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Articles 1 - 30 of 154
Full-Text Articles in Education
Building The Capacity Of Teachers For Supporting 21st-Century Learning, Jenny Gore, Michelle Ware, Sui-Linn White, Lee-Anne Collins, Lloyd Bowen, Carole Hansen
Building The Capacity Of Teachers For Supporting 21st-Century Learning, Jenny Gore, Michelle Ware, Sui-Linn White, Lee-Anne Collins, Lloyd Bowen, Carole Hansen
2009 - 2019 ACER Research Conferences
Quality Teaching Rounds (QTR) was first conceptualised by Julie Bowe and Jenny Gore in 2007. It involves teachers working in professional learning communities (PLCs) to reflect on their classroom practice through the lens of the quality teaching model. This teacher-led process builds capacity for quality teaching with novice and experienced teachers alike. Following a set of protocols and adhering to essential features of the approach, one PLC member teaches a lesson, observed by all others. The lesson is coded individually and then collaboratively analysed, using the shared language of the model. This poster presentation graphically highlights evidence from several research …
A Model For How Students Choose Or Reject Subjects At School And What It Means For Science, Tracey-Ann Palmer
A Model For How Students Choose Or Reject Subjects At School And What It Means For Science, Tracey-Ann Palmer
2009 - 2019 ACER Research Conferences
There has been concern expressed by educators, researchers and policymakers that too few students are choosing science in their final years of school. Science study at school has been linked to the supply of a scientifically skilled and literate workforce necessary for Australia’s prosperity into the 21st century. This study breaks new ground in exploring how students choose subjects for their final years of school and applying this to the choice of science. Specific strategies are suggested to encourage students to continue studying science at the time subjects are chosen.
Fostering Metacognitive Skills: A Longitudinal Cohort Study, Paul Welch, Annie Van Homrigh
Fostering Metacognitive Skills: A Longitudinal Cohort Study, Paul Welch, Annie Van Homrigh
2009 - 2019 ACER Research Conferences
Metacognitive awareness, which is part of self regulated learning, includes the domains of knowledge of cognition and regulation of cognition. Students with effective metacognitive skills are more aware of their strengths and weaknesses and strive to further improve their learning skills. This longitudinal cohort study uses the Junior Metacognitive Awareness Inventory (Jr. MAI) to measure student metacognitive awareness across Years 7 to 10 in a north Queensland girls’ Catholic college.
Negotiation Strategies To Support Misbehaving Kindergarten Children: The ‘Deal’ Strategy, Mariana Boules
Negotiation Strategies To Support Misbehaving Kindergarten Children: The ‘Deal’ Strategy, Mariana Boules
2009 - 2019 ACER Research Conferences
This presentation reports on a strategy implemented at a kindergarten to negotiate behavioural changes with children while developing an attitude of personal accountability for progressing the kindergarten program. The method used involved the child being asked their favourite fruit, the name of which is then used as a code for a deal on a behavioural change.
Evaluating I2s2: An Inquiry-Based Indigenous Science Program For Years 5 To 9, Caja Gilbert
Evaluating I2s2: An Inquiry-Based Indigenous Science Program For Years 5 To 9, Caja Gilbert
2009 - 2019 ACER Research Conferences
The Indigenous STEM Education Project, funded by BHP Billiton and implemented by CSIRO, aims to increase participation and achievement of Aboriginal and Torres Strait Islander students in science, technology, engineering and mathematics (STEM) education and career pathways. It consists of six programs that cater to the diversity of students as they progress through primary, secondary and tertiary education and into employment. One of these programs is I2S2 (Inquiry for Indigenous Science Students). I2S2 is an inquiry-based science program for Years 5 to 9 that has involved over 7600 Aboriginal and Torres Strait Islander students and 1154 teachers since 2016. It …
How Teachers Engage With Student Assessment Data: Understanding Antecedents To Data-Driven Decision Making, Cynthia P. Raffe, Dennis Alonzo, University Of New South Wales
How Teachers Engage With Student Assessment Data: Understanding Antecedents To Data-Driven Decision Making, Cynthia P. Raffe, Dennis Alonzo, University Of New South Wales
2009 - 2019 ACER Research Conferences
In recent years, education systems internationally have been encouraging data-use initiatives with the aim of improving student learning through data-driven decision making (DDDM). The use of student assessment data in particular has been promoted to guide teaching practices and progress student learning. Despite this, the adoption of data-use practices by New South Wales classroom teachers has been slow. The study qualitatively examined two core foundational activities that affect New South Wales classroom teachers’ use of student assessment data, referred to as assessment data collection (ADC) practices, and assessment data analysis (ADA) practices. Specifically, the study sought to answer: What are …
Karmel Oration: On With The 21st Century! Preparing Australian Education For The 2020s And Beyond, Neil Selwyn
Karmel Oration: On With The 21st Century! Preparing Australian Education For The 2020s And Beyond, Neil Selwyn
2009 - 2019 ACER Research Conferences
It is rare that the education community gets the chance to think seriously about the future. The 2019 Research Conference theme therefore gives us a welcome opportunity to be future-focused and forward-thinking. This presentation will preface the conference by reflecting on some pressing issues that Australian education is set to face over the next decade. In particular, we will explore a series of substantial challenges that are likely to come to the fore during the 2020s. These include: making a persuasive case for retaining traditional models of ‘school’ and ‘teacher’ in the face of compelling alternatives; developing broader notions of …
Key Skills For The 21st Century: An Evidence-Based Review, Esther Doecke, Quentin Maire
Key Skills For The 21st Century: An Evidence-Based Review, Esther Doecke, Quentin Maire
2009 - 2019 ACER Research Conferences
It is vital that education systems deliver quality outcomes for all young people and prepare them well for their future in the economy and society. To do so, many systems have traditionally had a strong focus on developing academic skills, particularly in literacy and numeracy. In recent years, education systems have developed greater expectations that schools will also equip young people with a broader set of skills for the 21st century (e.g. creativity, critical thinking, problem-solving). This paper addresses these developments and the challenges they present. Building on an evidence-based review, this paper asks what are the key skills required …
Assessing Computational Thinking, Daniel Duckworth
Assessing Computational Thinking, Daniel Duckworth
2009 - 2019 ACER Research Conferences
This paper provides some context for the role of computation thinking (CT) in the Australian Curriculum, an abridged literature review of CT as a problem-solving framework from the International Computer and Information Literacy Study (ICILS) 2018 assessment framework and some examples of how CT has been used to solve real-world problems. Finally, this paper presents ways to teach and assess CT.
What Can Early Childhood Education And Care Settings Teach Us About Skills For The 21st Century?, Dan Cloney, Kellie Picker
What Can Early Childhood Education And Care Settings Teach Us About Skills For The 21st Century?, Dan Cloney, Kellie Picker
2009 - 2019 ACER Research Conferences
Early childhood education and care (ECEC) settings are naturally oriented towards promoting 21st century skills. This can be seen in Australia, where learning is defined as the development of identity, social and emotional skills, problem-solving, and communication skills. A 21st century orientation is also seen in the playbased pedagogies implemented in ECEC settings. A gap, however, exists in the ability of the ECEC sector to communicate its successes. This gap relates to the lack of measurement tools to quantify the quality of the adult–child interactions in ECEC settings, and children’s growth in these 21 century skills and abilities. This paper …
Assessment In The Interpersonal Domain: Experiences From Empathy Assessment In Medical Education, Neville Chiavaroli
Assessment In The Interpersonal Domain: Experiences From Empathy Assessment In Medical Education, Neville Chiavaroli
2009 - 2019 ACER Research Conferences
Frameworks for the teaching and assessment of 21st-century skills commonly recognise the importance of learning and skill development in the interpersonal domain. They also usually acknowledge the challenge of reliably and validly assessing students in this domain. In the field of medical education and in selecting students for medical courses, the concept of empathy has become central to representing the particular interpersonal understandings and skills expected of students and practising doctors. Attempts to assess these attributes during medical training are just as challenging as in school contexts. This presentation draws on several years’ experience of working with medical educators to …
Assessing And Understanding Social And Emotional Skills: The Oecd Study On Social And Emotional Skills, Sue Thomson
Assessing And Understanding Social And Emotional Skills: The Oecd Study On Social And Emotional Skills, Sue Thomson
2009 - 2019 ACER Research Conferences
In an increasingly fast-changing and diverse world, the importance of developing social and emotional skills is becoming more evident. The large body of accumulated evidence shows that these skills have strong relationships with life outcomes and they have been referred to as a key component of 21st century skills. The Organisation for Economic Co-operation and Development (OECD) Study on Social and Emotional Skills is a new international assessment of these skills in students at primary and secondary schools. This study also gathers information on students’ families, schools and community learning contexts, aiming to provide information about the conditions or practices …
Wii-Ma-Li (Light The Fire): The Impact Of The Connected Communities Strategy On Hillvue Public School, Chris Shaw
Wii-Ma-Li (Light The Fire): The Impact Of The Connected Communities Strategy On Hillvue Public School, Chris Shaw
2009 - 2019 ACER Research Conferences
Hillvue Public School has an enrolment of approximately 300 students, 80 per cent of whom identify as Aboriginal or Torres Strait Islander. The school, located in Tamworth, is one of 15 Connected Communities schools in New South Wales. The Connected Communities Strategy is about developing an inclusive culture in a school and providing an environment that maximises student learning with an emphasis on high expectations, engagement and achievement. Globally, there have been significant changes to the ways that children learn and teachers teach. Our school environment and the world in which our students grow and function continues to change in …
Digital Literacy: Myths And Realities, Julian Fraillon
Digital Literacy: Myths And Realities, Julian Fraillon
2009 - 2019 ACER Research Conferences
Digital literacy, under a wide variety of names, is routinely classified as a 21st-century skill and is frequently reported as an area of high priority in school education systems internationally. In comparison with students in other countries, Australian students have high levels of access to digital technologies both at and outside of school. With this access comes the expectations that students will be highly-proficient users of digital technologies and that schools will use digital technologies in transformative ways to support student learning. This session will examine how concepts of digital literacy have developed over time, what data from large-scale assessments …
Teaching And Assessing The General Capabilities In A Secondary School Context, Loren Clarke, Melissa Hughes
Teaching And Assessing The General Capabilities In A Secondary School Context, Loren Clarke, Melissa Hughes
2009 - 2019 ACER Research Conferences
Education researchers, policymakers and private enterprise agree that, in addition to content knowledge, students in the 21st century need to acquire particular skills to equip them for active citizenship in the modern world. This is a real challenge for teachers today: how do they teach and assess the skills needed to live and work in the 21st century? This paper will explore the development of Eltham High School’s focus on teaching and assessment of collaboration, problem-solving, and critical thinking over the past seven years. It will explore the development of the assessment program, its connection to the school and state …
Not Just For The Kids: Adult Skills In The 21st Century, Juliette Mendelovits, Dave Tout
Not Just For The Kids: Adult Skills In The 21st Century, Juliette Mendelovits, Dave Tout
2009 - 2019 ACER Research Conferences
The Programme for International Assessment of Adult Competencies (PIAAC) is an international survey of adult skills that covers reading literacy, numeracy and problem-solving of 16-to-65-year-old adults. This paper focuses on the development and evolution of the reading and numeracy aspects of PIAAC and presents an overview of Australian performance in PIAAC, the social and economic outcomes associated with literacy and numeracy proficiency and the literacy and numeracy standards for graduating teachers.
Using Learning Analytics To Measure 21st-Century Skills, Dragan Gašević
Using Learning Analytics To Measure 21st-Century Skills, Dragan Gašević
2009 - 2019 ACER Research Conferences
The unprecedented opportunities to collect data about learning and contexts in which learning occurs has attracted great attention in education. The use of data analytics and machine learning methods have offered much potential to address many relevant questions in education. This talk will focus on the use of learning analytics to measure 21st-century skills in education and outline the types of data commonly used. It will also discuss approaches that are used for analysis and modelling of relevant learning processes and outline the ways in which learning analytics can be used to track learning progression and how the validity of …
The Science Behind The Art Of Teaching: Evaluation As Inspiration, Michele Bruniges Am
The Science Behind The Art Of Teaching: Evaluation As Inspiration, Michele Bruniges Am
2009 - 2019 ACER Research Conferences
Teachers across Australia inspire students to love learning. Our best teachers are constantly evaluating their impact on learning outcomes and adapting their practice – balancing the art and science of teaching. As we move rapidly towards the third decade of the 21st century, there is more pressure than ever for all teachers to deliver both deep discipline knowledge and the skills students need to survive and thrive in the workplace of the future. We need to use technology and data to support teachers to maximise learning outcomes for their students. This has to be done in a way that helps …
21st Century Skills: Realising The Potential Of The Australian Curriculum, Robert Randall
21st Century Skills: Realising The Potential Of The Australian Curriculum, Robert Randall
2009 - 2019 ACER Research Conferences
The Melbourne Declaration on Educational Goals for Young Australians (Melbourne Declaration) (MCEETYA, 2008) proposed that the Australian Curriculum (and state or territory and local curriculum) develop: a solid foundation in knowledge, understanding, skills and values on which further learning and adult life can be built; deep knowledge, understanding, skills and values that will enable advanced learning and an ability to create new ideas and translate them into practical applications; and general capabilities that underpin flexible and analytical thinking, a capacity to work with others and an ability to move across subject disciplines to develop new expertise. The Australian Curriculum, approved …
Digital Literacy Skill Development: Prescriptive Learning Analytics Assessment Model, Elspeth Mckay
Digital Literacy Skill Development: Prescriptive Learning Analytics Assessment Model, Elspeth Mckay
2009 - 2019 ACER Research Conferences
There is a broad awareness of how information communications technology (ICT) digital literacy impacts everyday life. In schools, use of ICT tools has become mandatory. These tools include computers, tablets and mobile phones. These smart devices are used to send emails, browse the internet and make video calls. It is essential for teachers to identify student digital literacy levels through classroom activities and when to implement flexible ePedagogies for students who need help. This presentation will provide easy-to-follow steps to manage learning analytics to determine digital literacy skill levels. Learning analytics can be used for a range of purposes: to …
Educational Reform – Scottish Style!, David Leng
Educational Reform – Scottish Style!, David Leng
2009 - 2019 ACER Research Conferences
The government in Scotland has made education their defining mission, setting out a clear framework for improvement based on four key aims as articulated in the National Improvement Framework (2015). One improvement driver is Assessing Children’s Progress. This new approach to assessment has been developed to integrate curriculum, assessment (particularly classroom assessment) and pedagogy. Teacher professional judgement has been central to this, and national initiatives have focused on supporting and strengthening it. In this context, the Scottish National Standardised Assessments (SNSA) was launched in 2017, and is a national assessment tool to support improvement in classroom practice while still providing …
Acer Research Conference Proceedings (2019), Australian Council For Educational Research (Acer)
Acer Research Conference Proceedings (2019), Australian Council For Educational Research (Acer)
2009 - 2019 ACER Research Conferences
In a rapidly changing world, there is widespread agreement that students require new levels of skill in collaborating, communicating, thinking critically, innovating, solving problems and applying what is learnt in new contexts, underpinned by values and dispositions that include a commitment to social inclusion, responsible citizenship and respect for human rights. So how do we best prepare young people and equip them to survive and thrive in the unpredictable world of the future? Research Conference 2019 will profile research around innovative ways of conceptualising, developing and assessing this broader range of priorities for student learning and development in the 21st …
Teaching Quality: Core Content Implemented Through Evidence-Based Methods With Structure, Support And Challenge, Eckhard Klieme
Teaching Quality: Core Content Implemented Through Evidence-Based Methods With Structure, Support And Challenge, Eckhard Klieme
2009 - 2019 ACER Research Conferences
Educational research aims to replace traditional notions of ‘good teaching’ with evidence-based theories of ‘successful teaching’ and develop concepts and measures of teaching quality that can inform teacher training, professional development and evaluation. Scholars have presented various conceptualisations, including constructivist as well as direct instruction models, Western and Eastern approaches, comprehensive paradigms (e.g. ‘mastery learning’ or ‘inquiry-based science education’) as well as discrete teaching practices such as scaffolding, peer tutoring or formative assessment. Content coverage and the quality of the subject matter taught (also called ‘opportunity to learn’) have been identified as strong factors. This keynote presentation will attempt to …
Using Measures Of Quality To Improve The Learning Outcomes Of All Children, Dan Cloney
Using Measures Of Quality To Improve The Learning Outcomes Of All Children, Dan Cloney
2009 - 2019 ACER Research Conferences
There is compelling evidence that high-quality early childhood education and care (ECEC) programs can act to narrow achievement gaps attributed to social inequality. This evidence is typically observed in model programs, designed by experts and offered to vulnerable families outside the market. In everyday settings, where market forces may price families out of certain programs or poor local availability may preclude attendance, ECEC programs do not appear to deliver these significant gains or close these gaps. There is a need to continually improve quality in all ECEC settings to deliver on the potential of early education. It is unclear, however, …
Enhancing Teaching And Learning Through Design Practice, Lori Lockyer
Enhancing Teaching And Learning Through Design Practice, Lori Lockyer
2009 - 2019 ACER Research Conferences
Design is part of a teacher’s practice on a daily basis. Teachers are constantly designing and redesigning learning experiences for their students. However, the notions of the teacher as designer or ‘teacher design practice’ are rarely used as frameworks within teacher education or continuing professional learning. In fact, ‘teacher design thinking’, that is, how school teachers think about and engage in design practice has been an under-researched area. Design thinking has the potential to provide teachers with a scaffold to reflect upon contextual and evidence-based factors when designing learning experiences for their students. However, we need to know how teachers …
Graduate Teacher Performance Assessment: An Intervention Project At The Intersection Of Standards, Professional Knowledge And Assessment, Claire Wyatt-Smith
Graduate Teacher Performance Assessment: An Intervention Project At The Intersection Of Standards, Professional Knowledge And Assessment, Claire Wyatt-Smith
2009 - 2019 ACER Research Conferences
The benchmarking of education systems has been accompanied by an increasing policy interest in the evidence base for initial teacher education and the related claims about graduate quality. In some countries, this has also fuelled the move to install standards that seek to specify competence on entry to teaching and at stages of career progression. In Australia, referents for these efforts include the Australian professional standards for teachers: Graduate teachers (AITSL, 2011), and National Program Standards (AITSL, 2015). It was in the context of policy-driven reform in Australian initial teacher education (ITE) that a consortium of 13 ITE providers from …
Equipping Teachers With Tools To Assess And Teach General Capabilities, Claire Scoular
Equipping Teachers With Tools To Assess And Teach General Capabilities, Claire Scoular
2009 - 2019 ACER Research Conferences
There is wide recognition that students need to be equipped with appropriate social and cognitive skills demanded by society and the workforce. The unresolved question is how to do this. Many education systems globally are addressing this demand by including skills such as critical thinking, problem-solving, collaboration, and creativity into curriculum documents or supplementary materials. However, there is little research to guide educators in teaching such skills at school level. The need to develop practical solutions for assessing and teaching social and cognitive skills, broadly classified under the umbrella ‘21st-century skills’ or ‘general capabilities’, is ever increasing. An integrated approach …
Making Online Group-Work Work: Scripts, Group Awareness And Facilitation, Peter Reimann
Making Online Group-Work Work: Scripts, Group Awareness And Facilitation, Peter Reimann
2009 - 2019 ACER Research Conferences
Even though group work for learning is a well-established and extensively researched pedagogy, teachers find it still challenging to engage students in productive collaborative learning that extends over time (e.g. weeks – in the context of project-based learning) and is computer-mediated in addition to being classroom-based. I introduce three practices that have been shown to foster collaborative knowledge production and learning: first, group scripts; second, knowledge building and knowledge awareness; and third, group facilitation. I discuss how teachers can integrate these into their teaching practices to address three challenges to productive group learning: unequal participation, lack of awareness, and stratified …
Teaching Practices That Improve Performance, Attainment And Engagement: Results From A Longitudinal Study Of High School Students In Nsw, Ian Mccarthy, Brianna Mccourt, Victoria Ikutegbe, Jin Zhou
Teaching Practices That Improve Performance, Attainment And Engagement: Results From A Longitudinal Study Of High School Students In Nsw, Ian Mccarthy, Brianna Mccourt, Victoria Ikutegbe, Jin Zhou
2009 - 2019 ACER Research Conferences
This report builds on a body of evidence showing the positive effect of teaching and classroom practices on engagement, wellbeing and academic outcomes. Using two student cohorts in NSW government schools, Years 7 to 9 and Years 10 to 12, we have quantified the effects of quality instruction and other effective classroom practices as drivers of student outcomes (see Figure 1, p. 54). A common theme across both cohorts was the positive impact on key academic outcomes of teachers having high expectations and appropriately challenging all their students (as measured through the NAPLAN tests and Year 12 completion). Modelling also …
Assessing Accomplished Teaching With Reliability And Validity: The Acer Portfolio Project, Lawrence Ingvarson
Assessing Accomplished Teaching With Reliability And Validity: The Acer Portfolio Project, Lawrence Ingvarson
2009 - 2019 ACER Research Conferences
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 …