Book Chapter by Megan Adams
Evidence-Based Learning and Teaching: A Look into Australian Classrooms. Barnes, M., Gindis, M. & Phillipson, S. (Eds.). Abingdon UK: Routledge, p. 25-34 10 p., 2018
The way learning informs teaching and teaching informs learning is the basic component of educati... more The way learning informs teaching and teaching informs learning is the basic component of education. While researching the everyday life of children (Adams, 2014), the way young children work together to support each other’s learning can be observed and explored. Often the support between children occurs beyond the gaze of an adult. In this chapter, the way the more capable other (Vygotsky, 1987) directs the process of mathematical learning is explored in relation to the possibility of collaborative learning, teaching and assessment. The documentation of children’s conversations during play highlights the possibilities for learning, teaching and the assessment process.
Papers by Megan Adams
Australian educational researcher, Mar 13, 2024
The global 2020 COVID-19 pandemic impacted teaching and learning in all education institutions. T... more The global 2020 COVID-19 pandemic impacted teaching and learning in all education institutions. The unprecedented and rapid shift from classroom based to fully online teaching raised unfamiliar dilemmas for educators, requiring immediate operational and pedagogical changes to meet previously unimagined demands. This study reports how an Australian school harnessed this experience and the teacher professional learning which ensued. Online focus groups were conducted with 50 teachers. The theoretical lens of Pedagogical equilibrium was used to explain the sense of unrest, curiosity, uncertainty and perplexity evident in teachers' responses as they began to address unfamiliar challenges. Data analysis revealed such disequilibrium provided opportunity for teachers to work together to socially construct new professional knowledge in three key areas: teacher agency, community collaboration and teacher well-being. The findings demonstrate the importance of positioning such disruptions as opportunities for teacher professional growth and strategically encouraging teachers to reflect, articulate and share their learnings. When done effectively, these processes can embody a dynamic, collaborative community culture based on respect, reciprocity and trust. Such a culture shift not only supports the construction of both individual and collective professional knowledge but also enhances teacher well-being.
Studies in Continuing Education, 2022
Learning, Culture and Social Interaction, Sep 1, 2021
Teacher educators in university English as foreign language (EFL) classrooms often emphasise verb... more Teacher educators in university English as foreign language (EFL) classrooms often emphasise verbal communication alongside teacherstudent relationships, students' emotions, and the classroom climate. These factors all contribute to either encouraging or discouraging students' willingness to communicate verbally (Butler, 2011). Yet, an area with limited research is understanding the teachers' perspectives of students' silence during online learning throughout the COVID-19 pandemic. Utilising Redmond et al.'s (2018) conceptual model of cognitive, behavioural, and emotional engagement in online learning, we examine how three undergraduate EFL teacher educators in Vietnam interpret students' silence while teaching EFL through online Zoom classes. Drawing on three in-depth semi-structured interviews (n=3 hours), findings indicated that silence was experienced by the teacher educators in different ways; as a thinking/learning opportunity, as an indication of teachers' uncertainty, and as conscious disengagement. This is an open access article under the CC-BY-SA license.
Journal of Education for Teaching, Apr 25, 2022
Springer eBooks, 2021
The use of general descriptive names, registered names, trademarks, service marks, etc. in this p... more The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.
Collaborative Pathways to Friendship in Early Childhood, 2020
Collaborative Pathways to Friendship in Early Childhood, 2020
Uploads
Book Chapter by Megan Adams
Papers by Megan Adams
day care from birth, and early education
for the poorest 40 per cent of households throughout Chile. Through this program, parents are encouraged to work or obtain an education (Dolan, 2006). The Chile Grows with You project has different funding sources including solely government,
solely not-for-profit organisations or a combination of government and not-for- profit organisations.