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Articles 1 - 21 of 21
Full-Text Articles in Education
School Leadership That Cultivates Collective Efficacy: Emerging Insights 2022, Kerry Elliott, Hilary Hollingsworth, Aiden Thornton, Liz Gillies, Katherine Henderson
School Leadership That Cultivates Collective Efficacy: Emerging Insights 2022, Kerry Elliott, Hilary Hollingsworth, Aiden Thornton, Liz Gillies, Katherine Henderson
Educational leadership
The work of the Menzies School Leadership Incubator suggests we need a new approach to leadership that supports school leaders to better manage transformational change and deepen collaborative capacity necessary to cultivate collective efficacy to improve student learning outcomes. This paper provides a description of the work of the Menzies School Leadership Incubator (“the Incubator’) and insights generated so far. The Incubator has identified five leadership domains which underpin the leadership of Collective Efficacy; Understanding Collective Efficacy Systems; Leadership Change; Leadership Team, and Leadership Collaborative Capacity.
Remote Learning For Students With A Disability: Game Changer Or Moment In Time? Literature Review, Marijne Medhurst, Maya Conway, Kathryn Richardson
Remote Learning For Students With A Disability: Game Changer Or Moment In Time? Literature Review, Marijne Medhurst, Maya Conway, Kathryn Richardson
School and system improvement
This literature review draws from Australian and international research into the impact of remote learning for students with disability, published between March 2020 and April 2022. The literature relates to pedagogical services provided by early childhood services and schools to support students with disability, rather than therapeutic services. The social implications for students are reviewed along with educational factors, and implications for inclusion and support by schools. Following an overview of the legal and policy frameworks supporting the education of students with disability, this review investigates benefits, challenges and opportunities for both remote learning and transition back to in-person educational …
Effects Of Remote Learning On Mental Health And Socialisation. Literature Review, Anna Dabrowski, Pru Mitchell
Effects Of Remote Learning On Mental Health And Socialisation. Literature Review, Anna Dabrowski, Pru Mitchell
School and system improvement
This literature review focuses on the effects of remote learning on mental health, including acute mental health issues and possible ongoing implications for student wellbeing and socialisation. It provides an overview of some of the challenges that can impact on the mental health and relationships of young people, many of which have accelerated or become more complex during the COVID-19 pandemic. In the light of concern about rising antisocial behaviour and extremism there is a focus on socialisation and self-regulation on return to school post-pandemic. In the face of limited Australian research on these topics, the review takes a global …
Schools As Community Hubs. Literature Review, Ian Teo, Pru Mitchell, Fabienne Van Der Kleij, Anna Dabrowski
Schools As Community Hubs. Literature Review, Ian Teo, Pru Mitchell, Fabienne Van Der Kleij, Anna Dabrowski
School and system improvement
This literature review focuses on community hub models that include an education setting. The goals of these hubs go beyond improving academic outcomes, and look also to the health and wellbeing of their community. This review explores the ways in which education communities operate as welcoming and enriching places that connect, share, and learn with, not only students, families, and educators, but also their wider community. It focuses on a specific model of school-community partnership, typically known as a school community hub. Core features of community hubs are presented as people, partnerships, place and programs. Benefits and challenges of community …
Pairwise Comparison Method: Concept Note, Australian Council For Educational Research
Pairwise Comparison Method: Concept Note, Australian Council For Educational Research
Global education monitoring
The paper sets out several approaches, both statistical and non-statistical, by which jurisdictions may choose to link their assessments to the global standards for reporting. One of these, the Pairwise Comparison Method (PCM), was first set out in Lazendic (2019). This concept note provides further details on the PCM and the work that has taken place since 2019 to enable the approach to be operationalised. The PCM relies on the Learning Progression Scales (LPSs) for reading and mathematics, developed by the Australian Council for Educational Research (ACER). A full description of the development of the scales is provided in the …
Australian General Practice Training Program: National Report On The 2022 National Registrar Survey, Rebecca Taylor, Leyna Clarke, Ali Radloff
Australian General Practice Training Program: National Report On The 2022 National Registrar Survey, Rebecca Taylor, Leyna Clarke, Ali Radloff
Higher education research
The Australian General Practice Training National Registrar Survey (AGPT NRS) is an annual, national survey of GP registrars currently training in the AGPT program. It collects information via an online questionnaire about registrar satisfaction, experience and future career plans. It also collects information about registrars’ demographics and training contexts and other aspects of their training experience. This survey is part of the Department of Health and Aged Care’s (the Department) monitoring and quality improvement activities. From June 27 until August 12, 2022, the Australian Council for Educational Research (ACER) administered the AGPT NRS to registrars enrolled in active training on …
Review Of The Australian Core Skills Framework And Digital Literacy Skills Framework And Relevant Assessment Tools. Final Report, Louise Wignall, Anita Roberts, Jana Scomazzon
Review Of The Australian Core Skills Framework And Digital Literacy Skills Framework And Relevant Assessment Tools. Final Report, Louise Wignall, Anita Roberts, Jana Scomazzon
Transition and Post-School Education and Training
This is the final report of a project commissioned in 2020 by the then Department of Education, Skills and Employment to review the Australian Core Skills Framework (ACSF) and Digital Literacy Skills Framework (DLSF) and tools available to support assessment using these frameworks. The review explored the development and history of the ACSF and DLSF, their use and application in the Australian context and examined features of selected international adult skills frameworks and curriculum. Through this desktop research and range of consultation activities with stakeholders, the Australian Council for Educational Research (ACER) has investigated current use of the ACSF and …
International Standard Setting Exercise, Australian Council For Educational Research (Acer)
International Standard Setting Exercise, Australian Council For Educational Research (Acer)
Monitoring Learning
The GEM Centre provides technical support to the United Nations Educational, Scientific and Cultural Organization (UNESCO) Institute for Statistics (UIS), which has been mandated to monitor the progress of countries towards achieving the education goals of Sustainable Development Goal 4 (SDG 4). The International Standard Setting Exercise (ISSE) was undertaken to harmonise quantitative data across assessment programs, and to provide substantive information about children’s learning levels and progress benchmarked against international standards. The goal of the ISSE was to place thresholds on empirical reading and mathematics Learning Progression Scales for the Minimum Proficiency Level at the end of lower primary …
Minimum Proficiency Levels Unpacked, Australian Council For Educational Research (Acer)
Minimum Proficiency Levels Unpacked, Australian Council For Educational Research (Acer)
Monitoring Learning
This document draws together work from several initiatives to establish Minimum Proficiency Levels (MPLs) for reading and mathematics, for global use in pursuit of the Sustainable Development Goal in Education, SDG 4.1, with a specific focus on indicator 4.1.1. Three educational levels are referred to in this paper as ‘end of lower primary’, ‘end of primary’ and ‘end of lower secondary’. The MPLs are described and elaborated in four ways: nutshell statements; expanded statements; domains, constructs and descriptors; and sample items. A detailed account of the history and evolution of the Minimum Proficiency Levels is provided in Appendix A
Readiness, Response, And Recovery: The Impacts Of Covid-19 On Education Systems In Asia, Anna Dabrowski, Yung Nietschke, Syeda Kashfee Ahmed, Amy Berry, Maya Conway
Readiness, Response, And Recovery: The Impacts Of Covid-19 On Education Systems In Asia, Anna Dabrowski, Yung Nietschke, Syeda Kashfee Ahmed, Amy Berry, Maya Conway
Monitoring Learning
This review provides insights into COVID-19 responses in educational systems in Asia, and to understand which policies and practices were already in place to contribute to system readiness and resilience. Although the evidence base remains scarce, reflecting on the different system and school-level responses in Asia provides opportunity to identify gaps in current policies and research, and consider new ways in which countries in Asia can strengthen their educational systems into the future. It considers what makes an education system resilient, and the importance of school level practices. It uses an analytical framework to review readiness, response and recovery, and …
Fitting The Aqf For The Future: Revising The Aqf Architecture And Taxonomy, Anita Roberts, Louise Wignall, Daniel Edwards
Fitting The Aqf For The Future: Revising The Aqf Architecture And Taxonomy, Anita Roberts, Louise Wignall, Daniel Edwards
Transition and Post-School Education and Training
ACER has been contracted by the Australian Government Department of Education to explore potential revisions to the Australian Qualifications Framework (AQF) based on recommendations of the AQF Review, which was conducted in 2019. During a range of consultations for the project, the team have presented some options for the architecture and taxonomy of the AQF that would introduce changes suggested by the Review. The slides attached here form the ‘consultation pack’ that have guided the discussions in relation to this project.
Building A World-Class Learning System, Geoff N. Masters
Building A World-Class Learning System, Geoff N. Masters
School and system improvement
This study sought to understand how five jurisdictions – British Columbia, Estonia, Finland, Hong Kong and South Korea, which have all performed unusually well in international achievement surveys over the past two decades – are approaching school education and its transformation. Geoff Masters describes key aspects of the learning systems these jurisdictions have established, comments on how they are now redesigning their learning systems for the future, and discusses insights into what may be required for any jurisdiction to perform well on measures of the kind currently used in international surveys.
Development Of A Transcript To Record Learner Creativity And Curiosity, Prue Anderson, Toby Carslake, Anit Cherian, Bethany Davies, Laura Good, Jonathan Heard, Sladana Krstic, Brendan Mcginley, Dara Ramalingam, Sarah Richardson, Claire Scoular, Shani Sniedze, Jennifer Star
Development Of A Transcript To Record Learner Creativity And Curiosity, Prue Anderson, Toby Carslake, Anit Cherian, Bethany Davies, Laura Good, Jonathan Heard, Sladana Krstic, Brendan Mcginley, Dara Ramalingam, Sarah Richardson, Claire Scoular, Shani Sniedze, Jennifer Star
Assessment and Reporting
Funded with generous support by the Jacobs Foundation, the ultimate goal of this project was to develop transcripts to track learner progress in the domains of creativity and curiosity. To support this overarching goal, the research team sought to define creativity and curiosity in language that would resonate with learners and teachers and that would be appropriate across numerous cultural settings. The result of the project is a series of prototype materials and resources, specifically: literature reviews, frameworks, enabling environment summaries, reflective quizzes and transcripts. Based on insights from the literature reviews, the researchers developed frameworks to define the constructs …
Learning Through Play At School: A Framework For Policy And Practice, Rachel Parker, Bo Stjerne Thomsen, Amy Berry
Learning Through Play At School: A Framework For Policy And Practice, Rachel Parker, Bo Stjerne Thomsen, Amy Berry
Student learning processes
Learning through play has emerged as an important strategy to promote student engagement, inclusion, and holistic skills development beyond the preschool years. Policy makers, researchers and educators have promoted the notion that learning though play is developmentally appropriate - as it leverages school-age children’s innate curiosity while easing the often difficult transition from preschool to school. However, there is a dearth of evidence and practical guidance on how learning through play can be employed effectively in the formal school context, and the conditions that support success. This paper addresses the disconnect between policy, research and practice by presenting a range …
Within And Between School Variation In Achievement On The Programme For International Student Assessment (Pisa) In Australia: Pisa Australia Technical Paper, John Ainley, Greg Macaskill, Sue Thomson
Within And Between School Variation In Achievement On The Programme For International Student Assessment (Pisa) In Australia: Pisa Australia Technical Paper, John Ainley, Greg Macaskill, Sue Thomson
OECD Programme for International Student Assessment (PISA) Australia
Australian secondary school students vary widely in their academic achievement. Using the scores from the Programme for International Student Achievement (PISA) in 2018, for example, the range from the 5th to the 95th percentile of student reading scores in Australia was 359 points compared to the OECD average of 327 points (OECD, 2019a; Thomson et al., 2019). This considerable range in achievement scores has been described as reflecting a long tail in the distribution of achievement. In this paper, attention is focused on the variation in the achievement scores of 15-year-old students in Australia based on data from PISA 2018. …
Teacher Development Multi-Year Study Series. Report Highlights. Vanuatu: Interim Report 2, Elizabeth Cassity, Jennie Chainey, Jacqueline Cheng, Debbie Wong
Teacher Development Multi-Year Study Series. Report Highlights. Vanuatu: Interim Report 2, Elizabeth Cassity, Jennie Chainey, Jacqueline Cheng, Debbie Wong
Education Analytics Service
The Teacher Development Multi-Year Study for Vanuatu seeks to answer the question: To what extent does Australia’s aid investment produce improved teaching quality and improved student learning? The 3 specific questions are: 1. To what extent has the investment improved teaching quality in Vanuatu? 2. To what extent has the investment in teacher training and mentoring supported effective implementation of Vanuatu’s new curriculum? 3. To what extent have teacher training and support activities led to improved learning outcomes? The study adopts a mixed methods approach using qualitative case study data and quantitative student assessment data from the Vanuatu Standardised Test …
Teacher Development Multi-Year Studies. Insights On The Challenges Of Data Availability For Measuring And Reporting On Student Learning Outcomes, Elizabeth Cassity, Debbie Wong
Teacher Development Multi-Year Studies. Insights On The Challenges Of Data Availability For Measuring And Reporting On Student Learning Outcomes, Elizabeth Cassity, Debbie Wong
Education Analytics Service
Student learning outcomes are an important source of evidence regarding improved teaching quality. A multi-year teacher development study series was commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT) to investigate teacher development initiatives in Lao People’s Democratic Republic (Laos), Timor-Leste and Vanuatu. The overall aim of the study series is to understand the extent to which the Australian investment has improved teaching quality and student learning. This paper outlines the different approaches to sourcing and using data in each country context, and then presents initial insights about the challenges associated with the limited availability of data …
Teacher Development Multi-Year Studies. Using Case Studies To Investigate And Understand Teaching Quality And Student Learning: Initial Lessons Learned, Jennie Chainey, Debbie Wong, Elizabeth Cassity, Hilary Hollingsworth
Teacher Development Multi-Year Studies. Using Case Studies To Investigate And Understand Teaching Quality And Student Learning: Initial Lessons Learned, Jennie Chainey, Debbie Wong, Elizabeth Cassity, Hilary Hollingsworth
Education Analytics Service
This paper presents some initial lessons learned about the use of case studies as a key form of evidence regarding teaching quality and student learning in a multi-year teacher development study series. This study series, commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT), involves the investigation of teacher development initiatives in Lao People’s Democratic Republic (Laos), Timor-Leste and Vanuatu. The overall aim of the study series is to understand the extent to which the Australian investment has improved teaching quality and student learning. This paper discusses the processes used to design, implement, analyse and report case …
Acer 2019-2020 Annual Report, Australian Council For Educational Research (Acer)
Acer 2019-2020 Annual Report, Australian Council For Educational Research (Acer)
ACER Annual Reports
No abstract provided.
The Overcoming Disadvantage In Early Childhood Study: Evaluation Of The Australian Literacy And Numeracy Foundation’S Early Language And Literacy Program. Final Report, Dan Cloney, Kellie Picker, David Jeffries, Prue Anderson
The Overcoming Disadvantage In Early Childhood Study: Evaluation Of The Australian Literacy And Numeracy Foundation’S Early Language And Literacy Program. Final Report, Dan Cloney, Kellie Picker, David Jeffries, Prue Anderson
Early Childhood Education
The Overcoming Disadvantage in Early Childhood (ODEC) study is a longitudinal evaluation of the Australian Literacy and Numeracy Foundation’s (ALNF) Early Language and Literacy (EL&L) program. The study was designed to answer the research question: What is the effect of the EL&L program on the development of language and literacy skills in preschool aged children? An integral component of this study was to develop a new measure of oral language and literacy - the Early Language and Literacy Developmental Index (ELLDI). The ELLDI was developed in recognition of the need for a best practice measure of oral language and literacy …
Iea International Civic And Citizenship Education Study 2022: Assessment Framework [Early Online Version], Wolfram Schulz, Julian Fraillon, John Ainley, Bruno Losito, Valeria Damiani, Tim Friedman
Iea International Civic And Citizenship Education Study 2022: Assessment Framework [Early Online Version], Wolfram Schulz, Julian Fraillon, John Ainley, Bruno Losito, Valeria Damiani, Tim Friedman
Civics and Citizenship Assessment
The International Civic and Citizenship Study (ICCS) 2022 continues IEA’s investigation into the ways in which young people understand and are prepared to be citizens in a world where contexts of democracy and civic participation continue to change. This assessment framework provides insight into the study’s conceptual background, cognitive, affective-behavioral and contextual content, and assessment design. It also describes content relevant for the measurement of the United Nations’ Sustainable Development Goals (SDGs) that is related to Global Citizenship Education (GCED) and Education for Sustainable Development (ESD). Countries that participated in ICCS 2009, ICCS 2016, and ICCS 2022 will be able …