Tom J Cooper
Biographic Data
| ID | 3950991 |
|---|---|
| NAME | Tom J Cooper |
| GIVEN NAMES | Tom J |
| FAMILY NAME | Cooper |
| SIGNATURE | COOPER T J |
| AFFILIATIONS | Queensland University of Technology |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 2 |
The Montessori method, Aboriginal students and Linnaean zoology taxonomy teaching
This research article addresses an important issue related to how teachers can support Aboriginal secondary school students' learning of science. Drawn from a larger project that investigated the study of vertebrates using Queensland Indigenous knowledges and Montessori Linnaean materials to engage Indigenous secondary school students, this article focuses on the three-staged lessons from that study. Using an Action Research approach and working …
Embedding Aboriginal Perspectives and Knowledge in the Biology Curriculum
This paper reports on an Action Research project that investigated the integration of Aboriginal and Western knowledge into science learning in a Montessori classroom in regional Queensland, Australia. Drawing on the local knowledge of fauna of community members, the study explored the teaching of science to 12-year 8-9 students in an Aboriginal independent high school in Queensland. The overall study covered 83 lessons that included an initial S…
Indigenous Students and Mathematics
This study examined teachers' perceptions of the role of teacher aides in mathematics classrooms in rural and remote Indigenous communities. Twelve teachers from three schools in rural and remote Queensland participated in the study. The results from the first year of the project indicated that there were differences in how these teachers worked with their teacher aides, particularly the specific roles assigned to them in the mathematics classroo…
The Role of Cognitive Strategies in the Transition from Counting to Retrieval of Basic Addition Facts
This study examined the hypothesis that children who use cognitive strategies in solving simple addition questions develop greater proficiency in addition than children who fail to employ such strategies. Forty non‐strategy users were provided with instructional experiences to facilitate the development of cognitive strategies. At post‐test 20 children demonstrated cognitive strategy use, while 20 did not utilise these strategies. Strategy users …
Indigenous Students and Mathematics
This study examined teachers' perceptions of the role of teacher aides in mathematics classrooms in rural and remote Indigenous communities. Twelve teachers from three schools in rural and remote Queensland participated in the study. The results from the first year of the project indicated that there were differences in how these teachers worked with their teacher aides, particularly the specific roles assigned to them in the mathematics classroo…
Embedding Aboriginal Perspectives and Knowledge in the Biology Curriculum
This paper reports on an Action Research project that investigated the integration of Aboriginal and Western knowledge into science learning in a Montessori classroom in regional Queensland, Australia. Drawing on the local knowledge of fauna of community members, the study explored the teaching of science to 12-year 8-9 students in an Aboriginal independent high school in Queensland. The overall study covered 83 lessons that included an initial S…
The Role of Cognitive Strategies in the Transition from Counting to Retrieval of Basic Addition Facts
This study examined the hypothesis that children who use cognitive strategies in solving simple addition questions develop greater proficiency in addition than children who fail to employ such strategies. Forty non‐strategy users were provided with instructional experiences to facilitate the development of cognitive strategies. At post‐test 20 children demonstrated cognitive strategy use, while 20 did not utilise these strategies. Strategy users …
Indigenous Students and Mathematics
This study examined teachers' perceptions of the role of teacher aides in mathematics classrooms in rural and remote Indigenous communities. Twelve teachers from three schools in rural and remote Queensland participated in the study. The results from the first year of the project indicated that there were differences in how these teachers worked with their teacher aides, particularly the specific roles assigned to them in the mathematics classroo…
Embedding Aboriginal Perspectives and Knowledge in the Biology Curriculum
This paper reports on an Action Research project that investigated the integration of Aboriginal and Western knowledge into science learning in a Montessori classroom in regional Queensland, Australia. Drawing on the local knowledge of fauna of community members, the study explored the teaching of science to 12-year 8-9 students in an Aboriginal independent high school in Queensland. The overall study covered 83 lessons that included an initial S…
The Montessori method, Aboriginal students and Linnaean zoology taxonomy teaching
This research article addresses an important issue related to how teachers can support Aboriginal secondary school students' learning of science. Drawn from a larger project that investigated the study of vertebrates using Queensland Indigenous knowledges and Montessori Linnaean materials to engage Indigenous secondary school students, this article focuses on the three-staged lessons from that study. Using an Action Research approach and working …
Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Art (2 works) · Biology (2 works) · Ecology (2 works) · Education Methods and Practices (2 works) · Indigenous (2 works) · Indigenous and Place-Based Education (2 works) · Social science (2 works)