Brian Lewthwaite
Biographic Data
| ID | 194082 |
|---|---|
| NAME | Brian Lewthwaite |
| GIVEN NAMES | Brian |
| FAMILY NAME | Lewthwaite |
| SIGNATURE | LEWTHWAITE B |
| AFFILIATIONS | University of Manitoba |
| ORCID | 0000-0002-8147-4034 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 15 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 3 |
Negotiating the pedagogical requirements of both explicit instruction and culturally responsive pedagogy in Far North Queensland
This article documents a teaching journey in a 6/7 class with 20 Torres Strait Islander students in the curriculum area of literacy, over the course of one academic year. Specifically, this action research study explores a classroom teacher's efforts to navigate and respond to the prominent teaching model of explicit instruction and culturally responsive teaching, both of which inform policy statements in Far North Queensland. Using a reflective …
Re-engaged students’ perceptions of mainstream and flexible learning environments – a ‘semi-quantitative’ approach
Flexible Learning Options (FLOs) attempt to enable secondary school completion by young people for whom ‘mainstream’ schooling has not worked well. Despite their proliferation and the increased research attention to understanding the mechanisms at work within such programmes, quantitative methods have not been utilised to compare participants’ perceptions of the learning environments of FLOs and mainstream schools. This study describes the develo…
Negotiating the Dominant Discourses of Explicit Instruction and Culturally Responsive Pedagogy in the Far North Queensland Context
This study took place on a remote Torres Strait (TS) island in Far North Queensland (FNQ). It focused on my teaching journey in a grade 6/7 classroom. Through an Action Research (AR) methodology the study documents my efforts to navigate and respond to two teaching models – Explicit Instruction (EI) and Culturally Responsive Pedagogy (CRP), both of which inform policy statements in the region. As well, this study highlights the tensions that aros…
Transition from Remote Indigenous Community to Boarding School
The transition to boarding school for students from the remote Indigenous community of Lockhart River on Cape York is a fact of life when they complete Year 7. With the transition to boarding school, Lockhart River mirrors remote Indigenous communities throughout Cape York and the Torres Strait, and remote regions in South Australia, Western Australia and the Northern Territory. Access for remote Indigenous students to quality education provision…
Tensions Associated With Enacting Care Theory
This study attempts to locate care and caring in teaching practice. Specifically, the study examines how one pre-service teacher, with a personal imperative to care, mediates the space between performativity and caringUsing self-study methodology, the study attempts to make sense of the “theory/action dialectic” (Osborne, 2003, p. 17) of enacting care theory in a classroom through these tensions. Through the recursive analysis of a self-study res…
Representing Earth Science Concepts through Slowmation
It is well known that students arrive in science classrooms with pre-instructional ideas about science phenomena, and that often students’ ideas are not scientifically accurate representations of these phenomena. This research project will engage Year 9 Science students in the creation of a slowmation to represent an Earth Science concept that has been misrepresented in popular culture, in an effort to support their conceptual change towards an a…
Outcomes from Flexible Learning Options for disenfranchised youth
Flexible Learning Options (FLOs) are common across many countries to enable secondary school completion by young people for whom mainstream schooling has not worked well. Access to high-quality education through FLOs is a social justice issue. In the context of an inclination among governments for accountability and evidence-based policy, as well as of financial austerity, there is pressure on FLOs to demonstrate and publicise their outcomes. Thi…
Challenging normative assumptions regarding disengaged youth
This paper explores the experiences of 12 young people, all teenagers, who have chosen to attend alternative schools known as flexible learning options within the Australian context. Using a phenomenological approach, the study seeks to understand their experiences outside the normalised public discourse that they had ‘disengaged’ from mainstream school. A phenomenological approach is employed because of its potential to draw attention to predete…
Seeking a Pedagogy of Difference
This study presents the outcomes of the first phase of a three phase research initiative which begins by identifying, through the voices of Aboriginal1 students and community members, the teaching practices that influence Aboriginal student engagement and learning. The study occurs within the Diocese of Townsville Catholic Education schools in North Queensland, primarily in the Mount Isa area. Through open-ended interviews, Aboriginal students an…
Curriculum Change and Self-Governing Agreements
Recent developments in Canada's Yukon Territory draw attention to how political changes have potential for accelerating practices in education that are responsive to Indigenous Peoples' cultural knowledge systems and practices. In this study, through the use of case study methodology, an account of the changes that have occurred in one First Nation are presented. Further, the study seeks to identify the processes influencing the development. Fina…
Fostering the Development of Chemistry Teacher Candidates
Introduction to the Special Issue on Advocacy for Change in Mathematics and Science Education/Introduction à ce numéro spécial pour un changement en enseignement des mathématiques et des sciences
Canadian Journal of Science, Mathematics and Technology Education
Pilimmaksarniq
The development, validation, and application of a science curriculum delivery evaluation questionnaire for francophone‐minority settings
Les facteurs qui influencent l'offre des sciences dans les milieux minoritaires francophones
Understanding the dynamics of risk and protective factors in promoting success in science and mathematics education
Comprendre la dynamique des facteurs de risque et de protection pour la reussite en enseignement des sciences et des mathematiques
It's more than knowing the science’
Seeking a Pedagogy of Difference
This study presents the outcomes of the first phase of a three phase research initiative which begins by identifying, through the voices of Aboriginal1 students and community members, the teaching practices that influence Aboriginal student engagement and learning. The study occurs within the Diocese of Townsville Catholic Education schools in North Queensland, primarily in the Mount Isa area. Through open-ended interviews, Aboriginal students an…
Transition from Remote Indigenous Community to Boarding School
The transition to boarding school for students from the remote Indigenous community of Lockhart River on Cape York is a fact of life when they complete Year 7. With the transition to boarding school, Lockhart River mirrors remote Indigenous communities throughout Cape York and the Torres Strait, and remote regions in South Australia, Western Australia and the Northern Territory. Access for remote Indigenous students to quality education provision…
Challenging normative assumptions regarding disengaged youth
This paper explores the experiences of 12 young people, all teenagers, who have chosen to attend alternative schools known as flexible learning options within the Australian context. Using a phenomenological approach, the study seeks to understand their experiences outside the normalised public discourse that they had ‘disengaged’ from mainstream school. A phenomenological approach is employed because of its potential to draw attention to predete…
Outcomes from Flexible Learning Options for disenfranchised youth
Flexible Learning Options (FLOs) are common across many countries to enable secondary school completion by young people for whom mainstream schooling has not worked well. Access to high-quality education through FLOs is a social justice issue. In the context of an inclination among governments for accountability and evidence-based policy, as well as of financial austerity, there is pressure on FLOs to demonstrate and publicise their outcomes. Thi…
It's more than knowing the science’
The development, validation, and application of a science curriculum delivery evaluation questionnaire for francophone‐minority settings
Les facteurs qui influencent l'offre des sciences dans les milieux minoritaires francophones
Understanding the dynamics of risk and protective factors in promoting success in science and mathematics education
Comprendre la dynamique des facteurs de risque et de protection pour la reussite en enseignement des sciences et des mathematiques
Pilimmaksarniq
Canadian Journal of Science, Mathematics and Technology Education
Fostering the Development of Chemistry Teacher Candidates
Introduction to the Special Issue on Advocacy for Change in Mathematics and Science Education/Introduction à ce numéro spécial pour un changement en enseignement des mathématiques et des sciences
Seeking a Pedagogy of Difference
This study presents the outcomes of the first phase of a three phase research initiative which begins by identifying, through the voices of Aboriginal1 students and community members, the teaching practices that influence Aboriginal student engagement and learning. The study occurs within the Diocese of Townsville Catholic Education schools in North Queensland, primarily in the Mount Isa area. Through open-ended interviews, Aboriginal students an…
Curriculum Change and Self-Governing Agreements
Recent developments in Canada's Yukon Territory draw attention to how political changes have potential for accelerating practices in education that are responsive to Indigenous Peoples' cultural knowledge systems and practices. In this study, through the use of case study methodology, an account of the changes that have occurred in one First Nation are presented. Further, the study seeks to identify the processes influencing the development. Fina…
Negotiating the Dominant Discourses of Explicit Instruction and Culturally Responsive Pedagogy in the Far North Queensland Context
This study took place on a remote Torres Strait (TS) island in Far North Queensland (FNQ). It focused on my teaching journey in a grade 6/7 classroom. Through an Action Research (AR) methodology the study documents my efforts to navigate and respond to two teaching models – Explicit Instruction (EI) and Culturally Responsive Pedagogy (CRP), both of which inform policy statements in the region. As well, this study highlights the tensions that aros…
Transition from Remote Indigenous Community to Boarding School
The transition to boarding school for students from the remote Indigenous community of Lockhart River on Cape York is a fact of life when they complete Year 7. With the transition to boarding school, Lockhart River mirrors remote Indigenous communities throughout Cape York and the Torres Strait, and remote regions in South Australia, Western Australia and the Northern Territory. Access for remote Indigenous students to quality education provision…
Tensions Associated With Enacting Care Theory
This study attempts to locate care and caring in teaching practice. Specifically, the study examines how one pre-service teacher, with a personal imperative to care, mediates the space between performativity and caringUsing self-study methodology, the study attempts to make sense of the “theory/action dialectic” (Osborne, 2003, p. 17) of enacting care theory in a classroom through these tensions. Through the recursive analysis of a self-study res…
Representing Earth Science Concepts through Slowmation
It is well known that students arrive in science classrooms with pre-instructional ideas about science phenomena, and that often students’ ideas are not scientifically accurate representations of these phenomena. This research project will engage Year 9 Science students in the creation of a slowmation to represent an Earth Science concept that has been misrepresented in popular culture, in an effort to support their conceptual change towards an a…
Outcomes from Flexible Learning Options for disenfranchised youth
Flexible Learning Options (FLOs) are common across many countries to enable secondary school completion by young people for whom mainstream schooling has not worked well. Access to high-quality education through FLOs is a social justice issue. In the context of an inclination among governments for accountability and evidence-based policy, as well as of financial austerity, there is pressure on FLOs to demonstrate and publicise their outcomes. Thi…
Challenging normative assumptions regarding disengaged youth
This paper explores the experiences of 12 young people, all teenagers, who have chosen to attend alternative schools known as flexible learning options within the Australian context. Using a phenomenological approach, the study seeks to understand their experiences outside the normalised public discourse that they had ‘disengaged’ from mainstream school. A phenomenological approach is employed because of its potential to draw attention to predete…
Re-engaged students’ perceptions of mainstream and flexible learning environments – a ‘semi-quantitative’ approach
Flexible Learning Options (FLOs) attempt to enable secondary school completion by young people for whom ‘mainstream’ schooling has not worked well. Despite their proliferation and the increased research attention to understanding the mechanisms at work within such programmes, quantitative methods have not been utilised to compare participants’ perceptions of the learning environments of FLOs and mainstream schools. This study describes the develo…
Negotiating the pedagogical requirements of both explicit instruction and culturally responsive pedagogy in Far North Queensland
This article documents a teaching journey in a 6/7 class with 20 Torres Strait Islander students in the curriculum area of literacy, over the course of one academic year. Specifically, this action research study explores a classroom teacher's efforts to navigate and respond to the prominent teaching model of explicit instruction and culturally responsive teaching, both of which inform policy statements in Far North Queensland. Using a reflective …
Political science (12 works) · Sociology (12 works) · Pedagogy (11 works) · Psychology (11 works) · Mathematics education (8 works) · Education Systems and Policy (6 works) · Social science (6 works) · Computer Science (5 works) · Curriculum (5 works) · Science Education and Pedagogy (5 works)