J CooperAbstract:Extract from Preamble: This project (involved), Training Indigenous Teacher-Aides and parents to support mathematics learning of Indigenous educationally disadvantaged students in junior secondary school to train the long term educators in the school (the IEWs) with the skills to provide the assistance Wadja Wadja High School students need to improve their place value understanding, meet VET level 1 competencies and increase their opportunities in TAFE courses.
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Indigenous and Non-Indigenous Teaching Relationships in Three Mathematics Classrooms in Remote Queensland
2020Co-Authors: Thomas J Cooper, Annette R Baturo, Elizabeth WarrenAbstract:In Queensland, Indigenous mathematics performance lags at least two years behind that of non-Indigenous students (Queensland Studies Authority, 2004). This low performance is exacerbated in remote communities where Teachers are generally inexperienced, non-Indigenous, usually stay in the school for two years only, and do not know how to work effectively with their Indigenous Aides. This paper reports on part of a 3-year study to enhance students’ outcomes through improving relationships between Teachers, Indigenous Teacher-Aides, students and community members. It describes three case studies and identifies training, equality in partnerships, communication, and the “westernized‿ nature of classrooms as issues for effective Teacher/aide relationships.
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Contextualising the teaching and learning of measurement in Torres Strait Islander schools
2011Co-Authors: Bronwyn F. Ewing, Thomas J Cooper, Annette R Baturo, Christopher John MatthewsAbstract:This paper reports on a mathematics project conducted with six Torres Strait Islander schools and communities by the research team at the YuMi Deadly Centre at QUT. Data collected is from a small focus group of six Teachers and two Teacher Aides. We investigated how measurement is taught and learned by students, their Teachers and Teacher Aides in the community schools. A key focus of the project was that the teaching and learning of measurement be contextualised to the students’ culture, community and home languages. A significant finding from the project was that the Teachers had differing levels of knowledge and understanding about how to contextualise measurement to support student learning. For example, an Indigenous Teacher identified that mathematics and the environment are relational, that is, they are not discrete and in isolation from one another, rather they mesh together, thus affording the articulation and interchange among and between mathematics and Torres Strait Islander culture.
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research empowering the researched reflections on supporting indigenous Teacher Aides to tutor mathematics
Proceedings of the Joint Meeting of PME 32 and PME-NA XXX Vol. 1, 2008Co-Authors: Annette R Baturo, Thomas J Cooper, Christopher John Matthews, Petrina J Underwood, Elizabeth WarrenAbstract:This paper looks at the implications of decolonising methodologies on mathematics education research with Indigenous communities. It uses a study of remote Indigenous assistants being supported to become effective mathematics tutors of at-risk Indigenous students to draw implications for the application of the Empowering Outcomes research model for remote Indigenous research sites. It discusses the results of the study in terms of benefit and empowerment, and draws conclusions with respect to research designs that benefit the researched.
Christopher John Matthews - One of the best experts on this subject based on the ideXlab platform.
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Contextualising the teaching and learning of measurement within Torres Strait Islander schools
The Australian journal of Indigenous education, 2020Co-Authors: Bronwyn F. Ewing, Thomas J Cooper, Annette R Baturo, Christopher John MatthewsAbstract:A one-year mathematics project that focused on measurement was conducted with six Torres Strait Islander schools and communities. Its key focus was to contextualise the teaching and learning of measurement within the students' culture, communities and home languages. Six Teachers and two Teacher Aides participated in the project. This paper reports on the findings from the Teachers' and Teacher Aides' survey questionnaire used in the first Professional Development session to identify: a) Teachers' experience of teaching in the Torres Strait Islands, b) Teachers' beliefs about effective ways to teach Torres Strait Islander students, and c) contexualising measurement within Torres Strait Islander culture, communities and home languages. A wide range of differing levels of knowledge and understanding about how to contextualise measurement to support student learning were identified and analysed. For example, an Indigenous Teacher claimed that mathematics and the environment are relational, that is, they are not discrete and in isolation from one another, rather they interconnect with mathematical ideas emerging from the environment of the Torres Strait communities.
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Contextualising the teaching and learning of measurement in Torres Strait Islander schools
2011Co-Authors: Bronwyn F. Ewing, Thomas J Cooper, Annette R Baturo, Christopher John MatthewsAbstract:This paper reports on a mathematics project conducted with six Torres Strait Islander schools and communities by the research team at the YuMi Deadly Centre at QUT. Data collected is from a small focus group of six Teachers and two Teacher Aides. We investigated how measurement is taught and learned by students, their Teachers and Teacher Aides in the community schools. A key focus of the project was that the teaching and learning of measurement be contextualised to the students’ culture, community and home languages. A significant finding from the project was that the Teachers had differing levels of knowledge and understanding about how to contextualise measurement to support student learning. For example, an Indigenous Teacher identified that mathematics and the environment are relational, that is, they are not discrete and in isolation from one another, rather they mesh together, thus affording the articulation and interchange among and between mathematics and Torres Strait Islander culture.
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research empowering the researched reflections on supporting indigenous Teacher Aides to tutor mathematics
Proceedings of the Joint Meeting of PME 32 and PME-NA XXX Vol. 1, 2008Co-Authors: Annette R Baturo, Thomas J Cooper, Christopher John Matthews, Petrina J Underwood, Elizabeth WarrenAbstract:This paper looks at the implications of decolonising methodologies on mathematics education research with Indigenous communities. It uses a study of remote Indigenous assistants being supported to become effective mathematics tutors of at-risk Indigenous students to draw implications for the application of the Empowering Outcomes research model for remote Indigenous research sites. It discusses the results of the study in terms of benefit and empowerment, and draws conclusions with respect to research designs that benefit the researched.
Bronwyn F. Ewing - One of the best experts on this subject based on the ideXlab platform.
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Contextualising the teaching and learning of measurement within Torres Strait Islander schools
The Australian journal of Indigenous education, 2020Co-Authors: Bronwyn F. Ewing, Thomas J Cooper, Annette R Baturo, Christopher John MatthewsAbstract:A one-year mathematics project that focused on measurement was conducted with six Torres Strait Islander schools and communities. Its key focus was to contextualise the teaching and learning of measurement within the students' culture, communities and home languages. Six Teachers and two Teacher Aides participated in the project. This paper reports on the findings from the Teachers' and Teacher Aides' survey questionnaire used in the first Professional Development session to identify: a) Teachers' experience of teaching in the Torres Strait Islands, b) Teachers' beliefs about effective ways to teach Torres Strait Islander students, and c) contexualising measurement within Torres Strait Islander culture, communities and home languages. A wide range of differing levels of knowledge and understanding about how to contextualise measurement to support student learning were identified and analysed. For example, an Indigenous Teacher claimed that mathematics and the environment are relational, that is, they are not discrete and in isolation from one another, rather they interconnect with mathematical ideas emerging from the environment of the Torres Strait communities.
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Contextualising the teaching and learning of measurement in Torres Strait Islander schools
2011Co-Authors: Bronwyn F. Ewing, Thomas J Cooper, Annette R Baturo, Christopher John MatthewsAbstract:This paper reports on a mathematics project conducted with six Torres Strait Islander schools and communities by the research team at the YuMi Deadly Centre at QUT. Data collected is from a small focus group of six Teachers and two Teacher Aides. We investigated how measurement is taught and learned by students, their Teachers and Teacher Aides in the community schools. A key focus of the project was that the teaching and learning of measurement be contextualised to the students’ culture, community and home languages. A significant finding from the project was that the Teachers had differing levels of knowledge and understanding about how to contextualise measurement to support student learning. For example, an Indigenous Teacher identified that mathematics and the environment are relational, that is, they are not discrete and in isolation from one another, rather they mesh together, thus affording the articulation and interchange among and between mathematics and Torres Strait Islander culture.
Elizabeth Warren - One of the best experts on this subject based on the ideXlab platform.
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Indigenous and Non-Indigenous Teaching Relationships in Three Mathematics Classrooms in Remote Queensland
2020Co-Authors: Thomas J Cooper, Annette R Baturo, Elizabeth WarrenAbstract:In Queensland, Indigenous mathematics performance lags at least two years behind that of non-Indigenous students (Queensland Studies Authority, 2004). This low performance is exacerbated in remote communities where Teachers are generally inexperienced, non-Indigenous, usually stay in the school for two years only, and do not know how to work effectively with their Indigenous Aides. This paper reports on part of a 3-year study to enhance students’ outcomes through improving relationships between Teachers, Indigenous Teacher-Aides, students and community members. It describes three case studies and identifies training, equality in partnerships, communication, and the “westernized‿ nature of classrooms as issues for effective Teacher/aide relationships.
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research empowering the researched reflections on supporting indigenous Teacher Aides to tutor mathematics
Proceedings of the Joint Meeting of PME 32 and PME-NA XXX Vol. 1, 2008Co-Authors: Annette R Baturo, Thomas J Cooper, Christopher John Matthews, Petrina J Underwood, Elizabeth WarrenAbstract:This paper looks at the implications of decolonising methodologies on mathematics education research with Indigenous communities. It uses a study of remote Indigenous assistants being supported to become effective mathematics tutors of at-risk Indigenous students to draw implications for the application of the Empowering Outcomes research model for remote Indigenous research sites. It discusses the results of the study in terms of benefit and empowerment, and draws conclusions with respect to research designs that benefit the researched.
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indigenous students and mathematics Teachers perceptions of the role of Teacher Aides
The Australian journal of Indigenous education, 2004Co-Authors: Elizabeth Warren, Thomas J Cooper, Annette R BaturoAbstract:This study examined Teachers' perceptions of the role of Teacher Aides in mathematics classrooms in rural and remote Indigenous communities. Twelve Teachers from three schools in rural and remote Queensland participated in the study. The results from the first year of the project indicated that there were differences in how these Teachers worked with their Teacher Aides, particularly the specific roles assigned to them in the mathematics classroom, with non-Indigenous Teacher Aides being given greater responsibilities for student learning and Indigenous Teacher Aides for behavioural management. As a result of Teacher aide in-service on mathematics learning, Teachers' perception of the Indigenous Teacher Aides changed, resulting in each being given greater responsibility for student learning.
