Lorraine Gaunt
Biographic Data
| ID | 4628154 |
|---|---|
| NAME | Lorraine Gaunt |
| GIVEN NAMES | Lorraine |
| FAMILY NAME | Gaunt |
| SIGNATURE | GAUNT L |
| AFFILIATIONS | Charles Sturt University |
| ORCID | 0000-0003-4835-3414 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Introducing the use of KWS in Mathematics in Early Childhood
The use of semiotic resources in the teaching and learning of mathematics has a rich, well-established history in mathematics education, with gestures, and embodied actions recognised as central to supporting young children’s mathematical learning. Key Word Sign (KWS) is a multimodal augmented communication strategy that combines signs and voice. There is a dearth of research that explores the use of KWS as an intentional communication strategy t…
Look at solutions
Differentiated instruction (DI) is a philosophical and pedagogical approach addressing student diversity in the classroom, supporting student engagement in learning. There is, however, limited research into the application of DI in senior‐secondary mathematics. This research reports on two mathematics teachers in two Australian states, using semi‐structured interviews to investigate mathematics teachers' self‐efficacy in implementing DI in their …
Early career researchers’ collective advocacy work within an Australian university context
Australian senior‐secondary teachers’ perceptions of leadership and policy for differentiated instruction
Differentiated instruction (DI) is an educational praxis that is built on the premise that all students can be engaged in learning and achieve positive academic outcomes. Previous research in secondary schools has shown promise in the success of DI practices and outlines the importance of sustained professional development (PD) for teachers. There is, however, little research on DI within senior‐secondary classrooms in the Australian context. Thi…
Numeracy for Adults with Learning Disabilities
Being numerate is a vital skill for participating in the community and helps individuals to become active and informed citizens. Understanding concepts of time supports adults to organise and participate in crucial tasks, both at home and at work. This research explored how two adults with learning disabilities used concepts of time in their workplaces. Data were collected using observations and interviews to establish participants’ current under…
‘I do not think I actually do it well’
Differentiated instruction is a proactive teaching model and philosophy with demonstrated potential to cater for diverse learners and create inclusive classrooms. There is little research, however, into the implementation of this approach in the senior secondary classroom. Teachers’ implementation of differentiated instruction has been shown to be linked to teacher attitudes and self‐efficacy in other settings. This study investigated the impact …
Australian senior‐secondary teachers’ perceptions of leadership and policy for differentiated instruction
Differentiated instruction (DI) is an educational praxis that is built on the premise that all students can be engaged in learning and achieve positive academic outcomes. Previous research in secondary schools has shown promise in the success of DI practices and outlines the importance of sustained professional development (PD) for teachers. There is, however, little research on DI within senior‐secondary classrooms in the Australian context. Thi…
Numeracy for Adults with Learning Disabilities
Being numerate is a vital skill for participating in the community and helps individuals to become active and informed citizens. Understanding concepts of time supports adults to organise and participate in crucial tasks, both at home and at work. This research explored how two adults with learning disabilities used concepts of time in their workplaces. Data were collected using observations and interviews to establish participants’ current under…
‘I do not think I actually do it well’
Differentiated instruction is a proactive teaching model and philosophy with demonstrated potential to cater for diverse learners and create inclusive classrooms. There is little research, however, into the implementation of this approach in the senior secondary classroom. Teachers’ implementation of differentiated instruction has been shown to be linked to teacher attitudes and self‐efficacy in other settings. This study investigated the impact …
Early career researchers’ collective advocacy work within an Australian university context
Australian senior‐secondary teachers’ perceptions of leadership and policy for differentiated instruction
Differentiated instruction (DI) is an educational praxis that is built on the premise that all students can be engaged in learning and achieve positive academic outcomes. Previous research in secondary schools has shown promise in the success of DI practices and outlines the importance of sustained professional development (PD) for teachers. There is, however, little research on DI within senior‐secondary classrooms in the Australian context. Thi…
Look at solutions
Differentiated instruction (DI) is a philosophical and pedagogical approach addressing student diversity in the classroom, supporting student engagement in learning. There is, however, limited research into the application of DI in senior‐secondary mathematics. This research reports on two mathematics teachers in two Australian states, using semi‐structured interviews to investigate mathematics teachers' self‐efficacy in implementing DI in their …
Introducing the use of KWS in Mathematics in Early Childhood
The use of semiotic resources in the teaching and learning of mathematics has a rich, well-established history in mathematics education, with gestures, and embodied actions recognised as central to supporting young children’s mathematical learning. Key Word Sign (KWS) is a multimodal augmented communication strategy that combines signs and voice. There is a dearth of research that explores the use of KWS as an intentional communication strategy t…
Pedagogy (5 works) · Mathematics education (4 works) · Psychology (4 works) · Differentiated instruction (3 works) · Teacher Education and Leadership Studies (3 works) · Cognitive and developmental aspects of mathematical skills (2 works) · Collaborative Teaching and Inclusion (2 works) · Mathematics Education and Teaching Techniques (2 works) · Political science (2 works) · Self-efficacy (2 works)