Glenda Campbell-Evans

Bio: Glenda Campbell-Evans is an academic researcher from Edith Cowan University. The author has contributed to research in topics: Curriculum & Teacher education. The author has an hindex of 7, co-authored 19 publications receiving 223 citations. Previous affiliations of Glenda Campbell-Evans include University of Western Australia.

Beginning Teachers as Teacher-Researchers

Abstract: There has been a growing recognition in the international education community over the last decade of the need to begin the development of teacher-researchers in preservice courses. This paper explores the perceptions of professional empowerment of beginning teachers and their development as active teacher-researchers, drawing on data from surveys conducted in Western Australia of the 1999 and 2000 preservice teacher cohort. Consistent with issues emerging from current literature, the survey data confirmed the over-riding survival mindset of beginning teachers. However, responses also provided evidence of a research mindset open to opportunities later in their teaching career and the professional confidence and skills to become members of a school community of inquiry. A process model is proposed for development of teacher-researchers through preservice course experiences. Introduction There has been a growing recognition in the international education community over the last decade of the powerful role of teachers as researchers (Darling-Hammond, 1999; Gore & Morrison, 2000; Kemmis, 2001; Rogers, 2002). The potential for understanding the complexity of the school community as an effective learning environment is increased when teachers have the skills and opportunities to take the role of researching within their own school community. The growing recognition amongst teacher-educators of the need to provide teachers with the ol ab rtiv ef mw k nd s chskills for anchoring research within their classroom practice is articulated by Bauman (1996, p.29): Teachers must be participants in educational research and development from their first education courses, through their professional development, and on to their service as mentors to new teachers…We need research that helps the institutions and the people who work in them raise questions about their own goals and practice as part of their everyday work. (Bauman, 1996, p29) The aim of this paper is to use the unit experience of two cohorts of preservice teachers to explore the ability of beginning teachers to draw on skills and understandings developed in a research focused unit in their final year of a Bachelor of Education. This paper explores the perceptions of empowerment of new teacher-researchers and their opportunities to become involved in school-based research, drawing on data from surveys conducted within Western Australia of the 1999 and 2000 preservice teacher cohort. The surveys questioned the opportunities and context within which the 200 new Edith Cowan University graduates were able to use these research skills in their first workplace.

Using Interactive Journal Writing as a Strategy for Professional Growth

Abstract: In recent years journal writing as a tool for reflective practice has gained prominence in teacher education programs. This paper reports the investigation of journal writing as a means for student teachers and university to better understand the process of learning to teach. The aims of the study were to examine how journals are used; to explore what students learn and what university teachers learn; and to identify which strategies work best. Survey and interview data were collected from the student authors of the journals. Analysis of the data contributed to our understanding of the process of interactive journal writing and the strategies we used as university teachers. Students used the journals in a number of ways. They used the journals to get direction on practice and planning, as a tool for analysis, as an emotion release, and as a way of 'sorting things out'. Students identified a number of strategies used by the university teachers as journal respondents which contributed to students' learning ...

An Alternative Practicum Curriculum: exploring roles and relationships

Abstract: This paper describes a curriculum change in teacher education. The challenges and successes of working with student teachers within an alternative structure, in different relationships, over an extended period of time, are reported and analysed. This paper also explores the way the participants’ roles changed to facilitate reflective practice and students’ ability to link theory to practice within the practicum component of the course. Our data were drawn from the interactive journals kept by the students throughout the twenty‐week programme; focus‐group evaluation meetings with co‐operating teachers, student teachers and university teachers; descriptive and analytic accounts of tutorial sessions; and planning and programme documents. From the data we identified the key themes of collaboration, empowerment, relationships and mentoring. By highlighting the highs and lows of the school‐based‐semester (SBS) experience for each of the stakeholder groups, we explored the roles and relationships of the...

The Inclusive Secondary Teacher: The Leaders' Perspective.

Abstract: Australian legislation and policies over the last fifteen years have reinforced the rights of students with disabilities to be included in mainstream classrooms. To make this a reality, change has been necessary in a number of areas such as teacher knowledge, resource allocation, curriculum reform, and support services. This paper presents a profile of an inclusive secondary school teacher from the perspective of Australian educational leaders. A qualitative methodology was used in this study. Fifty leaders in inclusive education across Australia were interviewed. Shulman's (1986) model of teacher knowledge was used to analyse and report the data. The paper identifies the skills, knowledge and attributes deemed necessary for inclusion by the educational leaders.

Building Leadership Capacity in Early Childhood Pre-Service Teachers.

Abstract: Building leadership capacity has emerged as a key concern within the early childhood profession in Australia as the sector responds to recent national reforms focusing on raising standards and improving quality provision of services. The purpose of this paper is to contribute to the discussion around these reforms and to make a case for changes needed in tertiary training to provide opportunities to build early childhood leadership capacity in school settings. Eight experienced early childhood teachers enrolled in a post graduate leadership unit participated in a small scale, exploratory study. Data were drawn from the participants’ research plans, reflective journals and a post unit survey. The findings indicated that the participants found it difficult to perceive themselves as leading families and community. Two key challenges emerged; the importance of developing home/school partnerships and difficulties with infrastructure. In order to prepare teachers for the changing early childhood environment, teacher educators need to consider course renewal.

Research Design: Qualitative, Quantitative, and Mixed Method Approaches

Abstract: หนงสอเรอง การออกแบบการวจย: วธการวจยเชงคณภาพ วธการวจยเชงปรมาณ และวธการวจยแบบผสม (Research Design: Qualitative, Quantitative, and Mixed Method Approaches) เปนหนงสอทเรยบเรยงเพออธบายเกยวกบความแตกตางของกระบวนทศนการวจยทง 2 แบบ ไดแก การวจย เชงปรมาณ และการวจยเชงคณภาพ และความจำเปนของประเดนปญหาการวจยทตองนำกระบวนทศนทง 2 มารวมกนหาขอคนพบเพอนำไปสผลการวจยทสามารถนำผลการวจยไปใชประโยชนไดอยางจรงมากยงขน เรยกวา “การวจยแบบผสมผสาน” ซงเปนหนงสอทอธบายวธการวจยทง 2 ประเภทไดอยางชดเจน และการรวมกนของกระบวนทศนการวจยทง 2 แบบอยางลงตว

Research methods in the social sciences

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사회사업 면접(Interviewing)

Abstract: Ask yourself why the interviewer is asking the question they are? What are they trying to get at? For example, a question about multi-tasking implies that the position requires strong multi-tasking abilities and thus you will want to have clear examples to demonstrate your skills Employers want to know what your experience is in dealing with situations that may come up in their company Research the company and position qualifications so you can match your response to what they seek for the position Connect what skills you have developed in your past jobs and how it connects to the company/position "Tell me About Yourself" Present, Past, Future