Overview

This edited collection describes the unfinished business of learning that all of us engage in as members of a community of research practice.

Written by a cohort of higher degree students and early career researchers in one university in Australia, the chapters make visible the processes and practices through which the daily work of 'performing educational research' is done, with all the pleasure and pain that such learning and doing entails.

Proudly published by Post Pressed

Table of Contents

Preamble - Erica McWilliam, Susan Danby and John Knight
Introduction - Performing Research - Erica McWilliam
Acknowledgements

Part One: Negotiating Methods

• Performing focus groups: Unsettling 'blueprints'
  Clare Christensen and Angela Dwyer
• Writing an action research thesis: One researcher's resolution of the problematic of form and process
  Julie Davis
• Reconceptualizing research questions: A Lifeworld and Systems World link with theory and practice
  Mary Keeffe
• Art meets education: Is there space on the verandah?
  Felicity McArdle
• Synchronous computer-mediated chat and conversation analysis: A methodological critique for beginning researchers
  Danielle Lawson-Walther

Part Two: Negotiating Methods

• School victims: An analysis of 'my worst experience in school' scale
  Marilyn A Campbell
• The dimensions of teacher commitment: The different ways in which teachers conceptualise and practice their commitment
  Leanne Crosswell
• Promising virtues in the virtual classroom: Metaphors on trail
  Catherine Doherty
• Adapting mainstream pedagogy for Chinese ESL students in secondary school classrooms
  Karen Dooley
• Teacher communications, student identity and classroom participations: 'I belonged in a way that no one understood anything that we were learning'
  Bronwyn Ewing
• Vertical timetabling in year 4 mathematics: Teachers' perceptions and reflections on practice
  Matthew Harrison and James J Watters
• Tugging on superman's cape: Heroism in children's literature post 9/11
  Joanne Lampert
• Per(Form)ed upon or performing? Agentic professionalism and socially-just pedagogies
  Jennifer Nayler
• What counts as literacy practices for year 10 English lessons: One teacher's interview account of her teaching practice
  Helen Nicolson and Susan Danby
• The origins of pre-service primary education students' anxieties and negative feelings about mathematics
  Liisa Uusimaki and Rod Nason
• Enhancements of learning in decision making and negotiation skills with in a virtual reality environment
  Ros A Yahaya, Terry Euler and Meredith Godat
• Knowledge construction of 3D geometry concepts and processes within a virtual reality learning environment
  Andy Yeh and Rod Nason

Part Three: Negotiating Policy

• An analysis of current reform agendas in pre-service teacher education in Queensland
  Julie Ballantyne
• Naughty, needy or neither: Suspension, exclusion and the beliefs of primary school educators
  Judith Howard
• Lenses and lessons in phenomenographic research for public policy in early childhood education and care
  Susan Irvine, Collette Tayler, Ann Farrell
• Adult learners in Malaysia: Some issues to consider
  Po Li Tan, Hitendra Pillay and Fiona Spencer

Part Four: Negotiating Partners/Relationships

• Investing in early childhood: Creating a community of care for children and families
  Alison Black
• A critical approach to collaborating with students as researchers
  Derek Bland and Bill Atweh
• Negotiating twinship, friendship and the transition from home to school
  Lynette Ewing
• Indonesian EFL curricula: What content knowledge demands do they make of Australian teachers?
  Beryl Exley
• School-university partnerships: The interactional work of the principal in meetings
  Graeme Hall and Susan Danby
• Leadership in early childhood education and care: 'It's not about being the boss'
  Louise hard, Collette Tayler and Susan Danby
• An even better start? Generating parent views of the preparatory year using a phenomenographic approach
  Lyndal O'Gorman, Ann Farrell and Kerryann Walsh
• Innovating for the knowledge economy: The potential for learning partnership strategies
  Heather Peirce
• A critic's review of educational research
  Susan Danby