Research team: Australia |

LPS Project Co-ordinator
Classroom-related research projects led by Professor Clarke include: The Negotiation of Meaning Project; The Learner’s Perspective Study (LPS); The Causal Connections in Science Classrooms project; The Alignment Project; and The Lexicon Project. Central to this program of research is the capturing and untangling of the complexity of classroom practice and the patterns of participation and discourse evident in mathematics and science classrooms in a wide variety of school systems around the world. The analysis of the extensive international data set generated by this research program is undertaken at the International Centre for Classroom Research, directed by Professor Clarke and dedicated to the storage and analysis of large-scale video-based international studies of classroom practice. Professor Clarke has written books on assessment and on classroom research and has published his research work in over 150 book chapters, journal articles and conference proceedings papers. Publications include the following books:
Brown, T. & Clarke, D. J. (2013). Institutional Contexts for Research in Mathematics Education. Chapter 15 in M. A. (Ken) Clements, A. J. Bishop, C. Keitel, J. Kilpatrick, & F. K. S. Leung (Eds.) Clarke, D. J. (2013). Contingent Conceptions of Accomplished Practice: The Cultural Specificity of Discourse in and about the Mathematics Classroom. Xu, L. & Clarke, D. (2013). Meta-rules of discursive practice in mathematics classrooms from Seoul, Shanghai, and Tokyo. Clarke, D. J., Clarke, D. M., & Sullivan, P. (2012). How do mathematics teachers decide what to teach? Curriculum authority and sources of information accessed by Australian teachers.
Clarke, D. M., Clarke, D. J., & Sullivan, P. (2012). Important Ideas in Mathematics: What are they and where do you get them? Sullivan, P., Clarke, D. J., & Clarke, D. M. (2012). Teacher Decisions about Planning and Assessment in Primary Mathematics.
Sullivan, P., Clarke, D. J., & Clarke, D. M. (2012). Choosing tasks to match the content you are wanting to teach.
Sullivan, P., Clarke, D. J., & Clarke, D. M. (2012). Reasoning in the Australian Curriculum: Understanding its meaning and using the relevant language. Sullivan, P., Clarke, D. M., Clarke, D. J., Albright, J., Farrell, L., Freebody, P., Gerrard, J., & Michels, D. (2012).
Clarke, D. J., Wang, L., Xu, L., Aizikovitsh-Udi, E., & Cao, Y. (2012). International comparisons of mathematics classrooms and curricula: The validity-comparability compromise. In T.Y. Tso (Ed.), Clarke, D. J., Xu, L. H., Arnold, J., Seah, L. H., Hart, C., Tytler, R., & Prain, V. (2012). Multi-theoretic Approaches to Understanding the Science Classroom. In C. Bruguière, A. Tiberghien, P. Clément (Eds.), Remedios, L., Clarke, D., & Hawthorne, L. (2012). Learning to listen and listening to learn: one student’s experience of small group collaborative learning. Xu, L., & Clarke, D. (2012). Student Difficulties in Learning Density: A Distributed Cognition Perspective. Xu, L., & Clarke, D. (2012). What Does Distributed Cognition Tell Us about Student Learning of Science? Seah, L. H., Clarke, D. J. & Hart, C. (2011). Understanding students' language use about expansion through analyzing their lexicogrammatical resources. Clarke, D. J. (2011). A Less Partial Vision: Theoretical Inclusivity and Critical Synthesis in Mathematics Classroom Research. In J. Clark, B. Kissane, J. Mousley, T. Spencer & S. Thornton (Eds.) Clarke, D.J. (2010). The Cultural Specificity of Accomplished Practice: Contingent Conceptions of Excellence. In Y. Shimizu, Y. Sekiguchi, & K. Hino (Eds.). Clarke, D.J. (2010). Speaking in and about mathematics classrooms internationally: The technical vocabulary of students and teachers. In G. Masters, J. Ainley, K. Stacey, D. Leigh-Lancaster, R. Turner, K-A. Hoad & L. Rosman (Eds.), Teaching mathematics? Make it count. Keynote published in the Clarke, D.J., Emanuelsson, J., & Ohtani, M. (2010). Research Forum 3: Speaking in and about the mathematics classroom. In M. M. F. Pinto & T. F. Kawasaki (Eds.), Clarke, D. J., Xu, L. H., & Wan, M. E. V. (2010). The function of spoken mathematics in mathematics classrooms in different cultural settings. In M. M. F. Pinto & T. F. Kawasaki (Eds.), Mitchell, C., Bowman, P. & Clarke, D. J. (2010). The challenge of describing mathematics classrooms internationally. In M. M. F. Pinto & T. F. Kawasaki (Eds.), Cao, Y., Clarke, D. J., & Xu, L. H. (2010). Qifa Shi Teaching: Confucian Heuristics. In M. M. F. Pinto & T. F. Kawasaki (Eds.), Clarke, D. J. & Mesiti, C. (2010). The Lexicon Project: Accessing the pedagogical vocabulary in languages other than English. In M. M. F. Pinto & T. F. Kawasaki (Eds.), Clarke, D. J. (2010). Speaking in and about the mathematics classroom: A recapitulation. In M. M. F. Pinto & T. F. Kawasaki (Eds.), Clarke, D. J., Xu, L., & Wan, V. (2010). Student speech as an instructional priority: Mathematics classrooms in seven culturally-differentiated cities. Clarke, D. J., Xu, L., & Wan, V. (2010). Spoken mathematics as a distinguishing characteristic of mathematics classrooms in different countries. Shimizu, Y., Kaur, B., Huang, R., & Clarke, D.J. (Eds.) (2010). Shimizu, Y., Kaur, B., Huang, R., & Clarke, D.J. (2010). The Role of Mathematical Tasks in Different Cultures. Chapter 1 in Y. Shimizu, B. Kaur, R. Huang, & D. J. Clarke (Eds.). Mesiti, C. & Clarke, D.J. (2010). A functional analysis of mathematical tasks in China, Japan, Sweden, Australia and the U.S.A: Voice and Agency. Chapter 10 in Y. Shimizu, B. Kaur, R. Huang, & D.J. Clarke (Eds.), Clarke, D. J. (2010). Appendix A: The LPS Research Design. In Y. Shimizu, B. Kaur, R. Huang, & D.J. Clarke (Eds.), Clarke, D.J. (2009). Mind your language: Speaking in and about the mathematics classroom. In D. Martin, T. Fitzpatrick, R. Hunting, D. Itter, C. Lenard, T. Mills, & L. Milne (Eds.), Clarke, D.J., Mitchell, C. & Bowman, P. (2009). Optimising the use of available technology to support international collaborative research in mathematics classrooms. In T. Janik & T. Seidel (Eds.) Clarke, D.J., Xu, L.H., & Wan, M.E.V. (2009). Spoken mathematics and learning outcomes in international mathematics classrooms (abstract of poster presentation). In M. Tzekaki, M. Kadrimidou, & H. Sakonidis (Eds.), Remedios, L. & Clarke, D.J. (2009). Cultural Origins of Patterns of Participation in Multi-cultural Classrooms. Chapter 11 in M. César & K. Kumpulainen (Eds.), Clarke, D.J., Mesiti, C., O’Keefe, C., Xu, L.H., Jablonka, E., Mok, I. A. C., & Shimizu, Y. (2008).
Name: CATHERINE O'KEEFE Senior Research Assistant
Name: CARMEL MESITI Senior Research Assistant
Contact details: Ved Andebakken 7, 4. tv 2000 Frederiksberg, Denmark Phone:+45 30131976 E-mail: This e-mail address is being protected from spambots. You need JavaScript enabled to view it
Contact detailsUniversity of Otago, Box 56, Dunedin, NZ Phone: +64 3 479 7758 Fax: +64 3 479 8427 E-mail: This e-mail address is being protected from spambots. You need JavaScript enabled to view it Web-page: www.maths.otago.ac.nz
## Acknowledgements:Data collection, digitising, transcribing, coding, and storage required the conscientious efforts of a good-humoured team of hard-working colleagues. David and Gaye would like to express their gratitude to: Daniel Barker (transcribing), Katherine Barnett (transcribing and admin assistance), Paul Butcher (video), Krisha Clarke (transcribing), Nathan Clarke (video, sound, digitising and data storage), Ari Engleman (time-coding and transcript quality control), Kate Fernandez (video, transcribing and admin assistance), David Fox (transcribing), Brenda Menzel (transcript quality control), Julienne Lee (video), Cameron Mitchell (technical guru, data storage and web design), Nat Neilson (transcribing), Ana Remesal (video), Adam Schappendock (time-coding and transcript quality control), Sally Watt (lit. searches and transcribing), and Yun Zhong (lesson table construction). |