Education Commons^™

A Study Of Work Practices In Tasmanian Government Schools: Final Report To The Australian Education Union – Tasmanian Branch, Sheldon Rothman, Lawrence C. Ingvarson, Paul R. Weldon, Ali Radloff, Darren Matthews

Ali Radloff

The Australian Council for Educational Research (ACER) conducted an online survey of members on behalf of the Tasmanian Branch of the Australian Education Union (AEU). The survey, which was open to teachers, school leaders (principals and assistant principals) and education support staff working in Tasmanian government schools and offices, was available to the majority of members of the Union in August 2017, and remained open for four weeks during Term 3. The survey was based on one conducted for the Victorian branch of the AEU in 2016. The survey of the work of union members in Tasmanian government schools focussed …

A Study Of Work Practices In Tasmanian Government Schools: Final Report To The Australian Education Union – Tasmanian Branch, Sheldon Rothman, Lawrence C. Ingvarson, Paul R. Weldon, Ali Radloff, Darren Matthews

Dr Paul Weldon

The Australian Council for Educational Research (ACER) conducted an online survey of members on behalf of the Tasmanian Branch of the Australian Education Union (AEU). The survey, which was open to teachers, school leaders (principals and assistant principals) and education support staff working in Tasmanian government schools and offices, was available to the majority of members of the Union in August 2017, and remained open for four weeks during Term 3. The survey was based on one conducted for the Victorian branch of the AEU in 2016. The survey of the work of union members in Tasmanian government schools focussed …

A Study Of Work Practices In Tasmanian Government Schools: Final Report To The Australian Education Union – Tasmanian Branch, Sheldon Rothman, Lawrence C. Ingvarson, Paul R. Weldon, Ali Radloff, Darren Matthews

Dr Lawrence Ingvarson (Consultant)

The Australian Council for Educational Research (ACER) conducted an online survey of members on behalf of the Tasmanian Branch of the Australian Education Union (AEU). The survey, which was open to teachers, school leaders (principals and assistant principals) and education support staff working in Tasmanian government schools and offices, was available to the majority of members of the Union in August 2017, and remained open for four weeks during Term 3. The survey was based on one conducted for the Victorian branch of the AEU in 2016. The survey of the work of union members in Tasmanian government schools focussed …

Journal Of Qualitative Research In Sports Studies Issn 1754-2375 Overview: Guide To Contents, Editorials And Themes By Volume, Clive Palmer

Clive Palmer

Sound And Waves: An Integrated K–8 Hands‐On Approach Supporting The Ngss And Ccss Ela, Chih-Che Tai, Karin Keith, Laura Robertson, Renee Rice Moran

Renee Rice Moran

Receive practical ideas to build understanding about how to combine reading and hands-on activities as tools to understand the nature of wave movement.

Photosynthesis: An Integrated, Hands-On Approach Supporting The Ngss And Ccss Ela, Laura Robertson, Chih-Che Tai, Renee Rice Moran, Lashay Jennings, Kari Eubanks, S. Honeycutt

Renee Rice Moran

We will combine hands-on science investigations with supporting literacy activities to help students build conceptual models of photosynthesis.

Beyond Problem-Based Learning: How A Residency Model Improves The Education Of Pre-Service Teachers, Ryan Andrew Nivens, Renée Rice Moran

Renee Rice Moran

In 2010, the state of Tennessee embraced the call to overhaul teacher education and required programs to adopt a residency model within K-12 schools. How exactly this would affect the various methods courses in a teacher education program? This paper provides a description of how two elementary education methods courses have shifted from simulation-style projects to projects that involve working with actual elementary students throughout the semester. This article presents an overview of the new residency style methods courses, along with how major assignments shifted to utilize the extensive time pre-service teachers would spend in the elementary school classroom.

Photosynthesis: An Integrated, Hands-On Approach Supporting The Ngss And Ccss Ela, Laura Robertson, Chih-Che Tai, Renee Rice Moran, Lashay Jennings, Kari Eubanks, S. Honeycutt

LaShay Jennings

We will combine hands-on science investigations with supporting literacy activities to help students build conceptual models of photosynthesis.

Forces And Motion (Ps2): An Integrated K–8 Hands-On Approach Supporting The Ngss And Ccss Ela, Laura Robertson, Lashay Jennings, Huili Hong, Karin Keith, Chih-Che Tai

LaShay Jennings

Explore the benefits of merging experiential science and literacy instruction to deepen students’ understanding of force and motion.

Forces And Motion (Ps2): An Integrated K–8 Hands-On Approach Supporting The Ngss And Ccss Ela, Laura Robertson, Lashay Jennings, Huili Hong, Karin Keith, Chih-Che Tai

Chih-Che Tai

Explore the benefits of merging experiential science and literacy instruction to deepen students’ understanding of force and motion.

Understanding Academic Achievement Of African American Scholars- An Intrinsic Case Study Of An Urban High School By Cluny Lavache.Docx, Cluny Lavache

Cluny Lavache

Building An Online Learning Community For Technology Integration In Education, Jennifer Lyn Reeves, Jason Karp, Gabriela A. Mendez, Julie Alemany, Maureen Mcdermott, Jia Borror, Berta Hayes Capo, Charles Andrew Schlosser

Julie Alemany

Our professional learning community (PLC), or the Technology Integration Learning Community (TILC), consists of nine professors from the Fischler College of Education at Nova Southeastern University who embody a wide range of knowledge and skills related to instruction, research, and technology. Our TILC provides a supportive, collaborative, safe, and non-judgmental environment for sharing that knowledge (and questions) about technology tools and ideas that can be used to enhance both instruction and learning. Through a self-study, the TILC developed a framework for members to improve their own effectiveness when working with students enrolled in their courses at both the graduate and …

Who You Calling Racist?: Oer’S Role In Addressing Institutional Discrimination, Laurel Traynowicz, Michael Strickland, Bob Casper, Jasmine Roberts

Bob Casper

Thinking Maths: Learning Impact Fund Evaluation Report: Addendum To The Evaluation Report, Katherine Dix, Hilary Hollingsworth, Toby Carslake

Dr Hilary Hollingsworth

Thinking Maths is a three-term structured professional learning program for Years 6 - 9 mathematics teachers to engage middle school students’ mathematics learning. The Thinking Maths program has been developed by the South Australian Department for Education based on its Teaching for Effective Learning (TfEL) Framework. The program aims to address a significant drop in students’ mathematics performance in NAPLAN from Years 7 to Year 9. Thinking Maths supports teachers to improve students’ learning of mathematical content during the transition between Primary and Secondary school. Years 6 - 9 teachers participate in five professional learning days at 4 - 5 …

Thinking Maths: Learning Impact Fund Evaluation Report: Evaluation Report And Executive Summary, Katherine Dix, Hilary Hollingsworth, Toby Carslake

Dr Hilary Hollingsworth

Thinking Maths is a three-term structured professional learning program for Years 6 - 9 mathematics teachers to engage middle school students’ mathematics learning. The Thinking Maths program has been developed by the South Australian Department for Education based on its Teaching for Effective Learning (TfEL) Framework. The program aims to address a significant drop in students’ mathematics performance in NAPLAN from Years 7 to Year 9. Thinking Maths supports teachers to improve students’ learning of mathematical content during the transition between Primary and Secondary school. Years 6 - 9 teachers participate in five professional learning days at 4 - 5 …

Thinking Maths: Learning Impact Fund Evaluation Report: Addendum To The Evaluation Report, Katherine Dix, Hilary Hollingsworth, Toby Carslake

Dr Katherine Dix

Thinking Maths is a three-term structured professional learning program for Years 6 - 9 mathematics teachers to engage middle school students’ mathematics learning. The Thinking Maths program has been developed by the South Australian Department for Education based on its Teaching for Effective Learning (TfEL) Framework. The program aims to address a significant drop in students’ mathematics performance in NAPLAN from Years 7 to Year 9. Thinking Maths supports teachers to improve students’ learning of mathematical content during the transition between Primary and Secondary school. Years 6 - 9 teachers participate in five professional learning days at 4 - 5 …

Thinking Maths: Learning Impact Fund Evaluation Report: Evaluation Report And Executive Summary, Katherine Dix, Hilary Hollingsworth, Toby Carslake

Dr Katherine Dix

Thinking Maths is a three-term structured professional learning program for Years 6 - 9 mathematics teachers to engage middle school students’ mathematics learning. The Thinking Maths program has been developed by the South Australian Department for Education based on its Teaching for Effective Learning (TfEL) Framework. The program aims to address a significant drop in students’ mathematics performance in NAPLAN from Years 7 to Year 9. Thinking Maths supports teachers to improve students’ learning of mathematical content during the transition between Primary and Secondary school. Years 6 - 9 teachers participate in five professional learning days at 4 - 5 …

“Grounded” Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies, Judith B. Harris, Mark J. Hofer, Denise A. Schmidt, Margaret R. Blanchard, Neal Grandgenett, Marcela Van Olphen

Judith Harris

Technological pedagogical content knowledge (TPCK or TPACK) – the highly practical professional educational knowledge that enables and supports technology integration – is comprised of teachers’ concurrent and interdependent knowledge of curriculum content, general pedagogy, and technological understanding. Teachers’ planning – which expresses teachers’ professional knowledge (including TPACK) in pragmatic ways -- is situated, contextually sensitive, routinized, and activity-based. To assist with technology integration, therefore, we suggest using what is understood from research about teachers’ knowledge and instructional planning to form an approach to curriculum-based technology integration that is predicated upon teachers combining technologically supported learning activity types selected from content-keyed …

Correlates Among Teachers’ Anxieties, Demographics, And Telecomputing Activity, Judith B. Harris, Neal Grandgenett

Judith Harris

Are educators' anxiety levels or demographics related to their voluntary use of networked resources? In this study, one year of logins and online time for 189 randomly selected educators with accounts on Tenet (Texas Education Network) were correlated with six interval-level subject attribute variables: (a) writing apprehension, (b) oral communication apprehension, (c) computer anxiety, (d) age, (e) teaching experience, and (f) telecomputing experience. The usage data were also correlated with three nominal-level subject attribute variables: (a) gender, (b) professional specialty, and (c) teaching level. Results indicated that writing apprehension was significantly and negatively correlated with network use, and that telecomputing …

Testing An Instrument Using Structured Interviews To Assess Experienced Teachers’ Tpack, Judith B. Harris, Neal Grandgenett, Mark Hofer

Judith Harris

In 2010, the authors developed, tested, and released a reliable and valid instrument that can be used to assess the quality of inexperienced teachers’ TPACK by examining their detailed written lesson plans. In the current study, the same instrument was tested to see if it could be used to assess the TPACK evident in experienced teachers’ planning in the form of spoken responses to semi-structured interview questions. Interrater reliability was computed using both Intraclass Correlation (.870) and a score agreement (93.6%) procedure. Internal consistency (using Cronbach’s Alpha) was .895. Test-retest reliability (score agreement) was 100%. Taken together, these results demonstrate …

Testing A Tpack-Based Technology Integration Assessment Rubric, Judith B. Harris, Neal Grandgenett, Mark Hofer

Judith Harris

Although there is ever-increasing emphasis on integrating technology in teaching, there are few well-tested and refined assessments to measure the quality of this integration. The few measures that are available tend to favor constructivist approaches to teaching, and thus do not accurately assess the quality of technology integration across a range of different teaching approaches. We have developed a more “pedagogically inclusive” instrument that reflects key TPACK concepts and that has proven to be both reliable and valid in two successive rounds of testing. The instrument’s interrater reliability coefficient (.857) was computed using both Intraclass Correlation and a score agreement …

Correlates With Use Of Telecomputing Tools: K-12 Teachers' Beliefs And Demographics, Judith B. Harris, Neal Grandgenett

Judith Harris

What can be determined about the demographic characteristics beliefs about teaching, degrees of innovativeness, and world views of classroom teachers and specialists who use Internet-based telecomputing tools? This study correlated data representing a year of online use with responses to questionnaire items about teacher beliefs and demographics for 558 respondents from a sample of 1,000 randomly selected Internet account holders on TENET, the statewide K-12 –educational telecomputing network in Texas. Results showed significant correlations among beliefs about teaching, personal perceptions of innovativeness, and world views; respondents who were more student-centered in their beliefs about teaching perceived themselves to be more …

Testing A Tpack-Based Technology Integration Observation Instrument, Mark Hofer, Neal Grandgenett, Judith B. Harris, Kathy Swan

Judith Harris

Teachers’ knowledge for technology integration – conceptualized as technological pedagogical content knowledge, or TPACK (Mishra & Koehler 2006) – is difficult to discern, much less assess. Given the complexity, situatedness and interdependence of the types of knowledge represented by the TPACK construct, well-triangulated ways to assess demonstrated technology integration knowledge are needed. In 2009, three of the authors created and tested a rubric that was found to be a valid and reliable instrument to assess the TPACK evident in teachers’ written lesson plans (Harris, Grandgenett & Hofer 2010). We have now also developed a TPACK-based observation rubric that testing has …

Reforming Initial Teacher Education: A Call For Innovation, Tony Yeigh, David Lynch

Dr Tony Yeigh

A variety of public critiques, reports and government reviews into Initial Teacher Education (ITE) in Australia and globally have called for a rethink on teacher education. Similarly, key researchers such as Hattie (2011), Smith and Lynch (2010) and Ingvarson et al. (2014) have argued for new, innovative approaches to ITE that are able to provide alternative pathways to the training of teachers. From this perspective the current article examines several models and features of ITE in terms of innovation. This examination provides clarification concerning the nature and role of ITE reform, as well as a series of arguments highlighting the …

Assessing Accomplished Teaching With Reliability And Validity: The Acer Portfolio Project, Lawrence Ingvarson

Dr Lawrence Ingvarson (Consultant)

We know that good teachers are worth their weight in gold. But if good teaching is to be truly valued, the teaching profession must be able to demonstrate that it can evaluate itself in ways that are reliable, valid and fair. This capacity is central to any profession. It is also central to lifting the status of teaching, rewarding accomplished teaching and enabling teaching to complete with other professions for our ablest graduates. Recent OECD reports emphasise the necessity of strengthening the teaching profession, which depends upon widespread use of evidence-based teaching practices. Building the capacity for evaluation is the …

How Are They Going?: A Project To Monitor Student Engagement, Anthony Williams, Maria T. Northcote, John Reddin

Maria Northcote

The transition from school or work to university studies is not always a smooth change for many students. The university context may appear threatening, strange and isolating for some students, whether the courses be offered in on-campus or online contexts. While most modern day universities offer a raft of support services for students, including both academic and non-academic services, problems of low retention and high attrition rates still plague some institutions and some sections of particular institutions in the higher education sector. This paper presents an innovative program that uses technology-supported strategies within a regular learning management system (LMS) to …

Getting On The Online Education Train: The Journey Of A Small Higher Education Institution, Anthony Williams, Maria T. Northcote

Maria Northcote

Many universities have instituted professional learning centres that support academic teaching staff in their capacity to facilitate student-centred learning. Some of these centres also extend their reach to incorporate scholarship and research. This paper reports on one such case, in which a small higher education institution in Australia established what has become known as the Centre for Advancement of the Scholarship of Teaching and Learning (CASTL). From its inception, the CASTL’s intentions have been multi-dimensional, in that its programs, activities and resource development span the following areas of scholarship: 1) learning and teaching; 2) researcher education and support of postgraduate …

Integrating The Scholarship Of Teaching, Learning And Assessment Into One Institution’S Homegrown Professional Learning Resources, Maria Northcote, Anthony Williams, Kevin Petrie, John Seddon, Sherene Hattingh

Maria Northcote

Many professional learning (PL) programs in universities aspire to support tertiary educators to perform duties associated with teaching, student learning and assessment. Additionally, because much of a university academic’s work is associated with conducting scholarly research and supervising students’ research, PL programs also need to provide support associated with supervision and research activities. Faced with these multiple PL demands, one small Australian higher education institution developed a suite of resources to support faculty teaching staff and researchers in their professional capacities using a heuristic (self-determined) approach to resource development. The content of the resources drew on the principles of the …

Modeling As Teaching: Preparing Preservice Teachers To Implement Universal Design For Learning, Eric Jordan Moore

Jordan Moore

Increasing diversity and growing achievement gaps among diverse groups in U.S. public schools has resulted in increased pressure on teacher education programs to prepare teachers effectively to meet the needs of contemporary students. Research is needed to establish best practices of teacher education that carry forward into future practice. Universal Design for Learning (UDL) has been proposed as a framework to help address the need for more flexible learning environments, but limited research has been conducted to determine best practices for supporting preservice teachers in learning this complex framework. In this dissertation study, I examine the notion that education research …

What Remuneration Levels Should Apply To Highly Accomplished And Lead Teacher Certification, Lawrence C. Ingvarson

Dr Lawrence Ingvarson (Consultant)