Anne Suryani
Datos Biográficos
| ID | 6553156 |
|---|---|
| NOMBRE | Anne Suryani |
| NOMBRES | Anne |
| APELLIDO | Suryani |
| FIRMA | SURYANI A |
| AFILIACIONES | Monash University |
| ORCID | 0000-0002-5338-2052 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2021 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
Conceptual PlayWorld pedagogical practices in an Australian playgroup to engage children in learning science concepts
Playgroups in Australia bring parents and playgroup leaders together to enrich children’s experiences through play. Facilitated playgroups, led by teachers with a pedagogical purpose, are less well understood. This cultural-historical study investigated 16 imaginary play sessions involving 16 children, aged 13 months to 4 years, and their families over a 10-month period. It focuses on two key aspects of pedagogical practices: object-oriented play…
Noticing relationally
This study examines noticing relationally as an emerging pedagogical assessment practice within a Conceptual PlayWorld designed to foster STEM engagement among children and their caregivers in an Australian playgroup. A Conceptual PlayWorld ( Fleer, 2019a , Fleer, 2019b , Fleer, 2020 , Fleer, 2021 ) is a play-based pedagogical and learning model that engages children and adults in imaginary play to support STEM learning. Sixteen children aged 13 …
Conceptual Play Worlds
The introduction of intentionality and play-based learning in the Australian early years learning framework (2009, 2022) has brought forward a theory-practice contradiction. Early childhood teachers are expected to navigate between the longstanding tradition of designing interest-based programs and curriculum guidelines for intentional teaching to drive conceptual learning and children's development. Positioned as a continuum of child-led to teac…
Theory-informed beliefs in early childhood education
Theory-informed practice has a long tradition within the profession of early childhood education in Australia and internationally.Aligned with longstanding policy and curriculum in Australia, the profession has seen a prominence of resources informed by biological, behaviourism/socio-behaviourist, social learning, psycho-genetic, culturalhistorical, critical and poststructuralist theories.Despite the plethora of theories being supported within ea…
The teaching motivation paradox
A cultural‐historical study of how educators create conditions for infant and toddler learning in science
Calls to bring more equity into science education research (McWayne and Melzi, 2023) are most notable for early childhood. We know very little about the teaching of science to infants and toddlers, yet this is where science education begins. To address the dearth in research, we undertook an in‐depth intervention study in an Australian early childhood center with six educators working with 11 infants and toddlers learning science (1.1–2.0 years; …
Contradictions and roadblocks
Whilst there is a body of emerging literature related to science education for children aged 3 years and above, less is known about educators’ beliefs when planning for the teaching of science concepts to infants and toddlers in group settings. This paper discusses how educators working with children under 18 months of age talk about and plan for the teaching of science concepts. We undertook an educational experiment with 6 educators and 11 infa…
A Student-Centric Evaluation of a Program Addressing Prevention of Gender-Based Violence in Three African Countries
Studies investigating the effectiveness of school-related gender-based violence prevention programs seldom report on the extent to which students themselves value and recommend such programs. Yet, along with evidence about effectiveness in relation to shifts in knowledge, attitudes, or intentions, student-valuing is a significant indicator that the programs can make a positive contribution to students' lives. This mixed-method study analyses surv…
On being a religiously tolerant Muslim
This study examines the constitution of religiously tolerant subjectivity among Indonesian Muslim pre-service teachers. Complementing existing studies in religious tolerance education which were mainly survey-based and experimental, this qualitative research employed a discourse analysis methodology which connects individual-level analysis with the larger socio-religio-political situations in contemporary Indonesia. Specifically, this study aims …
The Australian Senior Certificates
“Teacher education is a good choice, but I don’t want to teach in schools.” An analysis of university students’ career decision making
This paper reports qualitative findings from a large study on Indonesian teacher education students’ career aspirations. The participants were 133 final-year undergraduate students who entered teacher education programmes with no intentions to teach in schools or had intentions to teach only for a short period upon graduation before pursuing another career. Their motivations to choose teacher education programmes are analysed from the perspective…
“I chose teacher education because…”
In Indonesia, implementation of the Law on Teachers and Lecturers in 2005 increased teacher salaries and led to an oversupply of students in teacher education programs, which might be due to no specific teacher education admission criteria. Consequently, limited teaching positions upon graduation result in more teacher education graduates undertaking non-teaching careers. Then, why do students enter teacher education? The study applies the Factor…
Sin obras prominentes en esta página.
The Australian Senior Certificates
“Teacher education is a good choice, but I don’t want to teach in schools.” An analysis of university students’ career decision making
This paper reports qualitative findings from a large study on Indonesian teacher education students’ career aspirations. The participants were 133 final-year undergraduate students who entered teacher education programmes with no intentions to teach in schools or had intentions to teach only for a short period upon graduation before pursuing another career. Their motivations to choose teacher education programmes are analysed from the perspective…
“I chose teacher education because…”
In Indonesia, implementation of the Law on Teachers and Lecturers in 2005 increased teacher salaries and led to an oversupply of students in teacher education programs, which might be due to no specific teacher education admission criteria. Consequently, limited teaching positions upon graduation result in more teacher education graduates undertaking non-teaching careers. Then, why do students enter teacher education? The study applies the Factor…
On being a religiously tolerant Muslim
This study examines the constitution of religiously tolerant subjectivity among Indonesian Muslim pre-service teachers. Complementing existing studies in religious tolerance education which were mainly survey-based and experimental, this qualitative research employed a discourse analysis methodology which connects individual-level analysis with the larger socio-religio-political situations in contemporary Indonesia. Specifically, this study aims …
A Student-Centric Evaluation of a Program Addressing Prevention of Gender-Based Violence in Three African Countries
Studies investigating the effectiveness of school-related gender-based violence prevention programs seldom report on the extent to which students themselves value and recommend such programs. Yet, along with evidence about effectiveness in relation to shifts in knowledge, attitudes, or intentions, student-valuing is a significant indicator that the programs can make a positive contribution to students' lives. This mixed-method study analyses surv…
A cultural‐historical study of how educators create conditions for infant and toddler learning in science
Calls to bring more equity into science education research (McWayne and Melzi, 2023) are most notable for early childhood. We know very little about the teaching of science to infants and toddlers, yet this is where science education begins. To address the dearth in research, we undertook an in‐depth intervention study in an Australian early childhood center with six educators working with 11 infants and toddlers learning science (1.1–2.0 years; …
Contradictions and roadblocks
Whilst there is a body of emerging literature related to science education for children aged 3 years and above, less is known about educators’ beliefs when planning for the teaching of science concepts to infants and toddlers in group settings. This paper discusses how educators working with children under 18 months of age talk about and plan for the teaching of science concepts. We undertook an educational experiment with 6 educators and 11 infa…
Theory-informed beliefs in early childhood education
Theory-informed practice has a long tradition within the profession of early childhood education in Australia and internationally.Aligned with longstanding policy and curriculum in Australia, the profession has seen a prominence of resources informed by biological, behaviourism/socio-behaviourist, social learning, psycho-genetic, culturalhistorical, critical and poststructuralist theories.Despite the plethora of theories being supported within ea…
The teaching motivation paradox
Conceptual PlayWorld pedagogical practices in an Australian playgroup to engage children in learning science concepts
Playgroups in Australia bring parents and playgroup leaders together to enrich children’s experiences through play. Facilitated playgroups, led by teachers with a pedagogical purpose, are less well understood. This cultural-historical study investigated 16 imaginary play sessions involving 16 children, aged 13 months to 4 years, and their families over a 10-month period. It focuses on two key aspects of pedagogical practices: object-oriented play…
Noticing relationally
This study examines noticing relationally as an emerging pedagogical assessment practice within a Conceptual PlayWorld designed to foster STEM engagement among children and their caregivers in an Australian playgroup. A Conceptual PlayWorld ( Fleer, 2019a , Fleer, 2019b , Fleer, 2020 , Fleer, 2021 ) is a play-based pedagogical and learning model that engages children and adults in imaginary play to support STEM learning. Sixteen children aged 13 …
Conceptual Play Worlds
The introduction of intentionality and play-based learning in the Australian early years learning framework (2009, 2022) has brought forward a theory-practice contradiction. Early childhood teachers are expected to navigate between the longstanding tradition of designing interest-based programs and curriculum guidelines for intentional teaching to drive conceptual learning and children's development. Positioned as a continuum of child-led to teac…
Pedagogy (7 obras) · Psychology (7 obras) · Mathematics education (5 obras) · Political science (5 obras) · Early Childhood Education and Development (4 obras) · Sociology (4 obras) · Epistemology (3 obras) · Medical education (3 obras) · Medicine (3 obras) · Science Education and Pedagogy (3 obras)