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Teacher Development Multi-Year Study Series: Timor-Leste: Interim Report 2, Elizabeth Cassity, Jennie Chainey
Teacher Development Multi-Year Study Series: Timor-Leste: Interim Report 2, Elizabeth Cassity, Jennie Chainey
Teacher education
The interim reports present the findings from the first and second years of a multi-year study on Timor-Leste's Apoiu Lideransa liuhosi Mentoria no Aprendizajen (ALMA). The study focuses on understanding the extent to which education stakeholders, including school leaders and teachers, develop teaching knowledge and change teaching practice over time. It also explores the extent to which participation in the program leads to improvements in learning outcomes for students. This study is framed within the context of Timor-Leste's introduction of a new National Basic Education Curriculum.
Teacher Development Multi-Year Study Series: Timor-Leste: Interim Report 1, Elizabeth Cassity, Jennie Chainey, Sheldon Rothman
Teacher Development Multi-Year Study Series: Timor-Leste: Interim Report 1, Elizabeth Cassity, Jennie Chainey, Sheldon Rothman
Teacher education
The purpose of this Interim Report is to present the findings from the first year of a multi-year study of Timor-Leste’s Professional Learning and Mentoring Program (PLMP). The study focuses on understanding the extent to which education stakeholders, including school leaders and teachers, develop teaching knowledge and change teaching practice over time. It also explores the extent to which participation in the PLMP leads to improvements in learning outcomes for students. This study of the PLMP is framed within the context Timor-Leste’s introduction of a new National Basic Education Curriculum.
Evaluation Of The In2science Peer Mentoring Program: Final Report, Julie Kos, Jacynta Krakouer, Sheldon Rothman
Evaluation Of The In2science Peer Mentoring Program: Final Report, Julie Kos, Jacynta Krakouer, Sheldon Rothman
Program monitoring and evaluation
Large-scale studies of 15-year-old school students show associations between students’ attitudes toward science learning and their levels of achievement (Ainley, Kos, & Nicholas, 2008). One model for improving students’ attitudes towards science and mathematics learning has been the provision of peer mentoring. The In2science program uses a peer mentoring approach to engage secondary school students in science and mathematics study. Working with the classroom teacher, university students serve as mentors and help students with their learning and build relationships in a small group or a whole class. Mentors talk to students about studying science (or another STEM area) at university …
Australian Apprentice Retention Pilot Project: Report To Megt, Justin Brown, Phillip Mckenzie, Adrian Beavis
Australian Apprentice Retention Pilot Project: Report To Megt, Justin Brown, Phillip Mckenzie, Adrian Beavis
Transition and Post-School Education and Training
The Australian Council for Educational Research (ACER) was engaged in February 2010 by MEGT to conduct research on the retention of first-year apprentices participating in the MEGT mentoring and social networking program. Sponsored by DEEWR, the Australian Apprentice Retention Pilot Project aims to improve the retention of apprentices in skills shortage trades. The project involves the provision of mentors to support apprentices at three sites: in Queensland (Logan/Ipswich); New South Wales (Western Sydney); and Victoria (Southeast Melbourne). The role of the mentors is to visit the apprentice and maintain ongoing contact through social networking tools such as Facebook and Twitter …