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Timss 2019 Australia. Volume I: Student Performance, Sue Thomson, Nicole Wernert, Sima Rodrigues, Elizabeth O'Grady
Timss 2019 Australia. Volume I: Student Performance, Sue Thomson, Nicole Wernert, Sima Rodrigues, Elizabeth O'Grady
TIMSS 2019
The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement …
Timss 2019 Australia Highlights, Sue Thomson, Nicole Wernert, Sima Rodrigues, Elizabeth O'Grady
Timss 2019 Australia Highlights, Sue Thomson, Nicole Wernert, Sima Rodrigues, Elizabeth O'Grady
TIMSS 2019
Trends in International Mathematics and Science Study (TIMSS) is an international sample study that assesses the mathematics and science achievement of Year 4 and Year 8 students every four years. Australia has participated in all cycles of TIMSS since it commenced in 1995 and over this 24-year period has collected rich data about trends in mathematics and science achievement. This document provides the highlights from Volume I of the main report TIMSS 2019 Australia. Volume I: Student performance. Volume I and these Highlights focus on the achievement results, detailing Australia’s results within the international context, as well as the …
Mitigating The Impacts Of Covid-19: Lessons From Australia In Remote Education, Anna Dabrowski, Yung Nietschke, Pauline Taylor-Guy, Anne-Marie Chase
Mitigating The Impacts Of Covid-19: Lessons From Australia In Remote Education, Anna Dabrowski, Yung Nietschke, Pauline Taylor-Guy, Anne-Marie Chase
Student learning processes
This literature review provides an overview of past and present responses to remote schooling in Australia, drawing on international research. The paper begins by discussing historical responses to emergency and extended schooling, including during the COVID-19 crisis. The discussion then focuses on effective teaching and learning practices and different learning design models. The review considers the available evidence on technology-based interventions and their use during remote schooling periods. Although this research is emergent, it offers insights into the availability and suitability of different mechanisms that can be used in remote learning contexts. Noting that the local empirical research base is …
Survey Of Teachers In Pre-Primary Education (Stepp): Lessons From The Implementation Of The Pilot Study And Field Trial Of International Survey Instruments, Syeda Kashfee Ahmed, Maurice Walker, Yoshie Kaga
Survey Of Teachers In Pre-Primary Education (Stepp): Lessons From The Implementation Of The Pilot Study And Field Trial Of International Survey Instruments, Syeda Kashfee Ahmed, Maurice Walker, Yoshie Kaga
Early Childhood Education
The present publication documents the achievements and lessons learned from the first phase of the Survey of Teachers in Pre-primary Education (STEPP) project, implemented by UNESCO from 2016 to 2019, with the participation of seven countries, namely, the Dominican Republic, Ghana, Indonesia, Namibia, the Philippines, Togo, and Viet Nam. It is the first international survey for low-and-middle-income countries designed to collect information that is known to affect the quality of pre-primary education from pre-primary teachers and centre heads. The collected information concerns training and professional development, pedagogical and professional practices, working conditions and job satisfaction, and characteristics of pre-primary personnel …
Time For A Paradigm Shift In School Education?, Geoff N. Masters
Time For A Paradigm Shift In School Education?, Geoff N. Masters
Occasional Essays
The thesis of this essay is that the schooling paradigm is in need of review and that the answer may lie in a shift in how we think about teaching and learning. Under the prevailing paradigm, the role of teachers is to deliver the year-level curriculum to all students in a year level. This mismatch has unfortunate consequences for both teaching and learning. Currently, many students are not ready for their year-level curriculum because they lack prerequisite knowledge, skills and understandings. The basis for an alternative paradigm and a 'new normal' is presented. The essay addresses concerns raised about changes …
Teacher Wellbeing During A Pandemic: Surviving Or Thriving?, Anna Dabrowski
Teacher Wellbeing During A Pandemic: Surviving Or Thriving?, Anna Dabrowski
Teacher workforce and careers
As cases of COVID-19 surge across the world, research has begun to emerge which considers the implications of school lockdowns on student learning, engagement, and achievement. Yet as face-to-face teaching and learning recommences, it is not only students who will need help adjusting to "the new normal". While 2020 has seen a dramatic increase in the workload of teachers, many of whom have negotiated a continuity of learning in adverse circumstances, we must remember that long before COVID-19 disrupted schools, teachers were already at risk of burnout. The novel coronavirus has further exacerbated the stresses facing teachers, and as countries …
Mathematics Anxiety, Sarah Buckley
Mathematics Anxiety, Sarah Buckley
Student learning processes
This Mathematics Monograph is focussed on helping teachers and school leaders gain a better understanding of: How mathematics anxiety negatively impacts learning and teaching; the symptoms, causes and companions of mathematics anxiety; the difference between reducing mathematics anxiety directly and indirectly; and strategies that can identify and address mathematics anxiety in students and teachers. The Monograph is intended to present information for reflecting and planning how mathematics anxiety can be reduced and regulated in classrooms and in the school community.
Critical Connections Between Numeracy And Mathematics: Supplementary Materials, Dave Tout
Critical Connections Between Numeracy And Mathematics: Supplementary Materials, Dave Tout
Student learning processes
This publication contains three professional development activities targeted at teachers of mathematics. The activities for both groups and individuals focus on the challenge of word problems in maths and connecting maths to the real world. Also included are references, materials and resources related to the issue of the connections between numeracy and mathematics.
Critical Connections Between Numeracy And Mathematics, Dave Tout
Critical Connections Between Numeracy And Mathematics, Dave Tout
Student learning processes
Increasingly research is showing that life and work in the 21st century is requiring higher levels of mathematics and numeracy of its citizens. Numeracy and mathematics are intrinsically connected and BOTH are needed in our ever changing, globalised and technological world. This paper looks at the implications of this for the skills we want our students to develop and leave school with, and how we can better address these in our teaching and learning.
Mathematics Anxiety: Supplementary Materials, Sarah Buckley
Mathematics Anxiety: Supplementary Materials, Sarah Buckley
Student learning processes
This publication contains two professional development activities for teachers which focus on mathematics anxiety. One is a team-based activity and the other is an activity for individuals. The activities encourage both mathematics teachers and non-mathematics teachers to reflect on their current practice, their attitudes towards mathematics, their ideas about teaching mathematics and the mathematical beliefs of students.
Acer 2018-2019 Annual Report, Australian Council For Educational Research (Acer)
Acer 2018-2019 Annual Report, Australian Council For Educational Research (Acer)
ACER Annual Reports
No abstract provided.
Pisa 2018: Reporting Australia’S Results. Volume Ii Student And School Characteristics, Sue Thomson, Lisa De Bortoli, Catherine Underwood, Marina Schmid
Pisa 2018: Reporting Australia’S Results. Volume Ii Student And School Characteristics, Sue Thomson, Lisa De Bortoli, Catherine Underwood, Marina Schmid
OECD Programme for International Student Assessment (PISA) Australia
The Programme for International Student Assessment (PISA) is an international study that measures the knowledge and skills of 15-year-old students and how prepared they are to use these to meet real-life opportunities and challenges. Volume II is an examination of Australia’s PISA results in relation to student and school background characteristics, and how these are related to student performance. Each chapter focuses on different indicators that cover the school community, the school learning environment, students’ attitudes and beliefs, and the role teachers play in shaping students’ learning. Together, the different indicators of student and school life provide an illustration of …
Validation Of The Myanmar Teacher Competency Standards Framework (Tcsf) Final Report, Anna Dabrowski, Jeaniene Spink
Validation Of The Myanmar Teacher Competency Standards Framework (Tcsf) Final Report, Anna Dabrowski, Jeaniene Spink
Teacher education
This final report provides background to the four domains of the Myanmar Teacher Competency Standards Framework (TCSF), and the validation study design, stages and methods which sought to answer the focus question: Does the TCSF describe effective teaching in Myanmar? The study included expert review, a teacher survey and case studies of teaching practice in a sample of effective teachers. The report presents key findings and next steps from validation of the TCSF to implementation.
School Libraries In South Australia 2019 Census, Katherine Dix, Rachel Felgate, Syeda Kashfee Ahmed, Toby Carslake, Shani Sniedze
School Libraries In South Australia 2019 Census, Katherine Dix, Rachel Felgate, Syeda Kashfee Ahmed, Toby Carslake, Shani Sniedze
School and system improvement
This report presents the results of a survey census and website review of school libraries, taken across all South Australian schools in Term 3, 2019. The census collected data on school library staffing, facilities, funding, and support. Results reveal that schools with a qualified teacher librarian are more likely to have improved student literacy outcomes. While 94 per cent of South Australian schools have someone to manage the library collection and to select resources, less than a quarter (23 per cent) are managed by a qualified teacher librarian. Questions about the nature of library provision in schools uncovered eight main …
Earning And Learning Research Project: Report To The Department For Education, South Australia, Julie Mcmillan, Shani Sniedze, Rachel Felgate, Petra Lietz
Earning And Learning Research Project: Report To The Department For Education, South Australia, Julie Mcmillan, Shani Sniedze, Rachel Felgate, Petra Lietz
Transition and Post-School Education and Training
The aim of the Earning and Learning Research Partnership was to explore the reasons why a substantial proportion of successive cohorts of students in South Australia had not completed the South Australian Certificate of Education (SACE) or were identified as potential non-completers. The project officially commenced in September 2019 and was completed in August 2020.The research particularly aimed to capture the student voice behind young people’s earning and learning pathway choices, specifically identifying: why students in Years 10, 11, or 12 leave school without a documented “valid” reason (leavers); and why some Year 12 students remain enrolled in high school …
Remote Learning Rapid Literature Review, Gill Cowden, Pru Mitchell, Pauline Taylor-Guy
Remote Learning Rapid Literature Review, Gill Cowden, Pru Mitchell, Pauline Taylor-Guy
Student learning processes
This rapid literature review identifies effective practice in remote learning and synthesises key evidence relevant to education in Australia during the 2020 COVID-19 pandemic. It draws upon bodies of literature about education in emergencies, access and equity, distance education, blended learning, and quality teaching and learning using technology. The focus is primarily on Kindergarten to Year 12 schooling in Australia. The literature firstly examines education in emergencies, as this underpins the initial crisis approaches and preparedness for the shift to remote learning. The research in this area has a strong focus on implications for wellbeing. The review is then organised …
Equity Issues In Student Financial Literacy, Sue Thomson
Equity Issues In Student Financial Literacy, Sue Thomson
Teacher columnist - Sue Thomson
The impact of the COVID-19 pandemic on national economies has underlined the necessity for strong personal financial literacy. With people suddenly able to draw money from their superannuation or freeze their mortgage repayments in order to meet expenses, it is vital that they have the skills to evaluate the costs and benefits associated with such options. Financial education therefore has a role, in conjunction with consumer protection and regulation policies, in equipping people to attain the appropriate skills and knowledge in financial literacy.
Talis: Stress Levels Among Australian Teachers, Sue Thomson
Talis: Stress Levels Among Australian Teachers, Sue Thomson
Teacher columnist - Sue Thomson
The OECD’s Teaching and Learning International Survey provides a voice for teachers and principals internationally. Australia is one of 48 countries that participated in TALIS 2018, and ACER has just released the second report on the data gathered – Teachers and school leaders as valued professionals (Thomson & Hillman, 2020). The foci of this second volume are career opportunities, collaboration, autonomy and prestige. The results reported in this article are those from lower secondary school teachers and principals.
The Teaching And Learning International Survey 2018. Australian Report Volume 2: Teachers And School Leaders As Valued Professionals, Sue Thomson, Kylie Hillman
The Teaching And Learning International Survey 2018. Australian Report Volume 2: Teachers And School Leaders As Valued Professionals, Sue Thomson, Kylie Hillman
OECD Teaching and Learning International Survey (TALIS)
The OECD Teaching and Learning International Survey (TALIS) collects internationally comparable data on the learning environment and the working conditions of teachers and principals in schools across the world. TALIS 2018 is the third cycle of TALIS, and Australia has participated in each cycle. In Australia, a nationally representative sample of 4,000 teachers and principals from 200 lower secondary schools was randomly selected to participate in the study. Findings from TALIS 2018 in Australia are reported in two volumes. The first volume, Teachers and School Leaders as Lifelong Learners, published in November 2019, explored teaching practices, the changing contexts for …
Piaac Numeracy Task Complexity Schema: Factors That Impact On Item Difficulty, Dave Tout, Iddo Gal, Mieke Van Groenestijn, Myrna Manly, Mary Jane Schmitt
Piaac Numeracy Task Complexity Schema: Factors That Impact On Item Difficulty, Dave Tout, Iddo Gal, Mieke Van Groenestijn, Myrna Manly, Mary Jane Schmitt
Transition and Post-School Education and Training
This paper describes some lessons learned from international adult numeracy assessments that can help in understanding the challenges that people, including both adults and school students, have when solving numeracy tasks and their levels of performance on functional mathematical problems. The paper presents a theoretical schema of five factors that predict, separately and in interaction, the complexity or level of difficulty of mathematically-related assessment tasks, including tasks that incorporate texts and require literacy or reading skills, which are very common in adults' lives. The model was originally developed as part of the development of the Adult Literacy and LifeSkills survey …
Measuring What Matters: Insights On The Value Of Whole Child Development, Porticus, Australian Council For Educational Research, Pina Tarricone, Yung Nietschke, Kylie Hillman
Measuring What Matters: Insights On The Value Of Whole Child Development, Porticus, Australian Council For Educational Research, Pina Tarricone, Yung Nietschke, Kylie Hillman
Monitoring Learning
This policy analysis report captures how cities and countries value, define, and measure Whole Child Development (WCD) - and equivalent - both broadly and in the context of reaching those in extreme adversity. The WCD conceptual framework of this study refers to 11 key themes: values, life skills, social and emotional learning, spirituality, academic knowledge, student engagement, adult support, community, academically challenging learning, safe environments, and health. The report provides insights into the challenges experienced in embedding WCD in education systems and offers evidence around the growing recognition and momentum globally around WCD and holistic learning. One of the key …
Assessment Of Children As Connected With And Contributing To Their World In Early Childhood Education And Care: Literature Review, Kate Noble, Jen Jackson, Pru Mitchell
Assessment Of Children As Connected With And Contributing To Their World In Early Childhood Education And Care: Literature Review, Kate Noble, Jen Jackson, Pru Mitchell
Early Childhood Education
This literature review unpacks the concept of connection and contribution from the Victorian Early Years Learning and Development Framework (VEYLDF), which includes developing a sense of belonging to groups and communities, and an understanding of the reciprocal rights and responsibilities necessary for active civic participation; responding to diversity with respect; becoming aware of fairness; and becoming socially responsible and showing respect for the environment.
Pisa 2018: Financial Literacy In Australia, Sue Thomson, Lisa De Bortoli, Catherine Underwood, Marina Schmid
Pisa 2018: Financial Literacy In Australia, Sue Thomson, Lisa De Bortoli, Catherine Underwood, Marina Schmid
OECD Programme for International Student Assessment (PISA) Australia
The Programme for International Student Assessment (PISA) 2018 is the seventh cycle of PISA since it was first conducted in 2000 and measures students’ skills in the core areas of reading literacy, mathematical literacy and scientific literacy. Since PISA 2012, financial literacy has been included as an additional optional assessment that accompanies the core assessments. In Australia, the financial literacy assessment is funded by the Australian Securities and Investment Commission. This report presents the results for the third assessment of financial literacy and focuses on the measurement of financial literacy for Australia as a whole and for different demographic groups, …
Validation Of The Myanmar Teacher Competency Standards Framework (Tcsf): Phase Iii Case Studies, Anna Dabrowski, Rachel Parker, Amy Berry, Jeaniene Spink
Validation Of The Myanmar Teacher Competency Standards Framework (Tcsf): Phase Iii Case Studies, Anna Dabrowski, Rachel Parker, Amy Berry, Jeaniene Spink
Teacher education
Case studies form the third phase of the validation study for the Myanmar Teacher Competency Standards Framework (TCSF) in advance of its implementation in 2020. As the purpose of the case studies is to ensure that the TCSF is culturally and contextually appropriate, this paper outlines the results of data analysis on the Case Study component. This report focuses on responding to four key research questions: Which standards, minimum requirements and indicators were easiest and hardest to demonstrate? How is effective teaching demonstrated by the selected teachers in Myanmar? How does the evidence of effective teaching differ in different contexts? …
Communication And Collaboration: Two Sides Of The Same Coin, Amy Lightfoot
Communication And Collaboration: Two Sides Of The Same Coin, Amy Lightfoot
Teacher India
As the COVID-19 crisis continues, our ability to communicate and collaborate with others has been tested. Both of these are fundamental skills necessary for our survival – whether in relation to tackling a global pandemic, or just navigating through our day-to-day lives, says Amy Lightfoot.
Schooling After Covid-19: Challenges In India, Vimala Ramachandran
Schooling After Covid-19: Challenges In India, Vimala Ramachandran
Teacher India
With schools set to reopen after the COVID-19 nation-wide school closures, education authorities need to support teachers in these crucial times. To tackle new challenges, teachers’ roles and responsibilities will expand and play a prominent role in the recovery, explains Vimala Ramachandran.
Gender And Ethnicity In Myanmar Education. Baseline Study Report For The Convention On The Elimination Of All Forms Of Discrimination Against Women (Cedaw) Committee, Syeda Kashfee Ahmed, Toby Carslake, Anna Dabrowski, Petra Lietz
Gender And Ethnicity In Myanmar Education. Baseline Study Report For The Convention On The Elimination Of All Forms Of Discrimination Against Women (Cedaw) Committee, Syeda Kashfee Ahmed, Toby Carslake, Anna Dabrowski, Petra Lietz
Gender and education
This report consists of two key sections. The first section offers a discussion of the status of Convention on the Elimination of All Forms of Discrimination against Women(CEDAW) Committee activities in Myanmar, includes current opportunities and barriers for supporting educational participation for women and girls in the country, including those of diverse ethnicity. This discussion also focuses on the possibilities for fostering conditions that can lead to enhanced educational opportunities for women and girls. Building on the construct of possibilities, the second section provides the results of an extensive data mapping exercise of available data sources pertaining to educational participation …
Assessment Of General Capabilities: Skills For The 21st-Century Learner. Final Report, Claire Scoular, Dara Ramalingam, Daniel Duckworth, Jonathan Heard
Assessment Of General Capabilities: Skills For The 21st-Century Learner. Final Report, Claire Scoular, Dara Ramalingam, Daniel Duckworth, Jonathan Heard
Assessment and Reporting
This report describes a project of the Centre for Assessment Reform and Innovation (CARI) at the Australian Council for Educational Research (ACER) to develop an approach for teaching and assessing general capabilities, also known as 21st century skills, in the classroom. The report is divided into two parts. Part one presents an overview of ACER’s approach to skills development. This approach is underpinned by the identification of three evident needs: to understand development, to monitor growth, and to ensure alignment across curriculum, assessment, and pedagogy. Part Two outlines how the approach is applied in the context of assessment. An assessment …
Resourcesmart Schools And Wellbeing. Main Study, Katherine Dix, Toby Carslake, Syeda Kashfee Ahmed, Shani Sniedze
Resourcesmart Schools And Wellbeing. Main Study, Katherine Dix, Toby Carslake, Syeda Kashfee Ahmed, Shani Sniedze
Wellbeing
This report presents the findings of a study into the wellbeing impacts of the ResourceSmart Schools (RSS) program in Victoria, Australia. The findings are based on a literature review and a state-wide survey of program schools to inform the development of the ResourceSmart Schools wellbeing evaluation framework, as a first step in the ongoing monitoring of the program’s wellbeing impacts in RSS schools.
Assessment Of Children As Having A Strong Sense Of Identity In Early Childhood Education And Care: Literature Review, Jen Jackson, Kate Noble, Danielle Anzai, Pru Mitchell, Dan Cloney
Assessment Of Children As Having A Strong Sense Of Identity In Early Childhood Education And Care: Literature Review, Jen Jackson, Kate Noble, Danielle Anzai, Pru Mitchell, Dan Cloney
Early Childhood Education
This review focuses on the Outcome: Children have a strong sense of identity. Its purpose is to equip early childhood professionals with the knowledge to identify and assess children’s progress towards this Outcome in all early childhood settings. Central to the child’s development of a sense of identity is their personal identity. This includes awareness of self, summed up in the statement: ‘I know who I am’, and includes the constructs of self-expression and self-awareness. A strong sense of identity requires that a child also appreciates who they are, summed up in the statement: ‘I value who I am’. The …