Papers by Shirley O'Neill
Contemporary nurse, Jan 20, 2014
It is well recognised that nurse leader managers play an important role in facilitating the quali... more It is well recognised that nurse leader managers play an important role in facilitating the quality and nature of hospital care, the improvement of work performance and work satisfaction. In the United Arab Emirates (UAE) they face the additional challenge of working within a context of significant linguistic and cultural diversity where leadership in the provision of culturally competent care is a major requirement. With this goal at the fore, a sample of 153 nurse-leader-managers, including matrons, nursing directors, supervisors, nurses-in-charge and in-service education staff from four private and six government hospitals completed the Multifactor Leadership Questionnaire (Bass & Avolio, 2004). The survey also explored participants' perceptions of the characteristics of good leaders and what they needed to do in their particular work place to enhance culturally competent care. The results showed nurseleader-managers used both transformational and transactional leadership att...
The research problem that guided the research was as follows: What key lessons for enhanced educa... more The research problem that guided the research was as follows: What key lessons for enhanced educational achievement can be learned from the implementation of the IDEAS Project in a selection of Victorian schools, 2004-8? The research was concerned with the implementation of the IDEAS Project in 22 schools in three Victorian regions in 2004-8. Nineteen of the 22 schools completed the formal requirements of the Project, encompassing the period 2004-6, and agreed to participate in the research. Seventeen of the schools had been identified prior to the commencement of IDEAS as ‘targeted’ or ‘underperforming’ in matters of organisational health and/or school performance, thus necessitating an emphasis that had not previously been required of the IDEAS Project team.
Teaching English as a Second Language is written specifically for the needs of Australian teacher... more Teaching English as a Second Language is written specifically for the needs of Australian teacher education students, and offers practical guidance to encourage quality teaching of children whose first language is other than English. It provides early childhood and primary teachers in training with an overview of the learning theories relevant to TESOL and ESL teaching practice. Case studies are used to show students how to develop a lesson plan. Features include: ‘Focus on pedagogy’ boxes throughout containing teaching tips. Snapshots of research and stories to illustrate concepts Coverage of a broad range of topics allowing students to develop a variety of skills and knowledge. Examples of how stories, such as Jack and the Bean Stalk, show how to teach meanings and themes across cultures.
This chapter explores how language learning pedagogies are changing as a result of new technologi... more This chapter explores how language learning pedagogies are changing as a result of new technologies and opportunities for international collaboration, and glocal community engagement in the facilitation of purposeful conversations that respond to mutual needs. It explores various initiatives that have emerged as a result of creating connections to fulfil the need for more authentic languages learning spaces (O'Neill 2015; Yardley 2008). These initiatives show how practices have responded to opportunities afforded by digital communication technologies and social networking, providing for both international language-exchange and more localised community involvement in using English, as well as facilitating students' use of their home languages and cultures. The way such approaches are able to build participants' capacity, encourage authentic and deeper languages learning (Tochon 2014), add value to educational experiences-as well as sustain student engagement-is described and discussed. The potential of these approaches is further explored through the lens of knowledge-building communities (Bindé 2005) and the importance of student voice and agency, and intercultural literacy for the reshaping of languages policy, curriculum and practice. A model of operation is advanced and explored in terms of language learning being at the forefront of a modern responsive and innovative education system that acknowledges our globalised world and diverse multilingual contexts (Spring 2015).
International Journal of English Studies, 2012
This paper reports on the results of a meta-analysis of first year pre-service teachers' investig... more This paper reports on the results of a meta-analysis of first year pre-service teachers' investigations of two transcripts of teacher/student talk. The first is set in the home environment and the second in the classroom. Working with specific tools of analysis and knowledge of the role of talk in literate, cultural and social practices they identified evidence of effective literacy pedagogy. They presented their findings in the genre of a written comparative analysis. The results showed the discourse analysis task helped them understand the vital role of the adult's talk in scaffolding children's leaming in each context and raised awareness of how the adults' cognitive "moves" impacted on the scaffolding of literacy learning. Outcomes highlighted the need for teacher preparation courses to focus on the way classroom discourse relates to pedagogy and children's literacy leaming by providing exemplary teaching episodes, and studying the pedagogical language competencies involved.
stating "Overall [the text] provides a well-balanced blend of theory and practice"; "The provisio... more stating "Overall [the text] provides a well-balanced blend of theory and practice"; "The provision of research snapshots illustrate the manner in which research can complement overall program evaluation and can dovetail reflective practices"; "The inclusion of case studies and classroom reflection questions render this text particularly useful for pre-service and in-service teacher training. Through classroom reflection questions render this text particularly useful for pre-service and in-service teacher training. Through the attention to the use of information communication technology (ICT) and other multimedia approaches to language instruction, and their emphasis on language teaching/learning as sociocultural practice . . . the text is well-suited to the social and technological climate of the twenty-first century. This is a comprehensive guide to language teaching/learning that makes a significant contribution to practitioner handbooks for the ESL/EFL profession.
This research focuses on Japanese high school students' views about EFL pedagogy and investigates... more This research focuses on Japanese high school students' views about EFL pedagogy and investigates whether their views differ according to their English language proficiency level as measured by the STEP test and their teachers' pedagogical approach. It explores in greater depth this aspect of a larger study conducted by Ingram, Kono, O'Neill and Sasaki (2008).
Supporting cross-cultural communication and culturally competent care in the linguistically and c... more Supporting cross-cultural communication and culturally competent care in the linguistically and culturally diverse hospital settings of UAE, Contemporary Nurse, 39(2), 240-255.
This paper reports on the results of a meta-analysis of first year pre-service teachers' investig... more This paper reports on the results of a meta-analysis of first year pre-service teachers' investigations of two transcripts of teacher/student talk. The first is set in the home environment and the second in the classroom. Working with specific tools of analysis and knowledge of the role of talk in literate, cultural and social practices they identified evidence of effective literacy pedagogy. They presented their findings in the genre of a written comparative analysis. The results showed the discourse analysis task helped them understand the vital role of the adult's talk in scaffolding children's learning in each context and raised awareness of how the adults' cognitive "moves" impacted on the scaffolding of literacy learning. Outcomes highlighted the need for teacher preparation courses to focus on the way classroom discourse relates to pedagogy and children's literacy learning by providing exemplary teaching episodes, and studying the pedagogical language competencies involved.
The ability to read is one of the most crucial survival skills a person can possess. Besides bein... more The ability to read is one of the most crucial survival skills a person can possess. Besides being necessary in everyday life it is well established as the best predictor of future educational achievement. However, learning to read is a complex task and even in the new millennium education systems across the world continue to face the challenge of meeting targets for literacy acquisition.
Recent shifts in the conceptualization of effective literacy teaching have focused on the need fo... more Recent shifts in the conceptualization of effective literacy teaching have focused on the need for teachers to make teaching explicit (Edwards-Groves, 2010; Purcell-Gates, Duke, & Martineau, 2007; Rosenshine, 1986) or in Hattie's (2005) terms, learning 'visible'. Research has shown that the analysis of classroom interactive dialogue can provide a sound basis to examine the quality of teaching and learning. For instance, it has been established that the more teachers use the metalanguage relevant to their lesson in their pedagogical talk the more effective students' learning (Louden et al., 2005). This research examines selected approaches to the evaluation of teacher-student/s classroom dialogue and their ability to identify how teachers support and facilitate students' learning and engagement. It reports on 63 teachers' group coconstructions (concept maps) of their understandings of explicit teaching that take into account the role of classroom interactive talk. A mind map is developed to synthesize the resultant concept maps (11) and explore their conceptualization of students' learning and construction of knowledge.
... Teaching and learning: About teaching and learning; General; Competency-based training; Gener... more ... Teaching and learning: About teaching and learning; General; Competency-based training; Generic skills; Learning; Literacy/numeracy; Quality of teaching and learning; Student assessment;Teaching and learning delivery; VET practitioners. Industry and employers: About industry ...
... Yet our view of transnational education informed by Bakhtin's influential thought co... more ... Yet our view of transnational education informed by Bakhtin's influential thought conceives transnational education in particular ways, centred on transnational pedagogies, transcultural literacies and transformational culture. ...
The International Journal of Pedagogies and Learning is an international, peer-reviewed journal t... more The International Journal of Pedagogies and Learning is an international, peer-reviewed journal that focuses on issues and trends in pedagogies and learning in national and international contexts. ISSN 1833-4105. © Copyright of articles is retained by authors. As this is an open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.
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Papers by Shirley O'Neill