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Edith Cowan University

2008

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Articles 91 - 109 of 109

Full-Text Articles in Education

Child As Researcher: Within And Beyond The Classroom, Shelley Kinash, Maddison Hoffman Jan 2008

Child As Researcher: Within And Beyond The Classroom, Shelley Kinash, Maddison Hoffman

Australian Journal of Teacher Education

This article was authored by a university educator and a twelve year-old child. The first author was a visiting teacher to a small, rural, state primary school in Queensland Australia. She spent one day per week for nineteen weeks fostering an inquiry-based stance to teaching and learning. The second author is a student within the researched school. Because research generated and co-authored by a child is a largely unprecedented approach to articles published in scholarly journals, the topics of this inquiry are both the within-school research and the complexity of researching and writing about it. The research uses the methodology ...


The Graduate-Mentor Project In Visual Arts Education: Mentoring Within The Western Australian Curriculum Framework: A Study Of The Impact Of Mentoring On Beginning-Teachers' Perception Of Their Success In Visual Literacy Education During The First Year, Lisa F. Paris Jan 2008

The Graduate-Mentor Project In Visual Arts Education: Mentoring Within The Western Australian Curriculum Framework: A Study Of The Impact Of Mentoring On Beginning-Teachers' Perception Of Their Success In Visual Literacy Education During The First Year, Lisa F. Paris

Theses: Doctorates and Masters

Western Australian tertiary graduates who enter the visual arts education profession are often well acquainted with the theoretical underpinnings of the Western Australian Curriculum Framework. This knowledge base, in combination with their own visual arts training, typically enables them to enter teaching theoretically well equipped to support students in the development of arts ideas and studio works. The important outcome areas of visual arts history and visual arts criticism often present major challenges for graduates. In the absence of significant post-university support and more importantly, within the context of limited pre­service training where visual conceptual understandings and studio skills ...


Learning How To Conduct Educational Research In Teacher Education : A Turkish Perspective, Ismail H. Demircioglu Jan 2008

Learning How To Conduct Educational Research In Teacher Education : A Turkish Perspective, Ismail H. Demircioglu

Australian Journal of Teacher Education

This paper examines the attitudes of student teachers in social studies towards an educational research assignment, undertaken in an educational research methods course given at the Fatih Faculty of Education at Karadeniz Technical University, Turkey. A questionnaire containing open-ended questions and an interview were used in the data-collection process of this research. 74 student teachers answered the questionnaire; 20 of these teachers were selected for interview through a random sampling method, and they then participated in a semi-structured interview. In the light of the data, it can be said that the majority of student teachers gained basic educational research skills ...


Competence Development Of Synchronously Coached Trainee Teachers In Collaborative Learning., Ralph W. Hooreman, Piet A. Kommers, Wim M. Jochems Jan 2008

Competence Development Of Synchronously Coached Trainee Teachers In Collaborative Learning., Ralph W. Hooreman, Piet A. Kommers, Wim M. Jochems

Australian Journal of Teacher Education

The need to make trainee teachers more prepared to coach collaborative learning effectively is increasing, as collaborative learning is becoming more important. One complication in this training process is that it is hard for the teacher trainer to hear and understand the students’ utterances and those of the coaching trainee teacher. Besides, it is essential that the teacher trainer does not intervene with the students directly. This constraint is a strong plea for facilitating the direct whispered suggestions by an earpiece to the trainee teacher. In this study, first of all an instrument for measuring the quality of the teacher ...


Professional Development As A Critical Componenet Of Continuing Teacher Quality, Paulina Phillips Jan 2008

Professional Development As A Critical Componenet Of Continuing Teacher Quality, Paulina Phillips

Australian Journal of Teacher Education

Professional Development is critical for improving and maintaining teacher quality and the effect flows on into the classroom. Factors influencing the success of Professional Development activities include potential for workplace change, the diverse effect and understanding of adult learning principles, subject specificity, effective mentoring and the relevance of the presented material. Relevant Professional Development plays a major role in school reform and mentoring programs including new teacher induction and can enhance the benefits of sharing expertise between generations


Engaging With Images And Stories : Using A Learning Approach To Develop Agency Of Beginning "At-Risk" Pre-Service Teachers, Karen Noble, Robyn Henderson Jan 2008

Engaging With Images And Stories : Using A Learning Approach To Develop Agency Of Beginning "At-Risk" Pre-Service Teachers, Karen Noble, Robyn Henderson

Australian Journal of Teacher Education

At a regional Australian university, a Learning Circle approach was implemented with a small group of first year education students who identified themselves as “at risk” of failure in the tertiary context. As part of their participation in weekly meetings, the students engaged in discussion, reflection and problem-solving related to their transition to university study. They also participated in a visual research inquiry which included the construction of photographic images and research conversations about being university students and dealing with study demands. Through the privileging of interactions and relationships, the students were able to make connections to other Discourses from ...


Characteristics Of Preservice Teachers In Multi-Campus Settings: Using Demographics And Epistemological Beliefs To Unpack Stereotypes, Beryl Exley, Sue Walker, Joanne Brownlee Jan 2008

Characteristics Of Preservice Teachers In Multi-Campus Settings: Using Demographics And Epistemological Beliefs To Unpack Stereotypes, Beryl Exley, Sue Walker, Joanne Brownlee

Australian Journal of Teacher Education

The last two decades have seen the massification of preservice teacher education and critiques of its quality in Australia and elsewhere. Part of the strategy of massification has been the establishment of satellite campuses in growth corridors. This paper enters the debate on the quality of preservice candidates. The purpose of this research is two-fold: to note comparisons and parallels in demographics across main and satellite campuses, and to advance research on the epistemological beliefs of first year preservice teachers according to campus location. In doing so, we offer an alternative metric for characterising these two groups of students. The ...


Exploring The Sources Of Turkish Pre-Service Chemistry Teachers’ Chemistry Self-Efficacy Beliefs, Esen Uzuntiryaki Jan 2008

Exploring The Sources Of Turkish Pre-Service Chemistry Teachers’ Chemistry Self-Efficacy Beliefs, Esen Uzuntiryaki

Australian Journal of Teacher Education

This study aimed to examine the underlying sources in developing chemistry self-efficacy beliefs of Turkish pre-service chemistry teachers. For this purpose, the College Chemistry Self-efficacy Scale (CCSS) was administered to 20 pre-service chemistry teachers. Then, phenomenological approach was employed and semi-structured interviews were conducted with five pre-service teachers selected based on their scores on the CCSS to identify the underlying sources. The emerging meanings and self-reported sources of participants’ chemistry self-efficacy beliefs were analysed according to Bandura’s sources of self-efficacy. Results indicated that mastery experiences were the major source of self-efficacy beliefs, supporting the tenets of social cognitive theory ...


Will They Know Enough?: Pre-Service Primary Teachers’ Knowledge Base For Teaching Integrated Social Sciences, Mallihai Tambyah Jan 2008

Will They Know Enough?: Pre-Service Primary Teachers’ Knowledge Base For Teaching Integrated Social Sciences, Mallihai Tambyah

Australian Journal of Teacher Education

A significant issue in primary teacher education is developing a knowledge base which prepares teachers to teach in a range of subject areas. In Australia, the problem in primary social science education is compounded by the integrated nature of the key learning area of Studies of Society and Environment (SOSE). Recent debates on teaching integrated social sciences omit discussions on the knowledge base for teaching. In this paper, a case study approach is used to investigate primary pre-service teachers’ approaches to developing a knowledge base in designing a SOSE curriculum unit. Data from five teacher-educators who taught primary SOSE curriculum ...


A Reflection On The Class Teaching Sequence With Particular Reference To History Classes In Spain, Nicolás Martínez-Valcárcel, Pedro Miralles-Martínez, M. Begoña Alfageme-González Jan 2008

A Reflection On The Class Teaching Sequence With Particular Reference To History Classes In Spain, Nicolás Martínez-Valcárcel, Pedro Miralles-Martínez, M. Begoña Alfageme-González

Australian Journal of Teacher Education

This contribution reflects empirical data arising from a study based on the testimony of 1523 students referring to the time when they studied history in secondary school. It forms part of an on-going inter-disciplinary research project. By means of open activities, information was compiled on the History classes received by students studying Bachillerato (two-year pre-university course) in Spanish secondary schools. The data, therefore, reflect students’ views of the subject and the way in which it was imparted. The article will analyse the sequence of actions followed by teachers in the classroom (initial phase, development or application phase, and final phase ...


A Study Into Year 8 Student Motivation To Continue Class Music In Perth, Western Australia, Geoffrey Masterton Lowe Jan 2008

A Study Into Year 8 Student Motivation To Continue Class Music In Perth, Western Australia, Geoffrey Masterton Lowe

Theses: Doctorates and Masters

Post compulsory music education courses in Western Australia have undergone major curriculum reform. Reform has included a shift from a prescriptive curriculum based upon the Western canon to a more embracing practical and creative one, due for full implementation in 2009. As the numbers of students undertaking elective post compulsory music in Western Australia has been traditionally low, education authorities anticipate that more students will elect to undertake the new course. However, given previous research into motivational issues associated with the transition to secondary school, low post compulsory enrolment numbers may be reflective of retention issues arising from lower secondary ...


The Effect Of A Reflex Replication Program On Retained Primary Reflexes, Motor Coordination, Vocabulary, Visual Motor Ability And Rapid Naming In Preprimary Aged Children, Deborah Callcott Jan 2008

The Effect Of A Reflex Replication Program On Retained Primary Reflexes, Motor Coordination, Vocabulary, Visual Motor Ability And Rapid Naming In Preprimary Aged Children, Deborah Callcott

Theses: Doctorates and Masters

The link between movement and cognition is not new, but remains steeped in controversy in the educational community. One of the reasons for this controversy has been the lack of substantial research that supports the link between movement programs and observable academic benefits. The results of recent research have indicated that the retention of primary reflexes, particularly the tonic neck reflexes in young children, can result in difficulties that affect the overall functioning of the child. The retainment of reflexes may lead to clumsiness, poor eye hand coordination, poor manipulative skills and consequently academic achievement may be compromised in some ...


Computerized Adaptive Testing In Mathematics For Primary Schools In Thailand, Chaowprapha Chuesathuchon Jan 2008

Computerized Adaptive Testing In Mathematics For Primary Schools In Thailand, Chaowprapha Chuesathuchon

Theses: Doctorates and Masters

A new system-wide educational change has been introduced in Thailand requiring, amongst other things, that technologies for education be utilized in all levels of education. This study focuses on Mathematics Computerized Adaptive Testing (CAT) designed to provide Thai primary school teachers with an innovative method of assessment, one of the effective tools of new technology to be used in Thai primary schools. This study aims to: (1) construct multiple-choice test items for a Mathematics course on the topic of Equations for Year 6 (Prathom Suksa 6) students in Thailand; (2) calibrate the test items using a Rasch Measurement Model, investigate ...


Preparing Tomorrow's Teachers Today, Jeniffer M. Lane Jan 2008

Preparing Tomorrow's Teachers Today, Jeniffer M. Lane

Theses: Doctorates and Masters

This portfolio documents the learning journey of a preservice teacher educator in Western Australia. The problem investigated is how should we best to prepare preservice teachers for teaching in future contexts. This document has several sections, firstly the literature review discusses topics that have relevance for teacher educators preparing teachers of the future to work in a knowledge-based economy. Then four phases of research both quantitative and qualitative are presented interlinked by a personal narrative. The narrative describes how the studies and research impacted on the teaching practices of the researcher. The powerful findings of the research with teachers in ...


Performance Enhancement Of The Task Assessment Process Through The Application Of An Electronic Performance Support System, Alistair Campbell Jan 2008

Performance Enhancement Of The Task Assessment Process Through The Application Of An Electronic Performance Support System, Alistair Campbell

Theses: Doctorates and Masters

Higher education in Australia, as for many other countries, has changed greatly over the last 20 years at all levels and in many areas of operation including teaching, learning and assessment. The driving forces for these changes have been both internal and external, and have included factors such as: the increasing student population; the increasing use of part-time staff; a reduction in government funding; an increased expectation of institutional accountability; and the growing access and use of information and communication technologies (ICT) in teaching and learning. Assessment has not escaped these changes but in many cases has not kept up ...


Interaction In Languages Other Than English Classes In Western Australian Primary And Secondary Schools: Theory, Practice And Perceptions, Rita Tognini Jan 2008

Interaction In Languages Other Than English Classes In Western Australian Primary And Secondary Schools: Theory, Practice And Perceptions, Rita Tognini

Theses: Doctorates and Masters

This descriptive study investigated the interaction of teachers and learners in ten primary and secondary school languages other than English (LOTE) classes in Western Australia, with the aim of providing a detailed picture of its nature and patterns. Teachers' and learners' perceptions of this interaction were also examined as part of the study, through interviews conducted with them.


Teacher-Student Relationships In Primary Schools In Perth, Natalie C. Leitao Jan 2008

Teacher-Student Relationships In Primary Schools In Perth, Natalie C. Leitao

Theses: Doctorates and Masters

This study investigated teacher-student relationships at Perth metropolitan schools in Western Australia. From the literature, three key social and emotional aspects that affect teacher-student relationships, namely, Connectedness, Availability and Communication, were identified as important to good, positive teacher-student relationships. Data were collected in four parts: (1) through a teacher questionnaire; (2) through a student questionnaire; (3) through teacher interviews; and (4) through student interviews. The three relationship aspects formed the structure of a teacher questionnaire in which ten stem-items were conceptualised from easy to hard - four stem-items for Connectedness, three for Availability, and three for Communication - and answered in three ...


Towards Inclusive Standards, Michelle Pearce Jan 2008

Towards Inclusive Standards, Michelle Pearce

Theses: Doctorates and Masters

The context of this study is the inclusion of students with dillabilities in secondary schools. The introduction of legislation in the United States and Australia has resulted in large numbers of students with disabilities being included in regular classes by subject teachers. Inclusion in secondary schools has proved especially challenging to teachers. Reviews and research highlight the need for teacher training. but do not specify the knowledge and skills that teachers need to become inclusive. It has been proposed that professional teaching standards have the potential to guide preservice and inservice training. Before standards could be assessed for their inclusivity ...


Predictors Of Bullying Among 10 To 11 Year Old School Students In Australia, Sharyn K. Burns, Donna S. Cross, Helman Alfonso, Bruce Maycock Jan 2008

Predictors Of Bullying Among 10 To 11 Year Old School Students In Australia, Sharyn K. Burns, Donna S. Cross, Helman Alfonso, Bruce Maycock

ECU Publications Pre. 2011

Cross-sectional data collected at baseline from the Grade 6 cohort of the Friendly Schools, Friendly Families Project (n = 1,257) were analysed to investigate differences in self-reported attitudes and behaviours of students who reported bullying regularly and occasionally compared with those who reported never bullying others. This study found some similarities and some differences between students who reported bullying regularly and those who reported bullying occasionally, supporting the need to consider both groups when developing school-based bullying interventions. Attitudes to bullying, social and emotional health, peer support and being bullied were predictors of both regular and occasional bullying. The findings ...