Intercultural Education
Table of Contents - Learning in Practice - Volume 7 Number 1 (2023)
This week we are proud to launch the 2023 edition of the Barker Institute Journal, Learning in Practice. The full journal and individual articles are now available online on the Barker Institute website .
From the Director, Barker Institute
A Year in Review: The Barker Institute in 2023
Dr Matthew Hill
The Barker Journey: Reporting on the fifth year of our decade long longitudinal study
The Barker Journey – Year 7, 2023 Nurturing Learning Relationships
Dr Timothy Scott and Dr Matthew Hill
Research and Reflections on Practice
Characteristics of Effective Character Education
Peter Gibson
Confidence and support for all Mathematics students in a co-educational context
Amy Young
Three comments on a whole school approach to refugee education
Dr Timothy Scott
Buildings Before Blueprints: A metaphorical exploration of digital ecosystems in modern education
Dr Andrew Mifsud
Balancing Innovation and Responsibility: Challenges in developing a framework for ethical AI integration in education
Gabi Corderoy and Stephen Liseo
Nurturing Cultural Responsiveness: A snapshot of professional learning initiatives improving educational outcomes for Aboriginal and/or Torres Strait Islander students
Lucy Pitkin and Dr Timothy Scott
Mirroring the White Fragility of the Reader in ‘The Reluctant Fundamentalist’
Marcus Felsman
The Impact of School Sports Programs on Student Wellbeing
Adam Watson
We need to talk: Why Agriculture needs to say more about the global issues it can help alleviate
Scott Graham
The embodied pedagogy: Preliminary personal reflection of incorporating the Alexander Technique in string teaching
Sheau-Fang Low
The Power of Paws: Dog-Assisted Wellbeing Interventions on Student Motivation and Engagement in the School Setting
Yvonne Howard
Research and Reflections on Practice: Gifted and Talented
An overview of Giftedness: transforming potential through responsive teaching
Susanna Matters
Who, what, why, how? Four questions all teachers should ask about gifted education
Amanda Eastman
Students are unlikely to advocate for themselves: Reshaping Stage 4 for English to differentiate for gifted students
Greg Longney and Charlotte Wells
Research and Reflections on Practice: Supplementary Volume
Towards a pedagogy for radical hope: Developing a whole school approach to refugee education
Dr Timothy Scott
Dr Timothy Scott
Tim has held various leadership roles in schools in Australia and abroad for the past 24 years, alongside teaching history and modern languages. He is currently a principal researcher at the Barker Institute, the school-based educational research centre at Barker College, a Pre-K to Year 12 coeducational, boarding school in Sydney, Australia. His research interests include intercultural and interlingual learning and teaching, refugee education, and the role of student voice in improving educational practice. Tim believes embedding research informed practice has become increasingly important and is the mark of contemporary schools, empowering their teachers as experts and enabling their learners to thrive. He is one of the lead researchers for the Barker Institute’s ongoing, decade-long longitudinal study, the Barker Journey. Concurrently with his educational research responsibilities, Tim teaches History and Global Studies at Barker. Tim’s PhD investigated socio-political influences on contemporary German conceptions of history and archaeology.
Dr Matthew Hill
Dr Matthew Hill is the Director of The Barker Institute with a focus on professional learning, research, and innovation in the school. He teaches Physics and the new Science Extension course at the School which introduces students to scientific academic research. Matthew's doctorate reflects his passion for science education focussing on Representational Fluency amongst physics students at school and university. He has published in leadership, education, and science journals and been involved in course development and teaching at The University of Sydney and The University of Western Sydney. He has also completed a Graduate Diploma in Divinity at Ridley College in Melbourne.
