Leigh Disney
Datos Biográficos
| ID | 6510601 |
|---|---|
| NOMBRE | Leigh Disney |
| NOMBRES | Leigh |
| APELLIDO | Disney |
| FIRMA | DISNEY L |
| AFILIACIONES | Monash University |
| ORCID | 0000-0002-5633-5673 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAS | 2 |
| TOTAL COMO AUTOR | 5 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2022 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
A rural Chinese kindergarten teacher's pedagogical shift
Despite the growing national emphasis in China on supporting children's mathematical learning through play, rural kindergartens, a context that remains underexplored, continue to face challenges due to a lack of practical strategies to implement such reforms. In response, this study introduced Fleer's Conceptual PlayWorld (CPW), a play-based approach aimed at supporting a rural Chinese kindergarten teacher in navigating both policy expectations f…
Exploring a Chinese kindergarten teacher's perezhivanie when teaching mathematics in an educational experiment
The interplay between teachers' emotions and cognition profoundly influences their pedagogical practices. While the previous literature on kindergarten teachers' professional development emphasises the cognitive aspect of practice, there is a lack of research addressing their emotional experience during the professional development training. This study addresses this gap by exploring a Chinese kindergarten teacher's emotional experiences and prof…
Studying children's motives in mathematical problem-solving during transition from kindergarten to school
Developing children's mathematical problem-solving is important to promote children's deep understanding of mathematical concepts and future academic success. Acknowledging that play-based approaches can support mathematical learning, limited research explores how imaginative play creates conditions for children's mathematical problem-solving in the kindergarten period during the transition to school. To support children's mathematical problem-so…
Reconceptualise a dynamic framework of the learning constructs in higher education
This paper reconceptualised the interrelated learning constructs in higher education based on the Dynamic Systems Theory (DST). The university students' learning experience before, during and post the Emergency Online Learning (EOL) was investigated to explore the dynamic changes among the learning constructs in higher education. A case study of a Chinese university was conducted, and one hundred and ninety‐three university students participated …
Above, below, or equal? Exploring teachers’ pedagogical positioning in a playworld context to teach mathematical concepts to preschool children
Above, below, or equal? Exploring teachers’ pedagogical positioning in a playworld context to teach mathematical concepts to preschool children
Reconceptualise a dynamic framework of the learning constructs in higher education
This paper reconceptualised the interrelated learning constructs in higher education based on the Dynamic Systems Theory (DST). The university students' learning experience before, during and post the Emergency Online Learning (EOL) was investigated to explore the dynamic changes among the learning constructs in higher education. A case study of a Chinese university was conducted, and one hundred and ninety‐three university students participated …
Studying children's motives in mathematical problem-solving during transition from kindergarten to school
Developing children's mathematical problem-solving is important to promote children's deep understanding of mathematical concepts and future academic success. Acknowledging that play-based approaches can support mathematical learning, limited research explores how imaginative play creates conditions for children's mathematical problem-solving in the kindergarten period during the transition to school. To support children's mathematical problem-so…
Exploring a Chinese kindergarten teacher's perezhivanie when teaching mathematics in an educational experiment
The interplay between teachers' emotions and cognition profoundly influences their pedagogical practices. While the previous literature on kindergarten teachers' professional development emphasises the cognitive aspect of practice, there is a lack of research addressing their emotional experience during the professional development training. This study addresses this gap by exploring a Chinese kindergarten teacher's emotional experiences and prof…
A rural Chinese kindergarten teacher's pedagogical shift
Despite the growing national emphasis in China on supporting children's mathematical learning through play, rural kindergartens, a context that remains underexplored, continue to face challenges due to a lack of practical strategies to implement such reforms. In response, this study introduced Fleer's Conceptual PlayWorld (CPW), a play-based approach aimed at supporting a rural Chinese kindergarten teacher in navigating both policy expectations f…
Mathematics education (4 obras) · Pedagogy (4 obras) · Psychology (4 obras) · Cognitive and developmental aspects of mathematical skills (2 obras) · Developmental psychology (2 obras) · Epistemology (2 obras) · Mathematics Education and Teaching Techniques (2 obras) · Activity Theory (1 obras) · Attention Economy in Education and Business (1 obras) · Chemistry (1 obras)