Tracey Muir
Biographic Data
| ID | 6155174 |
|---|---|
| NAME | Tracey Muir |
| GIVEN NAMES | Tracey |
| FAMILY NAME | Muir |
| SIGNATURE | MUIR T |
| AFFILIATIONS | University of Tasmania |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Mapping dialogic space in exploratory, disputational, and cumulative talk
Theoretical and practical interest in how classroom talk can aid thinking and learning has increased in recent decades. Key studies have identified three types of talk that characterise student collaborations in group learning tasks, namely disputational, cumulative, and exploratory talk. Exploratory talk is described as the most productive for thinking and learning, and key to this is the opening of dialogic spaces in which students explore and …
Supporting engagement and retention of online and blended-learning students
Using Interactive Online Pedagogical Approaches to Promote Student Engagement
The COVID-19 outbreak in late 2019 required a complete shift to online learning across all educational institutions, including universities. The rapid transition to online learning globally meant that many educators were suddenly tasked with adapting their classroom-based pedagogy to the online space. While this was undoubtedly challenging for teachers and students, it also opened up possibilities for reimagining the delivery of content, along wi…
Unleashing Adult Learners’ Numeracy Agency Through Self-Determined Online Professional Development
Opportunities for self-determined online professional development (OPD) are emerging, but their potential for increasing adult learners’ agency is not yet fully realised. Faced with the problem of successfully designing a self-determined comprehensive evidence-based online numeracy resource for educators who are often time poor and do not engage with online learning unless they are intrinsically motivated, we engaged in design research to concept…
University and school research partnerships as a source of professional growth in regional communities
Student perceptions of learning challenges in year 7
A framework to support personalising prescribed school curricula
There is a recent advocacy for students to experience their learning as personalised, but this expectation poses challenges for teachers tasked with addressing prescribed curricula. In this article, we draw on relevant literature and our analyses of three case studies to propose a framework within which teachers can achieve both goals. We first clarify what we mean by personalising learning, noting problems in how it is currently conceptualised a…
No prominent works on this page.
A framework to support personalising prescribed school curricula
There is a recent advocacy for students to experience their learning as personalised, but this expectation poses challenges for teachers tasked with addressing prescribed curricula. In this article, we draw on relevant literature and our analyses of three case studies to propose a framework within which teachers can achieve both goals. We first clarify what we mean by personalising learning, noting problems in how it is currently conceptualised a…
Student perceptions of learning challenges in year 7
Using Interactive Online Pedagogical Approaches to Promote Student Engagement
The COVID-19 outbreak in late 2019 required a complete shift to online learning across all educational institutions, including universities. The rapid transition to online learning globally meant that many educators were suddenly tasked with adapting their classroom-based pedagogy to the online space. While this was undoubtedly challenging for teachers and students, it also opened up possibilities for reimagining the delivery of content, along wi…
Unleashing Adult Learners’ Numeracy Agency Through Self-Determined Online Professional Development
Opportunities for self-determined online professional development (OPD) are emerging, but their potential for increasing adult learners’ agency is not yet fully realised. Faced with the problem of successfully designing a self-determined comprehensive evidence-based online numeracy resource for educators who are often time poor and do not engage with online learning unless they are intrinsically motivated, we engaged in design research to concept…
University and school research partnerships as a source of professional growth in regional communities
Supporting engagement and retention of online and blended-learning students
Mapping dialogic space in exploratory, disputational, and cumulative talk
Theoretical and practical interest in how classroom talk can aid thinking and learning has increased in recent decades. Key studies have identified three types of talk that characterise student collaborations in group learning tasks, namely disputational, cumulative, and exploratory talk. Exploratory talk is described as the most productive for thinking and learning, and key to this is the opening of dialogic spaces in which students explore and …
Pedagogy (7 works) · Computer Science (6 works) · Psychology (6 works) · Mathematics education (5 works) · Sociology (5 works) · Medical education (3 works) · Medicine (3 works) · Attrition (2 works) · Curriculum (2 works) · Innovative Teaching and Learning Methods (2 works)