Maree Dinan-Thompson | James Cook University (original) (raw)

Papers by Maree Dinan-Thompson

Research paper thumbnail of A case study of parent perspectives on interreligious learning and teaching in a diverse Catholic school context: ‘Building a civilisation of love’

Journal of beliefs and values/Journal of beliefs & values, Feb 4, 2024

In the pluralised contexts of many contemporary Australian Catholic schools, cultural and religio... more In the pluralised contexts of many contemporary Australian Catholic schools, cultural and religious diversity is a reality that could be ignored or potentially utilised to enhance learning. This case study probes the perceptions of parents regarding their children’s engagement in Religious Education in a Catholic school and in particular, engagement in interreligious learning and teaching. The small qualitative study utilised interviews with parents that were analysed and coded to reveal themes that are then discussed in light of the literature reviewed. Four key themes emerged: engagement, diversity, voice and agency, and identity revealing potential for enhancing partnerships with parents and families in the educative project of growing young Australians into their humanity and working towards the creation of a civilisation of love. The study points to a potential for the ‘wider Church’ to engage families in dialogue through articulating the why and how of Religious Education in Catholic schools (including interreligious learning and teaching) and enhancing parental engagement in such learning and teaching to resource the spiritual/religious identity of all as they grow into the fulness of life.

Research paper thumbnail of Health and Physical Education

Routledge eBooks, Jul 16, 2020

Research paper thumbnail of Claiming ‘educative outcomes’ in HPE: the potential for ‘pedagogic action’

Asia-Pacific journal of health, sport and physical education, Jul 1, 2013

This paper will propose and privilege educative outcomes in Health and Physical Education (HPE), ... more This paper will propose and privilege educative outcomes in Health and Physical Education (HPE), reflecting that one of the five propositions in the Draft Shape of Australian Curriculum: Health and Physical Education (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2012a) can be regarded as the bonding agent. The paper recognizes current research in HPE and refers to the long-standing positioning of (successful) ‘learning’ at the forefront of subjects, activities and curriculum (Hayes, Capel, Katene, & Cook, 2006). It explores gaps and potential in ‘pedagogical work’ (Tinning, 2008) and ‘pedagogic action’ (Penney, 2013) that may prioritize and legitimate, or challenge, how topics, curriculum, assessment and activities can be emphasized over learning. It argues that foregrounding educative outcomes requires knowledge building in relation to curriculum, pedagogy and assessment; that the significance of the interplay and alignment of curriculum, pedagogy and assessment is key to attaining educative outcomes; and that the notions of cumulative and segmented learning (Maton, 2011) in HPE deserve exploration. A text analysis of sections of the Consultation document will be utilized to demonstrate how learning is potentially the bonding agent, how curriculum documents make it legitimate (or not) and how comprehensive and developmental learning are situated in the text. In addition, excerpts from a case study of student and teacher voices in one school event is utilized to raise and provoke discussion about student learning, perceptions about learning in HPE and raise challenges about the interplay between curriculum, pedagogy and assessment. The final section of the paper proposes challenges for teachers of HPE with issues to consider in generating ‘pedagogic action’ (Penney, 2013) for educative outcomes in HPE.

Research paper thumbnail of A Teacher Educator's attempt to encourage general preservice teachers studying Health and Physical Education curriculum to explore embodied subjectivities

Teacher education aims to prepare preservice teachers for their professional lives inclusive of a... more Teacher education aims to prepare preservice teachers for their professional lives inclusive of all that teaching involves. For experienced teachers, reflection on teacher education might bring thoughts of cognitive preparation, ie. the understanding of developmental theories, teaching and learning frameworks, curriculum development and implementation, and of course. eighty days of procticum. Rarely is the role of the 'body' in teaching questioned. critiqued and/or celebratea. This paper outlines a teacher educato(s atlempt to encourage generalist preservice teachers to challenge their own lived experiences. and their impact in, through and about teaching Health and Physical Education.

Research paper thumbnail of Collaborative curriculum-making: the interplay of ownership and dialogue

The complexity of curriculum change in schools is widely researched (Fullan, 1991, 1993; Hargreav... more The complexity of curriculum change in schools is widely researched (Fullan, 1991, 1993; Hargreaves, 1995; Datnow, 1998; Bascia & Hargreaves, 2000; and DinanThompson, 2001 a, 2001 b) and yet there is still much to be learned from further studies. The emphasis in these studies lies with the notion that change is a process, not an event. It is contested, convoluted and exceptionally complex. The interaction between teachers, students, parents, community members, the educational organisation (both school and system) and the curriculum is the key to gaining an understanding of this process. This interaction though may arise from top-down or imposed change, bottom-up or teacher/school-generated change, or a combination of both (Fullan, 1999). More recently the locus in curriculum change studies has shifted to the role of the teacher. McInerney, Hattam, Lawson and Smyth (2000) recently reported on a project called 'Teachers at Work'. One of their key findings was the ignorance of the role of the teacher in curriculum change and, more specifically, teachers' learning. Bascia and Hargreaves (2000) complemented this notion in stating that change needs to connect teachers to the system and society in an activist way. Teachers need to 'see themselves not just as effects of the context, but as part of the context, contributors to it, and as agents who can and must influence how others perceive, shape and support their work' (Bascia & Hargreaves, 2000. pp. 33-34).

Research paper thumbnail of Book review of "Stones in the Sneaker: active theory for secondary school physical and health educators" by Ellen Singleton and Aniko Varpalotai, Althouse Press, USA

Australian Educational Researcher, 2008

Research paper thumbnail of Health & Physical Education: Issues for Curriculum in Australia and New Zealand

Part 1 Multiple VoicesPart IntroductionMaree DinanThompson and Dawn Penney1 Cycl(scept)ical Circu... more Part 1 Multiple VoicesPart IntroductionMaree DinanThompson and Dawn Penney1 Cycl(scept)ical Circuits of Power and Control in Australian HPE CurriculumMaree DinanThompson2 Curriculum Acoustics: Analysing the Changing Voice of the New Zealand Health and Physical Education CurriculumTania Cassidy and Alan Ovens3 Voices in Health and Physical Education Policy and Practice in Australian States and TerritorieMaree DinanThompson4 Locating Teacher Voice in Curriculum ReformRoss Brooker and Dawn Penney5 Should Kids 'Be Seen and Not Heard'?: Where are the Students in HPE Curriculum?Lisa Hunter6 Locating the 'Sexual Voice' in Health and Physical Education Curriculum 106Deana Leahy, Mary Lou Rasmussen and Maree DinanThompson7 Indigenous Perspectives in HPE Curriculum: Contradictions and ColonisationKatie FitzpatrickPart 2 Multiple MessagesPart Introduction MareeDinanThomp son and Dawn Penney8 Discursive Dilemmas in New Zealand's Health and Physical Education CurriculumLisette Burrows9 What Does a 'Sociocultural Perspective' Mean in Health and Physical Education?Ken Cliff, Jan Wright and Deb Clarke10 Dicing with Death: Tensions, Contradictions and Awkward Positions in School Health EducationMichael Gard and Deana Leahy11 Positioning the Physical in Health and Physical EducationLouise McCuaig and Peter Hay12 Broadening Perspectives on Assessment in Health and Physical EducationPeter Hay13 Physical Education as Vocational Education: A Marginalising Curriculum SpaceSeth Brown and Doune Macdonald14 Contemporary Issues and Future Agendas for Health and Physical EducationDoune Macdonald and Dawn PenneyGlossaryIndex

Research paper thumbnail of Investigating Indigenous games as Indigenous knowledges and perspectives in PETE: a systematic literature review

Curriculum Studies in Health and Physical Education

Research paper thumbnail of A case study of interreligious learning and teaching in a Catholic primary school – a nexus of leadership, pedagogy, identity, and relationships

International Studies in Catholic Education

Research paper thumbnail of Curriculum Alignment After Reforms: A Systematic Review with Considerations for Queensland Pre- and In-service Teachers

Australian Journal of Teacher Education, 2020

This systematic review synthesises research on curriculum alignment to suggest considerations for... more This systematic review synthesises research on curriculum alignment to suggest considerations for the implementation of the Senior secondary curriculum reform in Queensland, Australia. It focuses on the coherence of cognitive skills in the prescribed and enacted curriculum as these are typically the least aligned curriculum components. Search methods, which followed the PRISMA model, resulted in 108 relevant articles for qualitative synthesis. Results show that alignment after curriculum reforms is typically low. The use of educational taxonomies can support curriculum alignment. Marzano and Kendall’s (2007) New Taxonomy of Educational Objectives underpins the new Queensland Senior secondary syllabi which, in line with other Australian policy, encourage the explicit teaching of cognitive skills. Research is needed on the enacted cognitive skills curriculum in Queensland and its alignment with the reformed prescribed curriculum. To promote the successful implementation of the new Que...

Research paper thumbnail of Curriculum Drivers

Routledge Handbook of Primary Physical Education, 2017

Research paper thumbnail of Assessment and standards

The Routledge Handbook of Primary Physical Education goes further than any other book in explorin... more The Routledge Handbook of Primary Physical Education goes further than any other book in exploring the specific theoretical and practical components of teaching PE at the primary or elementary school level. As the most comprehensive review of theory, research and practice in primary PE yet published, it represents an essential evidence-based guide for all students, researchers and practitioners working in this area. Written by a team of leading international primary PE specialists from academic and practitioner backgrounds, this handbook examines the three discourses that dominate contemporary PE: health, education and sport. With case studies from twelve countries, including the UK, USA, Canada, Australia, New Zealand, Norway, Spain and South Korea, it provides a truly international perspective on key themes and issues such as: primary PE pedagogy, policy and curriculum development assessment and standards child development diversity and inclusion teacher training and professional development. Offering an unprecedented wealth of material, this handbook is an invaluable reference for any undergraduate or postgraduate degree programme in primary physical education or any primary teacher training course with a physical education element

Research paper thumbnail of Assessing authentically in the Graduate Diploma of Education

This paper presents a cutting-edge planning process that embeds authentic assessment, work-integr... more This paper presents a cutting-edge planning process that embeds authentic assessment, work-integrated learning, professional standards and e-Assessment in a Years 1-9 Graduate Diploma of Education course. The process is innovative in that it utilises an e-Portfolio to capture the evidence for assessment across all ten professional standards in core professional practice subjects, core curriculum subjects and practicum. The e-Portfolio also serves a purpose for teaching applications to future employers. The paper will outline the process undertaken to systematically plan for authentic and relevant assessment, templates developed for curriculum and assessment mapping, subject calendars outlining the explicit links to professional standards and assessment, and examples of the e-Portfolios. Further, the paper will present research undertaken to gain insights into students’ and professional advisory committee members’ perspectives of the process, authentic assessment tasks and e-Portfoli...

Research paper thumbnail of Primary Physical Education in Australia

Research paper thumbnail of A Teacher Educator's attempt to encourage general preservice teachers studying Health and Physical Education curriculum to explore embodied subjectivities

Teacher education aims to prepare preservice teachers for their professional lives inclusive of a... more Teacher education aims to prepare preservice teachers for their professional lives inclusive of all that teaching involves. For experienced teachers, reflection on teacher education might bring thoughts of cognitive preparation, ie. the understanding of developmental theories, teaching and learning frameworks, curriculum development and implementation, and of course. eighty days of procticum. Rarely is the role of the 'body' in teaching questioned. critiqued and/or celebratea. This paper outlines a teacher educato(s atlempt to encourage generalist preservice teachers to challenge their own lived experiences. and their impact in, through and about teaching Health and Physical Education.

Research paper thumbnail of Perspectives of sporting opportunities for remote indigenous Cape York communities

Aboriginal and Islander Health Worker Journal, Jun 29, 2012

Closing the gap in Aboriginal and Torres Strait health disadvantage is one of the many initiative... more Closing the gap in Aboriginal and Torres Strait health disadvantage is one of the many initiatives that the Australian Government is continuing to struggle with. Regular physical activity is an important component of health. Calls from Indigenous community members on Cape York to have the opportunity to improve their health and wellbeing (Cape York Sustainable Futures, 2012; Apunipima, 2011) need to be heard by providers and government.

Research paper thumbnail of Body work – Regulation of a swimmer body: an authoethnography from an Australian elite swimmer

Sport Education and Society

Research paper thumbnail of Big Change Question Does Critical Theory Have any Practical Value for Educational Change?

Journal of Educational Change, 2003

Research paper thumbnail of ‘Body work—regulation of a swimmer body’: an autoethnography from an Australian elite swimmer

Sport, Education and Society, 2011

By focusing on my bodily experiences as an Australian elite swimmer using an autoethnographic fra... more By focusing on my bodily experiences as an Australian elite swimmer using an autoethnographic framework, this paper contributes to work on sociology and the body. It specifically focuses on the relationship between the regulatory practices of others on my body and my development of self-regulatory practices. I named these regulatory practices as 'ethnophysiological' as they were triggered in the specific social context of Australian swimming and were legitimated through "values packaged in a scientific wrapping" (Vertinsky, 1985, p. 73). Autoethnography, an "autobiographical genre of writing" (Ellis & Bochner, 2000, p. 739) has been utilized as it enables the reader to vicariously share my athletic experiences in particular my bodily experiences, bestowing a voice of authority to my body to reveal personal experiences, voices and feelings. Within this paper, I will re-tell my stories of being an elite swimmer. I will detail stories of enaction, coach and peer regulation and self-regulation occurring within the elite culture persisting my career over a nine-year period. I use Sparkes's (2004, p. 159) question in regard to embodiment to reflexively shape my analysis; "what do my memories reveal about the socialisation of my body" and draw on literature relevant to sociology and the body.

Research paper thumbnail of Claiming ‘educative outcomes’ in HPE: the potential for ‘pedagogic action’

Asia-Pacific Journal of Health, Sport and Physical Education, 2013

This paper will propose and privilege educative outcomes in Health and Physical Education (HPE), ... more This paper will propose and privilege educative outcomes in Health and Physical Education (HPE), reflecting that one of the five propositions in the Draft Shape of Australian Curriculum: Health and Physical Education (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2012a) can be regarded as the bonding agent. The paper recognizes current research in HPE and refers to the long-standing positioning of (successful) ‘learning’ at the forefront of subjects, activities and curriculum (Hayes, Capel, Katene, & Cook, 2006). It explores gaps and potential in ‘pedagogical work’ (Tinning, 2008) and ‘pedagogic action’ (Penney, 2013) that may prioritize and legitimate, or challenge, how topics, curriculum, assessment and activities can be emphasized over learning. It argues that foregrounding educative outcomes requires knowledge building in relation to curriculum, pedagogy and assessment; that the significance of the interplay and alignment of curriculum, pedagogy and assessment is key to attaining educative outcomes; and that the notions of cumulative and segmented learning (Maton, 2011) in HPE deserve exploration. A text analysis of sections of the Consultation document will be utilized to demonstrate how learning is potentially the bonding agent, how curriculum documents make it legitimate (or not) and how comprehensive and developmental learning are situated in the text. In addition, excerpts from a case study of student and teacher voices in one school event is utilized to raise and provoke discussion about student learning, perceptions about learning in HPE and raise challenges about the interplay between curriculum, pedagogy and assessment. The final section of the paper proposes challenges for teachers of HPE with issues to consider in generating ‘pedagogic action’ (Penney, 2013) for educative outcomes in HPE.

Research paper thumbnail of A case study of parent perspectives on interreligious learning and teaching in a diverse Catholic school context: ‘Building a civilisation of love’

Journal of beliefs and values/Journal of beliefs & values, Feb 4, 2024

In the pluralised contexts of many contemporary Australian Catholic schools, cultural and religio... more In the pluralised contexts of many contemporary Australian Catholic schools, cultural and religious diversity is a reality that could be ignored or potentially utilised to enhance learning. This case study probes the perceptions of parents regarding their children’s engagement in Religious Education in a Catholic school and in particular, engagement in interreligious learning and teaching. The small qualitative study utilised interviews with parents that were analysed and coded to reveal themes that are then discussed in light of the literature reviewed. Four key themes emerged: engagement, diversity, voice and agency, and identity revealing potential for enhancing partnerships with parents and families in the educative project of growing young Australians into their humanity and working towards the creation of a civilisation of love. The study points to a potential for the ‘wider Church’ to engage families in dialogue through articulating the why and how of Religious Education in Catholic schools (including interreligious learning and teaching) and enhancing parental engagement in such learning and teaching to resource the spiritual/religious identity of all as they grow into the fulness of life.

Research paper thumbnail of Health and Physical Education

Routledge eBooks, Jul 16, 2020

Research paper thumbnail of Claiming ‘educative outcomes’ in HPE: the potential for ‘pedagogic action’

Asia-Pacific journal of health, sport and physical education, Jul 1, 2013

This paper will propose and privilege educative outcomes in Health and Physical Education (HPE), ... more This paper will propose and privilege educative outcomes in Health and Physical Education (HPE), reflecting that one of the five propositions in the Draft Shape of Australian Curriculum: Health and Physical Education (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2012a) can be regarded as the bonding agent. The paper recognizes current research in HPE and refers to the long-standing positioning of (successful) ‘learning’ at the forefront of subjects, activities and curriculum (Hayes, Capel, Katene, & Cook, 2006). It explores gaps and potential in ‘pedagogical work’ (Tinning, 2008) and ‘pedagogic action’ (Penney, 2013) that may prioritize and legitimate, or challenge, how topics, curriculum, assessment and activities can be emphasized over learning. It argues that foregrounding educative outcomes requires knowledge building in relation to curriculum, pedagogy and assessment; that the significance of the interplay and alignment of curriculum, pedagogy and assessment is key to attaining educative outcomes; and that the notions of cumulative and segmented learning (Maton, 2011) in HPE deserve exploration. A text analysis of sections of the Consultation document will be utilized to demonstrate how learning is potentially the bonding agent, how curriculum documents make it legitimate (or not) and how comprehensive and developmental learning are situated in the text. In addition, excerpts from a case study of student and teacher voices in one school event is utilized to raise and provoke discussion about student learning, perceptions about learning in HPE and raise challenges about the interplay between curriculum, pedagogy and assessment. The final section of the paper proposes challenges for teachers of HPE with issues to consider in generating ‘pedagogic action’ (Penney, 2013) for educative outcomes in HPE.

Research paper thumbnail of A Teacher Educator's attempt to encourage general preservice teachers studying Health and Physical Education curriculum to explore embodied subjectivities

Teacher education aims to prepare preservice teachers for their professional lives inclusive of a... more Teacher education aims to prepare preservice teachers for their professional lives inclusive of all that teaching involves. For experienced teachers, reflection on teacher education might bring thoughts of cognitive preparation, ie. the understanding of developmental theories, teaching and learning frameworks, curriculum development and implementation, and of course. eighty days of procticum. Rarely is the role of the 'body' in teaching questioned. critiqued and/or celebratea. This paper outlines a teacher educato(s atlempt to encourage generalist preservice teachers to challenge their own lived experiences. and their impact in, through and about teaching Health and Physical Education.

Research paper thumbnail of Collaborative curriculum-making: the interplay of ownership and dialogue

The complexity of curriculum change in schools is widely researched (Fullan, 1991, 1993; Hargreav... more The complexity of curriculum change in schools is widely researched (Fullan, 1991, 1993; Hargreaves, 1995; Datnow, 1998; Bascia & Hargreaves, 2000; and DinanThompson, 2001 a, 2001 b) and yet there is still much to be learned from further studies. The emphasis in these studies lies with the notion that change is a process, not an event. It is contested, convoluted and exceptionally complex. The interaction between teachers, students, parents, community members, the educational organisation (both school and system) and the curriculum is the key to gaining an understanding of this process. This interaction though may arise from top-down or imposed change, bottom-up or teacher/school-generated change, or a combination of both (Fullan, 1999). More recently the locus in curriculum change studies has shifted to the role of the teacher. McInerney, Hattam, Lawson and Smyth (2000) recently reported on a project called 'Teachers at Work'. One of their key findings was the ignorance of the role of the teacher in curriculum change and, more specifically, teachers' learning. Bascia and Hargreaves (2000) complemented this notion in stating that change needs to connect teachers to the system and society in an activist way. Teachers need to 'see themselves not just as effects of the context, but as part of the context, contributors to it, and as agents who can and must influence how others perceive, shape and support their work' (Bascia & Hargreaves, 2000. pp. 33-34).

Research paper thumbnail of Book review of "Stones in the Sneaker: active theory for secondary school physical and health educators" by Ellen Singleton and Aniko Varpalotai, Althouse Press, USA

Australian Educational Researcher, 2008

Research paper thumbnail of Health & Physical Education: Issues for Curriculum in Australia and New Zealand

Part 1 Multiple VoicesPart IntroductionMaree DinanThompson and Dawn Penney1 Cycl(scept)ical Circu... more Part 1 Multiple VoicesPart IntroductionMaree DinanThompson and Dawn Penney1 Cycl(scept)ical Circuits of Power and Control in Australian HPE CurriculumMaree DinanThompson2 Curriculum Acoustics: Analysing the Changing Voice of the New Zealand Health and Physical Education CurriculumTania Cassidy and Alan Ovens3 Voices in Health and Physical Education Policy and Practice in Australian States and TerritorieMaree DinanThompson4 Locating Teacher Voice in Curriculum ReformRoss Brooker and Dawn Penney5 Should Kids 'Be Seen and Not Heard'?: Where are the Students in HPE Curriculum?Lisa Hunter6 Locating the 'Sexual Voice' in Health and Physical Education Curriculum 106Deana Leahy, Mary Lou Rasmussen and Maree DinanThompson7 Indigenous Perspectives in HPE Curriculum: Contradictions and ColonisationKatie FitzpatrickPart 2 Multiple MessagesPart Introduction MareeDinanThomp son and Dawn Penney8 Discursive Dilemmas in New Zealand's Health and Physical Education CurriculumLisette Burrows9 What Does a 'Sociocultural Perspective' Mean in Health and Physical Education?Ken Cliff, Jan Wright and Deb Clarke10 Dicing with Death: Tensions, Contradictions and Awkward Positions in School Health EducationMichael Gard and Deana Leahy11 Positioning the Physical in Health and Physical EducationLouise McCuaig and Peter Hay12 Broadening Perspectives on Assessment in Health and Physical EducationPeter Hay13 Physical Education as Vocational Education: A Marginalising Curriculum SpaceSeth Brown and Doune Macdonald14 Contemporary Issues and Future Agendas for Health and Physical EducationDoune Macdonald and Dawn PenneyGlossaryIndex

Research paper thumbnail of Investigating Indigenous games as Indigenous knowledges and perspectives in PETE: a systematic literature review

Curriculum Studies in Health and Physical Education

Research paper thumbnail of A case study of interreligious learning and teaching in a Catholic primary school – a nexus of leadership, pedagogy, identity, and relationships

International Studies in Catholic Education

Research paper thumbnail of Curriculum Alignment After Reforms: A Systematic Review with Considerations for Queensland Pre- and In-service Teachers

Australian Journal of Teacher Education, 2020

This systematic review synthesises research on curriculum alignment to suggest considerations for... more This systematic review synthesises research on curriculum alignment to suggest considerations for the implementation of the Senior secondary curriculum reform in Queensland, Australia. It focuses on the coherence of cognitive skills in the prescribed and enacted curriculum as these are typically the least aligned curriculum components. Search methods, which followed the PRISMA model, resulted in 108 relevant articles for qualitative synthesis. Results show that alignment after curriculum reforms is typically low. The use of educational taxonomies can support curriculum alignment. Marzano and Kendall’s (2007) New Taxonomy of Educational Objectives underpins the new Queensland Senior secondary syllabi which, in line with other Australian policy, encourage the explicit teaching of cognitive skills. Research is needed on the enacted cognitive skills curriculum in Queensland and its alignment with the reformed prescribed curriculum. To promote the successful implementation of the new Que...

Research paper thumbnail of Curriculum Drivers

Routledge Handbook of Primary Physical Education, 2017

Research paper thumbnail of Assessment and standards

The Routledge Handbook of Primary Physical Education goes further than any other book in explorin... more The Routledge Handbook of Primary Physical Education goes further than any other book in exploring the specific theoretical and practical components of teaching PE at the primary or elementary school level. As the most comprehensive review of theory, research and practice in primary PE yet published, it represents an essential evidence-based guide for all students, researchers and practitioners working in this area. Written by a team of leading international primary PE specialists from academic and practitioner backgrounds, this handbook examines the three discourses that dominate contemporary PE: health, education and sport. With case studies from twelve countries, including the UK, USA, Canada, Australia, New Zealand, Norway, Spain and South Korea, it provides a truly international perspective on key themes and issues such as: primary PE pedagogy, policy and curriculum development assessment and standards child development diversity and inclusion teacher training and professional development. Offering an unprecedented wealth of material, this handbook is an invaluable reference for any undergraduate or postgraduate degree programme in primary physical education or any primary teacher training course with a physical education element

Research paper thumbnail of Assessing authentically in the Graduate Diploma of Education

This paper presents a cutting-edge planning process that embeds authentic assessment, work-integr... more This paper presents a cutting-edge planning process that embeds authentic assessment, work-integrated learning, professional standards and e-Assessment in a Years 1-9 Graduate Diploma of Education course. The process is innovative in that it utilises an e-Portfolio to capture the evidence for assessment across all ten professional standards in core professional practice subjects, core curriculum subjects and practicum. The e-Portfolio also serves a purpose for teaching applications to future employers. The paper will outline the process undertaken to systematically plan for authentic and relevant assessment, templates developed for curriculum and assessment mapping, subject calendars outlining the explicit links to professional standards and assessment, and examples of the e-Portfolios. Further, the paper will present research undertaken to gain insights into students’ and professional advisory committee members’ perspectives of the process, authentic assessment tasks and e-Portfoli...

Research paper thumbnail of Primary Physical Education in Australia

Research paper thumbnail of A Teacher Educator's attempt to encourage general preservice teachers studying Health and Physical Education curriculum to explore embodied subjectivities

Teacher education aims to prepare preservice teachers for their professional lives inclusive of a... more Teacher education aims to prepare preservice teachers for their professional lives inclusive of all that teaching involves. For experienced teachers, reflection on teacher education might bring thoughts of cognitive preparation, ie. the understanding of developmental theories, teaching and learning frameworks, curriculum development and implementation, and of course. eighty days of procticum. Rarely is the role of the 'body' in teaching questioned. critiqued and/or celebratea. This paper outlines a teacher educato(s atlempt to encourage generalist preservice teachers to challenge their own lived experiences. and their impact in, through and about teaching Health and Physical Education.

Research paper thumbnail of Perspectives of sporting opportunities for remote indigenous Cape York communities

Aboriginal and Islander Health Worker Journal, Jun 29, 2012

Closing the gap in Aboriginal and Torres Strait health disadvantage is one of the many initiative... more Closing the gap in Aboriginal and Torres Strait health disadvantage is one of the many initiatives that the Australian Government is continuing to struggle with. Regular physical activity is an important component of health. Calls from Indigenous community members on Cape York to have the opportunity to improve their health and wellbeing (Cape York Sustainable Futures, 2012; Apunipima, 2011) need to be heard by providers and government.

Research paper thumbnail of Body work – Regulation of a swimmer body: an authoethnography from an Australian elite swimmer

Sport Education and Society

Research paper thumbnail of Big Change Question Does Critical Theory Have any Practical Value for Educational Change?

Journal of Educational Change, 2003

Research paper thumbnail of ‘Body work—regulation of a swimmer body’: an autoethnography from an Australian elite swimmer

Sport, Education and Society, 2011

By focusing on my bodily experiences as an Australian elite swimmer using an autoethnographic fra... more By focusing on my bodily experiences as an Australian elite swimmer using an autoethnographic framework, this paper contributes to work on sociology and the body. It specifically focuses on the relationship between the regulatory practices of others on my body and my development of self-regulatory practices. I named these regulatory practices as 'ethnophysiological' as they were triggered in the specific social context of Australian swimming and were legitimated through "values packaged in a scientific wrapping" (Vertinsky, 1985, p. 73). Autoethnography, an "autobiographical genre of writing" (Ellis & Bochner, 2000, p. 739) has been utilized as it enables the reader to vicariously share my athletic experiences in particular my bodily experiences, bestowing a voice of authority to my body to reveal personal experiences, voices and feelings. Within this paper, I will re-tell my stories of being an elite swimmer. I will detail stories of enaction, coach and peer regulation and self-regulation occurring within the elite culture persisting my career over a nine-year period. I use Sparkes's (2004, p. 159) question in regard to embodiment to reflexively shape my analysis; "what do my memories reveal about the socialisation of my body" and draw on literature relevant to sociology and the body.

Research paper thumbnail of Claiming ‘educative outcomes’ in HPE: the potential for ‘pedagogic action’

Asia-Pacific Journal of Health, Sport and Physical Education, 2013

This paper will propose and privilege educative outcomes in Health and Physical Education (HPE), ... more This paper will propose and privilege educative outcomes in Health and Physical Education (HPE), reflecting that one of the five propositions in the Draft Shape of Australian Curriculum: Health and Physical Education (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2012a) can be regarded as the bonding agent. The paper recognizes current research in HPE and refers to the long-standing positioning of (successful) ‘learning’ at the forefront of subjects, activities and curriculum (Hayes, Capel, Katene, & Cook, 2006). It explores gaps and potential in ‘pedagogical work’ (Tinning, 2008) and ‘pedagogic action’ (Penney, 2013) that may prioritize and legitimate, or challenge, how topics, curriculum, assessment and activities can be emphasized over learning. It argues that foregrounding educative outcomes requires knowledge building in relation to curriculum, pedagogy and assessment; that the significance of the interplay and alignment of curriculum, pedagogy and assessment is key to attaining educative outcomes; and that the notions of cumulative and segmented learning (Maton, 2011) in HPE deserve exploration. A text analysis of sections of the Consultation document will be utilized to demonstrate how learning is potentially the bonding agent, how curriculum documents make it legitimate (or not) and how comprehensive and developmental learning are situated in the text. In addition, excerpts from a case study of student and teacher voices in one school event is utilized to raise and provoke discussion about student learning, perceptions about learning in HPE and raise challenges about the interplay between curriculum, pedagogy and assessment. The final section of the paper proposes challenges for teachers of HPE with issues to consider in generating ‘pedagogic action’ (Penney, 2013) for educative outcomes in HPE.