Michael Cavanagh
Dados Biográficos
| ID | 4128932 |
|---|---|
| NOME | Michael Cavanagh |
| PRENOMES | Michael |
| SOBRENOME | Cavanagh |
| ASSINATURA | CAVANAGH M |
| AFILIAÇÕES | Macquarie University |
| ORCID | 0000-0002-6537-4447 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 13 |
| TOTAL DE CITAÇÕES | 10 |
| TOTAL COMO AUTOR | 13 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1971 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
A longitudinal inquiry of sources of teacher self-efficacy
The cultivation of robust teacher self-efficacy (TSE) has been regarded as essential in the early career stages; however, little is known about its sources and changing mechanisms during such a period, especially in the Chinese context. The study utilised a longitudinal qualitative method, interviewing participants (n = 6) at the beginning and completion of their professional experience and the end of the first teaching semester. The results indi…
Pre-service teachers’ feedback on their peers’ lesson plans
Peer feedback provides apowerful tool for student learning; however, there are challenges associated with feedback. This paper draws on a feedback cycle to support 13 mathematics secondary preservice teachers (PTs) to provide feedback on their peers’ lesson plans. PTs were randomly assigned to provide feedback on a lesson plan which had been co-created by a group of their peers. Each PT individually wrote a 500-word commentary to provide construc…
How sources of teacher self-efficacy change and function
Sources of pre-service teacher self-efficacy
Teacher self-efficacy (TSE) is among the most-studied constructs in teacher education and resists change after the early stages of development, particularly during professional experience. This study investigates the sources of early-career TSE longitudinally, which few previous studies have done. Two phases of one-on-one interviews were completed with pre-service teachers after the first (n = 18) and final (n = 13) professional experience placem…
“It takes a whole school to raise a teacher”
Changes in pre-service teacher self-efficacy for teaching in relation to professional experience placements
This article aims to contribute new, longitudinal evidence on teacher self-efficacy (TSE) by investigating changes in TSE over the last 2 years of an Australian initial teacher education program. Two hundred and one pre-service teachers were surveyed at three timepoints: (1) after the first professional experience placement, (2) before and (3) after the final placement, using the Scale for Teacher Self-Efficacy. Data were analysed using multileve…
Teaching Secondary Mathematics
Secondary mathematics teachers working in the Australian education sector are required to plan lessons that engage with students of different genders, cultures and levels of literacy and numeracy. Teaching Secondary Mathematics engages directly with the Australian Curriculum: Mathematics and the Australian Professional Standards for Teachers to help preservice teachers develop lesson plans that resonate with students. This edition has been thorou…
Analysing the experiences of casual relief teachers in Australian primary schools using practice architecture theory
This study examines the professional experiences of casual relief teachers (CRTs) and some of the challenges they face through the lens of practice architecture theory. Practice architecture theory considers human activity through the multi‐layered lens of sayings, doings and relatings. A survey was used to collect responses from 104 CRTs who are teaching or have previously taught in Australian primary schools. The responses were examined using t…
Factors leading to the adoption of a learning technology
This paper reports on a case study which examined factors leading to the adoption of graphics calculators (GCs) by secondary mathematics teachers in the state of New South Wales, Australia. In total, 587 teachers of the General Mathematics Course (Years 11 and 12) participated in the study. The median teachers' stage of adoption of GCs was found to be at the "Understanding and application of the process" level, the third lowest on a six point sca…
Closing the Democratic Deficit? The First Year of the Public Petitions Committee of the Scottish Parliament
The closing of Scotland's perceived 'democratic deficit' and improved transparency and accountability in Scotland's governing institutions was one of the key aspirations of campaigners for a Scottish Parliament. Implicit in this was a rejection of the outdated Westminster model of government which was perceived as inadequate. This article reviews the first year of one of the Scottish Parliament's departures from the Westminster system: public pet…
The Relationship Between Policy Networks at the Sectoral and Sub‐sectoral Levels
Ministering to cancer patients
A Meeting of Epic and History
Two of Milton's major interes Ls in Paradise Lost are epic and history. He wanted to write an epic after the manner of Virgil; he needed a great epic setting and an equally great hero to forward his cause; he needed to achieve epic concentration. However, Milton was also an accomplished historian and his whole theme in Paradise Lost is bound up in truths which history, including recent history, the fruit of that forbidden tree, demonstrated about…
A Meeting of Epic and History
Two of Milton's major interes Ls in Paradise Lost are epic and history. He wanted to write an epic after the manner of Virgil; he needed a great epic setting and an equally great hero to forward his cause; he needed to achieve epic concentration. However, Milton was also an accomplished historian and his whole theme in Paradise Lost is bound up in truths which history, including recent history, the fruit of that forbidden tree, demonstrated about…
Ministering to cancer patients
The Relationship Between Policy Networks at the Sectoral and Sub‐sectoral Levels
Closing the Democratic Deficit? The First Year of the Public Petitions Committee of the Scottish Parliament
The closing of Scotland's perceived 'democratic deficit' and improved transparency and accountability in Scotland's governing institutions was one of the key aspirations of campaigners for a Scottish Parliament. Implicit in this was a rejection of the outdated Westminster model of government which was perceived as inadequate. This article reviews the first year of one of the Scottish Parliament's departures from the Westminster system: public pet…
Factors leading to the adoption of a learning technology
This paper reports on a case study which examined factors leading to the adoption of graphics calculators (GCs) by secondary mathematics teachers in the state of New South Wales, Australia. In total, 587 teachers of the General Mathematics Course (Years 11 and 12) participated in the study. The median teachers' stage of adoption of GCs was found to be at the "Understanding and application of the process" level, the third lowest on a six point sca…
Analysing the experiences of casual relief teachers in Australian primary schools using practice architecture theory
This study examines the professional experiences of casual relief teachers (CRTs) and some of the challenges they face through the lens of practice architecture theory. Practice architecture theory considers human activity through the multi‐layered lens of sayings, doings and relatings. A survey was used to collect responses from 104 CRTs who are teaching or have previously taught in Australian primary schools. The responses were examined using t…
Teaching Secondary Mathematics
Secondary mathematics teachers working in the Australian education sector are required to plan lessons that engage with students of different genders, cultures and levels of literacy and numeracy. Teaching Secondary Mathematics engages directly with the Australian Curriculum: Mathematics and the Australian Professional Standards for Teachers to help preservice teachers develop lesson plans that resonate with students. This edition has been thorou…
“It takes a whole school to raise a teacher”
Changes in pre-service teacher self-efficacy for teaching in relation to professional experience placements
This article aims to contribute new, longitudinal evidence on teacher self-efficacy (TSE) by investigating changes in TSE over the last 2 years of an Australian initial teacher education program. Two hundred and one pre-service teachers were surveyed at three timepoints: (1) after the first professional experience placement, (2) before and (3) after the final placement, using the Scale for Teacher Self-Efficacy. Data were analysed using multileve…
Pre-service teachers’ feedback on their peers’ lesson plans
Peer feedback provides apowerful tool for student learning; however, there are challenges associated with feedback. This paper draws on a feedback cycle to support 13 mathematics secondary preservice teachers (PTs) to provide feedback on their peers’ lesson plans. PTs were randomly assigned to provide feedback on a lesson plan which had been co-created by a group of their peers. Each PT individually wrote a 500-word commentary to provide construc…
How sources of teacher self-efficacy change and function
Sources of pre-service teacher self-efficacy
Teacher self-efficacy (TSE) is among the most-studied constructs in teacher education and resists change after the early stages of development, particularly during professional experience. This study investigates the sources of early-career TSE longitudinally, which few previous studies have done. Two phases of one-on-one interviews were completed with pre-service teachers after the first (n = 18) and final (n = 13) professional experience placem…
A longitudinal inquiry of sources of teacher self-efficacy
The cultivation of robust teacher self-efficacy (TSE) has been regarded as essential in the early career stages; however, little is known about its sources and changing mechanisms during such a period, especially in the Chinese context. The study utilised a longitudinal qualitative method, interviewing participants (n = 6) at the beginning and completion of their professional experience and the end of the first teaching semester. The results indi…
Psychology (9 obras) · Sociology (9 obras) · Pedagogy (7 obras) · Mathematics education (6 obras) · Social Psychology (6 obras) · Teacher Education and Leadership Studies (6 obras) · Collaborative Teaching and Inclusion (5 obras) · Computer Science (5 obras) · Medicine (5 obras) · Medical education (4 obras)