This study investigates nature connection practices in a nonformal place-responsive programme for primary school-aged children in Brisbane, Australia. The practices are explored in terms of their role in making visible the interconnectedness of humans, place and the more-than-human, drawing on posthuman educational theories and practice, in…

The COVID-19 pandemic resulted in interruptions to social, economic, cultural, and educational life, with social distancing measures and well-being concerns leading to widespread restrictions to everyday activities. When COVID-19 first made an impact in 2020, many schools across Australia were closed entirely or provided limited access.…

This study explores the instructional practices implemented by two Muslim homeschooling mothers living in Australia. These mothers have homeschooled their primary-aged children for at least one year. The research aims to understand Muslim homeschooling parents' pedagogical practices to apply learner-centred teaching (LCT) to cater for students'…

Learning with technology is increasingly understood to be a social process involving unique and telling discourses. An emerging research agenda has resulted, investigating the links between 'talk' and student technological practices but is yet to include home-education. Preliminary evidence exists of a relationship between particular types of…

This paper investigates the correlation between the quality of instructional design and learning outcomes for early childhood students in the online synchronous cyber classroom. Today's generation of e-learners has access to highly engaging and well-designed multi-media synchronous classrooms. However little data exists on what constitutes…