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Full-Text Articles in Education

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 ...


Counting On It : Early Numeracy Development And The Preschool Child, Kate Reid Jul 2016

Counting On It : Early Numeracy Development And The Preschool Child, Kate Reid

Student Learning Processes

Children think mathematically long before they start school. Before children start learning mathematics at school, they show informal understanding of many numeracy concepts. This is informal numeracy knowledge, that is, skills that children develop before starting school that do not depend on written mathematical notation (Purpura & Napoli, 2015). For example, children’s numeracy knowledge is evident in their developing counting skills. It is also evident in their capacity to compare, share, order, estimate and calculate different quantities. Fundamental skills in recognising and responding to numerical cues are apparent in infancy, and, at a very basic level, may be innate. Early numeracy skills influence achievement in school mathematics (Malofeeva, Day, Saco, Young, & Ciancio, 2004; Purpura & Napoli, 2015; Starkey, Klein & Wakeley, 2004). Understanding the importance and development of preschoolers’ numeracy skills is fundamental for those involved in early years education so they can support and encourage children to develop their skills in early learning contexts, and provide appropriate school-entry teaching and learning (Floyd, Hojnoski, & Key, 2006). This review synthesises current research ...


Childhood Trauma : Developmental Pathways And Implications For The Classroom, Mollie Tobin Jul 2016

Childhood Trauma : Developmental Pathways And Implications For The Classroom, Mollie Tobin

Student Learning Processes

New understandings in developmental and neuroscience research have challenged popular ideas about trauma exposure and brain development during childhood. There is a general misconception that children are more resilient than adults to the effects of trauma and will ‘outgrow’ traumatic experiences (Lieberman & Knorr, 2007). However, these ideas are incorrect and are not supported by current research. In the classroom, children’s trauma symptoms may be understood as attentional deficits, learning disabilities, or behavioural or conduct problems (Downey, 2007). Researchers like Teicher et al. (2003) argue that trauma-informed behaviours are important coping mechanisms that a child may develop to survive extremely ...


Gender And Sex Differences In Student Participation, Achievement And Engagement In Mathematics, Sarah Buckley Apr 2016

Gender And Sex Differences In Student Participation, Achievement And Engagement In Mathematics, Sarah Buckley

Student Learning Processes

Research in neuroscience, psychology and education explores gender differences in achievement and learning in many different ways with different implications for educators and policymakers. This paper presents some of the literature from these three research fields. Rather than being an exhaustive review, This paper provides a brief synthesis of relevant issues when considering gender in education. The paper has three main sections. The first section presents data on gender differences in mathematics participation, achievement and engagement in Australia. Note that for the purposes of this paper, the term ‘engagement’ will be used to describe students’ motivated involvement with mathematics, particularly ...


Deconstructing Maths Anxiety: Helping Students To Develop A Positive Attitude Towards Learning Maths, Sarah Buckley Jul 2013

Deconstructing Maths Anxiety: Helping Students To Develop A Positive Attitude Towards Learning Maths, Sarah Buckley

Student Learning Processes

Higher maths ability is often believed to go hand-in-hand with greater levels of general intelligence. At the same time, many students have a negative attitude towards maths. Maths anxiety is defined in the research literature as feelings of concern, tension or nervousness that are experienced in combination with maths. In 2005, researchers in the United States estimated that approximately 20 per cent of the US population were highly maths anxious. Given the cultural similarities between the US and Australia, we can assume that the percentage would be comparable here. Research in education, cognitive psychology and neuroscience shows that anxiety can ...


Trial Of The Engagement Matrix Component 2: The Reliability And Validity Of The Engagement Matrix. Report, Petra Lietz, Mollie Tobin May 2011

Trial Of The Engagement Matrix Component 2: The Reliability And Validity Of The Engagement Matrix. Report, Petra Lietz, Mollie Tobin

Student Learning Processes

The second component of the trial of the Engagement Matrix (EM) seeks to examine empirically the reliability, validity and dimensionality of the EM by way of various analyses, particularly Rasch modelling. Responses to an online survey of more than 300 ICAN/FLO staff and teachers were analysed to ascertain whether the statements a) could be grouped together along the three assumed underlying dimensions (Relationships, Involvement in learning and Well-being) and if these dimensions were related to a common underlying trait, namely Engagement, b) measured these dimensions reliably, c) could differentiate between students with different levels of engagement and d) worked ...


Trial Of The Engagement Matrix: Component 1: The Effectiveness Of Labels. Report, Petra Lietz, Mollie Tobin, Sarah Buckley Dec 2010

Trial Of The Engagement Matrix: Component 1: The Effectiveness Of Labels. Report, Petra Lietz, Mollie Tobin, Sarah Buckley

Student Learning Processes

The Engagement Matrix (EM) was designed by the Department of Education and Children’s Services in South Australia to measure engagement levels of students enrolled in the Innovative Community Action Networks (ICAN)/ Flexible Learning Options (FLO) program once a term. Innovative ICANs work with young people (year 6-age 19), families, schools, community groups, businesses and different levels of government to encourage young people to finish their secondary education. Flexible Learning Options (FLO) was first introduced in 2006 as an enrolment option in ICAN schools which is funded by DECS. FLO is an approach that is more flexible than the traditional ...


Assess And Assist: Capacity Building For All Teachers Of Students – With And Without Learning Difficulties, Ken Rowe Sep 2007

Assess And Assist: Capacity Building For All Teachers Of Students – With And Without Learning Difficulties, Ken Rowe

Student Learning Processes

Following a brief discussion of the fundamental importance of monitoring growth, this paper draws from emerging findings from evidence-based research and ‘state-of-the art’ practice in assessment and reporting of students’ developmental and learning progress – whether or not students experience learning difficulties. The monitoring of individual progress over time requires both diagnostic and developmental assessments of such progress on well-constructed scales (or ‘maps’) that are qualitatively described. The use of such ‘maps’ enables early detection of potential ‘risk factors’, and the monitoring of both individuals and groups across the years of schooling. Such ‘maps’ and their reporting products constitute major aids ...


Conceptualising And Evaluating Teacher Quality: Substantive And Methodological Issues, Lawrence Ingvarson, Ken Rowe Feb 2007

Conceptualising And Evaluating Teacher Quality: Substantive And Methodological Issues, Lawrence Ingvarson, Ken Rowe

Student Learning Processes

Whereas findings from recent research highlight the importance of teacher quality in improving students’ academic performances and experiences of schooling, substantive and methodological issues surrounding the conceptualisation and evaluation of teacher quality are not well- understood. Such deficiencies are particularly evident in claims for ‘findings’ derived from econometric research – especially from those studies that merely employ conceptualisations and proxy ‘measures’ of quality in terms of teachers’ qualifications, experience, and students’ academic outcomes. Moreover, the econometric models fitted to the available, mostly aggregated data, typically fail to conceptualise and ‘measure’ teacher quality in terms of what teachers should know (subject-matter knowledge ...


Assessment During The Early And Middle Years: Getting The Basics Right, Ken Rowe Jul 2006

Assessment During The Early And Middle Years: Getting The Basics Right, Ken Rowe

Student Learning Processes

Following a contextual introduction and a brief discussion of the fundamental importance of monitoring growth, this paper draws from emerging evidence-based research findings and ‘state-of-the art’ practice in assessment and reporting of students’ developmental and learning progress. The paper argues that the monitoring of individual progress over time requires both diagnostic and developmental assessments of such progress on well-constructed empirical scales (or quantitative ‘maps’) that are qualitatively described. The use of such ‘maps’ enables early detection of potential ‘risk factors’, and the monitoring of both individuals and groups across the years of schooling. Such ‘maps’ and their reporting products constitute ...


Effective Teaching Practices For Students With And Without Learning Difficulties: Constructivism As A Legitimate Theory Of Learning And Of Teaching?, Ken Rowe Jul 2006

Effective Teaching Practices For Students With And Without Learning Difficulties: Constructivism As A Legitimate Theory Of Learning And Of Teaching?, Ken Rowe

Student Learning Processes

Much of what is commonly claimed as ‘effective teaching practice’ and implemented during the early and middle years of schooling in Australian schools, for either mainstream students or for those experiencing learning difficulties, is not grounded in findings from evidencebased research. Of particular concern is that despite a lack of supporting evidence for its utility, the prevailing educational philosophy of constructivism (a theory of self-directed learning rather than a theory of teaching) continues to have marked influences on shaping teachers’ interpretations of how they should teach – aided and abetted by the content emphasis given during pre-service teacher education, as well ...


School Performance: Australian State/Territory Comparisons Of Student Achievements In National And International Studies, Ken Rowe Mar 2006

School Performance: Australian State/Territory Comparisons Of Student Achievements In National And International Studies, Ken Rowe

Student Learning Processes

Policy activities related to outcomes and standards-based educational performance indicators and their links with growing demands for accountability, standards monitoring, benchmarking, school effectiveness and reform are widespread and well established in many countries throughout the world. While the long-term goals of school education may be expressed as the enhancement of young peoples’ access to and participation in society, as well as preparation for meeting the constantly changing demands of the modern workplace, the most direct and readily accessible measures of student and school performance are obtained from assessments of students’ academic achievements. Despite several limitations, achievement data obtained from both ...


Young People’S Perceptions Of What It Means To Be An Australian, Nola Purdie, Rhonda Craven Jan 2006

Young People’S Perceptions Of What It Means To Be An Australian, Nola Purdie, Rhonda Craven

Student Learning Processes

The question “What does it mean to be an Australian?” has significant implications for understanding factors contributing to social cohesion; explaining and promoting ourselves to others; imagining and shaping Australia’s future; and shaping civics curriculum. The purpose of this study was to identify key components of Australian national identity of a sample of Australians (N = 418) comprised of primary (N=71); secondary (N=146), Technical and Further Education (TAFE) (N=59) and University (n=142) students. Participants completed a written response to the question “What does it mean to be Australian?” Responses were analysed and coded by two coders ...


The Importance Of Teaching: Ensuring Better Schooling By Building Teacher Capacities That Maximize The Quality Of Teaching And Learning Provision – Implications Of Findings From The International And Australian Evidence-Based Research, Ken Rowe Aug 2004

The Importance Of Teaching: Ensuring Better Schooling By Building Teacher Capacities That Maximize The Quality Of Teaching And Learning Provision – Implications Of Findings From The International And Australian Evidence-Based Research, Ken Rowe

Student Learning Processes

Given the level of consensus regarding the importance of school education as an essential element of micro- and macro economic reform, policy issues surrounding school and teacher effectiveness are of particular importance. However, much of the traditional and prevailing dogmas surrounding ‘factors’ affecting students’ experiences and outcomes of schooling throughout their primary and secondary years, especially socio-cultural and socio-economic factors, are now understood to be products of methodological and statistical artifact, and amount to little more than ‘religious’ adherence to the moribund ideologies of biological and social determinism. Above all, a good deal of this ‘discourse’ is not supported by ...


Analysing And Reporting Performance Indicator Data: ‘Caress’ The Data And User Beware!, Ken Rowe Mar 2004

Analysing And Reporting Performance Indicator Data: ‘Caress’ The Data And User Beware!, Ken Rowe

Student Learning Processes

Within the context of a growing international movement toward the adoption of ‘outcomes-based’ modes of public sector service provision, policy, governance and accountability, this paper focuses on the context, nature and purpose of performance indicators (PIs), and in particular on the analysis and reporting of data derived from them as bases for informing policy. Presented and discussed are key issues related to: • The nature, purpose, types and sources of PIs; • essential features of useful indicators; • the ‘dangers’ of analysing, interpreting and reporting aggregated data, and • effective methodologies for the responsible analysis and reporting of PI data. To illustrate these ‘issues ...


A Good Start To Numeracy : Effective Numeracy Strategies From Research And Practice In Early Childhood, Brian Doig, Barry Mcrae, Ken Rowe Jan 2003

A Good Start To Numeracy : Effective Numeracy Strategies From Research And Practice In Early Childhood, Brian Doig, Barry Mcrae, Ken Rowe

Student Learning Processes

The Commonwealth-funded Project Good Start was a longitudinal study of children during their year before school and the first year of school, involving preschool centres and schools across Australia. It considered the questions: how can effective numeracy programs be identified at both year-before-school and the early years of school; and what constitutes evidence of effectiveness. This report provides a review of the international and Australian research literature on numeracy in early childhood that complements the Department of Education, Science and Training’s major review of the numeracy literature undertaken by Deakin University. It is designed to provide early childhood professionals ...


Constructing And Using Educational Performance Indicators, Ken Rowe, Denise Lievesley Apr 2002

Constructing And Using Educational Performance Indicators, Ken Rowe, Denise Lievesley

Student Learning Processes

Within the context of a growing international movement toward the adoption of ‘outcomes-based’ modes of educational provision and governance, this paper focuses on the context, nature, purpose and construction of educational performance indicators. Key issues related to types and sources of indicators, essential features of useful indicators, constructing and using performance indicators to advantage, and key elements of Education Management Information Systems (EMIS) are presented and discussed.