Matching Entries: 8,139

    SDG 4
  • SDG-4 SDG-16
    What we have learnt about trauma, loss and grief for children in response to COVID-19
    06 Jul 2021
    University of Sydney
    Fitzgerald, Dominic A. Nunn, Kenneth Isaacs, David

    The disruption of daily life resulting from COVID-19 and its precautions has taken an enormous emotional toll on children and families. The consequences of disrupted schooling, changed social interactions and altered family dynamics has had some unanticipated positives such as improved on-line educational upskilling and personal resilience. However, the potential longer term implications for educ…

  • SDG-4
    The Bilingual Gap in Children’s Language, Emotional and Pro-social Development
    11 Aug 2021
    University of Sydney
    Cobb-Clark, Deborah A. Harmon, Colm Staneva, Anita

    In this paper we examine whether – conditional on other family inputs – bilingual children achieve different outcomes in language and emotional development. Our data come from the UK Millennium Cohort Study (MCS) which allows us to analyze children's language and emotional development in depth. We relax the usual assumption that the production function underpinning child development is not itself…

  • SDG-3 SDG-4
    Dissolving the Dichotomies Between Online and Campus-Based Teaching: a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)
    26 Nov 2021
    University of Sydney
    MacKenzie, Alison Bacalja, Alexander Annamali, Devisakti Panaretou, Argyro Girme, Prajakta Cutajar, Maria Abegglen, Sandra Evens, Marshall Neuhaus, Fabian Wilson, Kylie Psarikidou, Katerina Koole, Marguerite Hrastinski, Stefan Sturm, Sean Adachi, Chie Schnaider, Karoline Bozkurt, Aras Rapanta, Chrysi Themelis, Chryssa Thestrup, Klaus Gislev, Tom Örtegren, Alex Costello, Eamon Dishon, Gideon Hoechsmann, Michael Bucio, Jackeline Vadillo, Guadalupe Sánchez-Mendiola, Melchor Goetz, Greta Gusso, Helder Lima Arantes, Janine Aldous Kishore, Pallavi Lodahl, Mikkel Suoranta, Juha Markauskaite, Lina Mörtsell, Sara O'Reilly, Tanya Reed, Jack Bhatt, Ibrar Brown, Cheryl MacCallum, Kathryn Ackermann, Cecile Alexander, Carolyn Payne, Ameena Leah Bennett, Rebecca Stone, Cathy Collier, Amy Lohnes Watulak, Sarah Jandri_, Petar Peters, Michael Gourlay, Lesley

    This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online. Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto con…

  • SDG-4
    Improving professional learning and teaching through the development of a quality process
    28 Jun 2016
    University of Sydney
    Rowley, Jennifer Scanlon, Lesley Laing, Lesley Smith, Lorraine Treleaven, Lesley

    Investigation of graduate attributes (GAs) and professional standards (PSs) within faculty curriculum development are rare, despite university importance. Examining learning objectives and assessment with PSs and accreditation, this project sought learning and teaching improvements through developing a cross discipline quality assurance process, aligning learning and assessment with PSs and GAs. …

  • SDG-4
    Is semantic preview benefit due to relatedness or plausibility?
    14 Feb 2019
    University of Sydney
    Veldre, Aaron Andrews, Sally

    There is increasing evidence that skilled readers of English benefit from processing a parafoveal preview of a semantically related word. However, in previous investigations of semantic preview benefit using the gaze-contingent boundary paradigm the semantic relatedness between the preview and target has been confounded with the plausibility of the preview word in the sentence. In the present stu…

  • SDG-4
    Neurocognitive mechanisms of theory of mind impairment in neurodegeneration: a transdiagnostic approach
    06 Sep 2019
    University of Sydney
    Strikwerda-Brown, Cherie Ramanan, Siddharth Irish, Muireann

    Much of human interaction is predicated upon our innate capacity to infer the thoughts, beliefs, emotions, and perspectives of others, in short, to possess a “theory of mind” (ToM). While the term has evolved considerably since its inception, ToM encompasses our unique ability to apprehend the mental states of others, enabling us to anticipate and predict subsequent behavior. From a developmental…

  • SDG-4
    Exploring motivation and engagement: voices of adolescent non-Arab Muslim learners of Arabic at Australian Islamic schools
    15 Jul 2022
    University of Sydney
    Selim, Nadia

    This article explores the motivation and engagement of adolescent non-Arab Muslim learners of Arabic (a-MLA) enrolled at Australian Islamic Schools (AIS). To this end, the ‘L2 Motivational Self System’ was used as a theoretical lens. This research gives ‘voice’ to learners and is dialogic, ‘speaking with’ rather than ‘speaking for’ learners in Islamic schools. It also responds to calls for the ‘r…

  • SDG-4
    Supporting the reflective practice of tutors: what do tutors reflect on?
    10 Jul 2013
    University of Sydney
    Bell, Amani Mladenovic, Rosina Segara, R

    Effective self-reflection is a key component of excellent teaching. We describe the types of self-reflection identified in tutors’ reflective statements following a peer observation of teaching exercise. We used an adapted version of the categories developed by Grushka et al. (2005) to code text from 20 written statements as technical (26% of comments), practical (36% of comments) and critical (3…

  • SDG-4
    Sampling Social Experiences in School: Feasibility of Experience Sampling Methodology on an iPlatform
    20 Aug 2014
    University of Sydney
    Jessup, Glenda M Bundy, Anita C Broom, Alex Hancock, Nicola

    This paper reports on a pilot study testing the feasibility of an app as a survey tool for exploring the social experiences of high school students who are vision impaired. The Participation in Everyday Life Survey app was designed for use with the Experience Sampling Method. This method uses in-the-moment surveys to understand individuals’ experiences of everyday activities and situations. Pilot…

  • SDG-3 SDG-4
    Readability of Written Materials for CKD Patients: A Systematic Review
    26 May 2020
    University of Sydney
    Morony, Suzanne Flynn, Michaela McCaffery, Kirsten J Jansen, Jesse Webster, Angela C

    Background: The "average" patient has a literacy level of US grade 8 (age 13-14 years), but this may be lower for people with chronic kidney disease (CKD). Current guidelines suggest that patient education materials should be pitched at a literacy level of around 5th grade (age 10-11 years). This study aims to evaluate the readability of written materials targeted at patients with CKD. Study desi…