Education Commons^™

Generic Interests And School Subject Choice, Gerald Elsworth, Adrian Beavis, John Ainley, Sergio Fabris

Dr John Ainley

While empirical research on school subject preferences and choices has a long history, 'interest' has infrequently been invoked as an explanatory construct. Three levels on which interest is conceptualised in educational research are identified. The most general derives from vocational psychology and may be characterised by the themes of Holland's RIASEC typology. The results of five recent Australian studies in which interests were related to school subject preferences and choices are reviewed, and a series of multi- level models of data from the most recent are presented. The models offer a coherent summary of interest - school subject choice relations …

The Influence Of School Factors, John Ainley, Phil Mckenzie

Dr John Ainley

No abstract provided.

Factors Influencing Assigned Student Achievement Levels Ii : Mathematics, The Arts And Health And Physical Education., Sheldon Rothman

Dr Sheldon Rothman

In 1997 the South Australian Department of Education, Training and Employment collected student achievement data on a sample of students in Years 1-8 in English, Science, Studies of Society and Environment, and Technology, four of the eight national curriculum profiles learning areas. Summaries were reported to teachers in Xpress, the Department's fortnightly newspaper, and at the 1998 Australian Association for Research in Education conference Factors Influencing Assigned Student Achievement Levels. In 1998 the Department completed the collection of profiles data, with information on student achievement in Mathematics, the Arts, Health and Physical Education, and Languages Other Than English. Using these …

Non-Attendance And Student Background Factors., Sheldon Rothman

Dr Sheldon Rothman

Regular attendance at school is important for students to achieve social and academic outcomes of schooling. The monitoring of student attendance is seen as a school function, with state education departments collecting only summary school attendance data. Recent developments in information management systems have allowed education departments to collect student level attendance data from schools, offering opportunities for administrators to improve their understanding of the nature of student non- attendance, and providing schools with benchmarks for attendance. In 1997, the South Australian Department of Education, Training and Employment commenced an annual collection of student level non-attendance records for Term 2 …

A Multilevel Model Of Student Non-Attendance., Sheldon Rothman

Dr Sheldon Rothman

Regular attendance at school is important for students to achieve social and academic outcomes of schooling. Individual school attendance practices vary, which may result in differential student outcomes. The development of multilevel models has allowed researchers to examine relationships between student level and school level variables, and to determine whether the variation in attendance patterns is associated with school level practices. In 1997 and 1998, the South Australian Department of Education, Training and Employment collected student level non-attendance records for Term 2 of each year from 60 percent of schools, accounting for more than 62 percent of students in Reception …

Longitudinal Surveys Of Young People: What Can They Provide, And How Do Australia's Data Compare With Other International Studies?, Phil Mckenzie

Dr Phillip McKenzie

This paper discusses the distinctive nature of longitudinal data and the types of policy and research questions they can address. The paper provides an overview of the Longitudinal Surveys of Australian Youth (LSAY) program, and how it compares with longitudinal surveys in other OECD countries. The LSAY program, which is operated by ACER with support from DETYA and all school authorities in Australia, has now accumulated 20 years of data on cohorts of young Australians as they move through education and training and into the labour market. The LSAY surveys probably collect more extensive information on young Australians' educational and …

Multiple-Choice Versus Short-Response Items: Differences In Omit Behaviour, Gabrielle Matters, Paul Burnett

Dr Gabrielle Matters

The overall rate of omission of items for 28,331 17 year old Australian students on a high stakes test of achievement in the common elements or cognitive skills of the senior school curriculum is reported for a subtest in multiple choice format and a subtest in short response format. For the former, the omit rates were minuscule and there was no significant difference by gender or by type of school attended. For the latter, where an item can be 'worth' up to five times that of a single multiple choice item, the omit rates were between 10 and 20 times …

The Application Of Computer Technology In The Teaching Of Junior High School Geometry, Katherine Dix

Dr Katherine Dix

School Achievement And Labour Market Outcomes, John Ainley, Gary Marks

Dr John Ainley

This paper reports on analyses of the influence of various factors, including school achievement and attainment, on the employment and earnings of young adults. It uses longitudinal data from four cohorts of young people who were followed from school into their twenties over the 1980s and 1990s

Enhanced Mathematics Learning: Does Technology Make A Difference?, Katherine Dix

Dr Katherine Dix

How To Stimulate Investment By Individuals And Enterprises In Lifelong Learning, Phil Mckenzie

Dr Phillip McKenzie

The issue of 'lifelong' learning has become an important issue in educational policy in state and national levels. At the international level, lifelong learning has been adopted as a key issue of the European Union and the OECD and UNESCO. This paper focuses on one key of the policy agenda: how to pay for lifelong learning. The paper opens with a discussion of the concept of lifelong learning, the costs associated with lifelong learning and how individuals and organisations can be stimulated by government initiatives to invest in lifelong learning.

What Works? Researching Language And Literacy Learning, Geoff Masters

Prof Geoff Masters AO

This article reflects on the purpose and objectives of educational research. The author argues that the purpose of educational research is to find ways to improve student learning, and that research that does not have this as its ultimate motivation and objective is not educational research. The author also discusses the importance of research syntheses, the value of sharpening the focus of research and that better communication of research results to practitioners should be considered.

What Differences Does A Research Centre Make?, Phil Mckenzie

Dr Phillip McKenzie

Have key research centres brought about a significant change in the quality, quantity and impact of vocational education and training research in their particular fields? This article offers a personal response to this question through the authors experience with the Monash University-ACER Centre for the Economics of Education and Training (CEET). It reflects on the ways in which the organisation's structure as a research centre enables a different way of doing vocational education and training research than individual researchers loosely linked together and on the processes of concentration and focus which lead to research of higher quality and greater impact.

Research On The Economics Of Vet: The Ceet Research Programs, Phil Mckenzie

Dr Phillip McKenzie

The paper outlines the broad framework and key themes of the 1999 research program of the Australian National Training Authority funded Monash University-ACER Centre for the Economics of Education and Training. Key research and policy issues concerning the economics of vocational education and training are identified and their implications discussed.

Student Participation In Mathematics Courses In Australian Secondary Schools, John Ainley, Peter Daly

Dr John Ainley

Participation in advanced levels of mathematics in secondary school is ofinterest to those involved in educational policy and practice as well as those involved in research. This paper uses multilevel analyses (including a trichotomous outcome variable) of longitudinal data from a nationally representative sample of Australian schools to investigate the influence of a number of factors on participation in mathematics (advanced, general, or none) in the final year of secondary school. The results suggest that the major influences on mathematics participation are gender and prior mathematics achievement. Both influences are substantial and independent of each other. Building a strong foundation …

Assessment And Reporting Of Student Achievement For Students With Specific Educational Needs Against Literacy And Numeracy Benchmarks, S Zammit, Marion Meiers, T Frigo

Marion Meiers

This report provides key information on assessment and reporting of literacy and numeracy achievement. The study indicates the critical issues for stakeholders in relation to the assessment and reporting of performance outcomes of students with specific educational needs against literacy and numeracy benchmarks. It underlines the importance of accurately assessing and reporting the performance of students with special needs so that their specific needs are not overlooked.

Can We Tell The Difference And Does It Matter? Differences In Achievement Between Girls And Boys In Australian Senior Secondary Education, Gabrielle Matters, Reg Allen, Ken Gray

Dr Gabrielle Matters

The nature and interpretation of differences between the achievements of females and males in senior secondary school studies in Australia, and the implications for policy and practice of these perceived differences, are showing signs of change. The way-s in which these issues are discussed publicly across Australia are reviewed and then matched against indications that have emerged from data in one state (Queensland) and from other, published studies. This analysis suggests that there are important notions of gendered achievement that may not be receiving due consideration by those who formulate policy or analyse practice.

Empowering Classroom Teachers For The 21st Century: Meeting The Challenge Of Advancing Children's Mathematical Development, Catherine Pearn

Catherine Pearn

In this paper, the specific concerns for literacy and numeracy as we enter a new era are addressed through a discussion of an innovative mathematics early intervention program, which the author and classroom teachers have developed and applied. 'Mathematics Intervention' is an innovative program developed by three classroom teachers to identify, then assist, children in year 1 'at risk' of not coping with the current mathematics curriculum. The program incorporates assessment tools and learning activities based on recent research about children's early numerical learning. It develops the basic concepts of number upon which children build their understanding of mathematics. All …

The Importance Of Efficient Strategies In Developing Numeracy In The Early Years, Catherine Pearn

Catherine Pearn

A mathematics intervention program has been established at Elm Primary School for children at risk of not succeeding with Grade 1 mathematics. The program is based on current research that shows that children become numerate by progressing through five counting stages. The development and results of clinical interviews used for testing are discussed along with strategies that have been used to assist children overcome common difficulties identified by the testing. The importance for classroom teachers to be able to identify each child's strategies and thus their counting stage is stressed as a starting point for numeracy teaching in early years. …

America Reads Challenge, Catherine Rosemary, L. Lindemann

Catherine A. Rosemary

No abstract provided.

The Influence Of School Factors, John Ainley, Phil Mckenzie

Dr Phillip McKenzie

No abstract provided.

Megan: 'Seventeen Take Away Sixteen? That's Hard!', Catherine Pearn

Catherine Pearn

This paper focuses on results from testing for the Mathematics Intervention program. To determine whether students participating in the Grade 1 Intervention program maintained the progress made during the program, students were also tested when in Grade 3 or Grade 4. The main aim of this testing was to determine whether an intervention program at Grade 1 can assist students to develop flexibility in their mathematical thinking, enabling them to develop their own strategies and to be less reliant on rules and procedures. The assessment method used for the testing at both Grade 3 and Grade 4 and at the …

Early School Leaving In Australia: Findings From The 1995 Year 9 Lsay Cohort, Gary Marks, Nicole Fleming

Nicole Wernert

This report examines early school leaving in Australia. It focuses on students who leave school before the beginning of year 11 using a national representative longitudinal survey of Australian youth who were in Year 9 in 1995. The report examines the social and demographic characteristics of early school leavers and their reasons for early school leaving. It also models leaving school with social background, demographic, school and attitudinal factors. Particular attention is paid to the influence of individual schools on early school leaving. the final part of the study examines the post-school activities of early school leavers focusing on their …

Mathematics Intervention, Marguerite Merrifield, Catherine Pearn

Catherine Pearn

A Mathematics Intervention program has been established at Boroondara Park Primary School for children 'at risk' of not succeeding with Grade 1 mathematics. The program is based on current research that shows that children become numerate by progressing through five counting stages. The development and results of clinical interviews used for testing will be discussed along with strategies that have been used to assist children overcome common difficulties identified by the testing. The importance for classroom teachers to be able to identify each child's strategies and thus their counting stage will be stressed as a starting point for numeracy teaching …

Influences And Consequences Of Well-Being Among Australian Young People : 1980 - 1995, Gary Marks, Nicole Fleming

Nicole Wernert

This paper investigates the determinants and consequences of subjective well-being. The Australian Youth in Transition panel data is used to examine several aspects of well being: the influence of sociodemographic and labour market characteristics, the dynamics of well-being and its determinants; the isolation of ageing, cohort and contextual effects, and the effects of well- being on marital status and labour market outcomes.