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Articles 1 - 18 of 18
Full-Text Articles in Education
Effectiveness Of Research-Based Teacher Professional Development:, Rebecca Saunders
Effectiveness Of Research-Based Teacher Professional Development:, Rebecca Saunders
Australian Journal of Teacher Education
A significant body of literature assists researchers and program designers to identify the desirable characteristics of professional development for teachers. Few studies, however, specifically examine the operation and outcomes of programs built upon research-led principles. This study uses a sequential mixed methods design to examine a four-year systemic-change professional development initiative designed to extend and refine the instructional processes of teachers working in the vocational education and training (VET) system in Western Australia. The program’s design incorporated theory and research on systemic change and teacher professional development. Findings reveal that the program was successful in helping teachers extend and refine …
The Approaches To Teaching Inventory: A Preliminary Validation Of The Malaysian Translation, Pauline Swee Choo Goh, Kung Teck Wong, Mohd Sahandri Gani Hamzah
The Approaches To Teaching Inventory: A Preliminary Validation Of The Malaysian Translation, Pauline Swee Choo Goh, Kung Teck Wong, Mohd Sahandri Gani Hamzah
Australian Journal of Teacher Education
The purpose of this study was to evaluate a Malaysian translation of the 22-item Approaches to Teaching Inventory for application in higher education. The Approaches to Teaching Inventory was a quantitative measure used by teachers of higher education to gauge their own teaching approaches that had been psychometrically assessed and widely used in western universities. Data in the present study came from 172 teachers in two institutions of higher learning. Principal factor analyses with varimax rotation and confirmatory factor analyses support a model with 17 items categorized into five sub-factors that were subsumed within two main factors. The alpha values …
Title: How Do Preservice Teacher Education Students Move From Novice To Expert Assessors?, Peter R. Grainger, Lenore Adie
Title: How Do Preservice Teacher Education Students Move From Novice To Expert Assessors?, Peter R. Grainger, Lenore Adie
Australian Journal of Teacher Education
Despite the acknowledged importance of assessment in education, there has been minimal research into the preparation of preservice teachers for the important role of involving preservice teachers in marking, grading, moderating and providing feedback on student work. This article reports on a pilot project in which preservice teachers participated in an ongoing peer assessment and social moderation process in a dedicated course on assessment. The purpose of the project was to investigate specific ways in which key assessment processes can be effectively taught to preservice teachers. The research involved 96 preservice teachers who completed a Likert scale survey and free …
Iranian Efl Teachers' Perceptions Of Dynamic Assessment: Exploring The Role Of Education And Length Of Service, Mohammad Nabi Karimi, Zahra Shafiee
Iranian Efl Teachers' Perceptions Of Dynamic Assessment: Exploring The Role Of Education And Length Of Service, Mohammad Nabi Karimi, Zahra Shafiee
Australian Journal of Teacher Education
The present study reports on the thematic analysis of Iranian EFL teachers' perceptions of dynamic assessment in relation to their academic degree and length of service. To this end, 42 Iranian EFL teachers participated in the study. Of these teachers, 22 held BA and 20 held MA degrees in ELT-related subjects, with varying lengths of service. Semi-structured interviews were used to inquire into the teachers' perceptions of dynamic assessment. The four major themes which emerged from the content analysis of the audiotaped interviews revealed significant variations in participants' patterns of perceptions and concerns towards dynamic assessment. The major themes comprised …
Student Voices About The Role Feedback Plays In The Enhancement Of Their Learning, Christine Plank, Helen Dixon, Gillian Ward
Student Voices About The Role Feedback Plays In The Enhancement Of Their Learning, Christine Plank, Helen Dixon, Gillian Ward
Australian Journal of Teacher Education
If feedback is to be framed as purposeful dialogue then both students and teachers have significant roles to play. Students must be willing and able to provide feedback to teachers not only about their learning needs but also about the teaching they experience. In turn, teachers must create the conditions that support active student learning and disclosure. It is against this backdrop that the current interpretive, qualitative research was carried out. Set within the final year of secondary schooling in New Zealand (Year 13) this paper draws on data generated from two semi-structured, focus group interviews. It provides insights into …
Investigating The Literacy, Numeracy And Ict Demands Of Primary Teacher Education, Helen De Silva Joyce, Susan Feez, Eveline Chan, Stephen Tobias
Investigating The Literacy, Numeracy And Ict Demands Of Primary Teacher Education, Helen De Silva Joyce, Susan Feez, Eveline Chan, Stephen Tobias
Australian Journal of Teacher Education
The pre-service programs delivered in Australian teacher education institutions are expected to graduate students who meet externally determined standards, including standards in literacy, numeracy and information and communication technology. These programs are also expected to educate future teachers in professional knowledge and practice, as well as prepare them to engage in professional learning continuously throughout their careers. This paper reports on the first phase of a project that investigated the literacy, numeracy and ICT demands of assessment tasks across the four years of the Bachelor of Education (Primary) program at a regional university.
Pre-Service Teachers’ Opinions About The Course On Scientific Research Methods And The Levels Of Knowledge And Skills They Gained In This Course, Cemal Tosun
Australian Journal of Teacher Education
Abstract: The purpose of this study was to ascertain whether the basic knowledge and skills are attained within the scope of the course on Scientific Research Methods. In addition, the impact of the procedure, which is followed while implementing the course, on the students’ anxiety and attitude towards the course is examined. Besides, the study also tried to determine the pre-service teachers’ beliefs regarding their self-sufficiency in terms of doing a scientific research. The study was carried out the action research design as the basis. The sample of the study consisted of 27 pre-service teachers. They were in the third …
Teaching Reading: A Shared Vision And A Shared Responsibility 2012-2013: Principals As Literacy Leaders In Ceo Schools, Deslea Konza, Paul Woodley, Sam De Leo, Helen Dixon
Teaching Reading: A Shared Vision And A Shared Responsibility 2012-2013: Principals As Literacy Leaders In Ceo Schools, Deslea Konza, Paul Woodley, Sam De Leo, Helen Dixon
Research outputs 2014 to 2021
The PALL Plus professional learning and research project was a collaborative effort between the Fogarty Learning Centre at Edith Cowan University and 16 Catholic primary schools within the Western Australian Catholic Education Office (CEO). It was initiated by the principal of Star of the Sea Primary School, Tim Emery, who coordinated involvement of the other schools and managed contractual responsibilities on behalf of the CEO. The project was based on the Principals as Literacy Leaders (PALL) pilot project funded by the Commonwealth Government in 2009-2010, and originally developed in partnership with the Australian Primary Principals Association, Griffith University and the …
Ensuring The Development Of Digital Literacy In Higher Education Curricula, Mark T. Mcmahon
Ensuring The Development Of Digital Literacy In Higher Education Curricula, Mark T. Mcmahon
Research outputs 2014 to 2021
Digital Literacy is widely considered to be an essential attribute for both academic and professional success. In an increasingly regulated and standards -based higher education environment, however, there is a lack of clear guidance as to what constitutes the nature of appropriate level of Digital Literacy that graduates need to demonstrate. This paper argues for the application of a Digital Literacy Taxonomy to articulate the dimensions inherent in it, which can then be applied to student activities and curricula. This process can be used to assist academics in identifying the literacy requirements of their courses, their own opportunities for professional …
Giving Students An Informed Choice When Selecting Teams For Group Work, Yuwanuch Gulatee, Martin Masek
Giving Students An Informed Choice When Selecting Teams For Group Work, Yuwanuch Gulatee, Martin Masek
Research outputs 2014 to 2021
Most large scale software projects require team work. However, it is a common problem that, when forming teams in a university setting, students know little about each other, resulting in dysfunctional teams. To help alleviate this, we ran three small preliminary assignments before students formed a team for the last major project. The idea was to encourage students to work with a variety of group members before they could choose their final team. The results showed that half of the final groups had a makeup that changed from their first initial group
A Comparative Analysis Between The Assessment Criteria Used To Assess Graduating Teachers At Rustaq College (Oman) And Griffith University (Australia) During The Teaching Practicum, Moza Abdullah Al-Malki, Katie Weir
A Comparative Analysis Between The Assessment Criteria Used To Assess Graduating Teachers At Rustaq College (Oman) And Griffith University (Australia) During The Teaching Practicum, Moza Abdullah Al-Malki, Katie Weir
Australian Journal of Teacher Education
This article reports the findings from a study that compares the assessment criteria used to measure pre-service teachers’ professional competencies at Rustaq College of Applied Sciences in Oman, and at Griffith University in Queensland, Australia. The study adopts a discourse analytic approach to deconstruct and critically compare the assessment criteria outlined in documents that report on graduating teachers’ classroom performance used at each teacher education institution. The results of the analysis reveal a different normative vision of graduating teachers in each country. The Omani graduate pre-service teachers are likely to be ‘a compliant student-trainee’, whereas Australian graduate pre-service teachers are …
Students’ Perspectives On The Use Of Peer Feedback In An English As A Second Language Writing Class, Kavitha Sukumaran, Rozita Dass
Students’ Perspectives On The Use Of Peer Feedback In An English As A Second Language Writing Class, Kavitha Sukumaran, Rozita Dass
Research outputs 2014 to 2021
Peer assessment and peer feedback are considered alternatives to teacher-based feedback and their effects on writing have been substantially researched. This study aims to examine the perspectives of a group of university students, who are mainly second language learners, on peer feedback in an English writing class. Many of the studies conducted on the perspectives of students regarding peer feedback provided conflicting findings. While some found that peer feedback was viewed with doubt and encouraged little revision, others found it helped learners to recognise their strengths and flaws in writing. This study aims to better understand students’ perspectives regarding peer …
Valuing Assessment In Teacher Education - Multiple-Choice Competency Testing, Dona L. Martin, Diane Itter
Valuing Assessment In Teacher Education - Multiple-Choice Competency Testing, Dona L. Martin, Diane Itter
Australian Journal of Teacher Education
When our focus is on assessment educators should work to value the nature of assessment. This paper presents a new approach to multiple-choice competency testing in mathematics education. The instrument discussed here reflects student competence, encourages self-regulatory learning behaviours and links content with current curriculum documents and with collaborative and cooperative learning episodes.
Authentic Assessment Of Reflection In An Eportfolio: How To Make Reflection More Real For Students, Pauline Roberts, Helen Farley, Sue Gregory
Authentic Assessment Of Reflection In An Eportfolio: How To Make Reflection More Real For Students, Pauline Roberts, Helen Farley, Sue Gregory
Research outputs 2014 to 2021
In a doctoral study that focused on the enhancement of reflection through an ePortfolio-based learning environment, students’ indicated that they felt reflection was not real when it was used for assessment. This led to an examination of assessment practices linked to reflection and ways to make it authentic. The literature revealed that reflection is often a component of authentic assessment rather than being a focus of it. The practices associated with the assessment of reflection are examined in order to formulate 4 guiding principles. These principles aim to make the process of reflection more ‘real’ to students in higher education …
Tools Of The Trade: 'Breaking The Ice' With Virtual Tools In Online Learning, Naomi Mcgrath, Sue Gregory, Helen Farley, Pauline K. Roberts
Tools Of The Trade: 'Breaking The Ice' With Virtual Tools In Online Learning, Naomi Mcgrath, Sue Gregory, Helen Farley, Pauline K. Roberts
Research outputs 2014 to 2021
The reality is that online learning can be a daunting and lonely experience. This is why icebreakers can be a rewarding practice for both students and educators. The use of icebreakers allows students studying online to introduce themselves and become familiar with other members of the group and/or community. Not only are these icebreakers used as a starter within the first weeks of study, but they are also used to help motivate students throughout the course. Highlighted in this paper are particular online (virtual) tools that can be used as icebreakers within an online learning environment and help shift the …
Challenges Of Conducting Ethical Video-Based Classroom Research, Mark W. Hackling
Challenges Of Conducting Ethical Video-Based Classroom Research, Mark W. Hackling
Research outputs 2014 to 2021
The advent of digital video technology has opened ‐ up a new paradigm of education research as it has the capacity to capture a permanent record of all the nuances of teaching and learning interactions in a form that allows the data to be scrutinised in great detail and shared with other teachers and researchers. The Capture of teaching on video is becoming widespread both for research and for teacher professional learning purposes. There are a number of research ethical principles and professional ethics that need to be considered when conducting this type of research if the rights of participants …
Cohesion, Coherence And Connectedness: The 3c Model For Enabling-Course Design To Support Student Transition To University, Suzanne Sharp, John A. O'Rourke, Jeniffer M. Lane, Anne-Maree Hays
Cohesion, Coherence And Connectedness: The 3c Model For Enabling-Course Design To Support Student Transition To University, Suzanne Sharp, John A. O'Rourke, Jeniffer M. Lane, Anne-Maree Hays
Research outputs 2014 to 2021
Recent Australian government policy has focused on attracting students from under-represented and diverse groups to tertiary education with university enabling courses one pathway for these students. The trend towards broader participation has altered traditional perceptions of a typical university student and raised delivery challenges. The ability to engage these students as learners and improve their academic outcomes and confidence towards successful course completion, is increasingly important to universities because of attrition costs to governments, students and higher education institutions, and is increasingly reflected in academic literature. While strategic student support options have been examined in detail, less focus has been …
Diagnostically Assessing Western Australian Year 11 Students' Engagement With Theory In Visual Arts, Julia Morris, Geoffrey W. Lummis, Graeme J. Lock
Diagnostically Assessing Western Australian Year 11 Students' Engagement With Theory In Visual Arts, Julia Morris, Geoffrey W. Lummis, Graeme J. Lock
Research outputs 2014 to 2021
Theory linked to visual arts’ responding outcomes, is fundamental to the visual arts curriculum in facilitating visual literacy, or students’ ability to assemble meaning from, and construct new imagery. Without visual literacy, year 11 students are limited in understanding and fully participating in our technological, image-based society. Subsequently, a mixed methods doctoral study was undertaken to investigate students’ engagement in visual arts theory tasks, as increased engagement in theory was anticipated to improve students’ visual literacy outcomes. A diagnostic instrument was created to measure year 11 students’ prior learning in visual arts theory, as well as their cognitive and psychological …