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- Anxiety (3)
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Articles 1 - 25 of 25
Full-Text Articles in Education
Learning Through Play At School Ukraine: Final Research Report, Rachel Parker, Amy Berry, Kellie Picker, David Jeffries, Prue Anderson, Oksana Zabolotna
Learning Through Play At School Ukraine: Final Research Report, Rachel Parker, Amy Berry, Kellie Picker, David Jeffries, Prue Anderson, Oksana Zabolotna
Student learning processes
The Learning Through Play (LTP) at School Research Study Ukraine was a four-year intervention study funded by the LEGO Foundation and implemented by the Australian Council for Educational Research (ACER) and the Ukrainian Educational Research Association (UERA). The intervention was a two-year professional learning program that blended online, and face-to-face learning called the Teacher Innovative Play Program (TIPP). The TIPP was designed based on documented evidence that reports that teachers need opportunities to experiment and reflect to change practice. The study was guided by three research questions which were revised following the full-scale invasion of Ukraine by Russian armed forces …
Learning Through Play At School: Ukraine, 2019-2024, Rachel Parker, Amy Berry, Kellie Picker, David Jeffries, Prue Anderson, Oksana Zabolotna
Learning Through Play At School: Ukraine, 2019-2024, Rachel Parker, Amy Berry, Kellie Picker, David Jeffries, Prue Anderson, Oksana Zabolotna
Student learning processes
The Learning Through Play at School Research Study Ukraine was a four-year longitudinal intervention study funded by the LEGO Foundation and implemented by the Australian Council for Educational Research (ACER) and the Ukrainian Educational Research Association (UERA). The study was implemented between 2019 and 2024, during COVID-19 and the full-scale invasion of Ukraine by Russian armed forces. Despite, at times, insurmountable challenges, the professional learning intervention was successful in supporting most teachers to progress from a surface level understanding of learning through play to a deep level. In addition, almost all children’s literacy and social-emotional skills grew significantly from start …
Learning Through Play At School: A Framework For Policy And Practice, Rachel Parker, Bo Stjerne Thomsen, Amy Berry
Learning Through Play At School: A Framework For Policy And Practice, Rachel Parker, Bo Stjerne Thomsen, Amy Berry
Student learning processes
Learning through play has emerged as an important strategy to promote student engagement, inclusion, and holistic skills development beyond the preschool years. Policy makers, researchers and educators have promoted the notion that learning though play is developmentally appropriate - as it leverages school-age children’s innate curiosity while easing the often difficult transition from preschool to school. However, there is a dearth of evidence and practical guidance on how learning through play can be employed effectively in the formal school context, and the conditions that support success. This paper addresses the disconnect between policy, research and practice by presenting a range …
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 …
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, 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.
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 …
Interventions For Anxiety In Mainstream School‐Aged Children With Autism Spectrum Disorder: A Systematic Review, Kylie Hillman, Katherine Dix, Syeda Kashfee Ahmed, Petra Lietz, Jenny Trevitt, Elizabeth O'Grady, Mirko Uljarević, Giacomo Vivanti, Darren Hedley
Interventions For Anxiety In Mainstream School‐Aged Children With Autism Spectrum Disorder: A Systematic Review, Kylie Hillman, Katherine Dix, Syeda Kashfee Ahmed, Petra Lietz, Jenny Trevitt, Elizabeth O'Grady, Mirko Uljarević, Giacomo Vivanti, Darren Hedley
Student learning processes
Anxiety is a common problem in school‐aged children with autism spectrum disorder (ASD). Cognitive behavioral therapy (CBT) and other psychosocial interventions have been developed as alternatives to pharmacological intervention to treat anxiety symptoms in students with ASD without co‐occurring intellectual disability. This present synthesis of evidence is a systematic review and meta‐analysis examining the efficacy of interventions for reducing anxiety among school‐aged children with ASD. The review summarizes evidence from 24 studies using an experimental or quasi‐experimental design. The authors’ conclude that there is evidence that CBT is an effective behavioral treatment for anxiety in some children and youth with …
Protocol For A Systematic Review: Interventions For Anxiety In School-Aged Children With Autism Spectrum Disorder (Asd): A Mixed Methods Systematic Review, Petra Lietz, Julie Kos, Katherine Dix, Jenny Trevitt, Mirko Uljarevic, Elizabeth O'Grady
Protocol For A Systematic Review: Interventions For Anxiety In School-Aged Children With Autism Spectrum Disorder (Asd): A Mixed Methods Systematic Review, Petra Lietz, Julie Kos, Katherine Dix, Jenny Trevitt, Mirko Uljarevic, Elizabeth O'Grady
Student learning processes
This review aims to synthesise evidence about interventions to reduce anxiety symptoms in school-aged children with autism spectrum disorder (ASD). While clinical studies will not be excluded per se, this review seeks to move beyond interventions that are relevant only for clinical practice and care in clinical settings and prioritise studies that draw out implications for school-aged children that will help their functioning in real-world settings such as school and the home. To achieve this aim, the review will employ a mixed-methods systematic review which can accommodate the anticipated diverse types of available studies. These studies are likely to use …
Gender And Sex Differences In Student Participation, Achievement And Engagement In Mathematics, Sarah Buckley
Gender And Sex Differences In Student Participation, Achievement And Engagement In Mathematics, Sarah Buckley
Student learning processes
Research in neuroscience, psychology and education explores gender differences in achievement and learning in many different ways with different implications for educators and policymakers. This paper presents some of the literature from these three research fields. Rather than being an exhaustive review, This paper provides a brief synthesis of relevant issues when considering gender in education. The paper has three main sections. The first section presents data on gender differences in mathematics participation, achievement and engagement in Australia. Note that for the purposes of this paper, the term ‘engagement’ will be used to describe students’ motivated involvement with mathematics, particularly …
Deconstructing Maths Anxiety: Helping Students To Develop A Positive Attitude Towards Learning Maths, Sarah Buckley
Deconstructing Maths Anxiety: Helping Students To Develop A Positive Attitude Towards Learning Maths, Sarah Buckley
Student learning processes
Higher maths ability is often believed to go hand-in-hand with greater levels of general intelligence. At the same time, many students have a negative attitude towards maths. Maths anxiety is defined in the research literature as feelings of concern, tension or nervousness that are experienced in combination with maths. In 2005, researchers in the United States estimated that approximately 20 per cent of the US population were highly maths anxious. Given the cultural similarities between the US and Australia, we can assume that the percentage would be comparable here. Research in education, cognitive psychology and neuroscience shows that anxiety can …
Trial Of The Engagement Matrix Component 2: The Reliability And Validity Of The Engagement Matrix. Report, Petra Lietz, Mollie Tobin
Trial Of The Engagement Matrix Component 2: The Reliability And Validity Of The Engagement Matrix. Report, Petra Lietz, Mollie Tobin
Student learning processes
The second component of the trial of the Engagement Matrix (EM) seeks to examine empirically the reliability, validity and dimensionality of the EM by way of various analyses, particularly Rasch modelling. Responses to an online survey of more than 300 ICAN/FLO staff and teachers were analysed to ascertain whether the statements a) could be grouped together along the three assumed underlying dimensions (Relationships, Involvement in learning and Well-being) and if these dimensions were related to a common underlying trait, namely Engagement, b) measured these dimensions reliably, c) could differentiate between students with different levels of engagement and d) worked to …
Trial Of The Engagement Matrix: Component 1: The Effectiveness Of Labels. Report, Petra Lietz, Mollie Tobin, Sarah Buckley
Trial Of The Engagement Matrix: Component 1: The Effectiveness Of Labels. Report, Petra Lietz, Mollie Tobin, Sarah Buckley
Student learning processes
The Engagement Matrix (EM) was designed by the Department of Education and Children’s Services in South Australia to measure engagement levels of students enrolled in the Innovative Community Action Networks (ICAN)/ Flexible Learning Options (FLO) program once a term. Innovative ICANs work with young people (year 6-age 19), families, schools, community groups, businesses and different levels of government to encourage young people to finish their secondary education. Flexible Learning Options (FLO) was first introduced in 2006 as an enrolment option in ICAN schools which is funded by DECS. FLO is an approach that is more flexible than the traditional full-time …
Kidsmatter Primary Evaluation: Technical Report And User Guide, Katherine Dix, John P. Keeves, Phillip T. Slee, Michael J. Lawson, Alan Russell, Helen Askell-Williams, Grace Skrzypiec, Laurence Owens, Barbara Spears
Kidsmatter Primary Evaluation: Technical Report And User Guide, Katherine Dix, John P. Keeves, Phillip T. Slee, Michael J. Lawson, Alan Russell, Helen Askell-Williams, Grace Skrzypiec, Laurence Owens, Barbara Spears
Student learning processes
This Technical Report and User Guide is the culmination of an evaluation investigating the effectiveness of KidsMatter Primary, involving over 5000 participants in 100 Australian primary schools over a two year period. It brings together an extensive data gathering exercise and presents technical aspects of the statistical and thematic analyses used in the KidsMatter Evaluation Final. The series of data files and the analysis in which the files have been used, are from the KidsMatter Evaluation Whole Cohort Longitudinal Study (predominantly quantitative data) and the Stakeholder and Student Voice Studies (qualitative data), in addition to data obtained from Project Officers …
Assess And Assist: Capacity Building For All Teachers Of Students – With And Without Learning Difficulties, Ken Rowe
Student learning processes
Following a brief discussion of the fundamental importance of monitoring growth, this paper draws from emerging findings from evidence-based research and ‘state-of-the art’ practice in assessment and reporting of students’ developmental and learning progress – whether or not students experience learning difficulties. The monitoring of individual progress over time requires both diagnostic and developmental assessments of such progress on well-constructed scales (or ‘maps’) that are qualitatively described. The use of such ‘maps’ enables early detection of potential ‘risk factors’, and the monitoring of both individuals and groups across the years of schooling. Such ‘maps’ and their reporting products constitute major …
Conceptualising And Evaluating Teacher Quality: Substantive And Methodological Issues, Lawrence Ingvarson, Ken Rowe
Conceptualising And Evaluating Teacher Quality: Substantive And Methodological Issues, Lawrence Ingvarson, Ken Rowe
Student learning processes
Whereas findings from recent research highlight the importance of teacher quality in improving students’ academic performances and experiences of schooling, substantive and methodological issues surrounding the conceptualisation and evaluation of teacher quality are not well- understood. Such deficiencies are particularly evident in claims for ‘findings’ derived from econometric research – especially from those studies that merely employ conceptualisations and proxy ‘measures’ of quality in terms of teachers’ qualifications, experience, and students’ academic outcomes. Moreover, the econometric models fitted to the available, mostly aggregated data, typically fail to conceptualise and ‘measure’ teacher quality in terms of what teachers should know (subject-matter …
Effective Teaching Practices For Students With And Without Learning Difficulties: Constructivism As A Legitimate Theory Of Learning And Of Teaching?, Ken Rowe
Student learning processes
Much of what is commonly claimed as ‘effective teaching practice’ and implemented during the early and middle years of schooling in Australian schools, for either mainstream students or for those experiencing learning difficulties, is not grounded in findings from evidencebased research. Of particular concern is that despite a lack of supporting evidence for its utility, the prevailing educational philosophy of constructivism (a theory of self-directed learning rather than a theory of teaching) continues to have marked influences on shaping teachers’ interpretations of how they should teach – aided and abetted by the content emphasis given during pre-service teacher education, as …
Assessment During The Early And Middle Years: Getting The Basics Right, Ken Rowe
Assessment During The Early And Middle Years: Getting The Basics Right, Ken Rowe
Student learning processes
Following a contextual introduction and a brief discussion of the fundamental importance of monitoring growth, this paper draws from emerging evidence-based research findings and ‘state-of-the art’ practice in assessment and reporting of students’ developmental and learning progress. The paper argues that the monitoring of individual progress over time requires both diagnostic and developmental assessments of such progress on well-constructed empirical scales (or quantitative ‘maps’) that are qualitatively described. The use of such ‘maps’ enables early detection of potential ‘risk factors’, and the monitoring of both individuals and groups across the years of schooling. Such ‘maps’ and their reporting products constitute …
School Performance: Australian State/Territory Comparisons Of Student Achievements In National And International Studies, Ken Rowe
Student learning processes
Policy activities related to outcomes and standards-based educational performance indicators and their links with growing demands for accountability, standards monitoring, benchmarking, school effectiveness and reform are widespread and well established in many countries throughout the world. While the long-term goals of school education may be expressed as the enhancement of young peoples’ access to and participation in society, as well as preparation for meeting the constantly changing demands of the modern workplace, the most direct and readily accessible measures of student and school performance are obtained from assessments of students’ academic achievements. Despite several limitations, achievement data obtained from both …
Young People’S Perceptions Of What It Means To Be An Australian, Nola Purdie, Rhonda Craven
Young People’S Perceptions Of What It Means To Be An Australian, Nola Purdie, Rhonda Craven
Student learning processes
The question “What does it mean to be an Australian?” has significant implications for understanding factors contributing to social cohesion; explaining and promoting ourselves to others; imagining and shaping Australia’s future; and shaping civics curriculum. The purpose of this study was to identify key components of Australian national identity of a sample of Australians (N = 418) comprised of primary (N=71); secondary (N=146), Technical and Further Education (TAFE) (N=59) and University (n=142) students. Participants completed a written response to the question “What does it mean to be Australian?” Responses were analysed and coded by two coders using content analysis to …
The Importance Of Teaching: Ensuring Better Schooling By Building Teacher Capacities That Maximize The Quality Of Teaching And Learning Provision – Implications Of Findings From The International And Australian Evidence-Based Research, Ken Rowe
Student learning processes
Given the level of consensus regarding the importance of school education as an essential element of micro- and macro economic reform, policy issues surrounding school and teacher effectiveness are of particular importance. However, much of the traditional and prevailing dogmas surrounding ‘factors’ affecting students’ experiences and outcomes of schooling throughout their primary and secondary years, especially socio-cultural and socio-economic factors, are now understood to be products of methodological and statistical artifact, and amount to little more than ‘religious’ adherence to the moribund ideologies of biological and social determinism. Above all, a good deal of this ‘discourse’ is not supported by …
Analysing And Reporting Performance Indicator Data: ‘Caress’ The Data And User Beware!, Ken Rowe
Analysing And Reporting Performance Indicator Data: ‘Caress’ The Data And User Beware!, Ken Rowe
Student learning processes
Within the context of a growing international movement toward the adoption of ‘outcomes-based’ modes of public sector service provision, policy, governance and accountability, this paper focuses on the context, nature and purpose of performance indicators (PIs), and in particular on the analysis and reporting of data derived from them as bases for informing policy. Presented and discussed are key issues related to: • The nature, purpose, types and sources of PIs; • essential features of useful indicators; • the ‘dangers’ of analysing, interpreting and reporting aggregated data, and • effective methodologies for the responsible analysis and reporting of PI data. …
A Good Start To Numeracy : Effective Numeracy Strategies From Research And Practice In Early Childhood, Brian Doig, Barry Mcrae, Ken Rowe
A Good Start To Numeracy : Effective Numeracy Strategies From Research And Practice In Early Childhood, Brian Doig, Barry Mcrae, Ken Rowe
Student learning processes
The Commonwealth-funded Project Good Start was a longitudinal study of children during their year before school and the first year of school, involving preschool centres and schools across Australia. It considered the questions: how can effective numeracy programs be identified at both year-before-school and the early years of school; and what constitutes evidence of effectiveness. This report provides a review of the international and Australian research literature on numeracy in early childhood that complements the Department of Education, Science and Training’s major review of the numeracy literature undertaken by Deakin University. It is designed to provide early childhood professionals and …
Constructing And Using Educational Performance Indicators, Ken Rowe, Denise Lievesley
Constructing And Using Educational Performance Indicators, Ken Rowe, Denise Lievesley
Student learning processes
Within the context of a growing international movement toward the adoption of ‘outcomes-based’ modes of educational provision and governance, this paper focuses on the context, nature, purpose and construction of educational performance indicators. Key issues related to types and sources of indicators, essential features of useful indicators, constructing and using performance indicators to advantage, and key elements of Education Management Information Systems (EMIS) are presented and discussed.
Primary Education By Correspondence: Being An Account Of The Methods And Achievements Of The Australian Correspondence Schools In Instructing Children Living In Isolated Areas, Kenneth Stewart Cunningham
Primary Education By Correspondence: Being An Account Of The Methods And Achievements Of The Australian Correspondence Schools In Instructing Children Living In Isolated Areas, Kenneth Stewart Cunningham
Student learning processes
An account of the methods and achievements of the Australian correspondence schools in instructing children living in isolated areas. It seems that Australia can claim to be the first country to have shown in a systematic way, and on a large scale, that it is possible to provide by correspondence a complete elementary education for children who have never been to school. Cunningham reviews the conditions giving rise to correspondence instruction, the growth and scope of the Correspondence Schools, curricula and methods, attainments and progress of pupils.