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Professor Robyn Gillies ' major research interests are in the learning sciences, classroom discourses, small group processes, classroom instruction, and student behaviour.
has worked extensively in both primary and secondary schools to embed STEM education initiatives into the science curriculum. This includes helping teachers to embed inquiry skills into the science curricula so they capture students' interests, provide opportunities for them to explore possible solutions louis vuitton alma indian rose to problems, explain phenomena, elaborate on potential outcomes, and evaluate findings. In short, through these investigations, students learn how to engage critically and constructively with others' ideas, challenge and rebut proposals, and discuss alternative propositions. In so doing, they learn to talk and reason effectively together. These STEM education initiatives have been funded by research grants and contracts from the Australian Research Council, the Department of Education and Training (DET), the Queensland Museum Network (QMN), and the Office of Learning and Teaching louis vuitton neverfull flower (OLT). Professor Gillies is a Chief Investigator on the Science of Learning Research Centre (SLRC) where she has been instrumental in implementing two recent science based research projects in primary and secondary schools to help teachers embed inquiry science pedagogy into their science curricula. Her recommendations on how teachers can translate research into practice have been widely profiled in the international literature and where to get louis vuitton authentication on the website of the Smithsonian Science Education Center in Washington, DC. Gillies, Robyn M. (2015). Academic talk in the classroom: developments in research. In The Routledge international handbook of social psychology of the classroom (pp. 142 152) Abingdon, United Kingdom: Taylor and Francis. (2015). Academic talk in the collaborative classroom. In Gillies, Robyn M. (Ed.), Collaborative Learning: Developments in Research and Practice (pp. (2015).. In Robyn M. Gillies (Ed.), Collaborative Learning: Developments in Research and Practice louis vuitton bracelet price (pp. 1 15) New York, United States: Nova Science Publishers. Education reform: Learning from past experience and overseas success Gillies, Robyn M. (2015). Education reform: Learning from past experience and overseas success. In Gabriele Bammer (Ed.), Change! :Combining analytic approaches with street wisdom (pp. 193 204) Acton, ACT Australia: ANU Press. Pagliano, Paul and Gillies, Robyn Margaret (2015). Inclusive practices. In Adrian Ashman (Ed.), Education for Inclusion and Diversity 5th ed. (pp. 131 159) Melbourne, VIC, Australia: Pearson Australia. Small Group Work: Developments in Research Gillies, Robyn Margaret (2015). Small Group Work: Developments in Research. In Edmund T. Emmer and Edward J. Sabornie (Ed.), Handbook of Classroom Management 2nd ed. (pp. 261 279) New York, NY United States: Routledge. Teacher dialogue that supports collaborative learning in the classroom Gillies, Robyn M. (2015). Teacher dialogue that supports collaborative learning in the classroom. In Lauren B. Resnick, Christa S. C. Asterhan and Sherice N. Clarke (Ed.), Socializing intelligence through academic talk and dialoguee (pp. 335 345) Washington DC, United States: American Educational Research Association (AERA). The teacher role in promoting dialogic talk in the collaborative classroom Gillies, Robyn M. (2014). The teacher's role in promoting dialogic talk in the collaborative classroom. In Stephen Rutherford (Ed.), Collaborative learning: theory, strategies and educational benefits (pp. 55 67) New York, United States: Nova Science Publishers. Collaborative learning for diverse learners Ashman, Adrian F. and Gillies, Robyn M. (2013). Collaborative learning for diverse learners. In Cindy E. Hmelo Silver, Clark A. Chinn, Carol K. K. Chan and Angela M. O'Donnell (Ed.), The international handbook of collaborative learning (pp. 297 313) New York, NY, United States: Routledge. Gillies, Robyn (2012). Introduction. In Robyn M.
Gillies (Ed.), Pedagogy: new developments in the learning sciences (pp. 1 7) New York, United States: Nova Science Publishers.
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