Beryl Exley
Datos Biográficos
| ID | 315658 |
|---|---|
| NOMBRE | Beryl Exley |
| NOMBRES | Beryl |
| APELLIDO | Exley |
| FIRMA | EXLEY B |
| AFILIACIONES | Griffith University |
| ORCID | 0000-0002-3295-8438 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 17 |
| TOTAL DE CITAS | 8 |
| TOTAL COMO AUTOR | 16 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 2000 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Teaching difficult Indigenous topics through textual analysis
In this paper, we replicate and reflect on the experience of using dialogue to engage with difficult Indigenous topics in a secondary English classroom. Although we are a group of three experienced teachers from diverse familial and professional backgrounds, we take on the role of secondary school English students enacting a metalogue on a difficult Indigenous topic. Specifically, we focus on the pamphlet circulated by the Australian Government t…
Designing English Curriculum Courses for Primary Preservice Teachers
In this article, we document our experiences as teacher educators as we designed and implemented two courses that scaffold primary preservice teachers to engage critically with postmodern picture books and to explore a range of pedagogical practices for using postmodern picture books in classrooms with young children. Initially, our preservice teachers told us they did not have many experiences with postmodern picture books. Postmodern picture bo…
Struggles over teacher education knowledge in Australia
Reading, Viewing, Writing, Creating and Talking about Persuasive Multimodal Texts in the Elementary Years
In this article, we overview the research literature exploring the teaching of evaluative language in written and/or visual texts in the elementary years of schooling. We then review the recently redrafted Australian Curriculum: English to identify the emphasis given to the teaching of evaluative language and the grammar of visual design across the elementary years of schooling in Australia. Also featured is the importance of the persuasive genre…
Resisting research evidence-base deficits
This paper considers the research evidence-base informing teaching practice and policy in subject English in schools. We explore the Australian Journal of English Education, the flagship research publication from the Australian Association of Teachers of English, at a time when an evidence-base is in high demand. Our aim is to understand the research outputs that are valued by the authors, editors, reviewers and readers of this association journa…
Public commentary on teacher quality
In Australia, the Teaching Performance Assessment (TPA) is a relatively new, mandatory hurdle which must be completed just prior to the graduation stage of initial teacher education (ITE) programmes. This high-stakes task is one of a growing number of requirements to come out of the standards and accountability regime as outlined in the Australian Institute for Teaching and School Leadership (AITSL) document for accreditation for ITE programmes. …
Apprenticing students into political participation
This study examines 12 lessons undertaken with a Year 5 English Language Arts elementary class where students are explicitly introduced to a grammar for critical visual literacy. The goal is to apprentice students into political participation by developing their skills for critically reviewing and redesigning visual texts on the school website. The research is presented as an exploratory qualitative case study of a visiting teacher-researcher who…
Self-Efficacy in a 3-Dimensional Virtual Reality Classroom—Initial Teacher Education Students’ Experiences
This study explores initial teacher education (ITE) university students’ experiences of work-integrated-learning (WiL) placements in a virtual reality environment. The COVID-19 pandemic was the catalyst for this study when schools around the world were inaccessible to ITE students. Undertaking WiL, which is typically a mandated component of ITE programs, became challenging, if not impossible. In this uncertain environment and the broader context …
Teacher talk in primary school science
In this article, we narrow our investigation to the talk provided by one teacher in the exploration phase of a primary school science project. The exploration phase warrants attention given its role in providing students with a common base of science activities that draws on their prior knowledge. We examine lesson excerpts from a grant-winning primary years science teacher who sets up her Year 3 students to explore garden ecosystems. The study’s…
Professional Identity and Imagined Student Identity of EIL Teachers in Islamic Schools
This paper contributes to the critical studies literature on English as an International Language (EIL) teacher professional identity. It examines the competing values associated with competencies in language teaching, national curriculum, and school contexts to determine how teachers’ beliefs on what it means to be a professional teacher are shaped. Literature related to language teachers’ professional identities is presented in order to analyse…
Critical Literacy for Culturally Diverse Teenagers
The authors describe how one teacher scaffolded his 16‐ and 17‐year‐old English communications students to identify the subtle techniques of persuasion in a news report. Situated in an Australian public secondary school, these students were not following a tertiary entrance pathway, but the teacher still wanted them to develop critical literacy skills. The teaching focus was on increasing students’ understandings of the power of language used in …
Postcolonial, decolonial research dilemmas
We come to this article as non-Indigenous teacher educators working as qualitative researchers in postcolonial/decolonial (Mignolo, 2000) times. We explore matters related to schooling in remote Australian Indigenous communities. In this article, we respond to Delamont's invitation for qualitative researchers to revisit (Delamont and Hamilton, 1984) and think reflexively (Delamont, 2009) about our field work research methods. In doing so, attenti…
Children’s pedagogic rights in the web 2.0 era
This article examines the web 2.0 blogging experiences of one 8-year-old travel blogger. The research question is centred on ‘What does the interactive function of a web 2.0 blogging experience make available in terms of a child’s pedagogic rights?’ This instrumental case study is made up of 56 written and photographic travel blog posts covering some 11,411 words and 150 photos over 170 days, as well as the 187 replies from external blog particip…
Pedagogic Rights and Democratic Education
In this chapter we use Bernstein’s (2000) model of pedagogic rights to examine the learning experiences for non-Indigenous teachers in two reconciliation projects. In the context within which we write, reconciliation is the process of establishing a culture of mutual respect between Aboriginal and Torres Strait Islander peoples and non-Indigenous Australians. In 1991, the Royal Commission into Aboriginal Deaths in Custody linked the continuation …
A Dog of a Qcat
This paper critiques a 2008 Queensland Studies Authority (QSA) assessment initiative known as Queensland Comparable Assessment Tasks, or QCATs. The rhetoric is that these centrally devised assessment tasks will provide information about how well students can apply what they know, understand and can do in different contexts (QSA, 2009). The QCATs are described as "authentic, performance based assessment" that involves a "meaningful problem", "emph…
Staying in class so no one can get to him’
This paper focuses a sociological lens on what two early years Australian school boys labelled as having attention deficit hyperactivity disorder (ADHD) and an early years teacher have to say about social relations within informal play environments. The boys participated in separate semi‐structured interviews where they predicted the likely outcomes of social interactions within informal play environments for a toy puppy that was exhibiting ADHD‐…
Social justice and curriculum renewal for Samoan students
This paper examines the construction of 'socially just' curriculum renewal initiatives for Samoan students in a low socio-economic secondary school. Basil Bernstein's concept of recontextualization is used to investigate the implementation of Queensland's Social Justice Strategy at the school level. Interview data provided by the school's first two 'social justice coordinators' is analysed, focussing on the categorizations of students and discour…
Postcolonial, decolonial research dilemmas
We come to this article as non-Indigenous teacher educators working as qualitative researchers in postcolonial/decolonial (Mignolo, 2000) times. We explore matters related to schooling in remote Australian Indigenous communities. In this article, we respond to Delamont's invitation for qualitative researchers to revisit (Delamont and Hamilton, 1984) and think reflexively (Delamont, 2009) about our field work research methods. In doing so, attenti…
A Dog of a Qcat
This paper critiques a 2008 Queensland Studies Authority (QSA) assessment initiative known as Queensland Comparable Assessment Tasks, or QCATs. The rhetoric is that these centrally devised assessment tasks will provide information about how well students can apply what they know, understand and can do in different contexts (QSA, 2009). The QCATs are described as "authentic, performance based assessment" that involves a "meaningful problem", "emph…
Struggles over teacher education knowledge in Australia
Professional Identity and Imagined Student Identity of EIL Teachers in Islamic Schools
This paper contributes to the critical studies literature on English as an International Language (EIL) teacher professional identity. It examines the competing values associated with competencies in language teaching, national curriculum, and school contexts to determine how teachers’ beliefs on what it means to be a professional teacher are shaped. Literature related to language teachers’ professional identities is presented in order to analyse…
Staying in class so no one can get to him’
This paper focuses a sociological lens on what two early years Australian school boys labelled as having attention deficit hyperactivity disorder (ADHD) and an early years teacher have to say about social relations within informal play environments. The boys participated in separate semi‐structured interviews where they predicted the likely outcomes of social interactions within informal play environments for a toy puppy that was exhibiting ADHD‐…
Social justice and curriculum renewal for Samoan students
This paper examines the construction of 'socially just' curriculum renewal initiatives for Samoan students in a low socio-economic secondary school. Basil Bernstein's concept of recontextualization is used to investigate the implementation of Queensland's Social Justice Strategy at the school level. Interview data provided by the school's first two 'social justice coordinators' is analysed, focussing on the categorizations of students and discour…
Staying in class so no one can get to him’
This paper focuses a sociological lens on what two early years Australian school boys labelled as having attention deficit hyperactivity disorder (ADHD) and an early years teacher have to say about social relations within informal play environments. The boys participated in separate semi‐structured interviews where they predicted the likely outcomes of social interactions within informal play environments for a toy puppy that was exhibiting ADHD‐…
A Dog of a Qcat
This paper critiques a 2008 Queensland Studies Authority (QSA) assessment initiative known as Queensland Comparable Assessment Tasks, or QCATs. The rhetoric is that these centrally devised assessment tasks will provide information about how well students can apply what they know, understand and can do in different contexts (QSA, 2009). The QCATs are described as "authentic, performance based assessment" that involves a "meaningful problem", "emph…
Pedagogic Rights and Democratic Education
In this chapter we use Bernstein’s (2000) model of pedagogic rights to examine the learning experiences for non-Indigenous teachers in two reconciliation projects. In the context within which we write, reconciliation is the process of establishing a culture of mutual respect between Aboriginal and Torres Strait Islander peoples and non-Indigenous Australians. In 1991, the Royal Commission into Aboriginal Deaths in Custody linked the continuation …
Children’s pedagogic rights in the web 2.0 era
This article examines the web 2.0 blogging experiences of one 8-year-old travel blogger. The research question is centred on ‘What does the interactive function of a web 2.0 blogging experience make available in terms of a child’s pedagogic rights?’ This instrumental case study is made up of 56 written and photographic travel blog posts covering some 11,411 words and 150 photos over 170 days, as well as the 187 replies from external blog particip…
Critical Literacy for Culturally Diverse Teenagers
The authors describe how one teacher scaffolded his 16‐ and 17‐year‐old English communications students to identify the subtle techniques of persuasion in a news report. Situated in an Australian public secondary school, these students were not following a tertiary entrance pathway, but the teacher still wanted them to develop critical literacy skills. The teaching focus was on increasing students’ understandings of the power of language used in …
Postcolonial, decolonial research dilemmas
We come to this article as non-Indigenous teacher educators working as qualitative researchers in postcolonial/decolonial (Mignolo, 2000) times. We explore matters related to schooling in remote Australian Indigenous communities. In this article, we respond to Delamont's invitation for qualitative researchers to revisit (Delamont and Hamilton, 1984) and think reflexively (Delamont, 2009) about our field work research methods. In doing so, attenti…
Professional Identity and Imagined Student Identity of EIL Teachers in Islamic Schools
This paper contributes to the critical studies literature on English as an International Language (EIL) teacher professional identity. It examines the competing values associated with competencies in language teaching, national curriculum, and school contexts to determine how teachers’ beliefs on what it means to be a professional teacher are shaped. Literature related to language teachers’ professional identities is presented in order to analyse…
Self-Efficacy in a 3-Dimensional Virtual Reality Classroom—Initial Teacher Education Students’ Experiences
This study explores initial teacher education (ITE) university students’ experiences of work-integrated-learning (WiL) placements in a virtual reality environment. The COVID-19 pandemic was the catalyst for this study when schools around the world were inaccessible to ITE students. Undertaking WiL, which is typically a mandated component of ITE programs, became challenging, if not impossible. In this uncertain environment and the broader context …
Teacher talk in primary school science
In this article, we narrow our investigation to the talk provided by one teacher in the exploration phase of a primary school science project. The exploration phase warrants attention given its role in providing students with a common base of science activities that draws on their prior knowledge. We examine lesson excerpts from a grant-winning primary years science teacher who sets up her Year 3 students to explore garden ecosystems. The study’s…
Apprenticing students into political participation
This study examines 12 lessons undertaken with a Year 5 English Language Arts elementary class where students are explicitly introduced to a grammar for critical visual literacy. The goal is to apprentice students into political participation by developing their skills for critically reviewing and redesigning visual texts on the school website. The research is presented as an exploratory qualitative case study of a visiting teacher-researcher who…
Reading, Viewing, Writing, Creating and Talking about Persuasive Multimodal Texts in the Elementary Years
In this article, we overview the research literature exploring the teaching of evaluative language in written and/or visual texts in the elementary years of schooling. We then review the recently redrafted Australian Curriculum: English to identify the emphasis given to the teaching of evaluative language and the grammar of visual design across the elementary years of schooling in Australia. Also featured is the importance of the persuasive genre…
Resisting research evidence-base deficits
This paper considers the research evidence-base informing teaching practice and policy in subject English in schools. We explore the Australian Journal of English Education, the flagship research publication from the Australian Association of Teachers of English, at a time when an evidence-base is in high demand. Our aim is to understand the research outputs that are valued by the authors, editors, reviewers and readers of this association journa…
Public commentary on teacher quality
In Australia, the Teaching Performance Assessment (TPA) is a relatively new, mandatory hurdle which must be completed just prior to the graduation stage of initial teacher education (ITE) programmes. This high-stakes task is one of a growing number of requirements to come out of the standards and accountability regime as outlined in the Australian Institute for Teaching and School Leadership (AITSL) document for accreditation for ITE programmes. …
Designing English Curriculum Courses for Primary Preservice Teachers
In this article, we document our experiences as teacher educators as we designed and implemented two courses that scaffold primary preservice teachers to engage critically with postmodern picture books and to explore a range of pedagogical practices for using postmodern picture books in classrooms with young children. Initially, our preservice teachers told us they did not have many experiences with postmodern picture books. Postmodern picture bo…
Struggles over teacher education knowledge in Australia
Teaching difficult Indigenous topics through textual analysis
In this paper, we replicate and reflect on the experience of using dialogue to engage with difficult Indigenous topics in a secondary English classroom. Although we are a group of three experienced teachers from diverse familial and professional backgrounds, we take on the role of secondary school English students enacting a metalogue on a difficult Indigenous topic. Specifically, we focus on the pamphlet circulated by the Australian Government t…
Pedagogy (12 obras) · Sociology (12 obras) · Psychology (11 obras) · Mathematics education (9 obras) · Global Education and Multiculturalism (6 obras) · Political science (6 obras) · Educator Training and Historical Pedagogy (5 obras) · Literacy, Media, and Education (5 obras) · Computer Science (4 obras) · Law (4 obras)