Open Access. Powered by Scholars. Published by Universities.®
- Discipline
- Keyword
-
- Children (2)
- Digital storytelling (2)
- Early childhood (2)
- Education (2)
- Employability (2)
-
- Professional identity (2)
- Teachers (2)
- Aboriginal and Torres Strait Islander (1)
- Adaptive Strategies (1)
- Adolescent Reading (1)
- Ageing education (1)
- Assessment (1)
- Astronomy (1)
- Attachment theory (1)
- Attrition (1)
- Australia (1)
- Bourdieu (1)
- Bring Your Own Device (1)
- Career (1)
- Career self-management (1)
- Career values (1)
- Caregivers (1)
- Classroom management (1)
- Collaborative networks (1)
- Cooperation (1)
- Curriculum (1)
- Decision making (1)
- Demographics (1)
- Diagnostic assessment (1)
- Digital technologies (1)
Articles 1 - 26 of 26
Full-Text Articles in Education
Career Values And Proactive Career Behaviour Among Contemporary Higher Education Students, Denise Jackson, Michael Tomlinson
Career Values And Proactive Career Behaviour Among Contemporary Higher Education Students, Denise Jackson, Michael Tomlinson
Research outputs 2014 to 2021
The paper draws on evidence from a survey of Australian and UK students (N = 433) on students’ career values and their relationship to their proactivity in career self-management. Much of the dominant approaches to careers have focused on career competencies and adaptability in the context of increased movement from traditional to more self-managed career trajectories. Limited attention has been given to the role of career values in shaping individuals’ approaches to career management, particularly among higher education students. This study reveals data on a range of career values among students on a continuum between intrinsic and extrinsic careers. It …
Professional Development: Life Or Death After Pre-Service Training?, Christine Higginbotham
Professional Development: Life Or Death After Pre-Service Training?, Christine Higginbotham
Research outputs 2014 to 2021
Within the ELT profession there has been some discussion regarding the appropriateness of one-month pre-service teacher training courses such as CELTA. These courses are designed on the assumption that graduates will need further support and professional development in their first post. This paper examines the extent to which 115 newly qualified teachers (NQTs) were supported in their first teaching posts and addresses a second concern: Do short, intensive courses encourage trainees to develop reflective-practice skills? The findings suggest that generally NQTs are not well supported in their first teaching posts, nor are they provided with adequate continued professional development by …
The Development Of A Student Engagement Instrument For The Responding Strand In Visual Arts, Julia Morris
The Development Of A Student Engagement Instrument For The Responding Strand In Visual Arts, Julia Morris
Research outputs 2014 to 2021
The ‘responding’ strand of the Australian visual arts curriculum promotes twenty-first century learning skills through students’ analytical engagement with artworks and artists. Assessing students’ experiences and engagement is one strategy to improve teaching and learning in responding. However, there are no validated, subject-specific student engagement instruments for teachers to use. This study sought to develop a student self-report diagnostic instrument that provides information on past experiences with visual arts and factors affecting both cognitive and psychological engagement, with implications for improving teaching and learning. The instrument was piloted with 266 Year 10 to 12 students, as responding has an approximate …
An Elixir For Veteran Teachers: The Power Of Social Connections In Keeping These Teachers Passionate And Enthusiastic In Their Work, Peter F. Prout, Geoffrey M. Lowe, Christina C. Gray, Sarah Jefferson
An Elixir For Veteran Teachers: The Power Of Social Connections In Keeping These Teachers Passionate And Enthusiastic In Their Work, Peter F. Prout, Geoffrey M. Lowe, Christina C. Gray, Sarah Jefferson
Research outputs 2014 to 2021
This article is based upon the premise that there are many veteran teachers who maintain positive attitudes towards teaching throughout their careers. According to The Grant Study (Waldinger, 2015), positive attitudes towards life and work stem from close relationships and adaptive behaviours that people engage in throughout adult life. This article describes a study undertaken in Australia which revealed that, in line with Grant Study findings, positive veteran teachers (aged 40-70+ years) build and maintain supportive social connections among colleagues in their school and others outside school, plus spouse (or long-term partner) and close family, that contribute to their sense …
Solo Taxonomy As Efl Students’ Disciplinary Literacy Evaluation Tool In Technology-Enhanced Integrated Astronomy Course, Nadezhda Chubko, Julia E. Morris, David H. Mckinnon, Eileen V. Slater, Geoffrey W. Lummis
Solo Taxonomy As Efl Students’ Disciplinary Literacy Evaluation Tool In Technology-Enhanced Integrated Astronomy Course, Nadezhda Chubko, Julia E. Morris, David H. Mckinnon, Eileen V. Slater, Geoffrey W. Lummis
Research outputs 2014 to 2021
Whilst the role of disciplinary literacy in science, technology, engineering, and mathematics (STEM) education is becoming more prominent, there appears to be little adaptation or allowance made for English as a foreign or second language (EFL/ESL) students learning science in English, as well as no clear understanding of what comprises disciplinary literacy in science. In this article, we define the construct of disciplinary literacy in science education and justify the use of the Structure of the Observed Learning Outcome (SOLO) taxonomy (Biggs and Collis, Teaching for quality learning at university 1982) as a tool for measuring EFL students’ disciplinary literacy …
Engaging Adolescent Kyrgyzstani Efl Students In Digital Storytelling Projects About Astronomy, Nadezhda Chubko, Julia E. Morris, David H. Mckinnon, Eileen V. Slater, Geoffrey W. Lummis
Engaging Adolescent Kyrgyzstani Efl Students In Digital Storytelling Projects About Astronomy, Nadezhda Chubko, Julia E. Morris, David H. Mckinnon, Eileen V. Slater, Geoffrey W. Lummis
Research outputs 2014 to 2021
This research is based on the Journey through Space and Time (JTST) educational astronomy project for primary and junior high school science curricula in Australia, which seeks to improve students' astronomy content knowledge through science inquiry. The focus of the current project is on the learning needs of students for whom the language of instruction is a foreign or second language (EFL/ESL). This article reports the results of a pilot case study conducted in Bishkek, Kyrgyzstan in December 2017. The research employed a Type II Case Study design. Data were collected through video and audio recordings of classroom interactions. The …
Performing ‘Teacher’: Exploring Early Career Teachers’ Becomings, Work Identities And The [Mis-]Use Of The Professional Standards In Competitive Educational Assemblages, Kirsten Lambert, Christina Gray
Performing ‘Teacher’: Exploring Early Career Teachers’ Becomings, Work Identities And The [Mis-]Use Of The Professional Standards In Competitive Educational Assemblages, Kirsten Lambert, Christina Gray
Research outputs 2014 to 2021
This paper explores the relationship between early career teachers’ (ECTs) work identities, neoliberal education assemblages, and mandated professional standards. The task of supporting and retaining beginning teachers has received considerable attention in recent years in the face of alarming rates of teacher attrition internationally. The study, undertaken in Western Australia, explores how ECTs construct identities in response to competitive educational discourses, high levels of individual stress, insecure employment, excessive work-loads and limited formal support. The Australian Professional Standards are an example of ‘organisational learning’ that aims to support ECTs. However, our research suggests that in practice a managerial ‘tick the …
Correction To: What Do Students Believe About Effective Classroom Management? A Mixed-Methods Investigation In Western Australian High Schools, Helen Egeberg, Andrew Mcconney
Correction To: What Do Students Believe About Effective Classroom Management? A Mixed-Methods Investigation In Western Australian High Schools, Helen Egeberg, Andrew Mcconney
Research outputs 2014 to 2021
The article “What do students believe about effective classroom management? A mixed-methods investigation in Western Australian high schools”, written by Helen Egeberg and Andrew McConney was originally published electronically on the publisher’s internet portal (currently SpringerLink) on 1 December 2017 without open access. © 2019, The Author(s).
Correction To: Parent And Teacher Perceptions Of Naplan In A Sample Of Independent Schools In Western Australia (The Australian Educational Researcher, (2018), 45, 4, (493-513), 10.1007/S13384-018-0270-2), S. L. Rogers, L. Barblett, K. Robinson
Correction To: Parent And Teacher Perceptions Of Naplan In A Sample Of Independent Schools In Western Australia (The Australian Educational Researcher, (2018), 45, 4, (493-513), 10.1007/S13384-018-0270-2), S. L. Rogers, L. Barblett, K. Robinson
Research outputs 2014 to 2021
The article “Parent and teacher perceptions of NAPLAN in a sample of Independent schools in Western Australia”, written by S. L. Rogers, L. Barblett and K. Robinson was originally published electronically on the publisher’s internet portal (currently SpringerLink) on 3 April 2018 without open access. © 2019, The Author(s).
Movement-Versus Sporting-Based Physical Education In Elementary Schools: Does Either Ensure Quality?, Joseph John Scott
Movement-Versus Sporting-Based Physical Education In Elementary Schools: Does Either Ensure Quality?, Joseph John Scott
Research outputs 2014 to 2021
Within the physical education literature, there remains to be contentions between the effectiveness of sporting- and movement-based approaches. Whilst both have noted strengths and weaknesses, there is little research into whether either is leading to quality physical education in Australian elementary schools. This paper therefore examines two of the common models based approaches to teaching physical education in elementary schools against the five interrelated propositions of the Australian Curriculum to determine if either pedagogical approach is leading to quality physical education. This paper draws on current literature, curriculum frameworks and pedagogical recommendations to determine the value of a models based …
Weather Wanderings, Mindy Blaise, Tonya Rooney, Jo Pollitt
Weather Wanderings, Mindy Blaise, Tonya Rooney, Jo Pollitt
Research outputs 2014 to 2021
We propose weather wanderings as a critical and postdevelopmental intervention (Blaise, 2010) into a developmentally appropriate or child-centred approach to walking. A developmentally appropriate approach emphasises an autonomous, white, able-bodied, middle-class, and developing boy child that discovers and explores the natural world as an external thing to ‘know’ and control. A developmental approach is concerned with discovery and conquest; legacies of settler colonialism. All too often, in early childhood education, when (and if) children and teachers leave the preschool to go on walks, these quickly turn into destination- and education-focused events that are full of regulation and control (Springgay & …
Multiple Perspectives On Attachment Theory: Investigating Educators’ Knowledge And Understanding, Nadia Wilson-Ali, Caroline Barratt-Pugh, Marianne Knaus
Multiple Perspectives On Attachment Theory: Investigating Educators’ Knowledge And Understanding, Nadia Wilson-Ali, Caroline Barratt-Pugh, Marianne Knaus
Research outputs 2014 to 2021
This paper presents findings from a study investigating the multiple perspectives of attachment theory and practice through the voices of early childhood educators. Attachment theory has influenced research, policy and practice over the last six decades, offering a framework for understanding risk and protective factors in early childhood. Despite the increasing literature highlighting the importance of attachment relationships, attachment theory has been primarily considered from a medical health or psychological perspective and little is known about educators’ perspectives of attachment theory. In total, 488 Australian educators responded to the online survey, demonstrating a wide interest in the topic of attachment. …
Australian Prison Vocational Education And Training And Returns To Custody Among Male And Female Ex-Prisoners: A Cross-Jurisdictional Study, Jesse Cale, Andrew Day, Sharon Casey, David Bright, Jo Wodak, Margaret Giles, Eileen Baldry
Australian Prison Vocational Education And Training And Returns To Custody Among Male And Female Ex-Prisoners: A Cross-Jurisdictional Study, Jesse Cale, Andrew Day, Sharon Casey, David Bright, Jo Wodak, Margaret Giles, Eileen Baldry
Research outputs 2014 to 2021
The current study examined the impact of vocational education and training in the custody setting on returns to custody among Australian adult prisoners from selected jurisdictions. Vocational education and training, education, and behavioural change programme participation in custody and demographic and risk assessment data were provided by correctional services in four Australian states for 10,834 Australian prisoners released from custody in 2010–2011. This information was used to predict returns to custody by 2015–2016. Overall, the results showed that participating in vocational education and training in custody contributed to the likelihood of remaining custody free at two and five years post-release …
Dysfunctional Devices In The Classroom Meet The Habitus Of The New, Nicola F. Johnson
Dysfunctional Devices In The Classroom Meet The Habitus Of The New, Nicola F. Johnson
Research outputs 2014 to 2021
New media has enabled users to informally learn, consume, create and produce in many different ways and forms at (almost) any time. In 2013, Papacharissi and Easton further theorised Bourdieu’s notion of habitus to embrace new media in the 21st century, coining ‘habitus of the new’ focusing on the novelty and practices surrounding new media. This article explores the digital practices inside of school, and the ways young people use new media on their digital devices (including their smartphones). The article points to some dysfunctional practices that practically occur when endeavouring to incorporate these individual devices for learning purposes. Drawing …
Correction To: Arts Engagement Outside Of School: Links With Year 10 To 12 Students’ Intrinsic Motivation And Self-Efficacy In Responding To Art (The Australian Educational Researcher, (2018), 45, 4, (455-472), 10.1007/S13384-018-0269-8), Julia E. Morris
Research outputs 2014 to 2021
The article “Arts engagement outside of school: Links with Year 10 to 12 students’ intrinsic motivation and self-efficacy in responding to art” written by Julia E. Morris was originally published electronically on the publisher’s internet portal (currently SpringerLink) on 28 March 2018 without open access. With the author(s)’ decision to opt for Open Choice, the copyright of the article changed on 30 November to © The Author(s) 2018 and the article is forthwith distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, duplication, adaptation, distribution and reproduction in any medium or format, as …
How Do Librarians In Schools Support Struggling Readers?, Margaret Kristin Merga
How Do Librarians In Schools Support Struggling Readers?, Margaret Kristin Merga
Research outputs 2014 to 2021
While librarians in schools often face significant budgetary cuts, they can play an important role in supporting learning in literacy and literature. However, little is known about the practices that they may employ to this end. Of particular interest is the role of librarians in schools in supporting struggling readers, as these students may be increasingly disadvantaged as they move through the years of schooling. Semi-structured interview data were collected from teacher librarians at 30 schools and analysed to identify practices exercised by teacher librarians that aligned with extant research around supporting struggling readers. Teacher librarians provided support by identifying …
Managing Informal Sport Participation: Tensions And Opportunities, Ruth Jeanes, Ramón Spaaij, Dawn Penney, Justen O’Connor
Managing Informal Sport Participation: Tensions And Opportunities, Ruth Jeanes, Ramón Spaaij, Dawn Penney, Justen O’Connor
Research outputs 2014 to 2021
This article critically examines the role of informal sport within attempts to increase sport participation. Informal sport is a contested concept that government and non-government agencies are grappling with. In this article, the focus is on participation that is self-organised and not club based. The research reported reflects that at present, policy makers and practitioners have not seriously considered how informal sport may be positioned as a central facet in efforts to respond to participation objectives and associated health and social policy agendas. Drawing on semi-structured interviews with stakeholders responsible for promoting community sport participation in Victoria, Australia, the authors …
“I Feel Very Fortunate To Still Be Doing What I Love”: Later Career Performing Arts Teachers Still Keen And Committed, Christina Gray, Geoffrey Lowe, Peter Prout, Sarah Jefferson
“I Feel Very Fortunate To Still Be Doing What I Love”: Later Career Performing Arts Teachers Still Keen And Committed, Christina Gray, Geoffrey Lowe, Peter Prout, Sarah Jefferson
Research outputs 2014 to 2021
The problem of attrition among early-career teachers has generated a substantial body of research. However, less research has been devoted to later-career teachers who survive and thrive. This article explores the career experiences of four later-career performing arts teachers who remain keen and committed to teaching. Informed by seminal studies by Huberman (1989, 1993) and Day and Gu (2007, 2009) into teacher career trajectories, and using a phenomenological ‘lens’ of portraiture methodology, members of the research team undertook a series of in-depth interviews to gain insight into how these teachers maintain their positivity and commitment to teaching. Four key themes …
Achieving Economic Sustainability For Niche Social Profession Courses In The Australian Higher Education Sector: Final Report, Trudi Cooper, Miriam Rose Brooker
Achieving Economic Sustainability For Niche Social Profession Courses In The Australian Higher Education Sector: Final Report, Trudi Cooper, Miriam Rose Brooker
Research outputs 2014 to 2021
The purpose of this fellowship was to develop a nationwide collaborative strategy to improve the economic sustainability and geographic availability of niche social profession courses. The niche courses in social professions examined in this program meet specialist social needs in disability services, social gerontology, and youth work. Specialist courses in social professions have limited availability across the Australian university sector and availability has declined over the last decade. This is despite a continuing need for specialist graduates, as attested by the relevant professional bodies, and by policy implementation reviews in the areas where graduates from these courses might provide stronger …
Using Local Rural Knowledge To Enhance Stem Learning For Gifted And Talented Students In Australia, Julia Morris, Eileen Slater, Michael T. Fitzgerald, Geoffrey W. Lummis, Eddie Van Etten
Using Local Rural Knowledge To Enhance Stem Learning For Gifted And Talented Students In Australia, Julia Morris, Eileen Slater, Michael T. Fitzgerald, Geoffrey W. Lummis, Eddie Van Etten
Research outputs 2014 to 2021
In order to supply a future Science, Technology, Engineering, and Mathematics (STEM) workforce, Australia needs to engage its most capable and gifted secondary students in quality STEM learning, either within school or through extra-curricular opportunities, so that they will continue into STEM-based tertiary degrees. High-achieving students in rural communities may face additional barriers to STEM learning that can limit their ability to pursue advanced STEM studies and occupations. This small-scale research project sought to explore a group of gifted lower secondary students’ engagement and experiences in a STEM programme designed around a local rural knowledge model as reported by Avery …
Positive Veteran Teachers: Who Are They, And Where Are They To Be Found?, Geoffrey Lowe, Christina Gray, Peter Prout, Sarah Jefferson, Therese Shaw
Positive Veteran Teachers: Who Are They, And Where Are They To Be Found?, Geoffrey Lowe, Christina Gray, Peter Prout, Sarah Jefferson, Therese Shaw
Research outputs 2014 to 2021
Teacher career trajectory studies have identified a small group of veteran teachers who remain positive and committed to teaching, while others become disenchanted or disengaged. These, and related studies suggest key characteristics of positive veteran teachers revolve around a strong sense of agency and professional identity including: 1) a continuing desire to experiment and embrace challenges; 2) high levels of personal comfort in their teaching roles; and 3) a willingness to take on leadership roles across a range of capacities and contexts, and in turn be affirmed in these roles. While studies describe these characteristics, there has been little attempt …
Engaging And Partnering With Aboriginal And Torres Strait Islander Parents And Caregivers, Simone White, Peter Anderson, Graeme Gower, Matt Byrne, Maria Bennet, Alison Quin, Anna Darling
Engaging And Partnering With Aboriginal And Torres Strait Islander Parents And Caregivers, Simone White, Peter Anderson, Graeme Gower, Matt Byrne, Maria Bennet, Alison Quin, Anna Darling
Research outputs 2014 to 2021
The Engaging and partnering with Aboriginal and Torres Strait Islander parents and caregivers two-year project has culminated in a unique interactive website (see www.yourstoryourjourney.net) that houses a number of learning and teaching tools, strategies and resources designed to support all those working to improve the educational success of Aboriginal and Torres Strait Islander students in schools, Australia’s First Nations peoples. It is intended to be used in teacher education programs (pre-service and in-service), by teachers and school leaders, and by Aboriginal and Torres Strait Islander communities. The resource has been created to help all educators form relationships and partnerships with …
Students’ And Their Supervisors’ Evaluations On Professional Identity In Work Placements, Denise Jackson
Students’ And Their Supervisors’ Evaluations On Professional Identity In Work Placements, Denise Jackson
Research outputs 2014 to 2021
This study explored the extent to which undergraduates demonstrate capabilities associated with professional identity (PI), an individual’s connection with the ideology of professional practice and a critical element of graduate employability. It gathered quantitative and qualitative data from 212 Australian business undergraduates and their workplace supervisors on 17 capabilities associated with PI. It also examined the value of Work-Integrated Learning (WIL) in developing these capabilities. Findings indicated broad agreement on areas of strength and weakness yet supervisors assigned consistently higher ratings than students. Areas for development aligned with the advanced stages of PI and ratings were fairly uniform by gender, …
Ell's Science Meaning Making In Multimodal Inquiry: A Case-Study In A Hong Kong Bilingual School, Melanie Williams, Kok-Sing Tang, Mihye Won
Ell's Science Meaning Making In Multimodal Inquiry: A Case-Study In A Hong Kong Bilingual School, Melanie Williams, Kok-Sing Tang, Mihye Won
Research outputs 2014 to 2021
This paper reports on a multimodal teaching approach delivered to grade 5 elementary students in a bilingual school in Hong Kong, as part of a larger research study aimed at supporting English Language Learners (ELLs) in science class. As language demands of reading, writing and talking science place additional challenges on ELLs, there is much research interest in exploring the use of multiple modes of communication beyond the dominant use of verbal and written language. Research has shown that students develop a better scientific understanding of natural phenomena by using and alternating between a variety of representations. Yet, questions remain …
“Portray Cultures Other Than Ours”: How Children’S Literature Is Being Used To Support The Diversity Goals Of The Australian Early Years Learning Framework, Helen Adam, Caroline Barratt-Pugh, Yvonne Haig
“Portray Cultures Other Than Ours”: How Children’S Literature Is Being Used To Support The Diversity Goals Of The Australian Early Years Learning Framework, Helen Adam, Caroline Barratt-Pugh, Yvonne Haig
Research outputs 2014 to 2021
Catering for diversity within birth to 5-year-old settings continues to be an on-going concern for policy makers and educators worldwide. This research contributes to discussion on the value of children’s literature in achieving international principles of diversity and, in particular, the Principles, Practice and Outcomes outlined in the Australian Early Years Learning Framework. The article considers the selection and use of children’s literature related to diversity, as well as what influences these processes. Seventeen educators from five long day care centres located in or near the Perth metropolitan area participated in the study. Data were drawn from interviews and a …
Participation Of Children With Disabilities In School: A Realist Systematic Review Of Psychosocial And Environmental Factors, Donald Maciver, Marion Rutherford, Stella Arakelyan, Jessica M. Kramer, Janet Richmond, Liliya Todorova, Dulce Romero-Ayuso, Hiromi Nakamura-Thomas, Marjon Ten Velden, Ian Finlayson, Anne O’Hare, Kirsty Forsyth
Participation Of Children With Disabilities In School: A Realist Systematic Review Of Psychosocial And Environmental Factors, Donald Maciver, Marion Rutherford, Stella Arakelyan, Jessica M. Kramer, Janet Richmond, Liliya Todorova, Dulce Romero-Ayuso, Hiromi Nakamura-Thomas, Marjon Ten Velden, Ian Finlayson, Anne O’Hare, Kirsty Forsyth
Research outputs 2014 to 2021
Background In order to make informed decisions about how best to support children and young people with disabilities, effective strategies that facilitate active and meaningful participation in school are required. Clinical factors, diagnosis or impairments somewhat helpful in determining what should be provided in interventions. However, clinical factors alone will not offer a clear view of how to support participation. It is helpful then to look at wider psychosocial and environmental factors. The aim of this review was to synthesise evidence of psychosocial and environmental factors associated with school participation of 4–12 year old children with disabilities to inform the …