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Articles 1 - 15 of 15
Full-Text Articles in Education
Teachers’ Perspectives On The Use Of Digital Portfolios In Efl Teaching Context, Diem Thi Ngoc Hoang
Teachers’ Perspectives On The Use Of Digital Portfolios In Efl Teaching Context, Diem Thi Ngoc Hoang
Research outputs 2014 to 2021
Teacher education in Vietnam has undergone radical reform in the last decade. This is partially the result ofthe determination of the Vietnamese government to improve education quality nationwide at all levels. In particular, the training of teachers of English as a Foreign Language (EFL) has received significant consideration. This is shown in many policy documents issued by the government that focus on increasing both quantity and quality of EFL teachers (Government of Vietnam, 2008; Ministry of Education and Training, 2014). Among the quality standards of EFL teachers, ICT competence has recently received considerable attention and investment (Government of Vietnam, 2017; …
Generation 1.5 Learners: Removing The Mask Of Student Invisibility And Recognising The Learning Disconnections That Marred Their Academic Journeys, Elizabeth Serventy, Bill Allen
Generation 1.5 Learners: Removing The Mask Of Student Invisibility And Recognising The Learning Disconnections That Marred Their Academic Journeys, Elizabeth Serventy, Bill Allen
Research outputs 2014 to 2021
Distinctive cohorts of students revealing inherent problems in managing their learning are on-going concerns in all universities. Students identified as Generation 1.5 learners are an increasing phenomenon in Australian universities yet may be “invisible” or unknown to teaching staff. They are neither fully proficient in their first language nor in English which is typically their second language (L2). Characteristically possessing well-developed basic interpersonal communicative skills, they lack the cognitive academic learning proficiencies essential for tertiary success. This article reports on doctoral research into six Generation 1.5 undergraduates navigating one academic year in one Western Australian university. Key findings include their …
Using Sentence Dictation To Practise And Assess Taught Spelling And Punctuation Skills: A Year 2 Explicit Instruction Intervention, Sally Robinson-Kooi, Lorraine S. Hammond
Using Sentence Dictation To Practise And Assess Taught Spelling And Punctuation Skills: A Year 2 Explicit Instruction Intervention, Sally Robinson-Kooi, Lorraine S. Hammond
Research outputs 2014 to 2021
Daily contextualised sentence dictation was used for Year 2 students to practise, and the teacher to assess, taught spelling concepts, capital letters and full stop usage in an Explicit Instruction (EI) intervention. Conducted in a mainstream setting, it supported all students learning to spell, including those with a learning difficulty (LD) and an English Learner (LL). Results showed that students who received EI in spelling and punctuation constructs followed by sentence dictation did significantly better than comparison students who continued with their usual spelling programme. Randomly selected intervention students deemed below average (BA), average (A), and above average (AA) spellers …
“The Pay Is Not Worth It But It Is Excellent Pd”: Australian Teachers’ Perspectives On Doing Large-Scale Marking, Nathanael Reinertsen
“The Pay Is Not Worth It But It Is Excellent Pd”: Australian Teachers’ Perspectives On Doing Large-Scale Marking, Nathanael Reinertsen
Research outputs 2014 to 2021
Anecdotally, teachers take up opportunities to mark large-scale assessments because they are told by colleagues that it is 'good PD'. Assertions about the value of marking are passed along with little question. However, research into the benefits of participating as a marker in large-scale marking has not been conducted in the Australian context. This paper reports the results of an online survey of Australian teachers (N=43) about their participation in large-scale marking in order to examine whether the research that has been conducted internationally is likely to be generalisable to Australia. The responses to the survey are described and then …
The Implications Of The Non-Linguistic Modes Of Meaning For Language Learners In Science: A Review, Melanie Williams
The Implications Of The Non-Linguistic Modes Of Meaning For Language Learners In Science: A Review, Melanie Williams
Research outputs 2014 to 2021
In response to the globally escalating number of language learners tasked with learning science through a foreign language, this review seeks to bring new perspectives by reframing research findings, still dominated by historical language assumptions, through a contemporary language lens. We aim to unearth, amalgamate and expose the potentials of non-linguistic modes described by the theory of multiliteracies that appear sporadic and fragmentary within studies due to their linguistic focus, as we surmise they offer language learners alternative avenues for meaning-making. 40 peer-reviewed empirical studies published between 1995 and 2019 were systematically found and examined using theoretical thematic analysis to …
Digital Storytelling As A Disciplinary Literacy Enhancement Tool For Efl Students, Nadezdha Chubko, Julia Morris, David H. Mckinnon, Eileen Slater, Geoff W. Lummis
Digital Storytelling As A Disciplinary Literacy Enhancement Tool For Efl Students, Nadezdha Chubko, Julia Morris, David H. Mckinnon, Eileen Slater, Geoff W. Lummis
Research outputs 2014 to 2021
This research compared the process of disciplinary literacy acquisition of students who experienced two different pedagogical approaches to learning science, technology, engineering and mathematics through astronomy (STEM-A). The objective of this study was to explore the impact of a digital storytelling (DST) educational technology intervention in a STEM-A context on the process of disciplinary literacy acquisition of students who were learning English as a foreign language (EFL). The research was designed as a type IV case study with a sample of 30 students from Kyrgyzstan aged between 12 and 16 years. Data were collected from written responses to the astronomy …
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 …
Creating Shared Norms In Schools - A Theoretical Approach, Maryanne Macdonald, Eyal Gringart, Jan Gray
Creating Shared Norms In Schools - A Theoretical Approach, Maryanne Macdonald, Eyal Gringart, Jan Gray
Research outputs 2014 to 2021
Whilst some improvements to Indigenous education outcomes have occurred in recent years, there remains considerable inequity in the educational experiences and long-term engagement of Indigenous and non-Indigenous students. One of the factors contributing to the challenging environment for Indigenous students is dissonance of social norms, as a result of ethnic and socioeconomic differences between teacher and student. Many hegemonic culture teachers are unaware of Standpoint Theory and the way in which normative beliefs impact on classroom interactions and student outcomes at the cultural interface. This paper draws on the Theory of Planned Behaviour (TBP) to illustrate ways in which schools …
Peer Group And Friend Influences On The Social Acceptability Of Adolescent Book Reading, Margaret K. Merga
Peer Group And Friend Influences On The Social Acceptability Of Adolescent Book Reading, Margaret K. Merga
Research outputs 2014 to 2021
Increasing recreational reading is a priority in a climate of growing adolescent aliteracy. Raising the social appeal of books has been identified as one potential avenue for arresting this trend. An understanding of the current social acceptability of book reading amongst contemporary adolescents is important in informing an effective approach to raise the status of book reading, as is insight into how this status impacts upon attitudes toward, and engagement in, recreational book reading. Friend and peer group attitudes may impact upon the palatability of recreational book reading, and this impact may differ for gender. Findings from the 2012 West …
Student Motivations For Studying Online: A Qualitative Study, Melanie K. Henry, Julie Ann Pooley, Maryam Omari
Student Motivations For Studying Online: A Qualitative Study, Melanie K. Henry, Julie Ann Pooley, Maryam Omari
Research outputs 2014 to 2021
The availability of online courses has continued to grow over recent years with more students now turning to online offerings. The flexibility offered through online learning is attractive to prospective students with some of the benefits including reduced costs, and the potential to increase and diversify the student body. Online courses provide the advantage of reaching those who may be ‘too busy’ for traditional study, and offer flexibility through anywhere, anytime access. While these benefits may attract prospective learners to the online environment there remains little empirical evidence for the reasons students actually make the decision to study online over …
Exploring The Role Of Parents In Supporting Recreational Book Reading Beyond Primary School, Margaret K. Merga
Exploring The Role Of Parents In Supporting Recreational Book Reading Beyond Primary School, Margaret K. Merga
Research outputs 2014 to 2021
Levels of aliteracy have been found to rise in adolescence, and this article explores the potential influence of parents on this trend. The views of adolescent students who took part in semi-structured interviews for the West Australian Study in Adolescent Book Reading (WASABR) provide insight into how parental support may change in the adolescent years. Student perspectives support earlier findings that there is an expiration of parental encouragement in many cases, though this sometimes occurs as children are avid readers and thus the support is no longer deemed necessary. The experiences of students with parents who provided continued encouragement into …
Cohesion, Coherence And Connectedness: The 3c Model For Enabling-Course Design To Support Student Transition To University, Suzanne Sharp, John A. O'Rourke, Jeniffer M. Lane, Anne-Maree Hays
Cohesion, Coherence And Connectedness: The 3c Model For Enabling-Course Design To Support Student Transition To University, Suzanne Sharp, John A. O'Rourke, Jeniffer M. Lane, Anne-Maree Hays
Research outputs 2014 to 2021
Recent Australian government policy has focused on attracting students from under-represented and diverse groups to tertiary education with university enabling courses one pathway for these students. The trend towards broader participation has altered traditional perceptions of a typical university student and raised delivery challenges. The ability to engage these students as learners and improve their academic outcomes and confidence towards successful course completion, is increasingly important to universities because of attrition costs to governments, students and higher education institutions, and is increasingly reflected in academic literature. While strategic student support options have been examined in detail, less focus has been …
Diagnostically Assessing Western Australian Year 11 Students' Engagement With Theory In Visual Arts, Julia Morris, Geoffrey W. Lummis, Graeme J. Lock
Diagnostically Assessing Western Australian Year 11 Students' Engagement With Theory In Visual Arts, Julia Morris, Geoffrey W. Lummis, Graeme J. Lock
Research outputs 2014 to 2021
Theory linked to visual arts’ responding outcomes, is fundamental to the visual arts curriculum in facilitating visual literacy, or students’ ability to assemble meaning from, and construct new imagery. Without visual literacy, year 11 students are limited in understanding and fully participating in our technological, image-based society. Subsequently, a mixed methods doctoral study was undertaken to investigate students’ engagement in visual arts theory tasks, as increased engagement in theory was anticipated to improve students’ visual literacy outcomes. A diagnostic instrument was created to measure year 11 students’ prior learning in visual arts theory, as well as their cognitive and psychological …
Web-Based Training In E-Agriculture For Agricultural College, Prachyanum Nilsook, Leisa Armstrong, Pornchai Taechatanasat, Tirtha Ranjeet
Web-Based Training In E-Agriculture For Agricultural College, Prachyanum Nilsook, Leisa Armstrong, Pornchai Taechatanasat, Tirtha Ranjeet
Research outputs 2014 to 2021
This paper presents a web-based training system in eAgriculture for agricultural college in Thailand. The eAgriculture contents consist of introduction to information and communication technology (ICT) for agriculture, information technology in agriculture, agricultural management information system and precision farming. The research shows that the majority users are highly satisfied with the developed web-based training system. The users favoured four factors of the system including the content of the website; technical media production; the designing and the formatting of the website; and benefits of its uses.
Educational Innovations And Pedagogical Beliefs: The Case Of A Professional Development Program For Indonesian Teachers, Cher Ping Lim, Jo Tondeur, Hendrati Nastiti, Jeremy E. Pagram
Educational Innovations And Pedagogical Beliefs: The Case Of A Professional Development Program For Indonesian Teachers, Cher Ping Lim, Jo Tondeur, Hendrati Nastiti, Jeremy E. Pagram
Research outputs 2014 to 2021
This study aimed to explore the impact of a professional development program on the teachers’ pedagogical beliefs and practices. More specifically, the program endeavoured to design a prototype for teacher professional development in Indonesia that was sustainable and scalable. This one-year program built upon the participating teachers’ existing practices, reinforced with the concept of reflection as a tool for ongoing inquiry of their own practices. The three major components of this program were: action research, peer-coaching and leadership support. By using a mixed method of quantitative and qualitative data collection, this study examined the changes in the participating teachers’ beliefs …