Senior Lecturer - Human Movement Studies
|Contact Campus||Sandy Bay Campus|
|Room Reference||Room 403|
|Telephone||+61 3 6226 2573|
|Fax||+61 3 6226 2569|
I began working at the University of Tasmania in 2005, when I was hired to develop the Outdoor Education Teaching Specialization in the Centre for Human Movement (Faculty of Education). I relocated to the Hobart campus in 2008 after my maternity leave and am currently working in the general Faculty of Education. Prior to my appointment at UTAS, I taught from 1999-2003 in the School of Outdoor Recreation, Parks and Tourism at Lakehead University in Canada and the University of Boston (1997-1998). Before working in university settings, I spent many years working as an outdoor educator at Outward Bound and the National Outdoor Leadership School (NOLS)
Dyment, J.E., & Reid, A. D. (2011). Investigating Childrens Physical Activity and Play in Green School Grounds: Reflections on Methods and Initial Results from Pilot Work Children. Children, Youth and Environments, 21(1), 157-184.
Coleman, B., & Dyment, J. E. (in press). Factors that limit and enable preschool aged childrens physical activity on child care centre playgrounds. Journal of Early Childhood Research.
Dyment, J. E., & Coleman, B. (in press). The intersection of physical activity opportunities and the role of early childhood educators during outdoor play: Perceptions and reality. Australian Journal of Early Childhood.
Dyment, J. E., O'Connell, T. S., & Boyle, I. (2011). The intersection of Web 2.0 technologies and reflective journals: An investigation of possibilities, potential and pitfalls. Journal of Outdoor Recreation, Education and Leadership, 3(3), 137-150.
O'Connell, T. S., & Dyment, J. E. (2011). Health and physical education pre-service teacher perceptions of journals as a reflective tool in experience-based learning. European Physical Education Review, 17(2), 135-152.
O'Connell, T. S., & Dyment, J. E. (2011). The case of reflective journals in higher education: Is the jury still out? Reflective Practice, 12(1), 47-59.
Dyment, J. E., & O'Connell, T. S. (2011). Assessing the quality of reflection in student journals: A review of the research. Teaching in Higher Education, 16(1), 81-97.
Dyment, J. E., & O'Connell, T. S. (2010). The quality of reflection in student journals: A review of limiting and enabling factors. Innovative Higher Education. 35, 233-244.
Lucas, A., & Dyment, J. E. (2010). Where do children choose to play on the school ground?: The influence of green design. Education 3-13, 38(2), 177-189.
Dyment, J. E., Bell, A. C., & Lucas, A. J. (2009). The relationship between school ground design and intensity of physical activity. Children's Geographies, 7(3), 261-267.
Dyment, J. E., & Bell, A. C. (2008). "Our garden is colour blind, inclusive and warm": Reflections on green school grounds and social inclusion. International Journal of Inclusive Education. 12(6), 1-15. Bell, A. C., & Dyment, J. E. (2008). Grounds for health: The intersection of green school grounds and health promoting schools. Environmental Education Research, 14(1), 77-90.
Authorised by the Dean, Faculty of Education
11 January, 2013