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Full-Text Articles in Education
Making A Difference Through Quality Teaching Rounds: Evidence From A Sustained Program Of Research, Jennifer Gore
Making A Difference Through Quality Teaching Rounds: Evidence From A Sustained Program Of Research, Jennifer Gore
2009 - 2019 ACER Research Conferences
Through rigorous forms of research, including a randomised controlled trial, Quality Teaching Rounds (QTR) has been shown to make a positive difference to the quality of teaching, teacher morale and school culture. This presentation will draw on both quantitative and qualitative evidence to demonstrate the impact of QTR, outlining its effects across a range of NSW primary and secondary schools and for teachers at very different stages of their careers. The essential components of QTR will be elaborated with analysis of the underlying mechanisms that contribute to the effectiveness of this form of professional development in improving teaching practice. As …
Acer Research Conference Proceedings (2018), Australian Council For Educational Research (Acer)
Acer Research Conference Proceedings (2018), Australian Council For Educational Research (Acer)
2009 - 2019 ACER Research Conferences
There is no shortage of opinion about more and less effective ways of teaching. Schools are continually presented with strategies, programs and approaches that claim to be ‘research-based’, ‘evidence-based’ or even ‘brainbased’. Vocal advocates of particular teaching methods promote their proposed solutions in the media. But how many of these programs and methods have solid foundations in research? And how can teachers and school leaders distinguish exaggerated marketing claims from teaching strategies shown through research to be effective in improving student outcomes? Research Conference 2018 examines research evidence around teaching practices that make a difference. It brings together leading international …
The Teaching And Learning International Survey 2018: Australian Non-Response Bias Analysis Report, Katherine Dix, Toby Carslake, Elizabeth O'Grady
The Teaching And Learning International Survey 2018: Australian Non-Response Bias Analysis Report, Katherine Dix, Toby Carslake, Elizabeth O'Grady
OECD Teaching and Learning International Survey (TALIS)
This non-response bias analysis (NRBA) report was produced due to lower than expected response rates for Australian primary and secondary schools and teachers to the 2018 Teaching and Learning International Survey (TALIS) surveys. Analysis demonstrates that Australia’s International Standard Classification of Education (ISCED) 1 (primary) and 2 (secondary) respondents are representative of the broader school and teacher populations. At the school-level, there was no statistically significant bias across stratification variables between the ISCED 1 and 2 participating schools and original selected samples.