Education Commons^™

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 …

Five Challenges In Australian School Education, Geoff N. Masters Ao

Policy Insights

There is no shortage of challenges in school education. Some of the biggest challenges we face can appear frustratingly intractable. Despite reform efforts, regular government reviews and ongoing calls for change, progress in addressing our most significant challenges is often slow and solutions continue to elude us. In this paper Professor Geoff Masters discusses five significant challenges facing school education.

1. Equipping students for the 21st Century, including by increasing reading, mathematical and scientific literacy levels;
2. Reducing disparities between Australia's schools, particularly along socioeconomic lines, by ensuring that every student has access to an excellent school and excellent teaching;
3. Reducing the …

Catching Fish And Avoiding Sharks: Investigating Factors That Influence Developmentally Appropriate Measurement Of Preschoolers' Inhibitory Control, Steven J. Howard, Anthony D. Okely

Faculty of Social Sciences - Papers (Archive)

Although researchers agree that the first 5 years of life are critical for children's developing executive functions (EFs), further advances are hindered by a lack of consensus on the design and selection of developmentally appropriate EF tasks for young children. Given this debate, well-established adult measures of EF routinely have been adapted for young children. Given young children's comparatively limited cognitive capacities, however, such adaptations do not guarantee that the task's critical EF demands are retained. To investigate this possibility, the current study examined the characteristics that optimize measurement of young children's EFs-specifically, their inhibitory control-using the go/no-go (GNG) task …

Green Space And Child Weight Status: Does Outcome Measurement Matter? Evidence From An Australian Longitudinal Study, Taren Sanders, Xiaoqi Feng, Paul P. Fahey, Chris Lonsdale, Thomas Astell-Burt

Faculty of Social Sciences - Papers (Archive)

Objective: To examine whether neighbourhood green space is beneficially associated with (i) waist circumference (WC) and (ii) waist-to-height ratio (WtHR) across childhood. Methods: Gender-stratified multilevel linear regressions were used to examine associations between green space and objective measures of weight status in the Longitudinal Study of Australian Children, a nationally representative source of data on 4,423 children aged 6 y to 13 y. WC and WtHR were measured objectively. Percentage green space within the local area of residence was calculated. Effect modification by age was explored, adjusting for socioeconomic confounding. Results: Compared to peers with 0-5% green space locally, boys …

How Do We Know If It Works? Measuring Outcomes In Bystander-Focused Abuse Prevention On Campuses, Alison C. Cares, Victoria L. Banyard, Mary M. Moynihan, Rebecca Warner

Sociology and Criminology Department Faculty Works

Objective: To address acknowledged limitations in the effectiveness of sexual and relationship abuse prevention strategies, practitioners have developed new tools that use a bystander framework (Lonsway et al, 2009). Evaluation of bystander-focused prevention requires measures, specific to the bystander approach, that assess changes over time in participants’ attitudes and behaviors. Few measures exist and more psychometric analyses are needed. We present analyses to begin to establish the psychometric properties of four new measures of bystander outcomes and their subscales. Method: We collected data from 948 first year college students on two campuses in the northeast United States. Items assessing attitudes …

Modelling The Human Visual Cortex, A Complete Model From Visual Stimulus To Bold Measurement, Mark M. Schira, Peter Robinson, Michael Breakspear, Kevin M. Aquino

Faculty of Social Sciences - Papers (Archive)

Abstract presented at The Asia-Pacific Conference on Vision (APCV) 2014 19-22 July 2014, Takamatsu, Japan

Measurement Of Mental Attention: Assessing A Cognitive Component Underlying Performance On Standardized Intelligence Tests, Steven J. Howard, Janice Johnson, Juan Pascual-Leone

Faculty of Social Sciences - Papers (Archive)

Despite the widespread use of standardized IQ tests to measure human intelligence, problems with such measures have led some to suggest that better indices may derive from measurement of cognitive processes underlying performance on IQ tests (e.g., working memory capacity). However, measures from both approaches may exhibit performance biases in favour of majority groups, due to the influence of prior learning and experience. Mental attentional (M-) capacity is proposed to be a causal factor underlying developmental growth in working memory. Measures of M-capacity index important cognitive variance underlying performance on standardized intelligence tests. These measures appear to be reasonably culture-fair …

The Forms Of Bullying Scale (Fbs): Validity And Reliability Estimates For A Measure Of Bullying Victimization And Perpetration In Adolescence, Therese M. Shaw, Julian J. Dooley, Donna S. Cross, Stephen R Zubrick, Stacey K. Waters

Research outputs 2013

The study of bullying behavior and its consequences for young people depends on valid and reliable measurement of bullying victimization and perpetration. Although numerous self-report bullying-related measures have been developed, robust evidence of their psychometric properties is scant, and several limitations inhibit their applicability. The Forms of Bullying Scale (FBS), with versions to measure bullying victimization (FBS-V) and perpetration (FBS-P), was developed on the basis of existing instruments, for use with 12-to 15-year-old adolescents to economically, yet comprehensively measure both bullying perpetration and victimization. Measurement properties were estimated. Scale validity was tested using data from 2 independent studies of 3,496 …