Anne L Scott | Australian Catholic University (original) (raw)
Dr Anne Scott is a senior lecturer at Australian Catholic University. She was a primary school teacher for fourteen years and held various curriculum leadership roles. Currently, she teaches undergraduate and postgraduate units as well as supervising postgraduate research students in the School of Education (Victoria). In 2009, Dr Scott won the Faculty of Education Excellence in Teaching Award and in 2010 an Australian Learning and Teaching Citation.
Dr Scott continues to work closely with teachers in the areas of literacy and numeracy education. In particular, her focus of research not only identifies key similarities and differences between these disciplines but also investigates the effective uses of Information Communication Technologies (ICT) for learning them. At present Dr Scott is a member of a team investigating children’s uses of technology in their everyday lives to consider the changing needs of students’ learning in the 21st Century. She has been a Critical Friend to several research projects within the Australian Schools Innovation in Science, Technology and Mathematics (ASISTM) Project (2006-2008) and in the Family-Schools Partnerships project (2005).
Since 2008, Dr Scott has worked with Professor Philip Clarkson and Dr Andrea McDonough researching teacher change linked to the Contemporary Teaching and Learning Mathematics Project (CTLM). A key feature of this activity is the partnership fostered with teachers to support and enhance professional learning as teachers capture and reflect on video snippets of their classroom practice.
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This paper proposes a new technique for digital video data collection by teachers to be utilized ... more This paper proposes a new technique for digital video data collection by teachers to be utilized for their professional learning. The two key differences for this new approach is first to give teachers the decisions of what and when to collect data, and second for them to collect their own data by using hand held video cameras in their classrooms. Coupled with the data collection is an emphasis on the teachers following through a process that enables them to self-critique their data and consider whether they have changed their practice. Pitfalls and successes in our first attempts at using this technique with a small group of teachers are documented.
Three cohorts of preservice teachers, about 300 altogether, studying at an Australian tertiary in... more Three cohorts of preservice teachers, about 300 altogether, studying at an Australian tertiary institution, engaged in various community-based learning activities for 70 hours over a ten-month period. During this time, they reflected on and shared their experiences with peers via asynchronous online discussions. The three lecturers linked to these cohorts reflected on their managerial styles and inspected the nature of participants' postings for evidence of the development of professional learning communities. They found that preservice teachers in all three cohorts developed attributes of professional learning communities as they shared their experiences. Many acted as guides, mentors, and companions for each other. The tool and approaches used to guide preservice teachers' reflections were helpful, yet suggestions are offered to extend practices in the future.
Reported are preservice teachers' intentions to use two types of tasks: those they intend to... more Reported are preservice teachers' intentions to use two types of tasks: those they intend to use most and least frequently in their teaching of mathematics. Preservice teachers' intentions indicated high levels of commitment to using tasks that interest children and low levels of commitment to using tasks that help children memorise frequently used facts. Left unchallenged preservice teachers may form simplistic views about the potential value of different learning tasks. It seems that preservice teachers may benefit from examining the purposes of and contexts in which particular learning tasks are used. A scan of proceedings at MERGA conferences suggests that teacher educators are keen to encourage preservice teachers to value approaches that use interesting, engaging, challenging tasks with opportunity for creative thinking. The purpose of this paper is to challenge teacher educators to consider whether the role of learning tasks that help children develop fluency and au...
Mathematics Education Research Journal, 2005
Australian Journal of Teacher Education, 2011
Mathematics Education Research Journal, 2012
Three early career primary school teachers shared their perceptions of changes in their teaching ... more Three early career primary school teachers shared their perceptions of changes in their teaching of mathematics 8-18 months after their participation in an action research project. Comparing data collected throughout the lifetime of the project with analyses of participants' reflections written in response to three openended questions posed months later indicated sustained shifts in specific elements of their planning and implementation of mathematics lessons. These included: maintaining a clear mathematical focus for each lesson; using questions effectively throughout the lesson; and providing quality activities and tasks. Teachers attributed changes to both their own individualistic focus attended to during the project, and to three contextual factors at the school level.
This paper proposes a new technique for digital video data collection by teachers to be utilized ... more This paper proposes a new technique for digital video data collection by teachers to be utilized for their professional learning. The two key differences for this new approach is first to give teachers the decisions of what and when to collect data, and second for them to collect their own data by using hand held video cameras in their classrooms. Coupled with the data collection is an emphasis on the teachers following through a process that enables them to self-critique their data and consider whether they have changed their practice. Pitfalls and successes in our first attempts at using this technique with a small group of teachers are documented.
This paper proposes a new technique for digital video data collection by teachers to be utilized ... more This paper proposes a new technique for digital video data collection by teachers to be utilized for their professional learning. The two key differences for this new approach is first to give teachers the decisions of what and when to collect data, and second for them to collect their own data by using hand held video cameras in their classrooms. Coupled with the data collection is an emphasis on the teachers following through a process that enables them to self-critique their data and consider whether they have changed their practice. Pitfalls and successes in our first attempts at using this technique with a small group of teachers are documented.
Three cohorts of preservice teachers, about 300 altogether, studying at an Australian tertiary in... more Three cohorts of preservice teachers, about 300 altogether, studying at an Australian tertiary institution, engaged in various community-based learning activities for 70 hours over a ten-month period. During this time, they reflected on and shared their experiences with peers via asynchronous online discussions. The three lecturers linked to these cohorts reflected on their managerial styles and inspected the nature of participants' postings for evidence of the development of professional learning communities. They found that preservice teachers in all three cohorts developed attributes of professional learning communities as they shared their experiences. Many acted as guides, mentors, and companions for each other. The tool and approaches used to guide preservice teachers' reflections were helpful, yet suggestions are offered to extend practices in the future.
Reported are preservice teachers' intentions to use two types of tasks: those they intend to... more Reported are preservice teachers' intentions to use two types of tasks: those they intend to use most and least frequently in their teaching of mathematics. Preservice teachers' intentions indicated high levels of commitment to using tasks that interest children and low levels of commitment to using tasks that help children memorise frequently used facts. Left unchallenged preservice teachers may form simplistic views about the potential value of different learning tasks. It seems that preservice teachers may benefit from examining the purposes of and contexts in which particular learning tasks are used. A scan of proceedings at MERGA conferences suggests that teacher educators are keen to encourage preservice teachers to value approaches that use interesting, engaging, challenging tasks with opportunity for creative thinking. The purpose of this paper is to challenge teacher educators to consider whether the role of learning tasks that help children develop fluency and au...
Mathematics Education Research Journal, 2005
Australian Journal of Teacher Education, 2011
Mathematics Education Research Journal, 2012
Three early career primary school teachers shared their perceptions of changes in their teaching ... more Three early career primary school teachers shared their perceptions of changes in their teaching of mathematics 8-18 months after their participation in an action research project. Comparing data collected throughout the lifetime of the project with analyses of participants' reflections written in response to three openended questions posed months later indicated sustained shifts in specific elements of their planning and implementation of mathematics lessons. These included: maintaining a clear mathematical focus for each lesson; using questions effectively throughout the lesson; and providing quality activities and tasks. Teachers attributed changes to both their own individualistic focus attended to during the project, and to three contextual factors at the school level.
This paper proposes a new technique for digital video data collection by teachers to be utilized ... more This paper proposes a new technique for digital video data collection by teachers to be utilized for their professional learning. The two key differences for this new approach is first to give teachers the decisions of what and when to collect data, and second for them to collect their own data by using hand held video cameras in their classrooms. Coupled with the data collection is an emphasis on the teachers following through a process that enables them to self-critique their data and consider whether they have changed their practice. Pitfalls and successes in our first attempts at using this technique with a small group of teachers are documented.