Jeanne M Allen | Griffith University (original) (raw)
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Address: Brisbane, Quensland, Australia
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Papers by Jeanne M Allen
Asia Pacific Journal of Teacher Education, 2017
The Future of Educational Research, 2014
This paper reports on research conducted in two Australian universities to evaluate factors that ... more This paper reports on research conducted in two Australian universities to evaluate factors that are perceived to significantly impact on the professional experiences of pre-service teachers during practicum. Contextualised within teacher education programs in an urban university in Tasmania and a regional university in Queensland, the particular focus of this paper is the beliefs and experiences of school and university supervising staff members regarding the efficacy of the practicum in enabling students to integrate into practice the knowledge and skills they have acquired in their university coursework. Findings generated from the comparative analysis of both mixed methods studies revealed some differences but predominantly a number of similarities between the perceptions of the two samples of school practitioners and university staff members towards practicum. Three key findings are presented and discussed in this paper.
Conference Presentations by Jeanne M Allen
Australian Association for Research in Education (AARE) 2017 Conference, 2017
Student engagement is fundamental to learning yet a major challenge to educators in Australia and... more Student engagement is fundamental to learning yet a major challenge to educators in Australia and internationally is how to engage all young people in learning, particularly in the early years of high school. Drawing on data from one major Australian jurisdiction, this paper consolidates a range of learning theories and approaches to engaging young adolescents. As such, it provides a broad lens through which to view the needs of all students during this phase of learning, including those who are at risk of disengaging. Our starring premises are twofold. First, as demonstrated in extant literature, all young people are potentially at risk of disengagement because of a myriad of personal factors shaping young adolescence, as well as schooling pressures and transitions. Second, being at risk of schooling disengagement or being disengaged can be mitigated against through a spectrum of supportive and responsive measures that foster student engagement and schooling retention.
The Student Engagement Continuum Model is the outcome of the research project alluded to earlier; it provides a framework for best practice approaches to the learning engagement of all students in secondary schooling. Our model incorporates behavioural, emotional and cognitive dimensions of engagement on a continuum that guides engagement for all young adolescents. This model is the first of its kind in that it is based upon a data-based theorisation of a range of types of schooling disengagement along with targeted strategies underpinning a continuum of pedagogical, curricular and social support measures during the years of young adolescent schooling (typically 11-16 years). As such, we contend that it offers potential for real innovation in the way we structure learning for young adolescents.
Asia Pacific Journal of Teacher Education, 2017
The Future of Educational Research, 2014
This paper reports on research conducted in two Australian universities to evaluate factors that ... more This paper reports on research conducted in two Australian universities to evaluate factors that are perceived to significantly impact on the professional experiences of pre-service teachers during practicum. Contextualised within teacher education programs in an urban university in Tasmania and a regional university in Queensland, the particular focus of this paper is the beliefs and experiences of school and university supervising staff members regarding the efficacy of the practicum in enabling students to integrate into practice the knowledge and skills they have acquired in their university coursework. Findings generated from the comparative analysis of both mixed methods studies revealed some differences but predominantly a number of similarities between the perceptions of the two samples of school practitioners and university staff members towards practicum. Three key findings are presented and discussed in this paper.
Australian Association for Research in Education (AARE) 2017 Conference, 2017
Student engagement is fundamental to learning yet a major challenge to educators in Australia and... more Student engagement is fundamental to learning yet a major challenge to educators in Australia and internationally is how to engage all young people in learning, particularly in the early years of high school. Drawing on data from one major Australian jurisdiction, this paper consolidates a range of learning theories and approaches to engaging young adolescents. As such, it provides a broad lens through which to view the needs of all students during this phase of learning, including those who are at risk of disengaging. Our starring premises are twofold. First, as demonstrated in extant literature, all young people are potentially at risk of disengagement because of a myriad of personal factors shaping young adolescence, as well as schooling pressures and transitions. Second, being at risk of schooling disengagement or being disengaged can be mitigated against through a spectrum of supportive and responsive measures that foster student engagement and schooling retention.
The Student Engagement Continuum Model is the outcome of the research project alluded to earlier; it provides a framework for best practice approaches to the learning engagement of all students in secondary schooling. Our model incorporates behavioural, emotional and cognitive dimensions of engagement on a continuum that guides engagement for all young adolescents. This model is the first of its kind in that it is based upon a data-based theorisation of a range of types of schooling disengagement along with targeted strategies underpinning a continuum of pedagogical, curricular and social support measures during the years of young adolescent schooling (typically 11-16 years). As such, we contend that it offers potential for real innovation in the way we structure learning for young adolescents.