Rhonda Di Biase
Biographic Data
| ID | 6457806 |
|---|---|
| NAME | Rhonda Di Biase |
| GIVEN NAMES | Rhonda |
| FAMILY NAME | Di Biase |
| SIGNATURE | DI BIASE R |
| AFFILIATIONS | The University of Melbourne |
| ORCID | 0000-0003-3786-5959 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Tracking sustainability in higher education policy
Purpose This study aims to review the literature on sustainability in higher education policy over the period of 2017–2022, building on a previous review that ended in 2016. Design/methodology/approach A total of 63 articles that met the selection criteria were examined using a multi-stage approach. The first stage involved initial categorisation of the articles based on journal distribution, temporal and geographical trends, methodological appro…
Monitoring or mentoring
The (in)visibility of pedagogical practices
This paper reports the findings of a meta-synthesis of studies which investigated the ways in which teachers described their pedagogical practices in three different contexts: the Maldives, Australia and Nepal. Each of the studies was focused on making teachers’ classroom practices visible in an effort to establish a shared language and understanding of practices relevant to context. We were interested in what teachers say about their teaching pr…
Promoting education for sustainable development in the Maldives
This article explores the critical role of education in promoting sustainable development in the Maldives context. It presents the outcomes of a small-scale project, Playing with Solar, implemented in a small island school in collaboration with the island community. Because of the environmental and educational principles embedded in this project, it is presented as one that prioritizes sustainable development, actively engages with the community,…
“We cannot do away with exams
This article presents an exploratory analysis of the external secondary examination system in the Republic of Maldives. The school system is structured around primary grades following a local national curriculum, secondary grades leading to O-level (Ordinary Level) examinations and higher secondary grades leading to A-level (Advanced Level) examinations. Based on desk data, the article analyses different dimensions of secondary and higher seconda…
Examining the nature of teacher interactions in a collaborative inquiry-based classroom setting using a Kikan-Shido lens
Insights into pedagogical renewal
This article explores pedagogical renewal through an analysis of vignettes from four international pre-service teachers in an initial teacher education programme at an Australian university where learner-centred practices are prioritised. To understand their pedagogical journeys during their course, data was collected through a series of questions and graphic elicitation activities at the start and endpoint of their studies. From this data, vigne…
Moving beyond the teacher-centred/learner-centred dichotomy
In efforts to improve the quality of education, the disparity between policy and practice in implementing learner-centred pedagogy has been well-documented. Acknowledging these challenges, this study investigated active learning reform using design-based research, an interventionist methodology in the Maldives. The intervention specifically sought to address the policy-practice gap through the development of a structured model of active learning,…
Moving beyond the teacher-centred/learner-centred dichotomy
In efforts to improve the quality of education, the disparity between policy and practice in implementing learner-centred pedagogy has been well-documented. Acknowledging these challenges, this study investigated active learning reform using design-based research, an interventionist methodology in the Maldives. The intervention specifically sought to address the policy-practice gap through the development of a structured model of active learning,…
Moving beyond the teacher-centred/learner-centred dichotomy
In efforts to improve the quality of education, the disparity between policy and practice in implementing learner-centred pedagogy has been well-documented. Acknowledging these challenges, this study investigated active learning reform using design-based research, an interventionist methodology in the Maldives. The intervention specifically sought to address the policy-practice gap through the development of a structured model of active learning,…
Examining the nature of teacher interactions in a collaborative inquiry-based classroom setting using a Kikan-Shido lens
Insights into pedagogical renewal
This article explores pedagogical renewal through an analysis of vignettes from four international pre-service teachers in an initial teacher education programme at an Australian university where learner-centred practices are prioritised. To understand their pedagogical journeys during their course, data was collected through a series of questions and graphic elicitation activities at the start and endpoint of their studies. From this data, vigne…
Promoting education for sustainable development in the Maldives
This article explores the critical role of education in promoting sustainable development in the Maldives context. It presents the outcomes of a small-scale project, Playing with Solar, implemented in a small island school in collaboration with the island community. Because of the environmental and educational principles embedded in this project, it is presented as one that prioritizes sustainable development, actively engages with the community,…
“We cannot do away with exams
This article presents an exploratory analysis of the external secondary examination system in the Republic of Maldives. The school system is structured around primary grades following a local national curriculum, secondary grades leading to O-level (Ordinary Level) examinations and higher secondary grades leading to A-level (Advanced Level) examinations. Based on desk data, the article analyses different dimensions of secondary and higher seconda…
The (in)visibility of pedagogical practices
This paper reports the findings of a meta-synthesis of studies which investigated the ways in which teachers described their pedagogical practices in three different contexts: the Maldives, Australia and Nepal. Each of the studies was focused on making teachers’ classroom practices visible in an effort to establish a shared language and understanding of practices relevant to context. We were interested in what teachers say about their teaching pr…
Monitoring or mentoring
Tracking sustainability in higher education policy
Purpose This study aims to review the literature on sustainability in higher education policy over the period of 2017–2022, building on a previous review that ended in 2016. Design/methodology/approach A total of 63 articles that met the selection criteria were examined using a multi-stage approach. The first stage involved initial categorisation of the articles based on journal distribution, temporal and geographical trends, methodological appro…
Pedagogy (7 works) · Sociology (7 works) · Political science (5 works) · Psychology (4 works) · Geography (3 works) · Global Education and Multiculturalism (3 works) · Mathematics education (3 works) · Teacher education (3 works) · Teacher Education and Leadership Studies (3 works) · Computer Science (2 works)