Education Commons^™

Out-Of-Field Teaching In Australian Secondary Schools, Paul R. Weldon

Dr Paul Weldon

This report considers the extent to which Australian secondary school teachers are teaching subjects other than those in which they have specialised. It provides new data on the extent of out-of-field teaching overall and in a selection of subject areas, based on further analysis of the 2013 Staff in Australia’s Schools (SiAS) survey. In addition, the report uses new questions in the SiAS 2013 survey to assess the proportion of students affected by out-of-field teaching in selected subjects.

Victorian Teacher Supply And Demand Report 2012 And 2013, Paul R. Weldon, Chandra Shah, Glenn Rowley

Dr Paul Weldon

This report provides forecasts of the supply and demand for teachers in Victoria from 2014 to 2020. The teaching workforce includes all teachers from K to 12. This is the tenth in the series of such reports, the first of which was released in 2001. Unlike previous reports, this one includes a section on Early Childhood and has more extensive analysis of the future demand for teachers in the state.

Spiritual And Religious Capabilities For Catholic Schools, Christine Mcgunnigle, Chris Hackett

Christine McGunnigle

The Australian Curriculum articulates the role of general capabilities across all learning areas in the schooling years. The function of these general capabilities is to ensure that students have the dispositions and skills that provide for deep learning and the ability to function successfully in the 21^st Century. Within Catholic schools, these same general capabilities apply. Catholic schools, in recognising the mission of the Church, are however, called to ensure that not only are students able to participate in the 21^st Century context, but that they are able to evangelise through the integration of faith, life and culture. …

Service-Learning: A Valuable Means Of Preparing Pre-Service Teachers For A Teaching Practicum., Anne Coffey, Shane Lavery

Anne Coffey

Abstract The use of service-learning as a teaching methodology is in its infancy within Australian tertiary institutions. Parker et. al., (2009) noted that, until recently, community service-learning has been under-utilised within the Australian higher education system. Within teacher education programs, service-learning has been used primarily as a means of providing real-life experiences for pre-service teachers as well as developing their personal and professional skills. The research conducted in this study focused on ways involvement in a service-learning experience could contribute to the preparation of pre-service secondary teachers for their first teaching practicum. The participants included Bachelor of Education, Master of …

Spiritual And Religious Capabilities For Catholic Schools, Christine Mcgunnigle, Chris Hackett

Chris Hackett

The Australian Curriculum articulates the role of general capabilities across all learning areas in the schooling years. The function of these general capabilities is to ensure that students have the dispositions and skills that provide for deep learning and the ability to function successfully in the 21^st Century. Within Catholic schools, these same general capabilities apply. Catholic schools, in recognising the mission of the Church, are however, called to ensure that not only are students able to participate in the 21^st Century context, but that they are able to evangelise through the integration of faith, life and culture. …

"I Second That Emotion": Minding How Plagiarism Feels, Ann E. Biswas

Ann E. Biswas

It stands to reason that when writing teachers believe their students have plagiarized, they will experience strong emotions that impact their relationships with students, their pedagogy, and their sense of professional identity. Far from being a threat to reason, understanding and acknowledging writing teachers’ emotional responses to plagiarism can lead to a deeper wisdom of its true impact. By examining the literature on emotion from psychology, sociology, education, and writing studies as well as findings from a pilot study of writing teachers’ emotional responses to plagiarism, this article argues that the work involved in managing the emotions of plagiarism reflects …

Constructivism And Instructional Design: Some Personal Reflections, Brent Wilson

Brent Wilson

Some personal reflections on instructional design and its relation to constructivism are explored. Instructional design in its present form is out of sync with the times in that its orientation, methods, and research base are behavioristic, or positivistic. However, a constructivist theory of instructional design is possible, particularly if constructivism is recognized as a philosophy rather than a strategy. To better fit the needs of practitioners, instructional design theories need to be better grounded in a broad understanding of learning and instructional processes. Generic principles and specific heuristics are needed for dealing with recurring problems and situations in instructional design …

Parental Involvement In Secondary Schools [Book Chapter], Caron A. Westland

Caron Westland

No abstract provided.

From The Inside In: An Examination Of Common Core Knowledge & Communication In Schools, Jonathan Supovitz, Ryan Fink, Bobbi Newman

Bobbi Newman

In this report, CPRE researchers explore how Common Core knowledge and influence are distributed inside of schools and how these configurations may help teachers to engage with the Common Core and influence their understanding and implementation. To do so, we used a mixed-method approach to examine knowledge and influence in eight schools, including five elementary schools and three middle schools. Our central method was a survey of knowledge and influence of all faculty members in a sample of eight schools. These data are supplemented with interview data from a purposeful sample of teachers and administrators in the eight schools.

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The Relationship Between A College Preparation Program And At-Risk Students' College Readiness, Jennifer Cates, Scott Schaefle

Scott Schaefle

This study evaluates the relationship between elements of a college preparation program and the college readiness of low-income and/or Latina/o students at the completion of 6 years of participation in the program. Hours of participation in tutoring, mentoring, advising, college campus visits, summer programs, and educational field trips are examined in relationship to students' college-track course completion and Preliminary SAT (PSAT) participation. In addition, the relationship between students' expectations for college and their ranking of program activities is examined. Results indicate that key program elements related to college readiness include advising, college campus visits, and college information through booklets and …