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Full-Text Articles in Education

Teaching Quality: Core Content Implemented Through Evidence-Based Methods With Structure, Support And Challenge, Eckhard Klieme Aug 2018

Teaching Quality: Core Content Implemented Through Evidence-Based Methods With Structure, Support And Challenge, Eckhard Klieme

2009 - 2018 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 ...


Enhancing Teaching And Learning Through Design Practice, Lori Lockyer Aug 2018

Enhancing Teaching And Learning Through Design Practice, Lori Lockyer

2009 - 2018 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 ...


Graduate Teacher Performance Assessment: An Intervention Project At The Intersection Of Standards, Professional Knowledge And Assessment, Claire Wyatt-Smith Aug 2018

Graduate Teacher Performance Assessment: An Intervention Project At The Intersection Of Standards, Professional Knowledge And Assessment, Claire Wyatt-Smith

2009 - 2018 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 Aug 2018

Equipping Teachers With Tools To Assess And Teach General Capabilities, Claire Scoular

2009 - 2018 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 ...


Using Measures Of Quality To Improve The Learning Outcomes Of All Children, Dan Cloney Aug 2018

Using Measures Of Quality To Improve The Learning Outcomes Of All Children, Dan Cloney

2009 - 2018 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 ...


Making Online Group-Work Work: Scripts, Group Awareness And Facilitation, Peter Reimann Aug 2018

Making Online Group-Work Work: Scripts, Group Awareness And Facilitation, Peter Reimann

2009 - 2018 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 Aug 2018

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 - 2018 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 Aug 2018

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

2009 - 2018 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 ...


Making A Difference Through Quality Teaching Rounds: Evidence From A Sustained Program Of Research, Jennifer Gore Aug 2018

Making A Difference Through Quality Teaching Rounds: Evidence From A Sustained Program Of Research, Jennifer Gore

2009 - 2018 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 ...


Communicating Student Learning Progress: What Does That Mean And Can It Make A Difference?, Hilary Hollingsworth, Jonathan Heard Aug 2018

Communicating Student Learning Progress: What Does That Mean And Can It Make A Difference?, Hilary Hollingsworth, Jonathan Heard

2009 - 2018 ACER Research Conferences

Traditionally in schools, the main method of communicating students’ academic performance has been the summative end-of-semester report, and the focus of much of this communication has centred on reporting achievement against year-level standards. While semester reporting largely remains established practice, the advent of new school management systems has seen schools embrace a practice known as ‘continuous reporting’. Though well-intended, early analysis would suggest that the potential benefits of this relatively new process are inconsistently understood, and reveal a confusion between progressive instalments of feedback versus feedback on student progress. Such confusion may be indicative of other gaps in the organisational ...


Driving One’S Own Learning – Full Speed Ahead! Motivationally Anchored Instruction, Alison Davis Aug 2018

Driving One’S Own Learning – Full Speed Ahead! Motivationally Anchored Instruction, Alison Davis

2009 - 2018 ACER Research Conferences

This paper explores the concept of motivationally anchored instruction, how it is practised in classrooms and the structure for teacher professional learning that supports its implementation. Participants will examine how teachers enact pedagogical practices that deliberately develop and grow students’ inner desire to want to learn. Content will draw on the analogy of learners driving their own learning by describing and examining deliberate acts of teaching that grow and develop the intrinsic motivation dispositions of our students. Research and practices that support a learning environment where intrinsic motivation creates internal drive and desire to do well are examined, and such ...


The Role Of Evidence In Teaching And Learning, Geoff N. Masters Ao Aug 2018

The Role Of Evidence In Teaching And Learning, Geoff N. Masters Ao

2009 - 2018 ACER Research Conferences

Highly-effective teaching requires evidence-informed decision making at crucial points in the teaching process. First, effective teachers use quality evidence to establish the points individual learners have reached in their learning. This enables teachers to identify starting points for further teaching and learning and to ensure that each student is given learning opportunities at an appropriate level of challenge. In contrast, much teaching instead assumes all students will be appropriately challenged by common year-level curricula. The process of establishing and understanding where students are in their learning often requires detailed diagnostic evidence of individual misunderstandings and obstacles to learning progress. Second ...


Making A Difference In Learning Through Arts-Rich Pedagogy, Robyn Ewing Am Aug 2018

Making A Difference In Learning Through Arts-Rich Pedagogy, Robyn Ewing Am

2009 - 2018 ACER Research Conferences

There is unequivocal evidence that arts-rich pedagogies enhance student social and emotional wellbeing and, consequently, academic learning outcomes across the curriculum. Yet many primary teachers report they lack the expertise and/or confidence to embed quality arts processes and experiences in what is increasingly described as an overcrowded curriculum. This presentation reviews the research findings about the impact and sustainability of School Drama, an initiative developed through a partnership between the Sydney Theatre Company and The University of Sydney. An innovative co-mentoring teacher professional learning program and drama-based intervention, the program aims to develop primary teachers’ professional knowledge of and ...


Transforming Learning With Information And Communication Technologies: Insights From Three Decades Of Research, Romina Jamieson-Proctor Aug 2018

Transforming Learning With Information And Communication Technologies: Insights From Three Decades Of Research, Romina Jamieson-Proctor

2009 - 2018 ACER Research Conferences

Since computers first appeared in classrooms, educators have sought to integrate information communication technologies (ICT) into teaching and learning. In Australia, as elsewhere, ICT are widely regarded as critical facilitators of student learning. The ability to use ICT effectively is specified in Australia’s national curriculum as a required general capability. However, despite the educational environment being replete with ICT related programs, our understanding of how students use ICT for learning is still limited. This paper presents insights from the past 30 years of research, which suggest that even though the current ‘climate’ in Australian schools is favourable, teacher confidence ...


Evidence-Based Approaches To School Improvement: The Kimberley Schools Project, Bill Louden Aug 2018

Evidence-Based Approaches To School Improvement: The Kimberley Schools Project, Bill Louden

2009 - 2018 ACER Research Conferences

Despite a great deal of goodwill, effort and funding, student achievement in the Kimberley region of Western Australia has shown little improvement in the last decade. Governments have intervened in a range of ways: tying funding to evidence that schools are closing the gap; improving conditions for teachers and principals working with remote communities; funding a bewildering range of attendance and engagement strategies; and supporting cultural relevance though a range of short-term skill and enrichment programs. This paper describes the Kimberley Schools Project, which is an alternative approach funded by the Western Australian Government through the Royalties for Regions program ...


Acer Research Conference Proceedings (2018), Australian Council For Educational Research (Acer) Aug 2018

Acer Research Conference Proceedings (2018), Australian Council For Educational Research (Acer)

2009 - 2018 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 ...


Karmel Oration: Leading Schools And School Systems In Times Of Change: A Paradox And A Quest, Toby Greany Aug 2017

Karmel Oration: Leading Schools And School Systems In Times Of Change: A Paradox And A Quest, Toby Greany

2009 - 2018 ACER Research Conferences

The ‘paradox’ in this title refers to a set of contradictions that sit at the heart of education policy in many school systems. Policymakers in these systems want things that, if not inherently at odds, are nevertheless in tension— such as a tightly defined set of national standards and a broad and balanced curriculum; academic stretch for the most able and a closing of the gap between high and low performers; choice and diversity and equity; and so on. The ‘quest’ is for leaders and leadership to resolve these tensions in practice. School autonomy policies have placed huge power in ...


Leadership That Transforms Schools And School Systems, Brian Caldwell Aug 2017

Leadership That Transforms Schools And School Systems, Brian Caldwell

2009 - 2018 ACER Research Conferences

This paper will report on the findings of four international research projects on leadership in high-performing school systems around the world. The paper will focus on building the capacity of school leaders to exercise professional autonomy and how different levels of government achieve strategic alignment among policies in their efforts to lift performance. The paper will summarise findings reported in The Autonomy Premium published in 2016 by ACER Press, along with the findings of a national survey of principals in Australia. The major part of this presentation is devoted to comparing Australia on 15 benchmarks derived from international studies in ...


Looking For The X-Factors: Contextualised Learning And Young Indigenous Australian Children, Karen L. Martin, Stuart Fuller Aug 2017

Looking For The X-Factors: Contextualised Learning And Young Indigenous Australian Children, Karen L. Martin, Stuart Fuller

2009 - 2018 ACER Research Conferences

This presentation outlines a research project into early childhood education funded by Queensland Department of Education and Training’s Education Horizon research grant scheme. The project will run from July 2016 to June 2017. This project involved two main research activities: an online survey of early childhood educators of young Indigenous Australians and a small case study of early childhood and early years education programs in Logan, Darling Downs and Far North Queensland regions. The pilot case study sought to identify ‘X-factors’ regarding the contextualisation of curriculum, pedagogy and assessment for young Indigenous Australian learners. This presentation will outline the ...


Teacher Leader And Teacher Leadership: A Call For Conceptual Clarity, Susan Lovett Aug 2017

Teacher Leader And Teacher Leadership: A Call For Conceptual Clarity, Susan Lovett

2009 - 2018 ACER Research Conferences

Education systems cannot afford to lose promising teachers who could be the school leaders of tomorrow. My work shows a need to promote leadership as learning for teachers and students rather than as management and administration, heavy workloads and disconnectedness from students and their learning. Conceptions of leadership that allow teachers to see professional learning as the reason for their work make a contribution to school leadership as a whole. Schools benefit from leaders at all levels no matter their distance to classrooms. School cultures can stimulate leadership practices when professional learning exchanges among teachers are reciprocated. Professional learning is ...


Science Of Learning Network Of Schools: The Science Of Communities Of Practice, Andrew Jones, Frank Vetere Aug 2017

Science Of Learning Network Of Schools: The Science Of Communities Of Practice, Andrew Jones, Frank Vetere

2009 - 2018 ACER Research Conferences

Frameworks referencing synthesised bodies of prominent research adorn education improvement policy like curiously named pieces of Ikea furniture—peculiar in their assemblage, ostensibly contemporary, and striking in their modular convenience. Amid this, most pundits still agree that we have an education advancement issue in this country. Despite significant increases in funding from successive federal and state governments, we simply haven’t been able to shift the needle. What we can ascertain is that compliance-based improvement approaches don’t work. They are unable to influence the cognitive maps, beliefs and understandings of the educator to the extent necessary to effectively improve ...


Leading Age-Appropriate Pedagogies In The Early Years Of School, Beverley R. Fluckiger, Julie Dunn, Madonna Stinson, Elizabeth Wheeley Aug 2017

Leading Age-Appropriate Pedagogies In The Early Years Of School, Beverley R. Fluckiger, Julie Dunn, Madonna Stinson, Elizabeth Wheeley

2009 - 2018 ACER Research Conferences

There is increasing pressure on leaders and teachers to improve the academic achievement of children in the early years of school. Alongside this is recognition that social and emotional development are the important drivers of children’s school and lifetime success. This paper reports on the design and leadership of the pilot phase of the Age Appropriate Pedagogies program commissioned by the Queensland Department of Education and Training to refocus pedagogical practices in the early years of school. This refocus was deemed to be necessary in order to achieve strong academic outcomes while ensuring that children’s holistic development remained ...


Opening Or Closing Doors For Students? Equity And Data-Driven Decision-Making, Amanda Datnow Aug 2017

Opening Or Closing Doors For Students? Equity And Data-Driven Decision-Making, Amanda Datnow

2009 - 2018 ACER Research Conferences

Data-driven decision-making is key pillar of educational reform initiatives in countries across the globe. While approaches to data use vary, the theory of action underlying these efforts is often similar. The common idea is that when leaders and teachers are knowledgeable about how to use data, they will become more effective in reviewing their existing capacities, identifying weaknesses, and charting plans for improvement. In the classroom, data can inform how teachers plan lessons, identify concepts for re-teaching, and differentiate instruction. For all these reasons, data use has significant implications for teaching and leadership. Ensuring equitable opportunities and outcomes for all ...


Leading Empowered Evaluations To Develop Trust And Improve Learning: Insights From Qualitative Research, Peter Mcclenaghan, Kerrie Ikin Aug 2017

Leading Empowered Evaluations To Develop Trust And Improve Learning: Insights From Qualitative Research, Peter Mcclenaghan, Kerrie Ikin

2009 - 2018 ACER Research Conferences

What does ‘empowering teachers-as-evaluators’ mean in whole-school strategic planning and evaluation? Our work seeks to develop and empower teachers as whole-of-school evaluators to embrace ownership of the school’s plan and directions, build communities of practice, create transparency, openness and trust, and ultimately improve student learning outcomes. Our previous research in whole-school qualitative empowerment evaluation showed that principals who were fully engaged in their schools’ evaluations were more likely to be influenced by the evaluation process, use the evaluation results and build evaluation capacity than those who merely participated as a guest. They engaged in double-loop learning. We further found ...


Developing Evaluative Thinking And Evidence-Based Practice: A Synthetic Case Study, Tim Wyatt Aug 2017

Developing Evaluative Thinking And Evidence-Based Practice: A Synthetic Case Study, Tim Wyatt

2009 - 2018 ACER Research Conferences

The NSW Literacy and Numeracy Action Plan, which operated from 2012 to 2016, provided $261 millon to improve literacy and numeracy learning in 448 the most disadvantaged and lowest performing schools across the three education sectors in NSW. A key objective of the Action Plan was to enhance teacher and school leader capacity, including the ability to apply evidence-based practices and evaluative thinking to planning and programming for teaching and learning at a classroom level, and to planning and decision-making at a whole-school level. The concept and terminology of ‘evidence-based practice’ is in common parlance in Australian schools; however, in ...


Developing A Professional Certification System For School Principals: The Principals Australia Institute Certification Project, Lawrence Ingvarson Aug 2017

Developing A Professional Certification System For School Principals: The Principals Australia Institute Certification Project, Lawrence Ingvarson

2009 - 2018 ACER Research Conferences

In 2014, the Principals Australia Institute (PAI) decided to develop a national system for providing professional certification to accomplished school principals, based on the AITSL Australian Professional Standard for Principals (the Standard). ACER has been assisting the PAI in the development of valid and reliable methods whereby principals can demonstrate how they meet the Standard. This work has included conceptualising the system, developing an assessment and evaluation framework for certification, and developing guidelines for three portfolio initiatives linked to the Australian Professional Standard for Principals. The portfolio initiatives were field-tested in 2015 and a group of principals was trained to ...


Pre-Service And In-Service Teacher Education: A Leadership Model For Collaborative Learning, Jo-Anne Reid Aug 2017

Pre-Service And In-Service Teacher Education: A Leadership Model For Collaborative Learning, Jo-Anne Reid

2009 - 2018 ACER Research Conferences

Innovative collaboration between schools and university can enhance teacher education. This model was developed as part of a partnership between a school principal leading a cluster of diverse primary schools, and a local university school of teacher education. The partnership established a memorandum of understanding to support targeted and standards-based professional learning for teachers and new leaders across the schools in the cluster. Novice pre-service teachers were also assigned to these schools for an extended weekly professional placement. This session outlines the model as it was designed: to respond to the strategic demands of particular school communities, as well as ...


Principals As Literacy Leaders: A Strategy For Improving Reading Engagement And Achievement In Australian Schools, Tony Townsend Aug 2017

Principals As Literacy Leaders: A Strategy For Improving Reading Engagement And Achievement In Australian Schools, Tony Townsend

2009 - 2018 ACER Research Conferences

By the end of 2017, approximately 1500 school leaders from all states and territories in Australia will have undertaken the Principals as Literacy Leaders (PALL) program. This program was first funded in 2010 for 60 primary principals of disadvantaged schools by a Commonwealth Government grant under the Closing the Gap strategy. Since that time, additional cohorts of school leaders have been funded by state departments of education, professional associations and individual schools. Many of the programs were associated with research looking at various outcomes of the learning gained from the PALL program. To date, there have been six published studies ...


Stronger Smarter: A Sustained And Enduring Approach To Indigenous Education (Whether Education Researchers Know It Or Not!), Chris Sarra Aug 2017

Stronger Smarter: A Sustained And Enduring Approach To Indigenous Education (Whether Education Researchers Know It Or Not!), Chris Sarra

2009 - 2018 ACER Research Conferences

In 1988, Professor Sarra commenced his career as an educator. After a very personal revelation about how he as an Aboriginal student had been ‘sold short’ by schooling, he became determined to change expectations of Aboriginal children in schools throughout Australia. It was a lofty career ambition, but one he feels he has achieved: the stronger smarter approach, which he developed and now shares with an army of hardworking and courageous educators, has had success – despite the questionable efforts of education researchers with little or no insight into the profound complexities of such an undertaking. This paper will reflect on ...


Nourishing Teachers’ Leadership For Learning: Insights From Practitioner Research, Simon Clarke Aug 2017

Nourishing Teachers’ Leadership For Learning: Insights From Practitioner Research, Simon Clarke

2009 - 2018 ACER Research Conferences

This session contends that leadership and learning are mutually supporting and reinforcing. It is only recently that attempts have been made to describe in practice the complex connections existing between the two activities by drawing on empirical evidence. To this end, this session will depict ways in which leadership and learning are indispensable to each other in day-to-day teachers’ work, and the implications this symbiosis has for practice. Firstly, the session will consider the key foundations and principles of leadership for learning, especially as they relate to the Carpe Vitam international leadership for learning research project. Secondly, we will discuss ...