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Full-Text Articles in Education

Feeling Safe At School – What Does The Research Say?, Sue Thomson Mar 2019

Feeling Safe At School – What Does The Research Say?, Sue Thomson

Teacher columnist- Sue Thomson

Most people would argue that children should feel safe at school. For some children, school is possibly the only place in which they feel safe. However, when we see reports of school shootings and large-scale violence in school communities in other countries, we are reminded that this is not universal. On a more day-to-day level, bullying, and cyberbullying in particular, can significantly influence students’ perceptions of school safety. However, the ramifications of bullying on students’ levels of stress and wellbeing are not always considered as elements of school climate.


Learning Through Play At School: A Study Of Playful Integrated Pedagogies That Foster Children’S Holistic Skills Development In The Primary School Classroom, Rachel Parker, Bo Stjerne Thomsen Mar 2019

Learning Through Play At School: A Study Of Playful Integrated Pedagogies That Foster Children’S Holistic Skills Development In The Primary School Classroom, Rachel Parker, Bo Stjerne Thomsen

Student Learning Processes

This scoping study seeks to understand the role and impact of learning through play at school. The evidence supporting learning through play’s positive impact on child development is strong. Yet many education systems have reduced opportunities for playful learning and increased emphasis on didactic and structured approaches to learning for school readiness and achievement. A re-calibration is needed, as experts have established that play supports the development of early literacy and numeracy skills while also cultivating children’s social, emotional, physical and creative skills. Eight pedagogical approaches are identified, namely active learning, collaborative and cooperative learning, experiential learning, guided ...


Connecting Little J And Big Cuz With A Kindergarten Education Program: Case Study 1: Morphett Vale East Kindergarten, Kathryn Moyle Jan 2019

Connecting Little J And Big Cuz With A Kindergarten Education Program: Case Study 1: Morphett Vale East Kindergarten, Kathryn Moyle

Little J and Big Cuz

This case study explores how the television program ‘Little J and Big Cuz’ was incorporated into the education program at Morphett Vale East Kindergarten. Morphett Vale East Kindergarten in South Australia is a government-funded kindergarten for children aged between three and five years. Little J & Big Cuz was incorporated into the education program as the screen time activity, which was then followed with discussions about each story the children had seen. The choice of episodes was linked to the learning priorities of the Kindergarten. The viewing responses of the children are discussed as well as how Little J & Big Cuz ...


Developing Written Language With Little J And Big Cuz : Case Study 5 : Saint Augustine's School, Kathryn Moyle, Kevin Mcrae Jan 2019

Developing Written Language With Little J And Big Cuz : Case Study 5 : Saint Augustine's School, Kathryn Moyle, Kevin Mcrae

Little J and Big Cuz

St Augustine’s School is a Catholic primary school located in the town of Mossman in Far North Queensland. Jo Brooks is the Prep class teacher at St Augustine’s School, and she incorporated the Little J & Big Cuz television series into her teaching and learning program. Her Prep class has 21 students of whom five identify as being Indigenous; four as Aboriginal and one as a Torres Strait Islander. Jo found a valuable teaching resource in the Little J & Big Cuz series. This resource engaged her Prep class. It led to student directed conversations and to diverse student initiated learning activities. As a language development resource with the possibility of planned and incidental links to other curriculum areas, Jo plans for Little ...


Indigenous Early Childhood Education, School Readiness And Transition Programs Into Primary School: Literature Review, Kathryn Moyle Jan 2019

Indigenous Early Childhood Education, School Readiness And Transition Programs Into Primary School: Literature Review, Kathryn Moyle

Little J and Big Cuz

This literature review identifies, evaluates and synthesises academic, grey and other literature about transition to school programs for Australia’s Indigenous children. It draws on both international and Australian research. Its purpose is to provide an overview of current research about factors that support effective transitions to school by Indigenous children, and to consider the role that educational television can play in those transitions. This literature review was also prepared to inform the development of the case studies about how the first season of the television program, Little J & Big Cuz had been used in various remote, regional and urban ...


Teachable Moments: Planning Early Childhood Programs For Indigenous Children That Incorporate Little J And Big Cuz : Case Study 4: Batchelor Institute Of Indigenous Tertiary Education, Kathryn Moyle Jan 2019

Teachable Moments: Planning Early Childhood Programs For Indigenous Children That Incorporate Little J And Big Cuz : Case Study 4: Batchelor Institute Of Indigenous Tertiary Education, Kathryn Moyle

Little J and Big Cuz

Students in the Certificate III in Early Childhood Education and Care course at Batchelor Institute of Indigenous Tertiary Education (BIITE) incorporated the children’s television program Little J & Big Cuz into their early childhood programs and family life in the respective communities in which they live and work. This course is a three year program and enrolment requires that the students are working in early childhood settings. The BIITE students who planned and incorporated Little J & Big Cuz into their early childhood programs live in Yarralin and the Tiwi Islands.


Little J & Big Cuz: A School Readiness Initiative: Final Report And Case Studies, Kathryn Moyle Jan 2019

Little J & Big Cuz: A School Readiness Initiative: Final Report And Case Studies, Kathryn Moyle

Little J and Big Cuz

The purpose of this study was to identify potential social and behavioural changes in individuals, schools and communities that could result from the implementation of the School Readiness Initiative (SRI) television project Little J & Big Cuz. This study comprised the preparation of a literature review, and the development of case studies drawn from early childhood, preschool and junior primary school settings. Little J & Big Cuz is a 13-part animated television series that was commissioned as a SRI television project to build the school readiness of children and to support the successful home to school transition of Indigenous children (Masters, 2018 ...


Preparing Socially And Emotionally For Preschool With Little J And Big Cuz: Case Study 2: One Tree Community Centre Yera Children's Service, Kathryn Moyle Jan 2019

Preparing Socially And Emotionally For Preschool With Little J And Big Cuz: Case Study 2: One Tree Community Centre Yera Children's Service, Kathryn Moyle

Little J and Big Cuz

The Yera Children’s Service in the Northern Territory is located within the campus of Batchelor Institute of Indigenous Tertiary Education (BIITE) in the township of Batchelor, 98 kilometres south of Darwin. Yera Children’s Service at Batchelor has 34 places for children from birth to three years of age and a ‘kindy’ room that caters for children aged three to six years of age. The early childhood educators prepare development programs for the children, including programs to develop children’s social and emotional wellbeing and prepare them for their transition to junior primary school. Keiryn Christodoulou has been an ...


Supporting Social And Emotional Learning With Little J And Big Cuz: Case Study 3: Marion Primary School, Kathryn Moyle, Kevin Mcrae Jan 2019

Supporting Social And Emotional Learning With Little J And Big Cuz: Case Study 3: Marion Primary School, Kathryn Moyle, Kevin Mcrae

Little J and Big Cuz

Marion Primary School is located 10 kilometres south of the Adelaide CBD. There is a high level of student transience due in part to the mobility of families in short-term rental accommodation, which includes parents who are students at the nearby Flinders University. Students come from a diversity of cultural backgrounds with more than 14 countries represented in the school. In 2018, there were 21 students enrolled who identified as being of Indigenous descent. To support these Indigenous students and their families, the school has an Aboriginal Community Education Officer, Eileen Butler, known to everyone as ‘Aunty Eileen’. A team ...


Is Little J And Big Cuz Suitable For Children In Preschool? Case Study 6: Wulagi Family Centre, Wulagi School, Kathryn Moyle Jan 2019

Is Little J And Big Cuz Suitable For Children In Preschool? Case Study 6: Wulagi Family Centre, Wulagi School, Kathryn Moyle

Little J and Big Cuz

The Wulagi Family Centre and Wulagi Preschool in Darwin in the Northern Territory provide programs for children and adults that emphasise the importance of language development and high quality interactions between children and adults, informed by the Abecedarian Approach. This case study of the Wulagi Preschool asks the question: is the Little J and Big Cuz television program suitable for children in preschool? At Wulagi Preschool Little J and Big Cuz was trialled with 40 children, aged between 3 and 4 years of age. About a third of these children identify as being Indigenous. Due to the timing of this ...


Survey And Focus Groups Of Students Enrolled In Australian Vocational Education And Training (Vet) Offshore: Final Report, Justin Brown, Wei Buttress, Darren Matthews Dec 2018

Survey And Focus Groups Of Students Enrolled In Australian Vocational Education And Training (Vet) Offshore: Final Report, Justin Brown, Wei Buttress, Darren Matthews

Transition and Post-School Education and Training

As part of the Australian Government’s National Strategy for International Education 2025, the Department of Education and Training commissioned the Australian Council for Educational Research (ACER) to provide an overview of the demographics and experiences of students enrolled in Australian vocational education and training (VET) offshore. The research findings are based on: (1) analysis of quantitative data collected through the first ever global survey of students enrolled in Australian VET courses overseas; and (2) analysis of qualitative data collected through a series of focus groups with students located in two Chinese provinces.


Stem: What’S Holding Females Back?, Sue Thomson Nov 2018

Stem: What’S Holding Females Back?, Sue Thomson

Teacher columnist- Sue Thomson

While the 20th century saw women stride ahead in their participation in education and the workforce, there are still gender differences apparent in some areas of education. In particular, females do not enrol in higher mathematics, science, or ICT, or move into STEM-based careers to the same extent as males. We rightly celebrate great achievements for women in science, such as the Nobel Prizes awarded in Physics to Donna Strickland and in Chemistry to Frances Arnold this year, but why are these achievements such a rarity?


Pisa Australia In Focus Number 4: Anxiety, Marina Schmid Oct 2018

Pisa Australia In Focus Number 4: Anxiety, Marina Schmid

OECD Programme for International Student Assessment (PISA Australia)

The pressure to get good grades is one of the most frequently cited sources of stress for school age children and adolescents (OECD, 2017). Both schoolwork-related anxiety and test anxiety have been shown to have a negative impact on student academic performance and general well-being. As students move into the later years of schooling, the academic demand on them increases and they are expected to manage this along with their emotional responses to it. Alongside the assessments of students’ performance in reading, mathematics and scientific literacy, PISA also collects information about their experiences of schooling – their worries, their interests and ...


Acer 2016-2017 Annual Report, Australian Council For Educational Research (Acer) Oct 2018

Acer 2016-2017 Annual Report, Australian Council For Educational Research (Acer)

Annual Reports

No abstract provided.


Integrating The Findings From The National Assessment Of Student Achievement Into The Policy Process: An Experience From Nepal, Lekha Nath Poudel, Gopal Prasad Bhattarai Oct 2018

Integrating The Findings From The National Assessment Of Student Achievement Into The Policy Process: An Experience From Nepal, Lekha Nath Poudel, Gopal Prasad Bhattarai

Assessment and Reporting

This paper presents the experiences from Nepal on how the findings from the National Assessment of Student Achievement (NASA) have been integrated into policy processes. The purpose of this brief paper is twofold: to give an overview of the process of the National Assessment of Student Achievement, and to describe how the results were disseminated to different stakeholders to incorporate the findings into the design of policy processes. In doing so, the case study highlights how the assessment findings have been used to design and implement policies and programs in education.


Validating Professional Standards For Teachers: A Practical Guide For Research Design: Snapshot Literature Review, Jen Jackson, Yung Nietschke Oct 2018

Validating Professional Standards For Teachers: A Practical Guide For Research Design: Snapshot Literature Review, Jen Jackson, Yung Nietschke

Teaching Standards and Teacher Evaluation

This report aims to establish a strong evidence base for planning a validation study of professional standards for teachers. It presents findings from a rapid "snapshot" review of relevant research literature, to identify previous examples of validation studies, and extract lessons from these about worthwhile methods and considerations in research design. This review was originally conducted to inform the design of a validation study of the draft Myanmar Teacher Competency Standards Framework, but may also have wider relevance to other education systems pursuing similar standards-based reforms. This report presents findings from the literature review. It is divided into four sections ...


Using The Principal Performance Improvement Tool, Australian Council For Educational Research (Acer) Sep 2018

Using The Principal Performance Improvement Tool, Australian Council For Educational Research (Acer)

Teaching and Learning and Leadership

The Principal Performance Improvement Tool (PPIT) has been developed to assist school principals and others who aspire to this role to reflect on their current leadership practices. The tool is informed by international research into the kinds of leadership that result in improved teaching and learning. It also draws heavily on the lived experiences of practicing school principals. This booklet is a brief introduction to the PPIT.


Thinking Maths: Learning Impact Fund Evaluation Report: Evaluation Report And Executive Summary, Katherine Dix, Hilary Hollingsworth, Toby Carslake Sep 2018

Thinking Maths: Learning Impact Fund Evaluation Report: Evaluation Report And Executive Summary, Katherine Dix, Hilary Hollingsworth, Toby Carslake

Literacy and Numeracy

Thinking Maths is a three-term structured professional learning program for Years 6 - 9 mathematics teachers to engage middle school students’ mathematics learning. The Thinking Maths program has been developed by the South Australian Department for Education based on its Teaching for Effective Learning (TfEL) Framework. The program aims to address a significant drop in students’ mathematics performance in NAPLAN from Years 7 to Year 9. Thinking Maths supports teachers to improve students’ learning of mathematical content during the transition between Primary and Secondary school. Years 6 - 9 teachers participate in five professional learning days at 4 - 5 week intervals over ...


Thinking Maths: Learning Impact Fund Evaluation Report: Addendum To The Evaluation Report, Katherine Dix, Hilary Hollingsworth, Toby Carslake Sep 2018

Thinking Maths: Learning Impact Fund Evaluation Report: Addendum To The Evaluation Report, Katherine Dix, Hilary Hollingsworth, Toby Carslake

Literacy and Numeracy

Thinking Maths is a three-term structured professional learning program for Years 6 - 9 mathematics teachers to engage middle school students’ mathematics learning. The Thinking Maths program has been developed by the South Australian Department for Education based on its Teaching for Effective Learning (TfEL) Framework. The program aims to address a significant drop in students’ mathematics performance in NAPLAN from Years 7 to Year 9. Thinking Maths supports teachers to improve students’ learning of mathematical content during the transition between Primary and Secondary school. Years 6 - 9 teachers participate in five professional learning days at 4 - 5 week intervals over ...


Pisa Australia In Focus Number 3: Motivation, Catherine Underwood Sep 2018

Pisa Australia In Focus Number 3: Motivation, Catherine Underwood

OECD Programme for International Student Assessment (PISA Australia)

The Programme for International Student Assessment (PISA) has collected information about student motivation in each cycle, but the types of motivation focused on has varied over the cycles in line with the major domain (or the main focus) of the assessment for that cycle – reading, mathematical or scientific literacy. The focus of PISA 2015 is on science learning. It collected data about students’ achievement motivation in relation to science learning using their responses to the following five items measured on a four-point Likert scale (strongly agree; agree; disagree; and strongly disagree): I want top grades in most or all of ...


Assessment Of University Support Services For Regional And Remote Students On Transition To University: Final Report, Darren Matthews, Gina Milgate, Leyna Clarke Aug 2018

Assessment Of University Support Services For Regional And Remote Students On Transition To University: Final Report, Darren Matthews, Gina Milgate, Leyna Clarke

Higher Education Research

This report details the development and piloting of an Assessment of university support services for regional and remote students on transition to university. The project forms part of the Australian Government’s response to the Independent Review into Regional, Rural and Remote Education led by Emeritus Professor John Halsey. In its recommendations, the Review highlighted how critical it is to “Support RRR [regional, rural and remote] students to make successful transitions from school to university, training, employment and combinations of them”. In relation to this recommendation, this project is designed to support the Australian Government’s response to the Halsey ...


Learning Progressions In Acer's Work, Charlotte Waters Jul 2018

Learning Progressions In Acer's Work, Charlotte Waters

Monitoring Learning

This document has been developed to provide background to ACER’s learning progressions; to explain the terminology that is being used in this work; and to describe how learning progressions are being incorporated into various aspects of ACER’s work.


Class 3 Proficiency In Afghanistan 2015-16 : Outcomes Of A Learning Assessment Of Mathematical And Reading Literacy, Danielle Anzai, Pam Munro-Smith, Sally Robertson, Maurice Walker, Alexander Daraganov Jul 2018

Class 3 Proficiency In Afghanistan 2015-16 : Outcomes Of A Learning Assessment Of Mathematical And Reading Literacy, Danielle Anzai, Pam Munro-Smith, Sally Robertson, Maurice Walker, Alexander Daraganov

Monitoring Trends in Educational Growth (MTEG)

This report presents the results of an assessment of mathematical and reading literacy of Class 3 students in 15 provinces in Afghanistan. The data were collected between late 2015 and mid-2016. The report also describes the growth in mathematical and reading literacy between Class 3 and Class 6. The Class 6 data were collected from the 2013 assessment in 13 provinces in Afghanistan.


Pisa Australia In Focus Number 2: Educational Expectations, Kylie Hillman Jul 2018

Pisa Australia In Focus Number 2: Educational Expectations, Kylie Hillman

OECD Programme for International Student Assessment (PISA Australia)

PISA has established a profile of what 15-year-old students can do and what they are like as learners. Gaining an understanding about other aspects, including what they want to do in the future is another important goal of PISA. This report seeks to explore how students’ expectations for further education are measured in PISA 2015. It addresses educational expectations across countries and across Australian jurisdictions, as well as educational expectations for different demographic groups in Australia. It also considers changes in educational expectations for Australian students over time, and for different demographic groups in Australia.


Leading School-Based Coaching To Evaluate Open Education Resources, Kathryn Moyle Jun 2018

Leading School-Based Coaching To Evaluate Open Education Resources, Kathryn Moyle

Digital Learning Research

This presentation was a people's choice session at the 2018 ISTE conference and engaged participants in conversations about coaching approaches that when coupled with strategies to evaluate Open Educational Resources (OER) can build the capacity of teachers and improve the learning by students. The session provided participants with opportunities to discuss leadership approaches to the evaluation of OER resources that are consistent with education policies, build the capacity of educators and improve the quality of learning by students; and coaching methods for school leaders that enables the identification, analysis, curation and incorporation of OER resources into classroom practices.


What Remuneration Levels Should Apply To Highly Accomplished And Lead Teacher Certification, Lawrence Ingvarson Jun 2018

What Remuneration Levels Should Apply To Highly Accomplished And Lead Teacher Certification, Lawrence Ingvarson

Teacher Workforce and Careers

This expert witness report was commissioned by the Queensland Teachers’ Union in April, 2018 as part of evidence to be presented in a submission to the Queensland Industrial Relations Commission. The purpose of this report was to review research that would assist the Commission in arriving at its decision regarding appropriate remuneration levels for certified Highly Accomplished and Lead Teachers.


Designing Rubrics For Authentic Assessment, Kathryn Richardson, Anne-Marie Chase Jun 2018

Designing Rubrics For Authentic Assessment, Kathryn Richardson, Anne-Marie Chase

Teacher Education

This presentation looks at the steps in developing authentic rubrics, from determining the constructs that will be assessed; breaking down the constructs into a set of broad capabilities that need to be observed; transferring capabilities into indicative behaviours (indicators or criteria); and determining the different levels of proficiency.


Pisa Australia In Focus Number 1: Sense Of Belonging At School, Lisa De Bortoli May 2018

Pisa Australia In Focus Number 1: Sense Of Belonging At School, Lisa De Bortoli

OECD Programme for International Student Assessment (PISA Australia)

PISA has established a profile of what 15-year-old students can do and what they are like as learners. Gaining an understanding about the non-cognitive aspects, including students’ motivation, engagement and beliefs, for achieving success in school and in the future is another important goal of PISA. This report seeks to explore an aspect of students’ more general attitudes towards school, specifically their sense of belonging at school.


Students Who Like To Read – What Does The Research Say?, Sue Thomson May 2018

Students Who Like To Read – What Does The Research Say?, Sue Thomson

Teacher columnist- Sue Thomson

What do Year 4 students think about reading? Is it fun? Do they think they learn anything? Sue Thomson explores these questions in her first Teacher column.


Gonski’S Model For Schools, Geoff N. Masters Ao May 2018

Gonski’S Model For Schools, Geoff N. Masters Ao

Teacher columnist – Geoff Masters

The recent Gonski report calls for a new model of school education. This is a big call. What is this new model? Professor Geoff Masters AO discusses. In delivering his recent report David Gonski described the report’s recommendations as a package of reforms to underpin a new model to improve performance in Australian schools.