2023 |
O'Toole JM, 'Beaver Falls, PA: Falls City Press', INTERNATIONAL JOURNAL OF CHRISTIANITY & EDUCATION, 27 344-345 (2023)
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2022 |
O'Toole JM, 'Mere Science and Christian Faith: Bridging the Divide with Emerging Adults', INTERNATIONAL JOURNAL OF CHRISTIANITY & EDUCATION, 26 102-103 (2022)
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2022 |
O'Toole JM, 'Peabody, Mass: Hendrickson Academic', INTERNATIONAL JOURNAL OF CHRISTIANITY & EDUCATION, 26 100-101 (2022)
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2021 |
Tran THT, Burke R, O toole JM, 'Perceived impact of EMI on students language proficiency in Vietnamese tertiary EFL contexts', IAFOR Journal of Education, 9 7-24 (2021) [C1]
English as a Medium of Instruction (EMI) has been widely adopted at the tertiary level in non-English speaking countries and Vietnam is no exception. Vietnamese universities and t... [more]
English as a Medium of Instruction (EMI) has been widely adopted at the tertiary level in non-English speaking countries and Vietnam is no exception. Vietnamese universities and the Vietnamese government have anticipated significant linguistic benefits for student outcomes through the implementation of EMI. Using a mixed-methods design of surveys, interviews, and focus groups with students and lecturers at six Vietnamese universities, this study investigates lecturer and student perceptions of the impacts of EMI on students¿ language proficiency in Vietnam. The study indicates that both students and lecturers were optimistic about students¿ language improvement. This study recommends some implications for students, lecturers, and further research regarding EMI in the Vietnamese EFL context. Among the recommendations to emerge from this study, assessment on students¿ language ability before they commence EMI courses and lecturers¿ adequate language competence for EMI programs should be considered.
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Nova |
2021 |
Ajloni MS, O toole JM, 'The influence of teacher educational and technological factors on video-based pedagogical responses in Jordan: An integrative mixed methods study', Journal of Pedagogical Research, 5 65-87 (2021) [C1]
This study examines the extent of influence educational and technological factors have on the level of engagement of the video-based pedagogical responses, and by extension the le... [more]
This study examines the extent of influence educational and technological factors have on the level of engagement of the video-based pedagogical responses, and by extension the level of acceptance and use of video technology in teaching, in the context of secondary school teachers in Amman city, Jordan. Educational factors considered were type of school, teaching experience, teaching grade and subject been taught. Technological factors considered were access to the internet and whether teacher has IT support. An integrated mixed method approach was used incorporating both quantitative and qualitative techniques. The ANOVA statistical analysis method was used for the quantitative analysis component. Results from this study were then viewed through the lens of the Technology Acceptance Model theoretical framework for additional insight. It was found that not all the educational and technological factors considered have a statistically significant influence on teachers¿ level of engagement of the video-based pedagogical responses. The only factor that has a statistically significant influence over all components of the video-based pedagogical responses is the subject being taught, in particular, science-related subjects. In other words, teachers who taught science-related subjects were found to engage in all components of the video-based pedagogical responses. Therefore, according to the interpretation of the Technology Acceptance Model framework in this study, teachers who teach science-related subjects will likely lead to acceptance and use of video technology by both teachers and students due to usefulness and ease of use being perceived. Acceptance and use of video technology will likely lead to an enhanced pedagogical outcome.
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Nova |
2020 |
O Toole JM, McKoy K, Freestone M, Osborn JA, ' Scientific Literacy : An Exercise in Model Building', Education Sciences, 10 1-16 (2020) [C1]
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Nova |
2020 |
Man D, Xu Y, Chau MH, O'Toole JM, Shunmugam K, 'Assessment feedback in examiner reports on master's dissertations in translation studies', STUDIES IN EDUCATIONAL EVALUATION, 64 (2020) [C1]
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Nova |
2020 |
Man D, Mo A, Chau MH, O Toole JM, Lee C, 'Translation technology adoption: evidence from a postgraduate programme for student translators in China', Perspectives: Studies in Translation Theory and Practice, 28 253-270 (2020) [C1]
The ability to use translation technology is considered a key component of a translator¿s translation competence. However, few studies have investigated the extent of use of trans... [more]
The ability to use translation technology is considered a key component of a translator¿s translation competence. However, few studies have investigated the extent of use of translation technology, especially among student translators. This paper reports on a survey of translation technology adoption among 441 students enrolled on a Master-level Programme in Translation and Interpreting. A questionnaire was used to measure student knowledge and frequency of use for six common types of translation technology tools and resources: electronic dictionaries, search engines, online encyclopaedias, corpora, machine translation and computer-aided translation tools. The results show that there is a strong, positive correlation between student knowledge and their use of translation technology. More specifically, the second-year students generally used translation technology more frequently than the first-year students. This paper provides a baseline for future comparisons of translation technology use, which has implications for teaching translation technology in China and similar contexts elsewhere.
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Nova |
2019 |
Albadi NM, Harkins J, O Toole JM, 'Recent Reforms in Saudi Secondary Science Education: Teacher and Student Perceptions of Grade 10 Physics', International Journal of Science and Mathematics Education, 17 701-721 (2019) [C1]
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Nova |
2018 |
O'Toole JM, Freestone M, McKoy K, Duckworth B, 'Types, Topics and Trends: A Ten-Year Review of
Research Journals in Science Education', Education Sciences, 8 1-19 (2018) [C1]
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Nova |
2018 |
O'Toole JM, Laugesen R, Zangmo S, Gyeltshen K, 'Cloze as a measure of specialist language difficulties: Write-in or multiple choice?', Bhutan Journal of Research and Development, 7 26-31 (2018) [C1] |
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Nova |
2018 |
Man D, Xu Y, O'Toole JM, 'Understanding autonomous peer feedback practices among postgraduate students: a case study in a Chinese university', ASSESSMENT & EVALUATION IN HIGHER EDUCATION, 43 527-536 (2018) [C1]
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Nova |
2017 |
Albadi NM, O Toole JM, Harkins J, 'A preliminary study of the technical use of Arabic in Saudi secondary physics classes', Issues in Educational Research, 27 639-657 (2017) [C1]
English for specific purposes research reveals that learners at a variety of levels experience difficulty reading science text, sufficient to impede their acquisition of science u... [more]
English for specific purposes research reveals that learners at a variety of levels experience difficulty reading science text, sufficient to impede their acquisition of science understanding. However, little research exists regarding subject-specific language styles or reading difficulty in Arabic. Difficulties with specialised language may seriously impede the development of physics understanding by Saudi students. Remedial attempts may remain ineffective unless informed by a better understanding of specific readability issues. This quantitative study involved 80 female Year 10 students studying science in two cities in Saudi Arabia (Jeddah and Abha). A specialised cloze test based on the mandatory physics textbook was developed to identify language features of the passage that participating students found difficult. Findings reveal that (a) these Saudi students experienced greater difficulty in reading their physics book (28% conceptually correct responses) than that suggested by earlier work with English speakers of similar age (62% conceptually correct responses); and (b) Saudi student difficulties with grammatical categories form a distinguishable pattern, but the pattern differs from that indicated by earlier work with English-speaking student.
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Nova |
2017 |
O'Toole JM, 'Inspiring teaching: Preparing teachers to succeed in mission-driven schools', JOURNAL OF EDUCATIONAL RESEARCH, 110 218-219 (2017)
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2017 |
Alzahrani MG, O Toole JM, 'The Impact of Internet Experience and Attitude on Student Preference for Blended Learning', Journal of Curriculum and Teaching, 6 65-78 (2017) [C1]
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Nova |
2017 |
Matthews J, O'Toole JM, Chen S, 'The impact of word recognition from speech (WRS) proficiency level on interaction, task success and word learning: design implications for CALL to develop L2 WRS', Computer Assisted Language Learning, 30 22-43 (2017) [C1]
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Nova |
2016 |
Freestone M, O'Toole JM, 'Reminiscence spike in reading recall between the ages of 8-11: The influence of early memories on attitudes and actions', COGENT EDUCATION, 3 (2016) [C1]
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Nova |
2016 |
Freestone M, O Toole JM, 'The impact of childhood reading on the development of environmental values', Environmental Education Research, 22 504-517 (2016) [C1]
Direct experiences of nature are becoming less common in our urbanised world and little research exists regarding the impact of less direct experiences, particularly how childhood... [more]
Direct experiences of nature are becoming less common in our urbanised world and little research exists regarding the impact of less direct experiences, particularly how childhood reading relates to the development of pro-environmental values. This study differs from previous reports into the influence of books, as it concentrates on the potential influence of fiction rather than factual or scientific texts. This qualitative study involved semi-structured interviews with 31 educators at Eastern Australian Environmental Education Centres to understand the relationship of childhood reading and value development. Findings reveal that participants: (a) recall predominantly fictional reading material; (b) recall stories by Tolkien, Blyton and Rowling as pro-environmental influences; and (c) commonly exhibit the counter-intuitive influence of fantasy/SF stories in their formative years. Stories will never replace authentic childhood experiences in the natural environment; however, judicious use of appropriate stories could be a valuable teaching strategy as readers often unquestioningly accept information from stories.
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Nova |
2016 |
Albadi NM, O'Toole JM, Harkins J, 'Teacher perceived readability of Saudi school texts.', Canadian International Journal of Social Science And Education, 5 299-316 (2016) [C1] |
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Nova |
2015 |
O'Toole JM, Caga-anan KP, 'PRE-SERVICE SCIENCE TEACHERS CONCEPTIONS OF THE NATURE OF SCIENCE AND ITS RELATIONSHIP TO CLASSROOM PRACTICE', asia pacific higher education research journal, 2 (2015) |
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2015 |
Zangmo D, Sharp H, O'Toole M, Burke R, 'Bhutan: Experiences of education change in a compact context', Bhutan Journal of Research and Development, 4 17-28 (2015) [C1]
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Nova |
2015 |
O Toole JM, Cheng J, O Toole G, 'An enduring lens for a continuing problem: Close analysis of conceptually scored cloze items', Language Testing in Asia, 5 1-14 (2015) [C1]
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Nova |
2015 |
Zangmo D, Burke R, O'Toole JM, Sharp HL, 'Cross-Cultural Methodological Innovation in Bhutan: Teacher Experiences with the Process Writing Approach', Journal of Linguistics and Language Teaching, 6 1-20 (2015) [C1]
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Nova |
2015 |
Matthews J, Cheng J, O Toole JM, 'Computer-mediated input, output and feedback in the development of L2 word recognition from speech', ReCALL, 27 321-339 (2015) [C1]
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Nova |
2015 |
Matthews J, O'Toole JM, 'Investigating an innovative computer application to improve L2 word recognition from speech', Computer Assisted Language Learning, 28 364-382 (2015) [C1]
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Nova |
2015 |
Edge K, Reynolds RM, O'Toole J, 'Contextual complexity: The professional learning experiences of seven classroom teachers when engaged in 'quality teaching'.', Cogent Education, 2 (2015) [C1]
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Nova |
2015 |
Aminian G, O'Toole JM, Mehraban AH, 'Undergraduate prosthetics and orthotics teaching methods: A baseline for international comparison', Prosthetics and Orthotics International, 39 278-285 (2015) [C1]
Background: Education of Prosthetics and Orthotics is a relatively recent professional program. While there has been some work on various teaching methods and strategies in intern... [more]
Background: Education of Prosthetics and Orthotics is a relatively recent professional program. While there has been some work on various teaching methods and strategies in international medical education, limited publication exists within prosthetics and orthotics. Objectives: To identify the teaching and learning methods that are used in Bachelor-level prosthetics and orthotics programs that are given highest priority by expert prosthetics and orthotics instructors from regions enjoying a range of economic development. Study design: Mixed method. Methods: The study partly documented by this article utilized a mixed method approach (qualitative and quantitative methods) within which each phase provided data for other phases. It began with analysis of prosthetics and orthotics curricula documents, which was followed by a broad survey of instructors in this field and then a modified Delphi process. Results: The expert instructors who participated in this study gave high priority to student-centered, small group methods that encourage critical thinking and may lead to lifelong learning. Instructors from more developed nations placed higher priority on student's independent acquisition of prosthetics and orthotics knowledge, particularly in clinical training. Conclusions: Application of student-centered approaches to prosthetics and orthotics programs may be preferred by many experts, but there appeared to be regional differences in the priority given to different teaching methods. Clinical relevance The results of this study identify the methods of teaching that are preferred by expert prosthetics and orthotics instructors from a variety of regions. This treatment of current instructional techniques may inform instructor choice of teaching methods that impact the quality of education and improve the professional skills of students.
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Nova |
2014 |
Edge K, Reynolds RM, O'Toole M, 'Quality teaching; 'Classroom Pedagogical Alignment' and why teachers teach as they do.', International Journal of Pedagogies & Learning, 9 211-227 (2014) [C1]
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Nova |
2013 |
Ma AKF, O'Toole JM, 'The perspectives of major stakeholders on video enriched problem-based learning for Chinese teacher education', Australasian Journal of Educational Technology, 29 901-915 (2013) [C1]
The study described in this paper investigated how the major stakeholders of a teacher education institution responded to a particular suite of educational products that involved ... [more]
The study described in this paper investigated how the major stakeholders of a teacher education institution responded to a particular suite of educational products that involved video-based educational learning objects. It aims to look into stakeholder attitudes to potential technological development in fostering student-centred learning in general and problem-based learning (PBL) in particular, with the ultimate goal of enhancing and improving the quality of teacher training. The research objectives are specifically focused upon (a) the experience of the major stakeholders when using multimedia technology and PBL pedagogy; (b) perceived benefits and challenges when applying the courseware in actual teaching situations; and (c) the possibility of these video-rich PBL cases being adjusted to better suit stakeholder needs and encourage their wider use in the particular context of this Chinese teacher education institution. The results show that previous training can exert a significant influence on the adoption of PBL by teachers and students. The data analysis is expected to form a useful baseline for a longitudinal study to determine the extent to which such multimedia educational courseware can affect the processes of learning, and to identify the learning outcomes that may be achievable through video-rich learning objects. © 2013.
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Nova |
2013 |
O Toole JM, 'A Review of The High Quality Teacher: What Is Teacher Quality and How Do We Measure It? ', The Journal of Educational Research, 106 332-333 (2013) [C3]
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Nova |
2013 |
Khoboli B, Kibirige I, O'Toole JM, 'Teacher Responses to Policy Implementation Seen through a Creative Lens: Learner-centred teaching in Lesotho science classes', African Journal of Research in Mathematics, Science and Technology Education, 17 152-161 (2013) [C1]
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Nova |
2013 |
Zangmo D, O'Toole M, Burke RJ, 'Alignment and Implementation: Process Writing Approach in Bhutan', The Journal for ESL Teachers and Learners, II 75-81 (2013) [C1]
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Nova |
2012 |
Khoboli B, O'Toole JM, 'The concerns-based adoption model: Teachers' participation in action research', Systemic Practice and Action Research, 25 137-148 (2012) [C1]
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Nova |
2011 |
Khoboli B, O'Toole JM, 'Learner-centred science in Lesotho : Adapting the ideal to adjust classroom practice', African Journal of Research in Mathematics, Science and Technology Education, 15 80-91 (2011) [C1]
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Nova |
2011 |
O'Toole JM, 'Religion, politics, science and bureaucracy: An Australian science curriculum', Journal of Christian Education, 54 19-33 (2011) [C1]
This paper was written as the Australian Science Curriculum settled into use in smaller Australian states, was being interpreted in different ways by statutory curriculum authorit... [more]
This paper was written as the Australian Science Curriculum settled into use in smaller Australian states, was being interpreted in different ways by statutory curriculum authorities in the larger ones and was forming the basis of adaptations of existing state-based resources by educational publishers. The paper takes the role of science educators of Christian commitment as its starting point. Such people operate at both secondary and tertiary levels and all face the challenges implicit in teaching a subject that is popularly supposed to conflirt with their faith. What do the churning flows of influence, authority and power that characterise the contemporary Australian educational scene mean for such people? The article considers the constitutional framework within which this churn occurs and the impact that nominally Christian institutions have had on its interpretation. How did we come to this? It considers the tensions that characterise the present situation. What constraints are being applied and how much room will we have to move? The paper considers the possibilities those tensions open up. How may we best be true to the gospel we profess and the families we serve? © 2011 The Australian Christian Education Forum.
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2011 |
O'Toole JM, 'An Introduction to Qualitative Research Synthesis: Managing the Information Explosion in Social Science Research', JOURNAL OF EDUCATIONAL RESEARCH, 104 72-72 (2011) [C3]
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2011 |
O'Toole JM, 'A Review of 'An Introduction to Qualitative Research Synthesis: Managing the Information Explosion in Social Science Research'', The Journal of Educational Research, 104 72 (2011) [C3] |
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2011 |
O'Toole JM, King RA, 'The deceptive mean: Conceptual scoring of cloze entries differentially advantages more able readers', Language Testing, 28 127-144 (2011) [C1]
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Nova |
2011 |
Aminian G, O'Toole JM, 'Undergraduate prosthetics and orthotics programme objectives: A baseline for international comparison and curricular development', Prosthetics and Orthotics International, 35 445-450 (2011) [C1]
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Nova |
2010 |
O'Toole JM, King RA, 'A matter of significance: Can sampling error invalidate cloze estimates of text readability?', Language Assessment Quarterly, 7 303-316 (2010) [C1]
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Nova |
2010 |
O'Toole J, 'A preflective keynote: IDIERI 2009', Research in Drama Education, 15 271-292 (2010)
This address was given as the final-day keynote of the Sixth International Drama in Education Research Institute (IDIERI) in Sydney, 2009. Using the Institute's title as his ... [more]
This address was given as the final-day keynote of the Sixth International Drama in Education Research Institute (IDIERI) in Sydney, 2009. Using the Institute's title as his theme, O'Toole briefly surveys the growth of drama education research of the last two decades, and the changing landscape of practice and research. He then conducts an informal meta-analysis of the abstracts of all the papers submitted and accepted for the Institute. These are analysed in terms of what inferences can be made about the state of drama education research. Five analysis categories are investigated: the abstracts as phenomena; baseline data and research characteristics which the abstracts reveal; the learning content of the papers; the basic dimensions of drama education; and the methodologies used. There is some discussion of key gaps and omissions, based on a UK/Australian literature review of arts partnerships research. Finally, the paper raises, non-propositionally, the question of the identity of drama education research and researchers. Who are we and how are we perceived? © 2010 Taylor & Francis.
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2010 |
O'Toole JM, King RA, 'Reading by the numbers: Reconsidering numerical estimates of reading difficulty', The International Journal of Learning, 17 181-194 (2010) [C1]
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Nova |
2009 |
O'Toole JM, 'Secrets to Success for Science Teachers', JOURNAL OF EDUCATIONAL RESEARCH, 103 66-67 (2009) [C3]
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2009 |
Kusmawan U, O'Toole JM, Reynolds RM, Bourke SF, 'Beliefs, attitudes, intentions and locality: The impact of different teaching approaches on the ecological affinity of Indonesian secondary school students', International Research in Geographical and Environmental Education, 18 157-169 (2009) [C1]
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Nova |
2008 |
O'Toole JM, Schefter M, 'Patterns of student difficulty with science text in undergraduate biology courses', The International Journal of Learning, 15 133-148 (2008) [C1] |
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Nova |
2008 |
O'Toole J, Dunn J, 'Learning in dramatic and virtual worlds: What do students say about complementarity and future directions?', Journal of Aesthetic Education, 42 89-104 (2008)
A top financial backer has arrived to determine which team of computer interaction designers has developed the most exciting and innovative proposal for the Everest component of t... [more]
A top financial backer has arrived to determine which team of computer interaction designers has developed the most exciting and innovative proposal for the Everest component of the Virtually Impossible Computer Company's Conquerors of the World Series, Tension is high as the presentations begin, but this tension soon turns to outright conflict as some proposals suggest George Mallory as the conqueror, and the financial backer will have none of him. The backer, it seems, has her own agenda and is determined to allow for only one view of history - the one that records Sir Edmund Hillary as a New Zealand hero and the only real conqueror of the tallest mountain on earth. The designers become more and more agitated until suddenly someone bangs their hand on the table and calls out, "Hang on . . . just because you've got the money doesn't mean . . . kids need to learn about both these men . . . they need to learn about history." With that the drama is cut by the teacher. The deep understandings about "history's purchased page" that can be generated when drama and computers are brought together for learning have been made explicit . . . but could these same outcomes have been achieved using just one of these approaches? © 2008 Board of Trustees of the University of Illinois.
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2008 |
Ma AKF, O'Toole JM, Keppell M, 'An investigation of student teachers' attitudes to the use of media triggered problem based learning', Australasian Journal of Educational Technology, 24 311-325 (2008) [C1]
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Nova |
2007 |
Kusmawan U, Reynolds RM, O'Toole JM, 'Developing action competence in environmental education: An Indonesian case study', The Social Educator, 25 1-7 (2007) [C1]
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2007 |
Kit Fong AM, O'Toole JM, Keppell M, 'The attitudes of teacher educators to the use of problem based learning: The video triggers approach', ASCILITE 2007 - The Australasian Society for Computers in Learning in Tertiary Education, 603-610 (2007)
The approach of problem-based learning (PBL) possesses numerous differences when compared with the conventional ways of learning. However, few of the studies seem to tackle the un... [more]
The approach of problem-based learning (PBL) possesses numerous differences when compared with the conventional ways of learning. However, few of the studies seem to tackle the underlying assumptions of PBL and relate it to the local context when it applies to different groups of learners in a particular discipline, such as education professionals in Hong Kong. This paper will, therefore, analyse the teacher educators' attitudes to the five newly developed video triggers on PBL, which were developed by education professionals at the Hong Kong Institute of Education to serve as exemplars for the teaching staff who are not familiar with the problem-based approach. The study intends to find out the teacher educators' perceptions of the use of media-based educational triggers in this teacher education institute, and what their attitudes are to this particular educational product's potential technological development in fostering student-centred learning in general and problem-based learning in particular, with the ultimate goal of enhancing and improving the quality of teacher training. The results show that pre-requisite training can exert a significant influence on the adoption of PBL by the Chinese teachers and students. © 2007 Angela Ma Kit Fong, John Mitchell O'Toole and Mike Keppell.
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2005 |
Pearson SG, Honeywood SJ, O'Toole JM, 'Not yet learning for sustainability: the challenge of environmental education in a university', International Research in Geographical and Environmental Education, 14 173-186 (2005) [C1]
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2005 |
O'Toole JM, 'Weak in the head or soft on the scriptures: Science (in general), evolution (in particular) & Christian schools', The Christian Teacher's Journal, 13 20-24 (2005) [C2] |
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2004 |
O'Toole JM, Absalom DJ, 'Language variation in established contexts', International Journal of Learning, 9 639-651 (2004) [C1] |
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Nova |
2004 |
O'Toole JM, O'Toole G, 'Specialist language style and supposedly adept monolingual science students', International Journal of Learning, 9 1201-1214 (2004) [C1] |
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Nova |
2003 |
O'Toole JM, Absalom DJ, 'The Impact of Blended Learning on Student Outcomes: is there room on the horse for two?', Learning, Media & Technology, Vol 28 178-189 (2003) [C1]
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2002 |
O'Toole JM, 'Forum: An ecological approach to environmental ethics', International Research in Geographical and Environmental Education, 11 48-53 (2002)
This paper serves as an introduction to the Forum on Environmental Ethics. The Forum is built around contributions to the Environmental Ethics Symposium within the 10th Pacific Sc... [more]
This paper serves as an introduction to the Forum on Environmental Ethics. The Forum is built around contributions to the Environmental Ethics Symposium within the 10th Pacific Science Inter-Congress, held in Guam, USA 1-6 June 2001. The contributions to the Symposium differed in commitment and intent and this diversity has been enhanced by the addition of several additional papers to this Forum. The paper suggests a view of action as resulting from the interaction between often unexamined values, goes on to comment on the role of values in science classrooms, and applies both to a general treatment of Environmental Ethics. The paper then positions the remaining contributions to the Forum and concludes with a substantial bibliography which should prove useful to any readers wishing to dip deeper into Environmental Ethics.
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2002 |
O'Toole MJ, 'Monday Morning: Ethical Issues in Secondary School Classrooms', International Research in Geographical and Environmental Education, 11 85-89 (2002) [C1] |
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2001 |
O'Toole JM, Irwin W, Jolliffe G, 'Writing short essays for New HSC science papers', Science Education News, 50 101-109 (2001) |
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1996 |
O'toole M, 'Science, schools, children and books: Exploring the classroom interface between science and language', Studies in Science Education, 28 113-143 (1996)
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