Jo Lunn Brownlee
Biographic Data
| ID | 6155642 |
|---|---|
| NAME | Jo Lunn Brownlee |
| GIVEN NAMES | Jo Lunn |
| FAMILY NAME | Brownlee |
| SIGNATURE | BROWNLEE J L |
| AFFILIATIONS | Queensland University of Technology |
| ORCID | 0000-0003-2929-4770 |
| VERIFIED | Yes |
| TOTAL WORKS | 25 |
| TOTAL CITATIONS | 23 |
| AUTHOR COUNT | 25 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Aims as anchors: Exploring teacher educators’ epistemic aims for teaching about/to/for diversity in initial teacher education (ITE)
Increasingly, international attention focuses on how to ensure that teacher educators support pre-service teachers to address what is referred to as ‘diversity’ in classrooms, with responsive teaching identified as important core content for ITE programmes. A robust body of research shows that epistemic cognition (cognitions about knowing and knowledge) mediates teaching across educational contexts. However, little is known about how teacher educ…
Primary school teachers’ epistemic cognition for moral education in the context of promoting social inclusion
While values education is one way primary schools can promote student social responsibility, little is understood about how teachers support children’s learning of moral values and how this changes throughout the years of primary school education. A growing body of research shows that teachers’ views about the nature of knowledge and knowing (epistemic cognition) mediate their approaches to teaching across a range of learning contexts. Using semi…
Teacher educators’ knowledge about diversity: What enables and constrains their teaching decisions
Internationally and in Australia, there is growing evidence that graduate teachers feel under prepared to teach diverse groups of children. This study, using a social lab and drawing on theories from Archer and Foucault examined Australian teacher educators’ views on knowledge about diversity and the enabling and constraining factors that influenced their teaching around diversity in their universities. Eleven discourses emerged, revealing knowle…
What influences teachers’ support for children’s reasoning about social inclusion in primary school education classrooms
Scoping review of conceptions of literacy in middle school science
Literacy skills are essential if students are to access knowledge and achieve academic success in middle school science. A key difficulty with interpreting literacy practices in any discipline is the problem of conceptualising what constitutes literacy. Our study contributes new understandings to the discipline of science where there are ongoing debates concerning the meaning of literacy and confusion regarding what constitutes essential literaci…
Children’s epistemic reasoning about social inclusion of aggressive peers in a culturally diverse school
Moral reasoning in values education can promote a democratic way of life. It involves addressing behaviour expectations in responses to violence or bullying. There is increasing interest in how children make moral judgments about social inclusion within diverse cultural settings. Critical research highlights the relationship between epistemic cognition (views about the nature of knowledge and knowing) and reasoning. In this paper, we argue that t…
How epistemic reflexivity enables teacher educators’ teaching for diversity: Exploring a pedagogical framework for critical thinking
Recent research points to the importance of teacher educators teaching for diversity in initial teacher education programmes. Teaching for diversity is an approach to teacher education in which an understanding of specialist literature and a focus on critical thinking supports a social justice agenda as opposed to merely using different tips and tricks to prepare future teachers for teaching diverse learners in the classroom. In this study, we ex…
How do rural Australian students’ ethnogeographies related to people and place influence their STEM career aspirations
Few studies in science education have examined how place-based experiences influence students’ STEM career aspirations. Rural school students’ lived experiences of place and non-traditional STEM career aspirations such as farming are scarcely considered in dominant narratives around science aspirations and career pathways. Adopting a critical relational perspective that considers place as a lived experience we ask How do rural Australian students…
Children’s perspectives on why and when teachers listen to their ideas: Exploring opportunities for participation in the early years of school
Middle school students’ science epistemic beliefs – Implications for measurement
Educators reflecting on sleep and rest time dilemmas in Ecec: Where is the “critical” in reflective practices
‘We don’t read in science’: Student perceptions of literacy and learning science in middle school
Building on work that brings literacy instruction and student science learner identity together, this study addresses a gap in research related to student experiences as readers in middle school science classrooms. To understand student perceptions of pedagogical approaches to reading in science, we asked 45 middle school students to reflect on what sort of reading participation was valued in their classroom and what they thought characterised a …
How Does Initial Teacher Education Research Frame the Challenge of Preparing Future Teachers for Student Diversity in Schools? A Systematic Review of Literature
Teachers consistently identify working with “diverse learners” as challenging. This raises questions about how teacher educators conceptualize and enact preparation of teachers for heterogeneous populations. This article provides a systematic review of literature relating to both “teacher education” and “diverse learners,” to identify knowledge claims regarding the way this “problem” and possible “solutions” should be framed. Analyzing 209 peer-r…
Supporting elementary school children to engage in collaborative argumentation: Developing a kaleidoscope framework of inquiry dialogue
While the early years of children’s education have long been acknowledged as crucial in supporting learning and development, there has been less focus on argumentation literacy as a way to promote active learning. This conceptual paper explores a new cross-disciplinary teaching framework, called the kaleidoscope framework of inquiry dialogue, which explicates the role of elementary school children’s collaborative argumentation processes during in…
Study protocol the Continuing Care Project: A randomised controlled trial of a continuing care telephone intervention following residential substance dependence treatment
Australian New Zealand Clinical Trials Registry, ACTRN12618001231235. Registered on 23rd July 2018. https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=375621&isReview=true
Young children's moral evaluations of inclusion and exclusion in play in ethnic and aggressive stereotypic peer contexts
Previous research has emphasised the importance of active citizenship in the early years for the development of tolerant and cohesive societies. This paper reports data from 174 children, aged 6–7 years, who were interviewed in the first year of a longitudinal study. Children were presented with two scenarios about inclusion of others in play. One scenario focussed on a peer from a different ethnic background and the other scenario was about a pe…
Changing Teachers' Epistemic Cognition: A New Conceptual Framework for Epistemic Reflexivity
There is increasing evidence to show that teachers' epistemic cognition is related to how they conceive of and engage in teaching; therefore it is important that teachers develop adaptive epistemic cognition. This article provides an overview of the different ways of theorizing and investigating changes in epistemic cognition for teaching and learning. A growing body of research shows that explicit reflection on epistemic cognition may be a usefu…
Changes in children’s reasoning about the social inclusion of aggressive children over the early years of elementary school
While there is growing understanding about children’s moral reasoning for social inclusion and exclusion, we know little about how children reason specifically about the inclusion of aggressive children in school settings. To investigate children’s decisions about such inclusion and how they justified those decisions, this study reports data from 172 children interviewed in Year 1 (female = 85, male = 87), between the ages of six and seven and 15…
Promoting social inclusion in the early years of elementary school: A focus on children’s epistemic beliefs for moral reasoning
As classrooms continue to diversify, there is an increasing need to understand children’s inclusive behaviours and moral reasoning. Research shows that epistemic beliefs (beliefs about knowing and knowledge) can influence reasoning for adults, but we know little about this relationship in younger children or how classroom contexts relate to epistemic beliefs for moral reasoning. Thirty-one elementary school children (mean age 6.5 years) participa…
Critical values education in the early years: Alignment of teachers’ personal epistemologies and practices for active citizenship
Teachers’ and children’s personal epistemologies for moral education: Case studies in early years elementary education
Educational policy for citizenship in the early years in Australia
Understandings of young children as active and capable citizens, while evident in discourses of early childhood education and research, are not widely reflected in the policy for the early years of schooling in Australia. This paper makes an analysis of the gaps and tensions between discourses of young children as active citizens and policy for citizenship education at the national level in Australia and at the Queensland State level. There is a …
Epistemological beliefs in child care: Implications for vocational education
Background . The quality of child care is of social and economic significance worldwide. The beliefs that child care workers hold about knowing and knowledge (epistemological beliefs) influence the quality of their professional work. However, attention to epistemological beliefs is rarely a focus in vocational education programmes. Aim . The aim of this study was to investigate the nature of child care students' epistemological beliefs. Sample(s)…
Working with toddlers in child care: Practitioners’ beliefs about their role
Change in knowledge of learning and teaching through journal writing
This paper is the third in a series addressing the integration of naive and informed knowledge of learning and teaching by preservice teachers. Previous papers have explored and discussed pre- and post-unit written statements about learning as well as transcripts of stimulated recall interviews with students in response to a videotape of one of their teaching lessons during teaching practicum. This paper focuses on the analysis of learning journa…
Promoting social inclusion in the early years of elementary school: A focus on children’s epistemic beliefs for moral reasoning
As classrooms continue to diversify, there is an increasing need to understand children’s inclusive behaviours and moral reasoning. Research shows that epistemic beliefs (beliefs about knowing and knowledge) can influence reasoning for adults, but we know little about this relationship in younger children or how classroom contexts relate to epistemic beliefs for moral reasoning. Thirty-one elementary school children (mean age 6.5 years) participa…
Teachers’ and children’s personal epistemologies for moral education: Case studies in early years elementary education
Changes in children’s reasoning about the social inclusion of aggressive children over the early years of elementary school
While there is growing understanding about children’s moral reasoning for social inclusion and exclusion, we know little about how children reason specifically about the inclusion of aggressive children in school settings. To investigate children’s decisions about such inclusion and how they justified those decisions, this study reports data from 172 children interviewed in Year 1 (female = 85, male = 87), between the ages of six and seven and 15…
Critical values education in the early years: Alignment of teachers’ personal epistemologies and practices for active citizenship
Educational policy for citizenship in the early years in Australia
Understandings of young children as active and capable citizens, while evident in discourses of early childhood education and research, are not widely reflected in the policy for the early years of schooling in Australia. This paper makes an analysis of the gaps and tensions between discourses of young children as active citizens and policy for citizenship education at the national level in Australia and at the Queensland State level. There is a …
Change in knowledge of learning and teaching through journal writing
This paper is the third in a series addressing the integration of naive and informed knowledge of learning and teaching by preservice teachers. Previous papers have explored and discussed pre- and post-unit written statements about learning as well as transcripts of stimulated recall interviews with students in response to a videotape of one of their teaching lessons during teaching practicum. This paper focuses on the analysis of learning journa…
Children’s epistemic reasoning about social inclusion of aggressive peers in a culturally diverse school
Moral reasoning in values education can promote a democratic way of life. It involves addressing behaviour expectations in responses to violence or bullying. There is increasing interest in how children make moral judgments about social inclusion within diverse cultural settings. Critical research highlights the relationship between epistemic cognition (views about the nature of knowledge and knowing) and reasoning. In this paper, we argue that t…
How epistemic reflexivity enables teacher educators’ teaching for diversity: Exploring a pedagogical framework for critical thinking
Recent research points to the importance of teacher educators teaching for diversity in initial teacher education programmes. Teaching for diversity is an approach to teacher education in which an understanding of specialist literature and a focus on critical thinking supports a social justice agenda as opposed to merely using different tips and tricks to prepare future teachers for teaching diverse learners in the classroom. In this study, we ex…
Young children's moral evaluations of inclusion and exclusion in play in ethnic and aggressive stereotypic peer contexts
Previous research has emphasised the importance of active citizenship in the early years for the development of tolerant and cohesive societies. This paper reports data from 174 children, aged 6–7 years, who were interviewed in the first year of a longitudinal study. Children were presented with two scenarios about inclusion of others in play. One scenario focussed on a peer from a different ethnic background and the other scenario was about a pe…
Change in knowledge of learning and teaching through journal writing
This paper is the third in a series addressing the integration of naive and informed knowledge of learning and teaching by preservice teachers. Previous papers have explored and discussed pre- and post-unit written statements about learning as well as transcripts of stimulated recall interviews with students in response to a videotape of one of their teaching lessons during teaching practicum. This paper focuses on the analysis of learning journa…
Working with toddlers in child care: Practitioners’ beliefs about their role
Epistemological beliefs in child care: Implications for vocational education
Background . The quality of child care is of social and economic significance worldwide. The beliefs that child care workers hold about knowing and knowledge (epistemological beliefs) influence the quality of their professional work. However, attention to epistemological beliefs is rarely a focus in vocational education programmes. Aim . The aim of this study was to investigate the nature of child care students' epistemological beliefs. Sample(s)…
Teachers’ and children’s personal epistemologies for moral education: Case studies in early years elementary education
Educational policy for citizenship in the early years in Australia
Understandings of young children as active and capable citizens, while evident in discourses of early childhood education and research, are not widely reflected in the policy for the early years of schooling in Australia. This paper makes an analysis of the gaps and tensions between discourses of young children as active citizens and policy for citizenship education at the national level in Australia and at the Queensland State level. There is a …
Promoting social inclusion in the early years of elementary school: A focus on children’s epistemic beliefs for moral reasoning
As classrooms continue to diversify, there is an increasing need to understand children’s inclusive behaviours and moral reasoning. Research shows that epistemic beliefs (beliefs about knowing and knowledge) can influence reasoning for adults, but we know little about this relationship in younger children or how classroom contexts relate to epistemic beliefs for moral reasoning. Thirty-one elementary school children (mean age 6.5 years) participa…
Critical values education in the early years: Alignment of teachers’ personal epistemologies and practices for active citizenship
Changing Teachers' Epistemic Cognition: A New Conceptual Framework for Epistemic Reflexivity
There is increasing evidence to show that teachers' epistemic cognition is related to how they conceive of and engage in teaching; therefore it is important that teachers develop adaptive epistemic cognition. This article provides an overview of the different ways of theorizing and investigating changes in epistemic cognition for teaching and learning. A growing body of research shows that explicit reflection on epistemic cognition may be a usefu…
Changes in children’s reasoning about the social inclusion of aggressive children over the early years of elementary school
While there is growing understanding about children’s moral reasoning for social inclusion and exclusion, we know little about how children reason specifically about the inclusion of aggressive children in school settings. To investigate children’s decisions about such inclusion and how they justified those decisions, this study reports data from 172 children interviewed in Year 1 (female = 85, male = 87), between the ages of six and seven and 15…
Young children's moral evaluations of inclusion and exclusion in play in ethnic and aggressive stereotypic peer contexts
Previous research has emphasised the importance of active citizenship in the early years for the development of tolerant and cohesive societies. This paper reports data from 174 children, aged 6–7 years, who were interviewed in the first year of a longitudinal study. Children were presented with two scenarios about inclusion of others in play. One scenario focussed on a peer from a different ethnic background and the other scenario was about a pe…
Supporting elementary school children to engage in collaborative argumentation: Developing a kaleidoscope framework of inquiry dialogue
While the early years of children’s education have long been acknowledged as crucial in supporting learning and development, there has been less focus on argumentation literacy as a way to promote active learning. This conceptual paper explores a new cross-disciplinary teaching framework, called the kaleidoscope framework of inquiry dialogue, which explicates the role of elementary school children’s collaborative argumentation processes during in…
Study protocol the Continuing Care Project: A randomised controlled trial of a continuing care telephone intervention following residential substance dependence treatment
Australian New Zealand Clinical Trials Registry, ACTRN12618001231235. Registered on 23rd July 2018. https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=375621&isReview=true
How do rural Australian students’ ethnogeographies related to people and place influence their STEM career aspirations
Few studies in science education have examined how place-based experiences influence students’ STEM career aspirations. Rural school students’ lived experiences of place and non-traditional STEM career aspirations such as farming are scarcely considered in dominant narratives around science aspirations and career pathways. Adopting a critical relational perspective that considers place as a lived experience we ask How do rural Australian students…
Children’s perspectives on why and when teachers listen to their ideas: Exploring opportunities for participation in the early years of school
Middle school students’ science epistemic beliefs – Implications for measurement
Educators reflecting on sleep and rest time dilemmas in Ecec: Where is the “critical” in reflective practices
‘We don’t read in science’: Student perceptions of literacy and learning science in middle school
Building on work that brings literacy instruction and student science learner identity together, this study addresses a gap in research related to student experiences as readers in middle school science classrooms. To understand student perceptions of pedagogical approaches to reading in science, we asked 45 middle school students to reflect on what sort of reading participation was valued in their classroom and what they thought characterised a …
How Does Initial Teacher Education Research Frame the Challenge of Preparing Future Teachers for Student Diversity in Schools? A Systematic Review of Literature
Teachers consistently identify working with “diverse learners” as challenging. This raises questions about how teacher educators conceptualize and enact preparation of teachers for heterogeneous populations. This article provides a systematic review of literature relating to both “teacher education” and “diverse learners,” to identify knowledge claims regarding the way this “problem” and possible “solutions” should be framed. Analyzing 209 peer-r…
What influences teachers’ support for children’s reasoning about social inclusion in primary school education classrooms
Scoping review of conceptions of literacy in middle school science
Literacy skills are essential if students are to access knowledge and achieve academic success in middle school science. A key difficulty with interpreting literacy practices in any discipline is the problem of conceptualising what constitutes literacy. Our study contributes new understandings to the discipline of science where there are ongoing debates concerning the meaning of literacy and confusion regarding what constitutes essential literaci…
Children’s epistemic reasoning about social inclusion of aggressive peers in a culturally diverse school
Moral reasoning in values education can promote a democratic way of life. It involves addressing behaviour expectations in responses to violence or bullying. There is increasing interest in how children make moral judgments about social inclusion within diverse cultural settings. Critical research highlights the relationship between epistemic cognition (views about the nature of knowledge and knowing) and reasoning. In this paper, we argue that t…
How epistemic reflexivity enables teacher educators’ teaching for diversity: Exploring a pedagogical framework for critical thinking
Recent research points to the importance of teacher educators teaching for diversity in initial teacher education programmes. Teaching for diversity is an approach to teacher education in which an understanding of specialist literature and a focus on critical thinking supports a social justice agenda as opposed to merely using different tips and tricks to prepare future teachers for teaching diverse learners in the classroom. In this study, we ex…
Teacher educators’ knowledge about diversity: What enables and constrains their teaching decisions
Internationally and in Australia, there is growing evidence that graduate teachers feel under prepared to teach diverse groups of children. This study, using a social lab and drawing on theories from Archer and Foucault examined Australian teacher educators’ views on knowledge about diversity and the enabling and constraining factors that influenced their teaching around diversity in their universities. Eleven discourses emerged, revealing knowle…
Aims as anchors: Exploring teacher educators’ epistemic aims for teaching about/to/for diversity in initial teacher education (ITE)
Increasingly, international attention focuses on how to ensure that teacher educators support pre-service teachers to address what is referred to as ‘diversity’ in classrooms, with responsive teaching identified as important core content for ITE programmes. A robust body of research shows that epistemic cognition (cognitions about knowing and knowledge) mediates teaching across educational contexts. However, little is known about how teacher educ…
Primary school teachers’ epistemic cognition for moral education in the context of promoting social inclusion
While values education is one way primary schools can promote student social responsibility, little is understood about how teachers support children’s learning of moral values and how this changes throughout the years of primary school education. A growing body of research shows that teachers’ views about the nature of knowledge and knowing (epistemic cognition) mediate their approaches to teaching across a range of learning contexts. Using semi…
Psychology (21 works) · Pedagogy (18 works) · Sociology (16 works) · Mathematics education (10 works) · Education and Critical Thinking Development (9 works) · Educational Strategies and Epistemologies (9 works) · Social Psychology (9 works) · Educator Training and Historical Pedagogy (7 works) · Epistemology (7 works) · Early Childhood Education and Development (6 works)