Nicky Dulfer
Biographic Data
| ID | 4605926 |
|---|---|
| NAME | Nicky Dulfer |
| GIVEN NAMES | Nicky |
| FAMILY NAME | Dulfer |
| SIGNATURE | DULFER N |
| AFFILIATIONS | The University of Melbourne |
| ORCID | 0000-0002-7758-9306 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 26 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Clinical Judgement in Pre-Service Teacher Education: An Opportunity for Enhanced Professionalism
Clinical models inform initial teacher education programs at several sites globally. Such models, and the term ‘clinical,’ along with related but not synonymous evidence-based forms of teaching, are advocated by some and criticised by others. Advocates emphasise an integration of evidence, theory, and research with contextualised clinical judgement that centres on students and teachers. Critics raise concerns over the privileging of ‘scientific’ …
Differentiated instruction: An investigation into the effect of class compositional factors on teaching processes
Class composition factors including class size and the grade or other level of students are often studied for their impact on factors such as academic outcomes and student achievement, but less often address the impacts on teachers’ instructional strategies. This paper reports on an analysis of the relationship between class compositional factors, including class size and level of study, on differentiated instruction (DI) in the International Bac…
Building belonging in online classrooms: Relationships at the core
Understanding students' sense of belonging in Higher Education is crucial for designing courses that improve retention, learning, and wellbeing outcomes. With the rise of online learning, educators face new challenges in fostering belonging in virtual environments. This study delves into the experiences of twenty postgraduate students in online learning settings. Through surveys, focus groups, and interviews, participants shared insights about th…
Teaching for , as and of Global Citizenship and the question of education
Predominant orientations to teaching Global Citizenship Education (GCE) in international schools often represent two approaches that we refer to as teaching for and teaching as global citizenship. These approaches risk instrumentalisation, functioning more like training or formation than education. Given the ambivalences and contestations surrounding globalisation within the current conjuncture of the polycrisis, we argue that a third approach – …
Decentring the West in the International Baccalaureate Diploma Programme: Towards a Framework for Critical Reflection on Curriculum and Teaching
Capturing the shifting work of teaching in higher education through postcards of practice
Amongst the rapid and continual changes occurring in higher education is a heightened emphasis on teaching and the emergence of a quality teaching discourse.In tandem, we are living through a time where not only circumstances, but also new, more complex technologies continue to disrupt and challenge the ways teaching occurs.Despite various initiatives and compliance mechanisms, trust in notions of quality, accountability and scholarship related t…
The alternate infrastructures that support digital counter publics: Digital inequality in an Australian public housing estate
In this paper we interrogate how digital technologies and practices contribute to imaginaries of counter cities by telling the stories of people who navigate digital inequality. Digital inequality offers a lens onto the ways in which the privatised provision of services reshapes opportunities for collective organising. Digital technologies are commonly viewed as useful tools for collective organising, overlooking the fact that digital products ar…
Undermining teachers’ social capital: A question of trust, professionalism, and empowerment
The question of professional trust urgently needs closer attention in relation to teacher recruitment and retention, as this research shows it has significant bearing on the symbolic capital that may help to attract, motivate, and sustain high quality teachers. In Australian schools, teachers are frequently subject to initiatives to improve their practice, address their perceived limitations, and hold them accountable for failing students, school…
Accessing the International Baccalaureate: Class, growth and marketisation in Australian schools, 2008–2019
The International Baccalaureate (IB) is a market leader in international education however, research suggests that it predominantly serves elite populations (Bunnell, T., M. Donnelly, H. Lauder, and S. Whewall. 2020. “International Mindedness as a Platform for Class Solidarity.” Compare: A Journal of Comparative and International Education. Published online: 24 August 2020. doi:10.1080/03057925.2020.1811639). Drawing on data from the IB and the A…
Moving from Feedback to Feedforward in IBDP classrooms
There is widespread acceptance of the positive impact of constructive feedback on students’ learning progress. However, few studies investigate the role of feedforward in high-stakes learning environments. This research explores feedback and feedforward practices in International Baccalaureate Diploma Programme classrooms in Hong Kong and Australia. The article analyses 18 teachers’ practices and perceptions about feedback and feedforward. The te…
Using collaborative action research to enhance differentiated instruction
Differentiated instruction has been shown to meet the needs of diverse learners, and can meaningfully improve individual student learning, however many teachers find it challenging to implement. This paper reports on a targeted professional development programme which was undertaken as a collaborative action research project. Results show many participants adapted their classroom pedagogy to provide further supports for students through different…
The impact of high-stakes testing on curriculum and pedagogy: A teacher perspective from Australia
Debates continue about how high-stakes testing regimes influence schools at all levels: their impact on teaching practices, distribution of resources and curriculum provision, and whether they achieve the intended increases in student achievement in targeted areas. In 2008, the Australian government introduced a national testing scheme, the National Assessment Program – Literacy and Numeracy (NAPLAN), in which all Australian students in Years 3, …
The impact of high-stakes testing on curriculum and pedagogy: A teacher perspective from Australia
Debates continue about how high-stakes testing regimes influence schools at all levels: their impact on teaching practices, distribution of resources and curriculum provision, and whether they achieve the intended increases in student achievement in targeted areas. In 2008, the Australian government introduced a national testing scheme, the National Assessment Program – Literacy and Numeracy (NAPLAN), in which all Australian students in Years 3, …
Accessing the International Baccalaureate: Class, growth and marketisation in Australian schools, 2008–2019
The International Baccalaureate (IB) is a market leader in international education however, research suggests that it predominantly serves elite populations (Bunnell, T., M. Donnelly, H. Lauder, and S. Whewall. 2020. “International Mindedness as a Platform for Class Solidarity.” Compare: A Journal of Comparative and International Education. Published online: 24 August 2020. doi:10.1080/03057925.2020.1811639). Drawing on data from the IB and the A…
The alternate infrastructures that support digital counter publics: Digital inequality in an Australian public housing estate
In this paper we interrogate how digital technologies and practices contribute to imaginaries of counter cities by telling the stories of people who navigate digital inequality. Digital inequality offers a lens onto the ways in which the privatised provision of services reshapes opportunities for collective organising. Digital technologies are commonly viewed as useful tools for collective organising, overlooking the fact that digital products ar…
Undermining teachers’ social capital: A question of trust, professionalism, and empowerment
The question of professional trust urgently needs closer attention in relation to teacher recruitment and retention, as this research shows it has significant bearing on the symbolic capital that may help to attract, motivate, and sustain high quality teachers. In Australian schools, teachers are frequently subject to initiatives to improve their practice, address their perceived limitations, and hold them accountable for failing students, school…
Using collaborative action research to enhance differentiated instruction
Differentiated instruction has been shown to meet the needs of diverse learners, and can meaningfully improve individual student learning, however many teachers find it challenging to implement. This paper reports on a targeted professional development programme which was undertaken as a collaborative action research project. Results show many participants adapted their classroom pedagogy to provide further supports for students through different…
The impact of high-stakes testing on curriculum and pedagogy: A teacher perspective from Australia
Debates continue about how high-stakes testing regimes influence schools at all levels: their impact on teaching practices, distribution of resources and curriculum provision, and whether they achieve the intended increases in student achievement in targeted areas. In 2008, the Australian government introduced a national testing scheme, the National Assessment Program – Literacy and Numeracy (NAPLAN), in which all Australian students in Years 3, …
Moving from Feedback to Feedforward in IBDP classrooms
There is widespread acceptance of the positive impact of constructive feedback on students’ learning progress. However, few studies investigate the role of feedforward in high-stakes learning environments. This research explores feedback and feedforward practices in International Baccalaureate Diploma Programme classrooms in Hong Kong and Australia. The article analyses 18 teachers’ practices and perceptions about feedback and feedforward. The te…
Using collaborative action research to enhance differentiated instruction
Differentiated instruction has been shown to meet the needs of diverse learners, and can meaningfully improve individual student learning, however many teachers find it challenging to implement. This paper reports on a targeted professional development programme which was undertaken as a collaborative action research project. Results show many participants adapted their classroom pedagogy to provide further supports for students through different…
Accessing the International Baccalaureate: Class, growth and marketisation in Australian schools, 2008–2019
The International Baccalaureate (IB) is a market leader in international education however, research suggests that it predominantly serves elite populations (Bunnell, T., M. Donnelly, H. Lauder, and S. Whewall. 2020. “International Mindedness as a Platform for Class Solidarity.” Compare: A Journal of Comparative and International Education. Published online: 24 August 2020. doi:10.1080/03057925.2020.1811639). Drawing on data from the IB and the A…
The alternate infrastructures that support digital counter publics: Digital inequality in an Australian public housing estate
In this paper we interrogate how digital technologies and practices contribute to imaginaries of counter cities by telling the stories of people who navigate digital inequality. Digital inequality offers a lens onto the ways in which the privatised provision of services reshapes opportunities for collective organising. Digital technologies are commonly viewed as useful tools for collective organising, overlooking the fact that digital products ar…
Undermining teachers’ social capital: A question of trust, professionalism, and empowerment
The question of professional trust urgently needs closer attention in relation to teacher recruitment and retention, as this research shows it has significant bearing on the symbolic capital that may help to attract, motivate, and sustain high quality teachers. In Australian schools, teachers are frequently subject to initiatives to improve their practice, address their perceived limitations, and hold them accountable for failing students, school…
Capturing the shifting work of teaching in higher education through postcards of practice
Amongst the rapid and continual changes occurring in higher education is a heightened emphasis on teaching and the emergence of a quality teaching discourse.In tandem, we are living through a time where not only circumstances, but also new, more complex technologies continue to disrupt and challenge the ways teaching occurs.Despite various initiatives and compliance mechanisms, trust in notions of quality, accountability and scholarship related t…
Clinical Judgement in Pre-Service Teacher Education: An Opportunity for Enhanced Professionalism
Clinical models inform initial teacher education programs at several sites globally. Such models, and the term ‘clinical,’ along with related but not synonymous evidence-based forms of teaching, are advocated by some and criticised by others. Advocates emphasise an integration of evidence, theory, and research with contextualised clinical judgement that centres on students and teachers. Critics raise concerns over the privileging of ‘scientific’ …
Differentiated instruction: An investigation into the effect of class compositional factors on teaching processes
Class composition factors including class size and the grade or other level of students are often studied for their impact on factors such as academic outcomes and student achievement, but less often address the impacts on teachers’ instructional strategies. This paper reports on an analysis of the relationship between class compositional factors, including class size and level of study, on differentiated instruction (DI) in the International Bac…
Building belonging in online classrooms: Relationships at the core
Understanding students' sense of belonging in Higher Education is crucial for designing courses that improve retention, learning, and wellbeing outcomes. With the rise of online learning, educators face new challenges in fostering belonging in virtual environments. This study delves into the experiences of twenty postgraduate students in online learning settings. Through surveys, focus groups, and interviews, participants shared insights about th…
Teaching for , as and of Global Citizenship and the question of education
Predominant orientations to teaching Global Citizenship Education (GCE) in international schools often represent two approaches that we refer to as teaching for and teaching as global citizenship. These approaches risk instrumentalisation, functioning more like training or formation than education. Given the ambivalences and contestations surrounding globalisation within the current conjuncture of the polycrisis, we argue that a third approach – …
Decentring the West in the International Baccalaureate Diploma Programme: Towards a Framework for Critical Reflection on Curriculum and Teaching
Pedagogy (8 works) · Mathematics education (7 works) · Political science (7 works) · Psychology (7 works) · Sociology (7 works) · Computer Science (5 works) · Teaching method (5 works) · Global Educational Policies and Reforms (4 works) · Engineering (3 works) · Global Education and Multiculturalism (3 works)