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"Moss, Julianne"
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2014 Australian Association for Research in Education Presidential Address
The 2014, 41st Australian Association for Research in Education (AARE) presidential address is both inspired and guided by the discursive genres of presidential addresses and the role of the president in a member association such as AARE. In the address, typically the president speaks to the members on an issue or issues that are to shape or conclude their term of office, as it is in my case. Like many of the 40 AARE presidents who have gone before me, I will embed some things that are professional, personal and political-not in the interests of advancing my research agenda, but to add 'to the weave and pattern of the association's history'. Threads of my research since completing my PhD in 2000 will appear to support the broad argument. Also, I will draw on the outcomes of the 2014 Australian Research Council Discovery round to encapsulate my key argument that educational research and its (ex)changes are being reshaped: in a post human digital age, the tree of knowledge is mutating. To make my argument, I will review how the thinking and doing of educational research mid-way through the second decade of the twenty-first century is constructed and ask what research endeavours might be created to make the best possible worlds for our member community and the aspirations of the association. [Author abstract, ed]
Journal Article
Studying the effectiveness of teacher education : early career teachers in diverse settings
This book provides an evidentiary basis for policy decisions regarding initial teacher education and beginning teaching and informs the design and delivery of teacher preparation programs. Based on a rigorous analysis of international literature and the policy context for teacher education globally, and assessing data generated through a longitudinal study conducted in Australia, it investigates the effectiveness of teacher education in preparing teachers for the variety of school settings in which they begin their teaching careers.
Book
Intercultural Understanding in the Australian Curriculum
Intercultural Understanding and Personal and Social Capability are two General Capabilities in the Australian Curriculum. However, the level of engagement anticipated by students in addressing these general capabilities across the learning continua provided in the curriculum differs significantly both in terms of the cognitive level expected of this engagement (as measured by Bloom's Taxonomy), and of the level of interaction expected between students in meeting the capabilities' learning objectives. Using the work of Bernstein and Fairclough, this paper argues that the Intercultural Understanding general capability requires less intellectual and inter-social engagement than the Personal and Social capability due to underlying assumptions that operate so as to distance the cultural Other, placing them on the periphery of Australian society, despite cultural diversity being, in fact, the lived experience of virtually all Australians. The learning continua, once scrutinised through a linguistic analysis and the lens of Bernstein, point to the absences of deep engagement in Intercultural Understanding capability, particularly when compared with that expected for the Personal and Social capability and begs the question of how Intercultural Understanding can become imagined, sustained or respectful within pedagogical encounters across the Australian Curriculum. [Author abstract]
Journal Article
A carpet loom and matters of inequality : an agential realist approach to deindustrialisation and schooling in the City of Geelong, Australia
This paper brings Barad's agential realism into relation with educational ethnographic work, and longstanding concerns with matters of inequality. We extend previous work that foregrounds time and space in particular places, and that resists approaches to inequality that generalise about 'best practices' for schools in communities facing challenging circumstances. An Axminster Jacquard carpet loom, located in a particular place, the City of Geelong, becomes a specific point of entry to a discussion of agential realism, ethnography and inequality. This carpet loom was once a key machine in a thriving Geelong carpet factory employing families intergenerationally; it is now a demonstration machine in the Geelong National Wool Museum, operated by skilled carpet weavers (now employed as demonstrators) formerly employed at the (now closed) factory. We read questions of deindustrialisation and schooling through the carpet loom as apparatus, working with the questions that it materialises about educational research, ethnography and inequalities. [Author abstract]
Journal Article
Authentically assessing graduate teaching : outside and beyond neo-liberal constructs
In this paper, the authors challenge the current focus on 'best practice', graduate teacher tests, and student test scores as the panacea for ensuring teaching quality and argue for ways of thinking about evidence of quality beginning teaching outside and beyond the current neoliberal accountability discourses circulating in Australia and other countries. They suggest that teacher educators need to reinsert themselves as key players in the debates around quality beginning teaching, rather than being viewed as a source of the problem. To enable teacher educators to assume accountability for quality beginning teachers, the authors propose the framework of a capstone teacher performance assessment - a structured portfolio called the Authentic Teacher Assessment (ATA) - and examine examples of these assessments through the lens of critical discourse analysis. As a measure of 'readiness to teach', the ATA is compared with supervising teachers' assessments of preservice teachers. The authors argue that structured portfolios that include artefacts derived from preservice teachers' practice in classrooms along with graduate teacher self assessments provide a stronger accountability measure of effective beginning teaching and demonstrably address the current anxiety regarding 'evidence'. The authors suggest that such an approach should be reliable enough to be 'read' by external assessors (and moderated across other teacher education institutions). Rigorous research on a national basis is called for in order to develop and implement a structured portfolio as rich evidence of graduates' quality and readiness to teach. [Author abstract, ed]
Journal Article
2014 Australian Association for Research in Education Presidential Address
The 2014, 41st Australian Association for Research in Education (AARE) presidential address is both inspired and guided by the discursive genres of presidential addresses and the role of the president in a member association such as AARE. In the address, typically the president speaks to the members on an issue or issues that are to shape or conclude their term of office, as it is in my case. Like many of the 40 AARE presidents who have gone before me, I will embed some things that are professional, personal and political—not in the interests of advancing my research agenda, but to add “to the weave and pattern of the association’s history” (Reid
2010
, p. v). Threads of my research since completing my PhD in 2000 will appear to support the broad argument. Also, I will draw on the outcomes of the 2014 Australian Research Council Discovery round (see Australian Research Council: ARC archives
2016
) to encapsulate my key argument that
educational research and its (ex)changes are being reshaped: in a post human digital age, the tree of knowledge is mutating.
To make my argument, I will review how the thinking and doing of educational research mid-way through the second decade of the twenty-first century is constructed and ask what research endeavours might be created to make the best possible worlds for our member community and the aspirations of the association.
Journal Article
The construction of the metaphorical teacher in policy: Strong Beginnings for compliant victims
An analysis of teacher metaphors has long been a feature of research into the development of early career teacher identity, however, the metaphors used to construct the ideal teacher in educational policy remains under-researched. These policy documents explicitly seek to frame what it means to be an effective teacher. As such, an analysis of the metaphors used in these documents to describe teachers ought to provide insights into how policy makers perceive teachers, particularly early career teachers, not least in how these metaphors differ from those held by early career teachers themselves. This research finds that a recent Australian government policy document
Strong Beginnings
, with the explicit aim to make initial teacher education courses more effective in producing teachers likely to stay in the profession, provides teacher metaphors that fall within three overarching categories: saviour, victim and compliant teachers. These categories of metaphor rarely overlap with those early career teachers use to describe either themselves or their profession. The teacher as compliant metaphor is mostly constructed indirectly by first making initial teacher education courses compliant in teaching core content. In this way policy proposes it is best placed to mandate changes to initial teacher education courses to ensure they produce effective teachers, and this effectiveness will be the deciding feature in keeping them in the profession long-term. This paper argues the mismatch of metaphors between those held by policy and early career teachers is likely to undermine this assumption.
Journal Article
Palliation of a Heterotaxy Single Ventricle Neonate with Pulmonary Atresia and Obstructed TAPVR
Patients born with obstructed total anomalous pulmonary venous return have a high risk of morbidity and mortality in the neonatal period, which only increases when combined with single ventricle physiology and non-cardiac congenital anomalies such as heterotaxy syndrome. Despite advances in management of congenital heart disease, surgery within the first weeks of life to repair the pulmonary venous connection and establish pulmonary blood flow with a systemic-to-pulmonary shunt has historically led to disappointing outcomes. A multidisciplinary approach with pediatric interventional cardiology and cardiac surgery is required to reduce morbidity and mortality in this extremely high-risk patient population. Extending the time between birth and cardiac surgery can lessen postoperative complications and mortality risk, especially in patients with abnormal thoracoabdominal relationships. Our team was able to successfully utilize transcatheter stent placement in a vertical vein and patent ductus arteriosus to delay and stage cardiac surgeries in an infant born with obstructed total anomalous pulmonary venous return, unbalanced atrioventricular septal defect with pulmonary atresia and heterotaxy, thus reducing the morbidity and mortality associated with this diagnosis.
Journal Article
The devil is in the detail: Bourdieu and teachers’ early career learning
Purpose
The purpose of this paper is to present how the social learning theory of Bourdieu (1990; Bourdieu and Passeron, 1990) can be a valuable tool to investigate mentoring relationships of beginning teachers with their more experienced colleagues. Bourdieu’s work provides a lens to magnify the social exchanges that occur during the mentoring relationship, so that what tends to be hidden in the “logic of practice” (Bourdieu, 1990) is drawn into view. The paper shows how the mentor is ascribed power that enables domination, and how this tends to result in cultural reproduction. A case study is used to identify aspects of social and cultural learning that demonstrate this process.
Design/methodology/approach
The paper draws on a year-long narrative inquiry of beginning secondary teachers’ mentoring experiences in the state of Victoria, Australia. The data were generated through in-depth interviews and participants’ diary entries to answer the research question “What personal, professional knowledge is developed through beginning teachers’ early experiences with induction and mentoring?”
Findings
The researcher found that attention to minutiae of mentor/mentee interactions can suggest how symbolic violence shapes personal, professional knowledge.
Research limitations/implications
This small-scale study has some limitations. However, as an illustration of organisational learning, with strong connections to Bourdieu’s theoretical work, it can provide some illuminating insights into how policy can be enacted at the micro-level. In particular, there are implications for how mentor teachers engage in their roles and understand the potential impact of their interactions with beginning teachers.
Originality/value
This study applies Bourdieu’s framework of cultural reproduction as an analysis tool for a qualitative study of the mentoring of beginning teachers.
Journal Article