Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Edith Cowan University

2008

Discipline
Keyword
Publication
Publication Type

Articles 1 - 30 of 106

Full-Text Articles in Education

Mentors’ Views About Developing Effective English Teaching Practices, Peter Hudson, Jan Millwater Oct 2008

Mentors’ Views About Developing Effective English Teaching Practices, Peter Hudson, Jan Millwater

Australian Journal of Teacher Education

Effective mentoring in English is considered paramount to a preservice teacher’s development. What are mentors’ views about developing effective English teaching practices in their mentees? This study used quantitative data (survey) and qualitative data (questionnaire) on 24 mentors’ perceptions of mentoring second-year preservice teachers for teaching English and, in particular, the teaching of writing. Quantitative data measured mentors’ perceptions of their attributes and practices across five factors for mentoring (i.e., Personal Attributes, System Requirements, Pedagogical Knowledge, Modelling, and Feedback) with 67% or more of these mentors (n=24) agreeing or strongly agreeing they provided all of the advocated ...


Valli’S Typology Of Reflection And The Analysis Of Pre-Service Teachers’ Reflective Journals, Mark A. Minott Oct 2008

Valli’S Typology Of Reflection And The Analysis Of Pre-Service Teachers’ Reflective Journals, Mark A. Minott

Australian Journal of Teacher Education

Participants were teachers in a new postgraduate diploma in education programme in the Cayman Islands. The aim of the study was two-fold. Firstly, to determine (through an analysis of the participants’ reflective journals) the types of reflection in which they engaged and secondly, to evaluate Valli’s (1997) typology of reflection as a tool for analyzing reflective journals. The results of the study showed that a modified version of Valli’s typology aided in determining (from reflective journals) the types of reflection in which the participants engaged as well as actions to be taken. For example, while participants did engage ...


E-Learning Pedagogy In The Primary School Classroom: The Mcdonaldization Of Education, Matthew Etherington Oct 2008

E-Learning Pedagogy In The Primary School Classroom: The Mcdonaldization Of Education, Matthew Etherington

Australian Journal of Teacher Education

This paper begins as an initial rejoinder to the ideas expressed by Ross (2000) in The Promise and Perils of E-Learning: A critical look at the new technology. In his article, Ross supports the traditional practices of pedagogy at the primary school level—face-to-face pedagogy— and then critiques what he describes as a ‘fetishisation’ of technological pedagogy—a fetishisation seen in the increase of E-learning pedagogy at the primary school level. The ideas expressed in this article gain their structure and momentum from Ross’s (2000) arguments against E-learning and extends a more cautious approach to the widespread belief in ...


Student Motivation: Premise, Effective Practice And Policy, Stuart Levy, Holly Campbell Oct 2008

Student Motivation: Premise, Effective Practice And Policy, Stuart Levy, Holly Campbell

Australian Journal of Teacher Education

The purpose of this article is to outline how motivation of first year university students can be enhanced through effective pedagogic practices and to discuss policy level decisions that impact upon the cultivation of student motivation. It reports on practices within a specific first year unit, Understanding University Learning, which successfully incorporates teaching and learning strategies to enhance academic motivation.


Strategies In Values Education: Horse Or Cart?, Laurie Brady Oct 2008

Strategies In Values Education: Horse Or Cart?, Laurie Brady

Australian Journal of Teacher Education

This article describes briefly the growing emphasis in Australia on values education as evidenced by the Australian Government’s National Framework for Values Education in Australian Schools (2005), and the responses of the respective States and Territories. Arguing that the major approaches to the teaching of values (the trait approach often taught through moral biography; values clarification; the cognitive developmental approach taught typically by discussion of moral dilemmas; and role playing) are markedly different in theory and practice, and that the National Framework is not prescriptive about the nature of teaching, the author suggests that the strategies embedded in the ...


Turkish Pre-Service Mathematics Teachers’ Beliefs About Mathematics Teaching., Nihat Boz Oct 2008

Turkish Pre-Service Mathematics Teachers’ Beliefs About Mathematics Teaching., Nihat Boz

Australian Journal of Teacher Education

The purpose of this study was to ascertain the beliefs of mathematics teacher trainees about their chosen profession before they began their service. Specific topics included instructional approaches, the role of the teacher, interaction among students, and interaction between teacher and students during class. Data were collected by use of an open-ended questionnaire administered to 46 pre-service mathematics teachers. Most of the participants in the study held non-traditional beliefs about mathematics teaching. This finding has several implications for teacher education.


Best Practice Or Most Practiced? Pre-Service Teachers’ Beliefs About Effective Behaviour Management Strategies And Reported Self-Efficacy, Susan Main, Lorraine Hammond Aug 2008

Best Practice Or Most Practiced? Pre-Service Teachers’ Beliefs About Effective Behaviour Management Strategies And Reported Self-Efficacy, Susan Main, Lorraine Hammond

Australian Journal of Teacher Education

Managing student behaviour remains one of the most daunting aspects of teaching for educators and this is particularly so when children with disabilities are included in the regular classroom. Self-efficacy has been identified as having a significant impact on a teacher’s behaviour, and pre-service training can play an important role in preparing teachers to be effective classroom managers. The purpose of this study was to identify if pre-service teachers in an Australian university held high or low self-efficacy beliefs and whether the type of strategies they identified as most effective correlated with those highlighted in the research as best ...


Making The Implicit Explicit: Values And Morals In Queensland Teacher Education, Amanda Mergler Aug 2008

Making The Implicit Explicit: Values And Morals In Queensland Teacher Education, Amanda Mergler

Australian Journal of Teacher Education

Since the mid-1990s, the role of the teacher has expanded to include overseeing and intervening in the moral development of students. In Australia, this expectation of teachers was generated largely by the national coalition government, and has been continued by the Labor government. As a result, it is essential that pre-service teacher education courses skill pre-service teachers in appropriate ways to educate students about values and morals. Additionally, education degrees must provide opportunities for pre-service teachers to analyse and reflect on their own values and morals. Professional Standards for Queensland Teachers (Queensland College of Teachers, 2006) takes the view that ...


Excellent Teachers’ Thinking Model : Implications For Effective Teaching, Sahandri G. Hamzah, Hapidah Mohamad, Mohammad R. Ghorbani Aug 2008

Excellent Teachers’ Thinking Model : Implications For Effective Teaching, Sahandri G. Hamzah, Hapidah Mohamad, Mohammad R. Ghorbani

Australian Journal of Teacher Education

This study aimed to suggest an Excellent Teacher Thinking Model that has the potential to be utilized in the development of excellent teachers. Interaction survey method using survey questions, observation, document review and interview was conducted in this study. One hundred and five excellent teachers were selected randomly as research respondents. Two sets of instrument constructed and used in this study were Teachers’ Thinking questionnaire and Teachers’ Teaching Performance observation form. Cronbach Alpha reliability value was between 0.73-0.92 for every component in each division. Multiple regression analysis (stepwise) was used to answer the research questions. R square value ...


In Search Of The Essence Of A Good School: School Characteristics Leading To Successful Pds Collaboration, Aviva Klieger, Anat Oster-Levinz Aug 2008

In Search Of The Essence Of A Good School: School Characteristics Leading To Successful Pds Collaboration, Aviva Klieger, Anat Oster-Levinz

Australian Journal of Teacher Education

Professional Development Schools (PDSs) are collaborative ventures between schools and teacher training institutions. We identify the characteristics of a school that lead to successful PDS collaboration, relating them to Teitel’s model (2003) that merges the principal standards of collaboration with the stages necessary for developing a PDS. We then describe an external evaluation of a PDS in action in Israel, noting that it took several years to achieve some of the objectives; others have still not been met. Finally, we describe the school’s characteristics that contributed to its success as a PDS.


Science And Mathematics Alliance For Recruiting And Retaining Teachers (Smarrt): Addressing The Teacher Shortage In At-Risk Schools, Denise Staudt, Michael Risku, Elda Martinez Aug 2008

Science And Mathematics Alliance For Recruiting And Retaining Teachers (Smarrt): Addressing The Teacher Shortage In At-Risk Schools, Denise Staudt, Michael Risku, Elda Martinez

Australian Journal of Teacher Education

The Science and Mathematics Alliance for Recruiting and Retaining Teachers (SMARRT) is a collaborative partnership pursuing aggressive strategies to recruit high quality minority teachers to teach in high-need schools in urban school districts. This partnership is dedicated to recruiting, preparing, and retaining high quality teachers with strong academic content knowledge in science and/or mathematics and a wide repertoire of research-based teaching practices including ESL strategies. The SMARRT project is designed to allow urban school districts experiencing severe shortages in mathematics, science and ESL teachers to create a pipeline of highly qualified teachers by partnering with the university to recruit ...


Changing Preservice Teachers’ Attitudes For Teaching In Rural Schools., Peter Hudson, Sue Hudson Aug 2008

Changing Preservice Teachers’ Attitudes For Teaching In Rural Schools., Peter Hudson, Sue Hudson

Australian Journal of Teacher Education

Australia continues to face teaching shortages in rural schools. Indeed, preservice teachers may be reluctant to apply for rural teaching positions, particularly as most have had no rural teaching experiences. What may motivate non-rural preservice teachers to seek employment in rural schools? This study investigates 17 preservice teachers’ first experiences of teaching and living in rural areas. These second and third-year preservice teachers were involved in a five-day rural experience, which included interacting with local communities, living with host families, observing teaching practices, and teaching rural middle-school students. These self-nominated preservice teachers were placed in a variety of rural schools ...


Confronting The Pedagogical Challenge Of Cyber Safety., Ria Hanewald Jun 2008

Confronting The Pedagogical Challenge Of Cyber Safety., Ria Hanewald

Australian Journal of Teacher Education

Cyber violence and the antidote of cyber safety are fast becoming a global concern for governments, educational authorities, teachers, parents and children alike. Despite substantial funding for information dissemination on preventative strategies and the development of electronic responses to hinder perpetrators, the phenomenon of cyber violence has received little attention in the educational research literature. This review paper outlines the status on existing research into cyber violence. Documenting and summarizing the facts on the nature and extend of the issue will inform future debate. It also highlights the need for pre-service and in-service teacher education programs to prepare educators to ...


Education Policy, Research And Neuroscience : The Final Solution?, Derek Sankey Jun 2008

Education Policy, Research And Neuroscience : The Final Solution?, Derek Sankey

Australian Journal of Teacher Education

Taken as a whole, the findings of educational research are often inconclusive; far too many competing ideas and thus difficult for policy makers to decide what to believe, unless it says what they really want to hear. An alternative is to seek help from the much more ‘scientifically reliable’ findings of neuroscience. Perhaps this will provide a means of uniting education policy and research. For example, it should be possible to scan the brains of children to see whether they are likely to become vicious criminals and so isolate them, before they commit crimes. Will this be the policy makers ...


Creating Web-Based Environmental Education Resources Through Community And University Partnerships, Renata Phelps, Carrie Maddison, Keith Skamp, Richard Braithwaite Jun 2008

Creating Web-Based Environmental Education Resources Through Community And University Partnerships, Renata Phelps, Carrie Maddison, Keith Skamp, Richard Braithwaite

Australian Journal of Teacher Education

Community groups often seek to engage with schools in promoting environmental education goals. A collaborative initiative is described in which university pre-service teacher education students were encouraged to create Web-based teaching and learning resources, related to rainforests and world heritage areas, for use at primary and secondary levels. The partnership between Southern Cross University and the Advisory Committees of the Gondwana Rainforests of Australia World Heritage Area took the form of a voluntary competition, which was integrated with students’ university assessment requirements. The factors that influenced students’ decisions to get involved were identified through telephone interviews. Insight was also gained ...


Collaborative Partnerships : A Model For Science Teacher Education And Professional Development, Mellita M. Jones Jun 2008

Collaborative Partnerships : A Model For Science Teacher Education And Professional Development, Mellita M. Jones

Australian Journal of Teacher Education

This paper proposes a collaborative partnership between practicing and pre-service teachers as a model for implementing science teacher education and professional development. This model provides a structure within which partnerships will work collaboratively to plan, implement and reflect on a series of Science lessons in cycles of action-reflection adapted from Korthagen’s (2001) ALACT model. Issues within Science education, teacher professional development and teacher education are considered in the development of the model which attempts to deepen constructivist approaches to teachers’ professional learning. It attempts to address issues with teacher professional development in the science area and improve professional experience ...


A Comparison Of Perceptions Of Knowledge And Skills Held By Primary And Secondary Teachers: From The Entry To Exit Of Their Preservice Programme, Angela F. Wong, Sylvia Chong, Doris Choy, Isabella Y. Wong, Kim C. Goh Jun 2008

A Comparison Of Perceptions Of Knowledge And Skills Held By Primary And Secondary Teachers: From The Entry To Exit Of Their Preservice Programme, Angela F. Wong, Sylvia Chong, Doris Choy, Isabella Y. Wong, Kim C. Goh

Australian Journal of Teacher Education

The purpose of this study was to investigate if there were differences in the levels of pedagogical knowledge and skills as perceived by the student teachers who were enrolled in the Primary and the Secondary Post Graduate Diploma in Education programme at the National Institute of Education in Singapore. 170 Primary and 426 Secondary student teachers participated in the study. The results showed that there were no significant differences at the beginning of the programme between the two cohorts. However, there were significant differences between the two groups at the end of programme, with the Primary student teachers tending to ...


Visual Culture In The Classroom, Tony Fetherston Jun 2008

Visual Culture In The Classroom, Tony Fetherston

Australian Journal of Teacher Education

The visual aspect of classroom culture is becoming more important because students now have much greater access to the means of producing, viewing and manipulating images. Using a framework adapted from Foucault and taking a myth-making position, this paper puts forward six propositions as means of explaining how images in the classroom might be read. Theory relating to this emerging literacy is further explained through reference to three dominant classroom narratives. It is argued that the interesting elements of an image are often those that link the classroom metanarratives to wider, hegemonic concerns. Interesting research directions are proposed throughout the ...


Improving Preservice Elementary Teachers' Views Of The Nature Of Science Using Explicit-Reflective Teaching In A Science, Technology And Society Course, Mehmet Kucuk May 2008

Improving Preservice Elementary Teachers' Views Of The Nature Of Science Using Explicit-Reflective Teaching In A Science, Technology And Society Course, Mehmet Kucuk

Australian Journal of Teacher Education

This paper discusses how the acquisition, development and exercise of knowledge and skills in relation to quality teaching (QT) practices have impacted upon professional learning within a number of QT inquiry projects. The emphasis is upon how the major challenges and limitations of professional learning have occurred within the social context of collaborative inquiry, and how these challenges and limitations helped shape the professional learning. The paper offers an interpretation of the methodologies and evaluative aspects of teacher professional learning as these have interacted with QT. From this perspective a metacognitive model of professional learning is proposed, aimed at linking ...


Quality Teaching & Professional Learning : Uncritical Reflections Of A Critical Friend, Tony Yeigh May 2008

Quality Teaching & Professional Learning : Uncritical Reflections Of A Critical Friend, Tony Yeigh

Australian Journal of Teacher Education

This paper discusses how the acquisition, development and exercise of knowledge and skills in relation to quality teaching (QT) practices have impacted upon professional learning within a number of QT inquiry projects. The emphasis is upon how the major challenges and limitations of professional learning have occurred within the social context of collaborative inquiry, and how these challenges and limitations helped shape the professional learning. The paper offers an interpretation of the methodologies and evaluative aspects of teacher professional learning as these have interacted with QT. From this perspective a metacognitive model of professional learning is proposed, aimed at linking ...


The Art Of Loving In The Classroom : A Defence Of Affective Pedagogy., Allan Patience May 2008

The Art Of Loving In The Classroom : A Defence Of Affective Pedagogy., Allan Patience

Australian Journal of Teacher Education

This essay proposes a defence of a form of teaching eroded by what Sennet (2006) calls ‘the culture of the new capitalism’. The term coined for the form under consideration here is ‘affective pedagogy.’ Affective pedagogy is evident in teachers who: • value a discipline (or disciplines) and their associated practices; • value imparting them to students; • challenge students’ learning achievements while respecting their developing intellects; • assess students’ academic progress transparently and constructively; • encourage students to move beyond their knowledge comfort zones; and • engage students in ‘dramatic friendship’ .


Building Teacher Capital In Pre-Service Teachers: Reflections On A New Teacher-Education Initiative., Tania Ferfolja May 2008

Building Teacher Capital In Pre-Service Teachers: Reflections On A New Teacher-Education Initiative., Tania Ferfolja

Australian Journal of Teacher Education

This discussion considers a new pre-service teacher education initiative at the University of Western Sydney, called Classmates. Classmates aims to prepare pre-service teachers to work in diverse and challenging schools. The paper argues that the neo-liberal industrial model of mass teacher education may be limited in its capacity to adequately prepare pre-service teachers for the difficulties they may encounter in a society where socio-cultural inequality is growing. It points out that pre-service teacher-education needs to build teacher capital to better prepare graduates and to buffer the transition from tertiary student to beginning teacher. Classmates offers one way that this may ...


Enterprise In The New Zealand Curriculum And Its Challenge To Ethical Teacher Professionality., Leon Benade May 2008

Enterprise In The New Zealand Curriculum And Its Challenge To Ethical Teacher Professionality., Leon Benade

Australian Journal of Teacher Education

The release in 2006 by the New Zealand Ministry of Education of a Draft national Curriculum set for release in November 2007 challenges schools and teachers to evolve their role to align with the priority to ‘embed’ enterprise values and methodologies. These values and methodologies will be expressed in curricula that school communities will develop locally in line with the new national Curriculum. This paper contextualises the place of ‘enterprise’ in the Draft New Zealand Curriculum of 2006 and considers some modifications in the final version released in November 2007. The possible impact of an emphasis on enterprise for teacher ...


Early Childhood Teachers' Sustainment In The Classroom., Pam Kilgallon, Carmel Maloney, Graeme Lock May 2008

Early Childhood Teachers' Sustainment In The Classroom., Pam Kilgallon, Carmel Maloney, Graeme Lock

Australian Journal of Teacher Education

This paper describes an investigation of Australian early childhood teachers’ sustainment in their profession, focussing on those factors which enhance professional commitment, job satisfaction and occupational motivation. Utilizing qualitative methodology this study also identified key factors early childhood teachers consider crucial to sustaining engagement in teaching, while coping with the daily demands of their work and the implementation of mandated educational change. In particular, this study found early childhood teachers’ students, work colleagues, educational setting and attitudes, beliefs and pedagogical practice contributed to their sustainment, as did their ability to maintain personal well-being and a life-work balance.


Engaging The Community In University Teaching: A Cultural Approach To Sustainability Of Effective Learning, Nonofo Losike-Sedimo, Bathsheb Mbongwe Jan 2008

Engaging The Community In University Teaching: A Cultural Approach To Sustainability Of Effective Learning, Nonofo Losike-Sedimo, Bathsheb Mbongwe

EDU-COM International Conference

This paper revisits levels of education and sustainable development implementation in university teaching. It suggests tapping expertise in local communities as a social responsibility for sustainability of student‘s human development success. Where success is measured by the students‘self-actualization progress. Student success, qualitative growth, or acquired capacities is seen as a prerequisite for sustainable development. We take a reformist point of view of sustainability. We look at issues of human behaviour, cognition and negotiation over preferred futures, under a given social policy and education act. Sustainability here is viewed as an inherently normative concept, rooted in real world problems ...


Attitudes Toward Teacher Styles And Teaching Styles In An International Business Management Program: Case Study Comparison, Ruchirat Patanathabutr Jan 2008

Attitudes Toward Teacher Styles And Teaching Styles In An International Business Management Program: Case Study Comparison, Ruchirat Patanathabutr

EDU-COM International Conference

The researcher utilized a descriptive method of research, and the data was interpreted, analysed, discussed and presented by using the descriptive-analytical one. The objective was to identify the teacher styles and the teaching styles that encourage lifelong learning in an International Business Management (IBM) program comparing a native English-speaking university (Whitworth University, USA) with a non-native English-speaking one (Payap University, Thailand). The results showed that satisfactory teacher styles and teaching styles encouraged students toward lifelong learning. The styles have to be equally balanced between teacher styles: teacher-oriented method, task participation of students, and independent study, and teaching styles: based on ...


Identification Of Learning Barriers Affecting English Reading Comprehension Instruction, As Perceived By Esl Undergraduates In Thailand, Chayapon Chomchaiya, Katie Dunworth Jan 2008

Identification Of Learning Barriers Affecting English Reading Comprehension Instruction, As Perceived By Esl Undergraduates In Thailand, Chayapon Chomchaiya, Katie Dunworth

EDU-COM International Conference

Facility in English language reading comprehension is essential for learners of English as a second language, since English is the international language of written (as well as spoken) communication for business, science and technology. In Thailand, as acknowledged in the literature, learners of English as a second language often experience considerable difficulties with reading. There are many reasons for this, but, given the importance of reading to the development of language proficiency, it is of great importance to identify ways in which student learning can be enhanced. This paper reports on a project that sought to obtain specific information from ...


Mutual Adaptation Of International Students And Academics For The Sustainable Development Of International Education, Tran Ly Thi Jan 2008

Mutual Adaptation Of International Students And Academics For The Sustainable Development Of International Education, Tran Ly Thi

EDU-COM International Conference

This paper reports the findings of a qualitative study that explores how international students from China and Vietnam in different disciplines in Australian higher education interpret and adapt to disciplinary requirements and how academics respond to the diverse needs of international students. The study employed a trans-disciplinary framework for interpreting students‘ and lecturers' practices within institutional structures. This framework has been developed by infusing a modified version of Lillis‘ (2001) heuristic for exploring students‘ meaning making with positioning theory (Harré & van Langenhove, 1999). A prominent finding of the study indicates the emergence of three main forms of adaptation, committed adaptation ...


Pemberton Hydroelectric Power Station: A Teacher Resource, Les Pereira, Phil Gregory, Helen Kuehs, Amanda Draper, Jenny Staker, Rosalie Tomlinson, Christa Pereira Jan 2008

Pemberton Hydroelectric Power Station: A Teacher Resource, Les Pereira, Phil Gregory, Helen Kuehs, Amanda Draper, Jenny Staker, Rosalie Tomlinson, Christa Pereira

ECU Publications Pre. 2011

This publication provides a resource for teachers of students in years seven to ten. Teachers are able to address a range of outcomes pertinent to the Western Australian curriculum within the context of the Pemberton Hydroelectric Power Station. The resource contains plans for four units of work, one in each of the following Learning Areas: Science, Mathematics, English, and Society and Environment.


Students Ranking, Based On Their Abilities On Objective Type Test: Comparison Of Ctt And Irt, Amir Zaman, Atiq-Ur-Rehman Kashmiri, Mamoon Mubarak, Arshad Ali Jan 2008

Students Ranking, Based On Their Abilities On Objective Type Test: Comparison Of Ctt And Irt, Amir Zaman, Atiq-Ur-Rehman Kashmiri, Mamoon Mubarak, Arshad Ali

EDU-COM International Conference

The focus of this paper is to investigate the idea of differential ability for students ranking on a multiple choice test in the subject of physics at secondary level. The weakness of Classical Test Theory (CTT) in measuring the ability with continuity and consequently its ranking ability of students on the basis of ability has been highlighted in this paper. In CTT, a student attempting a difficult question and an easy question get equal credit which is not the case in Item Response Theory (IRT). Moreover in CTT two students with equal raw score have the same ranking while in ...