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

Education Commons

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

Articles 1 - 26 of 26

Full-Text Articles in Education

Revision Or Re-Vision: Exploring Approaches To The Differentiation Of Qualification Types In The Australian Qualifications Framework, Kate Perkins, Justin Brown, Paul R. Weldon, Louise Wignall Oct 2019

Revision Or Re-Vision: Exploring Approaches To The Differentiation Of Qualification Types In The Australian Qualifications Framework, Kate Perkins, Justin Brown, Paul R. Weldon, Louise Wignall

Dr Paul Weldon

In March 2019, the Department of Education commissioned the Australian Council for Educational Research (ACER) to conduct a conceptual analysis of the most appropriate way to develop and present a taxonomy of learning outcomes within a qualifications framework; and a technical analysis and revision of the Knowledge, Skills and Application of Knowledge and Skills descriptors used in the Australian Qualifications Framework (AQF). Later this was extended to development of two alternative models that: (a) reflect the new conceptual base developed in Part I; (b) comprise a set of revised domain definitions (along with a new typology for each domain); and ...


Revision Or Re-Vision: Exploring Approaches To The Differentiation Of Qualification Types In The Australian Qualifications Framework, Kate Perkins, Justin Brown, Paul R. Weldon, Louise Wignall Oct 2019

Revision Or Re-Vision: Exploring Approaches To The Differentiation Of Qualification Types In The Australian Qualifications Framework, Kate Perkins, Justin Brown, Paul R. Weldon, Louise Wignall

Dr Justin Brown

In March 2019, the Department of Education commissioned the Australian Council for Educational Research (ACER) to conduct a conceptual analysis of the most appropriate way to develop and present a taxonomy of learning outcomes within a qualifications framework; and a technical analysis and revision of the Knowledge, Skills and Application of Knowledge and Skills descriptors used in the Australian Qualifications Framework (AQF). Later this was extended to development of two alternative models that: (a) reflect the new conceptual base developed in Part I; (b) comprise a set of revised domain definitions (along with a new typology for each domain); and ...


Revision Or Re-Vision: Exploring Approaches To The Differentiation Of Qualification Types In The Australian Qualifications Framework, Kate Perkins, Justin Brown, Paul R. Weldon, Louise Wignall Oct 2019

Revision Or Re-Vision: Exploring Approaches To The Differentiation Of Qualification Types In The Australian Qualifications Framework, Kate Perkins, Justin Brown, Paul R. Weldon, Louise Wignall

Kate Perkins

In March 2019, the Department of Education commissioned the Australian Council for Educational Research (ACER) to conduct a conceptual analysis of the most appropriate way to develop and present a taxonomy of learning outcomes within a qualifications framework; and a technical analysis and revision of the Knowledge, Skills and Application of Knowledge and Skills descriptors used in the Australian Qualifications Framework (AQF). Later this was extended to development of two alternative models that: (a) reflect the new conceptual base developed in Part I; (b) comprise a set of revised domain definitions (along with a new typology for each domain); and ...


Developing A Tool For Analysing National Assessment Systems, Ursula Schwantner Sep 2019

Developing A Tool For Analysing National Assessment Systems, Ursula Schwantner

Dr Ursula Schwantner

The Global Partnership for Education (GPE) Secretariat appointed the Australian Council for Educational Research (ACER) to develop a tool for analysing national assessment systems and identifying areas for improvement. Known as the Analysis of National Learning Assessment Systems (ANLAS), it provides a framework and tools that help countries, particularly GPE partner developing countries, to examine their national learning assessments and design strategies to address any gaps.


Measurement Of Young Children's Learning For Program Evaluation, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz Sep 2019

Measurement Of Young Children's Learning For Program Evaluation, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz

Dr Jen Jackson

The global commitment to early learning has been expressed in the United Nations (UN) Sustainable Development Goals Agenda (SDG) (United Nations, 2016) and access to support for early learning is considered a human right for all children, whether provided by the family, community, or institutional programs (UNESCO, 2013). Inadequate cognitive stimulation has been identified as one of the key psychosocial risk factors associated with poor child development – a factor that is modifiable, with the right interventions (Walker et al., 2007). Thus, insights into how early learning supports may be delivered effectively in various contexts are essential. To explore the effectiveness ...


Buk Bilong Pikinini Literacy Program Evaluation 2018: Evaluation Report, Dan Cloney, Prue Anderson May 2019

Buk Bilong Pikinini Literacy Program Evaluation 2018: Evaluation Report, Dan Cloney, Prue Anderson

Dr Dan Cloney

Buk bilong Pikinini (BbP) provides access to early childhood education and care (ECEC) programs with a specific focus on English language literacy for children from vulnerable communities in Papua New Guinea. This is highly relevant, given the fact that there is likely an over-representation of illiteracy in disadvantaged households and few opportunities for children within those households to be ready for a school system with English as the language of instruction. Established in 2007, BbP has been in operation for more than 10 years and has opened 17 library sites in that time. This evaluation provides evidence about the likely ...


Starting At The End: Measuring Learning Using Retrospective Pre-Post Evaluations, Debi Lang, Judith A. Savageau Mar 2018

Starting At The End: Measuring Learning Using Retrospective Pre-Post Evaluations, Debi Lang, Judith A. Savageau

Judith A. Savageau

Blog post to AEA365, a blog sponsored by the American Evaluation Association (AEA) dedicated to highlighting Hot Tips, Cool Tricks, Rad Resources, and Lessons Learned for evaluators. The American Evaluation Association is an international professional association of evaluators devoted to the application and exploration of program evaluation, personnel evaluation, technology, and many other forms of evaluation. Evaluation involves assessing the strengths and weaknesses of programs, policies, personnel, products, and organizations to improve their effectiveness.


Evaluation Of The In2science Peer Mentoring Program: Final Report, Julie Kos, Jacynta Krakouer, Sheldon Rothman Jul 2017

Evaluation Of The In2science Peer Mentoring Program: Final Report, Julie Kos, Jacynta Krakouer, Sheldon Rothman

Dr Sheldon Rothman

Large-scale studies of 15-year-old school students show associations between students’ attitudes toward science learning and their levels of achievement (Ainley, Kos, & Nicholas, 2008). One model for improving students’ attitudes towards science and mathematics learning has been the provision of peer mentoring. The In2science program uses a peer mentoring approach to engage secondary school students in science and mathematics study. Working with the classroom teacher, university students serve as mentors and help students with their learning and build relationships in a small group or a whole class. Mentors talk to students about studying science (or another STEM area) at university and ...


Evaluation Of The In2science Peer Mentoring Program: Final Report, Julie Kos, Jacynta Krakouer, Sheldon Rothman Jul 2017

Evaluation Of The In2science Peer Mentoring Program: Final Report, Julie Kos, Jacynta Krakouer, Sheldon Rothman

Jacynta Krakouer

Large-scale studies of 15-year-old school students show associations between students’ attitudes toward science learning and their levels of achievement (Ainley, Kos, & Nicholas, 2008). One model for improving students’ attitudes towards science and mathematics learning has been the provision of peer mentoring. The In2science program uses a peer mentoring approach to engage secondary school students in science and mathematics study. Working with the classroom teacher, university students serve as mentors and help students with their learning and build relationships in a small group or a whole class. Mentors talk to students about studying science (or another STEM area) at university and ...


Measuring School Psychology Trainee Self-Efficacy, Adam Lockwood, John Mcclure, Karen Sealander, Courtney Baker Dec 2016

Measuring School Psychology Trainee Self-Efficacy, Adam Lockwood, John Mcclure, Karen Sealander, Courtney Baker

Adam Lockwood

There is an ever-increasing need for school psychology training programs to demonstrate their
ability to produce competent practitioners. One method of addressing this need is through the
assessment of self-efficacy. However, little research on self-efficacy in school psychology exists
likely due to the lack of a psychometrically sound measure of this construct. To address this gap,
we examined the construct validity of the Huber Inventory of Self-Efficacy for School
Psychologists Research Version (HIS-SP-RV), a pre-existing measure of self-efficacy, with a
sample of 520 school psychology graduate students. Results suggest that the HIS-SP-RV is not a
valid measure of trainee self-efficacy ...


Investigation Of Post-School Transition Programs Being Provided For Students With An Intellectual Disability In Special Schools In Victoria, Sharon Clerke Dec 2014

Investigation Of Post-School Transition Programs Being Provided For Students With An Intellectual Disability In Special Schools In Victoria, Sharon Clerke

Sharon Clerke

Special Schools and Special Development Schools in Victoria cater for students with a range of disabilities both physical and intellectual, and are required to provide post-school transition education and career pathways for their students. This study aims to examine how a number of Special and Special Development Schools, collectively referred to as special schools, prepare students with an intellectual disability for post-school transition, which programs are being implemented and developed to ensure that these students are given the same opportunities as their non-disabled peers and what is regarded as a successful post-school outcome.


Final Report Of Nab Schools First Awards 2009-2011, Robert Simons Jan 2012

Final Report Of Nab Schools First Awards 2009-2011, Robert Simons

Dr Robert Simons

NAB Schools First Awards (Schools First) is a national awards program initiated by the National Australia Bank (NAB) in partnership with the Foundation for Young Australians (FYA) and the Australian Council for Educational Research (ACER). NAB committed $15 million in awards funding over 2009-2011 to recognise and encourage excellence in school-community partnerships. This Final Report of NAB Schools First Awards: 2009 – 2011 is the third and final of a series of evaluation reports describing the national impact and the processes supported by Schools First for the period 2009 -11. This final Report looks especially at the contribution of community partners ...


Second Interim Report Of Nab Schools First Evaluation Of The 2010 Awards : Submitted To The National Australia Bank Group, Robert Simons Aug 2011

Second Interim Report Of Nab Schools First Evaluation Of The 2010 Awards : Submitted To The National Australia Bank Group, Robert Simons

Dr Robert Simons

The primary objective of the NAB Schools First Awards is to recognise social networks that already exist between schools and communities and to encourage both the strengthening of these and the building of new linkages. This report looks at how effectively NAB Schools First has recognised and encouraged school and community partnerships. It also looks at how effectively a subset of 2009 NAB Schools First Award partnerships can demonstrate improvements in partnership collaboration, sustainability, and effectiveness from 2010 to 2011. Also considered is the extent to which the NAB Schools First judging process ‘raised the bar’ on applications for Awards ...


Student Affairs Program Evaluation: A Factor Analytic Solution, Oscar T. Mcknight Jul 2011

Student Affairs Program Evaluation: A Factor Analytic Solution, Oscar T. Mcknight

Oscar T McKnight Ph.D.

This program and presentation addresses the use of factor analysis in program evaluation. Specific focus will highlight the development and selection of marker items. The goal is to label and interpret factors according to targeted questions of interest. Therefore, results are not only descriptive, but predictive - with practical application to student retention and satisfaction. Process is useful for benchmarking best practices; measuring student satisfaction and learning; tracking student participation; evaluating program results; determining future program or service needs; and, assessing effectiveness of delivered programs.


Using Scenarios To Train Peer Mentors Online, Jenny Worsley, Pauline Taylor Dec 2009

Using Scenarios To Train Peer Mentors Online, Jenny Worsley, Pauline Taylor

Associate Professor Pauline Taylor-Guy

In 2007, a wholly-online Bachelor of Early Childhood Education degree was introduced into James Cook University School of Education's suite of pre-service teacher preparation programs. The online degree provides access and opportunity for (predominantly) women in the childcare or associated fields to gain qualifications as a teacher. The majority of students in the first and subsequent years of the program are mature-aged women with significant family and work commitments and have had little prior opportunity to engage in online technologies or in further education opportunities. The university has had a very successful face-to-face Peer Mentoring Program (PMP) for almost ...


A Program Evaluation Of Parenting Apart: Effective Co-Parenting, Melissa I. Rector Dec 2008

A Program Evaluation Of Parenting Apart: Effective Co-Parenting, Melissa I. Rector

Melissa I Rector

A two-month longitudinal program evaluation was conducted of a four-hour mandated parent education program for divorcing parents of minor children. To expand on Brandon’s (2006) program evaluation of the same program, the present study sought to examine knowledge gain and behavior change in participants. Using a retrospective post-then-pre design, 139 participants reported their knowledge gain in two areas: (a) the impacts of divorce and of putting children in the middle of conflict, and (b) strategies to reduce conflict with one’s former spouse. Two-month follow-up interviews were used to assess behavior change in two areas: (a) using techniques to ...


Challenging Experiences : What Do Students Learn?, Prue Anderson Dec 2007

Challenging Experiences : What Do Students Learn?, Prue Anderson

Prue Anderson

Outdoor adventure and education camps set out to provide experiences that will challenge students physically, socially and emotionally. The prevailing view is that such programs inherently build character, but this assumption is being questioned. Andrew Brookes argues that outdoor education programs provide situations that elicit behaviour, such as an unadventurous person willingly trying new activities, but this is the result of the context rather than indicative of any significant change in the person. Brookes claims that for programs to have a lasting impact, people need to be able to reflect on their experiences in the broader context of their lives ...


Depaul University Mathematics And Science Partnership Evaluation Report, Steven R. Rogg Aug 2006

Depaul University Mathematics And Science Partnership Evaluation Report, Steven R. Rogg

Steven R Rogg

The DePaul University IMSP was designed as a longitudinal cohort program. Two cohorts of up to 25 teachers each will be supported. The second cohort is offset by one calendar year. Each teacher will complete a sequence of 12 university graduate-level courses (48 quarter hours), over two and one-half years, leading to a Masters of Science in Science Education (MSSE) degree. Thus, all successful participants will meet or exceed requirements of the designation “highly qualified” as described in the MSSE proposal quoted here.

“The Masters of Science in Science Education program is designed to provide rich content-based professional development of ...


Depaul University Mathematics And Science Partnership Internal Evaluator's Interim Report, Steven R. Rogg Jan 2006

Depaul University Mathematics And Science Partnership Internal Evaluator's Interim Report, Steven R. Rogg

Steven R Rogg

The DePaul University IMSP1 was designed as a longitudinal cohort program. Two cohorts of up to 25 teachers each will be supported. The second cohort is offset by one calendar year. Each teacher will complete a sequence of 12 university graduate-level courses (48 quarter hours), over two and one-half years, leading to a Masters of Science in Science Education (MSSE) degree. Thus, all successful participants will meet or exceed requirements of the designation “highly qualified” as described in the MSSE proposal quoted here.

“The Masters of Science in Science Education program is designed to provide rich content-based professional development of ...


The Illinois Mathematics And Science Academy Research And Dissemination Network Academic Year 2002-03 Final Report To The Smithsonian Institution, Steven R. Rogg Jul 2003

The Illinois Mathematics And Science Academy Research And Dissemination Network Academic Year 2002-03 Final Report To The Smithsonian Institution, Steven R. Rogg

Steven R Rogg

This document is a status report on the Illinois Mathematics and Science Academy’s (IMSA) Research and Dissemination Network, which is funded as a contract with the Smithsonian Institution. In response to significant recent changes in project organization and activities, this report traces key developments of the project over its ten-year history. The report concludes with a summary of accomplishments during the current 2002-03 academic year.


Museum Educators' Workshop Study: Attracting And Retaining Teachers In Museum-Sponsored Professional Development Programs, Steven R. Rogg Mar 2002

Museum Educators' Workshop Study: Attracting And Retaining Teachers In Museum-Sponsored Professional Development Programs, Steven R. Rogg

Steven R Rogg

In preparation for the Museum Educator’s Workshop, the Planning Team saw that a necessary first step would be to honor the perspectives of Chicago Public School (CPS) teachers and principals. Changes in Illinois Teacher Recertification requirements, changes within the CPS itself, and nation-wide developments in the teaching profession suggested that a fresh look at Chicago’s professional development landscape would be necessary. Indeed, many relevant questions about the role(s) of museums in teacher professional development were raised during initial Planning Team discussions. Here are just a few examples: Which organizations are the foremost providers of professional development for ...


Museum Educators' Workshop Study Highlights: Attracting And Retaining Teachers In Museum-Sponsored Professional Development Programs, Steven Rogg Mar 2002

Museum Educators' Workshop Study Highlights: Attracting And Retaining Teachers In Museum-Sponsored Professional Development Programs, Steven Rogg

Steven R Rogg

Following Phase I, of the Museums In the Park Study, the Planning Team used this information to design and conduct the Museum Educators’ Workshop event on March 15, 2002. Highlights of the Phase-I study were also presented to participants at the workshop event.


Maps-Ii Study Final Report For The Initiative “Museums And Public Schools” On Behalf Of Museums In The Park And Chicago Public Schools, Steven R. Rogg Jan 2002

Maps-Ii Study Final Report For The Initiative “Museums And Public Schools” On Behalf Of Museums In The Park And Chicago Public Schools, Steven R. Rogg

Steven R Rogg

The Museums and Public Schools (MAPS) initiative intends to “create a lasting impact on teaching and learning by integrating museum resources into the educational process and serve as a national model.” It is conceived as a “sustained partnership of museums and schools, students and teachers,” engaging them in “authentic learning experiences.” This is to be accomplished primarily via the explicit incorporation of relevant (as indicated by the Chicago Academic Standards) cultural, historical, and scientific resources of Chicago’s world-class museums into the curriculum of Chicago Public Schools. The result is to be an experience of education that is powerfully rich ...


Report On The Elementary Teacher Survey Pilot Study On Behalf Of The Columbus Urban Systemic Initiative, Steven R. Rogg Jun 1999

Report On The Elementary Teacher Survey Pilot Study On Behalf Of The Columbus Urban Systemic Initiative, Steven R. Rogg

Steven R Rogg

This report completes the pilot study conducted by the Columbus Public Schools’ (CPS) Urban Systemic Initiative (USI)1 and the Center for the Advancement of Learning and Teaching in Mathematics Science and Technology (The Center@IMSA) of the Illinois Mathematics and Science Academy (IMSA). This initial pilot study was designed to test the Elementary Teacher Survey prepared by the USI Teacher Support Teams. A validation study, to follow in the spring, will seek evidence of program impact on teaching practices in science and mathematics classrooms. In other words, it will validate the findings of the Elementary Teacher Survey via direct ...


Rasch Models Of Multidimensionality Between Items And Within Items, W Wen-Chung, M Wilson, Ray Adams Dec 1996

Rasch Models Of Multidimensionality Between Items And Within Items, W Wen-Chung, M Wilson, Ray Adams

Prof Ray Adams

This chapter focuses on Rasch measurement and extends it to multidimensional Rasch models. The author first clarifies multidimensionality at two levels: the item level and the test level. With this two way classification, three kinds of tests are formed: undimensional tests, multidimensional between-item tests, and multidimensional within-item tests. The author describes a multidimensional Rasch model, the multidimensional random coefficients multinomial logit (MRCML) model, for multidimensional tests. The model, when applied to multidimensional between-item tests, is more efficient than are unidimensional models in terms of model fit and reliability indices. The model can also be applied to investigate scale interaction of ...


Bias In Weighted Likelihood Estimation When Using The Rasch Model, D Roberts, Ray Adams Dec 1996

Bias In Weighted Likelihood Estimation When Using The Rasch Model, D Roberts, Ray Adams

Prof Ray Adams

There are three methods of maximum likelihood estimation that are commonly used with Rasch item response models: Joint maximum likelihood, which provides point estimates for both person and item parameters; conditional maximum likelihood, which produces estimates for the item parameters only, and marginal maximum likelihood, which produces estimates of the item parameters and parameters of the distribution from which it has been assumed that the persons have been sampled. A number of approaches have been suggested for obtaining ability estimates for subsequent use in reporting or analysis when either conditional or marginal methods have been used to obtain the item ...