Paul Rooney

Western Sydney University, School of Education, Faculty Member

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Paul K. Rooney is currently a lecturer and coordinator in secondary curriculum (Geography); Action Research in Teaching, Contemporary Teacher Leadership, Aboriginal primary teacher education (Understanding Teaching in Context; Data and Assessment; and Pedagogies, Priorities and Capabilities), an educational consultant in faith based education, and a former CEO of an independent Anglican P-12 college (Sydney, Australia). His research includes sociocultural studies, and educational organisation.
Phone: +612 4736 0069
Address: Locked Bag 1797
Penrith NSW 2751
Australia

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Daniel D. Hutto

University of Wollongong

Galen Strawson

The University of Texas at Austin

Judith L Green

University of California, Santa Barbara

E. Wayne Ross

University of British Columbia

Bob Jessop

Lancaster University

Shaun Gallagher

University of Memphis

Monica Marquina

CONICET

Armando Marques-Guedes

UNL - New University of Lisbon

John Field

University of Stirling

Carole Cusack

The University of Sydney

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Papers by Paul Rooney

Schools as Cultural Hubs: The Untapped Potential of Cultural Assets for Enhancing School Effectiveness

The International Journal of Learning: Annual Review, 2013

Twentieth century studies using deficit and difference approaches have dominated the analysis of ... more Twentieth century studies using deficit and difference approaches have dominated the analysis of schools within their cultural contexts. Their conclusions have influenced educational research and general political thinking concerning fragmentation, segregation and targeted school communities. However, such studies now raise questions concerning the extent of their usefulness in a globalised and emerging postsecularist world. In response, an assets-based approach to analysing cultural contexts is emerging. A cultural assets approach to educational analysis cuts through the idea of parallel segregated communities within liberal secular states. This article presents a multi-disciplinary approach to reconceptualise cultural assets as a broad based concept applicable to 21st century schooling. The position taken encourages the re-imagination of education, stakeholder contributions to learning that maintains cultural continuity, embraces cultural diversity and assists in social transformation. Therefore, schooling reflects a significant level of complementarity to the objectives of liberal secular states whilst striving to remain distinctive

Cultural assets : a model for school effectiveness in the Anglican tradition

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Schools as Cultural Hubs: The Untapped Potential of Cultural Assets for Enhancing School Effectiveness

The International Journal of Learning: Annual Review

Literacy in the social sciences and humanities

Preparing students to be literate within the Social Sciences and Humanities depends heavily on th... more Preparing students to be literate within the Social Sciences and Humanities depends heavily on the decisions and choices made by curriculum designers, and interpreted and implemented by teachers. The initial response by experienced teachers is that you have to „know it all‟. This same response is the fear of students who undertake study within the specialised subjects contained within the parameters of the field. In order to ease this tension, this chapter aims to provide one approach in dealing with the diversity of subjects that assists in targeting literacy strategies for both the specialised subjects and the field of Social sciences and humanities in general. The approach involves four key components that enable teachers and students to understand the depth and breadth of possible combinations of literacy strategies within the field. First, the approach identifies the breadth of the field of study of Social Sciences and Humanities as incorporating seventeen possible subject area...

The Evolution of Practice

The International Journal of Science, Mathematics and Technology Learning, 2013

Capturing and Assessing the Experience of Experiential Learning: Understanding Teaching and Learning in a Behaviourally Challenging Context

by Paul Rooney and Jing Qi

Our project examines the application of an integrated curriculum through experiential learning in... more Our project examines the application of an integrated curriculum through experiential learning in Lomandra School in NSW. A small and tight-knit special school1 , Lomandra School caters to students from Stages 3 to 6 who experience emotional, social and behavioural difficulties (ESBD). Lomandra School has the highest enrolment rate among special schools in western and south-western Sydney. A team teaching approach applies to every class, each having up to ten students. All teaching teams, with a teacher and a School Learning Support Officer (SLSO), teach and facilitate learning across all curricular areas.

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A cultural assets model for school effectiveness

Cambridge Journal of Education, 2017

Cultural assets in schools need reconceptualisation. The focus of this multidisciplinary theoreti... more Cultural assets in schools need reconceptualisation. The focus of this multidisciplinary theoretical study is to reconceptualise cultural assets by considering the shortcomings of existing cultural concepts and the benefits of reconceptualisation. A cultural assets model is developed and tested in a single Anglican school using multigenerational flows of influence, community cultural activities and communication by the use of rich data collected from a single case study school. Finally, the focus redirects to applying the analysis of a faith based Anglican school to other schools within the tradition and those outside the tradition. Such analysis assists in highlighting beneficial cultural assets supporting school effectiveness, compared to twentieth century studies using deficit and difference approaches to analyse cultural contexts relating to schools have influenced educational research and general political thinking concerning fragmentation, segregation and faith schools in post-colonial states. I contend that this influence leads to stretching the use of concepts such as 'cultural capital' beyond their original context and raises questions concerning the extent of their usefulness in a world characterised by globalisation, post-secularism and the rise of faith based schooling. Responding to these issues, this study extends the emerging assets-based approach to analysing cultural contexts within sociocultural studies. The findings of the study show 'Caring' as part of school effectiveness and professional practice. Caring within professional practice enables the teacher, school leadership, the organisation and the students to 'Stretch beyond the 3Rs' of reading, 'riting and 'rithmetic. The research successfully tested the model within the case study, modifying it to incorporate glocal (global/local) interactions and supporting the school as a cultural hub and contributor. The key benefits are schools that care take risks, and as dynamic organisations, schools that stretch engage their employees thus becoming more effective. The study makes recommendations to support school effectiveness in education policy, employment policy, teacher education and school organisation.

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Critical thinking skills in the International Baccalaureate’s “Theory of Knowledge” subject: Findings from an Australian study

Australian Journal of Education, 2015

There is considerable debate both in Australia and internationally about the best way for schools... more There is considerable debate both in Australia and internationally about the best way for schools to deliver the thinking skills required for university study and professional work life – skills that are often referred to by the term “critical thinking”. This article reviews the literature on the effective teaching of critical thinking and looks at one example of a secondary school subject aimed at developing critical thinking skills in its graduates, namely the Theory of Knowledge (ToK) subject in the International Baccalaureate Diploma Program (DP). ToK, a core element of the DP, has no set curriculum. Instead, ToK requires students to think deeply about knowledge problems and to formulate coherent views on the nature of knowledge. This article reports on an Australian study into the teaching and learning of ToK and presents associated outcomes in cohorts of both secondary and tertiary students.

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Rooney, P. (2013). Literacy in the Social Sciences and Humanities. In R. Gregson (Ed.). Literacy in the KLAs. London: CG Publishing

Rooney, P. (2009) Educational and Biblical Perspectives for academic achievement in Christian schools. Journal of Christian Education, 52(3), 7-20

Journal of Research on Christian Education, 2009

ABSTRACT Schools are stepping-stones for members of society in the ‘search for meaning’. This sea... more ABSTRACT Schools are stepping-stones for members of society in the ‘search for meaning’. This search is the key towards a Christian achieving self-actualization and spiritual transformation concurrently. This article explores the motivational theories of Maslow, Herzberg and Stahl, their relationship with theological anthropological explanations for seeking meaning through Groome’s shared praxis within academic achievement. Challenges concerning holistic education, school ethos and culture, curriculum and pedagogical practices arise when integrating faith and learning for individuals and communities. Applications for Christian schooling include seeking complementarity, teaching for survival and developing towards being effective ambassadors for Christ in a postsecular society.

Fostering intentional learning with systems dynamic modeling

Australian Journal of Education, 2014

The intent of this paper is to suggest the dimensions of intentional learning and identify the ke... more The intent of this paper is to suggest the dimensions of intentional learning and identify the key cognitive benefits of systems modeling with regard to intentional learning through a review of related studies. The authors propose that intentional learning occurs when learners realize the need for refining their conceptual understanding, relate learning to their everyday experiences, possibly through everyday problem solving, and activates or develops metacognitive processes in the course of learning. When engaged in intentional learning, learners’ epistemological beliefs are also challenged. The authors also discuss how systems modeling could potentially foster domain knowledge, systemic thinking, and conceptual change. The second section of this paper describes a technology-enhanced learning environment that fosters intentional learning.

Educational and Biblical Perspectives for Academic Achievement in Christian Schools

Journal of Christian Education, 2009

Schools are stepping-stones for members of society in the ‘search for meaning’. This article expl... more Schools are stepping-stones for members of society in the ‘search for meaning’. This article explores the concept of full potential as applied to students and the relationship with theological anthropological perspectives for seeking meaning using Groome's shared praxis within academic achievement. For Christian schools the criteria of being biblically anchored, transformative in action and holistic in educational practice are proposed as aids to guide the process of helping students to achieve self-actualization and spiritual transformation concurrently. Challenges concerning school ethos and culture, curriculum and pedagogical practice arise when integrating faith and learning for individuals and communities. Applications for Christian schooling include seeking complementarity, teaching for excellence and developing effective Christian ambassadors to a postsecular society.

National Curriculum, Postsecularism and Pedagogy: Opportunities for Christian Education

Journal of Christian Education, 2012

ABSTRACT This article investigates the opportunities provided to Christian educators within natio... more ABSTRACT This article investigates the opportunities provided to Christian educators within national curriculum development, its implementation, and pedagogical practices within a postsecular age.By highlighting opportunities created by boundary crossing and worldview transitioning during change, it considers the proactive prospects afforded Christian educators in highly secularised nations to influence knowledge claims and develop education policy. Next challenges to currently held views of curriculum and pedagogy within the debates and issues arising within Australian education policy. The issues involve the human endeavour, historical developments, essential content and the relationship between essentialism and pedagogy. Finally it offers a way forward through revisiting and reconceptualising Christian education for the twenty first century.

Gregson, R. & Rooney, P. (2013). The evolution of practice: is homogenisation of Pedagogy causing the extinction of school science. International Journal of Science, Mathematics and Technology Learning 19(3), 1-11

n science classrooms, we are losing the signature pedagogies, which are those routines and practi... more n science classrooms, we are losing the signature pedagogies, which are those routines and practices essentially found in the science discipline. The acknowledgement of the loss of these practices highlights the importance of supporting teachers to recognise their value and effect on engagement for student learning in science. This paper involves the emerging and already proficient teacher of science in understanding the central role of the development of pedagogical practices for the teaching of science. Teachers acknowledge the value of practical work, in particular experiments, in motivating students in their science classrooms. However, forces beyond their control have lead to the evolution of the term "practical work", which has been blamed in part for students' disengagement and the decrease in students' positive attitudes toward the study of science. The findings from this case study of experienced and trainee teachers highlight that the balance between cont...

Rooney, P. (2013). Literacy in the Social Sciences and Humanities. In R. Gregson (Ed.). Literacy in the KLAs. London: CG Publishing

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Lee, C-B, Rooney, P. & Parado, R. (2014). Fostering intentional learning within systems dynamic modelling. The Australian Journal of Education. Special Issue

Australian Journal of Education

The intent of this paper is to suggest the dimensions of intentional learning and identify the ke... more The intent of this paper is to suggest the dimensions of intentional learning and identify the key benefits of systems modeling with regard to intentional learning through a review of related studies. The authors propose that intentional learning occurs when learners realize the need for refining their conceptual understanding, relate learning to their everyday experiences. possibly through everyday problem solving, and activates or develops metacognitive processes in the course of learning. When engaged in intentional learning, learner's epistemological beliefs are also challenged. The authors also discuss how systems modeling could potentially foster domain knowledge, systemic thinking, and conceptual change. The second section of this paper describes a technology-enhanced learning environment that fosters intentional learning.

Rooney, P. (2012). From Curriculum to Pedagogy. In R. Gregson (Ed.) Connecting with Science Education. Melbourne: Oxford Press

Rooney, P. (2012). Schools as cultural hubs: The untapped potential for supporting school effectiveness. International Journal of Learning: Annual Review, 19,23-33

Rooney, P. (2009) Educational and Biblical Perspectives for academic achievement in Christian schools. Journal of Christian Education, 52(3), 7-20

Journal of Research on Christian Education

Schools are stepping-stones for members of society in the ‘search for meaning’. This search is th... more Schools are stepping-stones for members of society in the ‘search for meaning’. This search is the key towards a Christian achieving self-actualization and spiritual transformation concurrently. This article explores the motivational theories of Maslow, Herzberg and Stahl, their relationship with theological anthropological explanations for seeking meaning through Groome’s shared praxis within academic achievement. Challenges concerning holistic education, school ethos and culture, curriculum and pedagogical practices arise when integrating faith and learning for individuals and communities. Applications for Christian schooling include seeking complementarity, teaching for survival and developing towards being effective ambassadors for Christ in a postsecular society.

IB Programme: Theory of Knowledge (TOK): Exploring learning outcomes, benefits, and perceptions

by Paul Rooney, Susanne Gannon, and David R Cole

This study examines one of the central elements of the International Baccalaureate Diploma Progra... more This study examines one of the central elements of the International Baccalaureate Diploma Programme, the Theory of Knowledge (TOK) course. Four case study schools in Sydney, Australia have collaborated with the research team in 2013 in order to share their perceptions, implementation strategies and evaluation of the TOK course. The case study schools have contextually varied situations, locations, histories and philosophies, which collectively provide information on how the TOK has been taken up, interpreted and adapted by particular school communities. All data arising from these case studies has been coded and thematically analysed by the research team. In addition to the case studies, the University of Western Sydney research team have prepared two online surveys, one for teachers and one for students of the International Baccalaureate Diploma Programme (IB DP), which all Australian IB DP schools were invited to complete. Data from these surveys were analysed using bivariate and...

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Schools as Cultural Hubs: The Untapped Potential of Cultural Assets for Enhancing School Effectiveness

The International Journal of Learning: Annual Review, 2013

Cultural assets : a model for school effectiveness in the Anglican tradition

Download

Schools as Cultural Hubs: The Untapped Potential of Cultural Assets for Enhancing School Effectiveness

The International Journal of Learning: Annual Review

Literacy in the social sciences and humanities

The Evolution of Practice

The International Journal of Science, Mathematics and Technology Learning, 2013

Capturing and Assessing the Experience of Experiential Learning: Understanding Teaching and Learning in a Behaviourally Challenging Context

by Paul Rooney and Jing Qi

Download

A cultural assets model for school effectiveness

Cambridge Journal of Education, 2017

Download

Critical thinking skills in the International Baccalaureate’s “Theory of Knowledge” subject: Findings from an Australian study

Australian Journal of Education, 2015

Download

Rooney, P. (2013). Literacy in the Social Sciences and Humanities. In R. Gregson (Ed.). Literacy in the KLAs. London: CG Publishing

Rooney, P. (2009) Educational and Biblical Perspectives for academic achievement in Christian schools. Journal of Christian Education, 52(3), 7-20

Journal of Research on Christian Education, 2009

Fostering intentional learning with systems dynamic modeling

Australian Journal of Education, 2014

Educational and Biblical Perspectives for Academic Achievement in Christian Schools

Journal of Christian Education, 2009

National Curriculum, Postsecularism and Pedagogy: Opportunities for Christian Education

Journal of Christian Education, 2012

Rooney, P. (2013). Literacy in the Social Sciences and Humanities. In R. Gregson (Ed.). Literacy in the KLAs. London: CG Publishing

Download

Lee, C-B, Rooney, P. & Parado, R. (2014). Fostering intentional learning within systems dynamic modelling. The Australian Journal of Education. Special Issue

Australian Journal of Education

The intent of this paper is to suggest the dimensions of intentional learning and identify the ke... more The intent of this paper is to suggest the dimensions of intentional learning and identify the key benefits of systems modeling with regard to intentional learning through a review of related studies. The authors propose that intentional learning occurs when learners realize the need for refining their conceptual understanding, relate learning to their everyday experiences. possibly through everyday problem solving, and activates or develops metacognitive processes in the course of learning. When engaged in intentional learning, learner's epistemological beliefs are also challenged. The authors also discuss how systems modeling could potentially foster domain knowledge, systemic thinking, and conceptual change. The second section of this paper describes a technology-enhanced learning environment that fosters intentional learning.

Rooney, P. (2012). From Curriculum to Pedagogy. In R. Gregson (Ed.) Connecting with Science Education. Melbourne: Oxford Press

Rooney, P. (2012). Schools as cultural hubs: The untapped potential for supporting school effectiveness. International Journal of Learning: Annual Review, 19,23-33

Rooney, P. (2009) Educational and Biblical Perspectives for academic achievement in Christian schools. Journal of Christian Education, 52(3), 7-20

Journal of Research on Christian Education

IB Programme: Theory of Knowledge (TOK): Exploring learning outcomes, benefits, and perceptions

by Paul Rooney, Susanne Gannon, and David R Cole

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