Susan Wright

University of Melbourne

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Jan Deans

University of Melbourne

Penny Welch

University of Wolverhampton

Joachim Diederich

University of Queensland

Chien Hui Yang

Nanyang Technological University

Michael Towsey

Queensland University of Technology

Andrew R. Brown

Griffith University

Sirene May Yin Lim

H. Braine

Johns Hopkins University

Rita Elaine Silver

Nanyang Technological University

Liang See Tan

Sichuan International Studies University

Cooperative Institutions

Nanyang Technological University

University of Melbourne

Johns Hopkins University

Victorian Curriculum and Assessment Authority

University of Queensland

National Institute of Education

North Carolina Agricultural and Technical State University

Washington State University Spokane

Washington State University

Leiden University

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Boz va Gorg

Susan Wright

Folk stories (metīl) were recounted when people gathered in someone’s house, especially in the winter months, and when they were doing repetitive tasks like de-shelling acorns to make acorn bread flour. Some men and women were known as especially good story tellers. There are many genres of stories. Metīl are more imaginary and fanciful than dāstān (an account of something that happened - or might have happened), and more pithy and poetic than afsāneh (epics).

The Imaginary

Acorn

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Introduction

Learning and Teaching (2016)

Wesley Shumar Susan Wright

This special issue focuses on new social media in higher education and the dialectical tension they generate between knowledge as information and knowledge as a creative, social process. There is a long history of using new media in higher education, and their introduction has often been associated with a renewed social purpose for the sector. Now that new social media such as Facebook, streamed lectures, TED Talks, MOOCs, Moodle and other Content Management Systems are becoming widespread, this special issue questions their potential impact on teaching and learning in higher education. Do these media fulfil some administrators’ dream of reorganising higher education in terms of economic rationality and inexpensive reusable learning modules? Or do they open up new spaces for creativity, critical thinking and social change?

Dialectic

Open Educational Resources

10.3167/latiss.2016.090201

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Learning Works: Searching for Organizational Futures.

Administrative Science Quarterly (1990)

Michael Gaffney Susan Wright David Morley

10.2307/2393526

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Citations (19)

Editorial

LATISS Learning and Teaching in the Social Sciences (2007)

Penny Welch Susan Wright

10.1386/ltss.3.2.73_2

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Citations (2)

The Bible In Art

Susan Wright

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Citations (1)

Editorial

LATISS Learning and Teaching in the Social Sciences (2005)

Penny Welch Susan Wright

10.1386/ltss.2.3.155/2

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Research for learning and teaching

Cambridge University Press eBooks (2018)

Amelia Church Jane Page Susan Wright Collette Tayler

Learning and Teaching in the Early Years provides a comprehensive, contemporary and practical introduction to early childhood teaching in Australia. A strong focus on the links between theory, policy and practice firmly aligns this text with the Early Years Learning Framework. Written for students of early childhood programs, this book covers learning and development, as well as professional practice in teaching children from birth to eight years. In recognition of the evolving role of educators, topic areas include learning, teaching, working with families, leading, advocating and researching. Each chapter contains learning objectives, key terms and reflection points. Detailed case studies document the intersection between research, policy and practice, enhancing pre-service and practicing educators' appreciation of how a policy-aligned approach reinforces learning and development in the early years. This text draws on the latest research to present children's learning as a dynamic and active process requiring specific, intentional teaching behaviours.

Critical reflection

10.1017/cbo9781107426023.010

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Signs, meaning and embodiment: Learning and pedagogy in the early years

Julie Dunn Susan Wright

In a recent article within the International Journal of Play, Grindheim & Odegarrd (2013) note that the longstanding Scandinavian tradition of play being interwoven with learning is increasingly being replaced by a dominance of adult-planned activities. The authors suggest that a sophisticated argument needs to be elaborated to create a well-conceptualised rationale for the contribution that play makes to learning in early childhood education. We concur, and further argue that a similar discussion of the role of arts education in early childhood, and opportunities for children to participate in experiences that support aesthetic development, also needs to be articulated. Yet, arguments offered in defence of play and quality arts education are often fragmented, lacking a clear and coherent conceptual underpinning or are restricted to appeals of entitlement. As such, they are all too easily dismissed.

Underpinning

Argument (complex analysis)

Entitlement (fair division)

Dominance (genetics)

10.4324/9781315742717-27

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Metil-e keyk

Susan Wright

The Imaginary

Acorn

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