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2013

Australian Catholic University

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Articles 1 - 30 of 56

Full-Text Articles in Education

Doubly Latent Multilevel Analyses Of Classroom Climate: An Illustration, Alexandre Morin, Herbert W. Marsh, Benjamin Nagengast, L. Francesca Scalas Aug 2013

Doubly Latent Multilevel Analyses Of Classroom Climate: An Illustration, Alexandre Morin, Herbert W. Marsh, Benjamin Nagengast, L. Francesca Scalas

Faculty of Health Sciences Publications

Many classroom climate studies suffer from 2 critical problems: They (a) treat climate as a student-level (L1) variable in single-level analyses instead of a classroom-level (L2) construct in multilevel analyses; and (b) rely on manifest-variable models rather than on latent-variable models that control measurement error at L1 and L2, and sampling error in the aggregation of L1 ratings to form L2 constructs. On the basis of an analysis of 2,541 students in Grades 5 or 6 from 89 classrooms, the authors demonstrate doubly latent multilevel structural equation models that overcome both of these problems. The results show that L2 ...


The Architecture Of Children's Use Of Language And Tools When Problem Solving Collaboratively With Robotics [Accepted Manuscript], Kathy Mills, Vinesh Chandra, Ji Yong Park Aug 2013

The Architecture Of Children's Use Of Language And Tools When Problem Solving Collaboratively With Robotics [Accepted Manuscript], Kathy Mills, Vinesh Chandra, Ji Yong Park

Faculty of Education and Arts Publications

This paper demonstrates, following Vygotsky, that language and tool use has a critical role in the collaborative problem-solving behaviour of school-age children. It reports original ethnographic classroom research examining the convergence of speech and practical activity in children's collaborative problem solving with robotics programming tasks. The researchers analysed children's interactions during a series of problem solving experiments in which Lego Mindstorms toolsets were used by teachers to create robotics design challenges among 24 students in a Year 4 Australian classroom (students aged 8.5-9.5 years). The design challenges were incrementally difficult, beginning with basic programming of straight ...


Space, Place And Power : The Spatial Turn In Literacy Research [Accepted Manuscript], Kathy A. Mills, Comber Barbara Mar 2013

Space, Place And Power : The Spatial Turn In Literacy Research [Accepted Manuscript], Kathy A. Mills, Comber Barbara

Faculty of Education and Arts Publications

This chapter maps an emergent strand of literacy research that foregrounds place and space as constitutive, rather than a backdrop for the real action. The foregrounding of space and place is steadily increasing in literacy research, as evidenced by the naming of spatial terms in titles and abstracts in literacy research city, urban, rural, river, ghetto, street, environment, and sites. This chapter discusses selected research in literacy studies, which in various ways addresses these themes. It begins by discussing studies that foreground the politics of place and literacy in classrooms and introduce the concept of place-conscious pedagogy through illustrative examples ...


Modified Alternate Assessment Participation Screening Consortium, Stephen Elliott, Ryan Kettler, Naomi Zigmond, Alexander Kurz Jan 2013

Modified Alternate Assessment Participation Screening Consortium, Stephen Elliott, Ryan Kettler, Naomi Zigmond, Alexander Kurz

Faculty of Education and Arts Publications

The Modified Alternate Assessment Participation Screening (MAAPS) Consortium included the departments of education from Arizona, Pennsylvania, and South Carolina, along with researchers from Arizona State University, Rutgers University, Vanderbilt University, the University of Pittsburgh, and Discovery Education Assessment, with the shared purpose of creating a multipart screening system for identifying students who would be eligible for an alternate assessment based on modified academic achievement standards (AA-MAS). The MAAPS System included electronic screening tests to predict proficiency in reading and mathematics, as well as a measure of opportunity to learn (OTL) essential academic objectives. The primary goals of the MAAPS Consortium ...


Constructing Meanings Of Mathematical Registers Using Metaphorical Reasoning And Models, Mun Y. Lai Jan 2013

Constructing Meanings Of Mathematical Registers Using Metaphorical Reasoning And Models, Mun Y. Lai

Faculty of Education and Arts Publications

Current debates about successful mathematics pedagogy suggest that mathematical learning and problem solving can be enhanced by using metaphors as they provide students with a tool for thinking. But assisting pre-service teachers to understand the importance of careful and accurate explanations for mathematical concepts remains an issue. This paper investigates how a mathematics teacher made use of models and metaphors to construct mathematical meanings within a transformational shift between less- and more-mathematical language. The Peircian model of semiosis was employed to identify the conceptual relationships in the metaphors and to analyse possible discrepancies between the literal meaning of metaphors, the ...


Teaching Roles In Technology-Rich Teaching And Learning Environments (Trtle's), Jill Brown Jan 2013

Teaching Roles In Technology-Rich Teaching And Learning Environments (Trtle's), Jill Brown

Faculty of Education and Arts Publications

This paper reports part of a study of secondary mathematics teachers in Technology-Rich Teaching and Learning Environment (TRTLE's). Three TRTLE's, two year 11 and one year nine class and their teachers were the focus of the study. Seven Teaching Roles were identified as teachers acted to allow students to perceive and enact affordances of TRTLE's appropriate to the learning of functions. Each role is important in allowing future independent perception and enactment of affordances by students.


Mature Age Pre-Service Teachers' Mathematics Anxiety And Factors Impacting On University Retention, Sue Wilson Jan 2013

Mature Age Pre-Service Teachers' Mathematics Anxiety And Factors Impacting On University Retention, Sue Wilson

Faculty of Education and Arts Publications

The ability of primary (elementary) pre-service teachers to engage effectively in mathematics units in a rigorous program is vital to producing citizens who are able to use mathematics effectively in their lives. Mathematics anxiety affects pre-service primary teachers’ engagement with and future teaching of mathematics. The study measured the range of mathematics anxiety in two hundred and nineteen pre-service teachers starting a teacher education course in an Australian university. They completed the Revised Mathematics Anxiety Scale (RMARS) and a set of demographic questions. Age differences in anxiety were found to be significant, and this has implications for university retention of ...


Consortium For Modified Alternate Assessment Development And Implementation: Lessons Learned, Stephen N. Elliott, Michael C. Rodriguez, Andrew T. Roach, Peter A. Beddow, Ryan J. Kettler, Alexander Kurz Jan 2013

Consortium For Modified Alternate Assessment Development And Implementation: Lessons Learned, Stephen N. Elliott, Michael C. Rodriguez, Andrew T. Roach, Peter A. Beddow, Ryan J. Kettler, Alexander Kurz

Faculty of Education and Arts Publications

No abstract provided.


Enhancing Teacher Education: The School-Community Integrated Learning (Scil) Pathway, Sue Hudson, Peter Hudson, Lenore Adie Jan 2013

Enhancing Teacher Education: The School-Community Integrated Learning (Scil) Pathway, Sue Hudson, Peter Hudson, Lenore Adie

Faculty of Education and Arts Publications

National Australian reviews advocate exploring new models for preservice teacher education. This study investigates the outcomes of the School-Community Integrated Learning (SCIL) pathway as a model for advancing preservice teachers’ understandings of teaching. Thirty-two final-year preservice teachers were surveyed with extended written responses on how the SCIL pathway advanced their understandings of teaching. Results indicated 100% agreement on 6 of the 27 survey items. Indeed, 78% or more preservice teachers agreed that they had a range of experiences across the five categories (i.e., personal-professional skill development, understandings of system requirements, teaching practices, student behaviour and reflective practices). Extended responses ...


A Class Act: The Teaching Team Approach To Subject Coordination, Geraldine E. Lefoe, Dominique Rene Parrish, Lynne Maree Keevers, Yoni Ryan, Jo Mckenzie, Janne Malfroy Jan 2013

A Class Act: The Teaching Team Approach To Subject Coordination, Geraldine E. Lefoe, Dominique Rene Parrish, Lynne Maree Keevers, Yoni Ryan, Jo Mckenzie, Janne Malfroy

Professional Staff Publications

Advancing the development of good practice around the teaching team has been the focus of a recently completed, nationally funded Australian grant entitled Coordinators Leading Advancement of Sessional Staff (CLASS). The project focused on developing leadership capacity of subject coordinators to provide supportive contexts for sessional staff to enhance their knowledge of teaching practice and contribute to subject improvement through a team approach. An action learning approach and notions of distributed leadership underpinned the activities of the teaching teams in the program.

This paper provides an overview of a practical approach, led by the subject coordinator, to engaging sessional staff ...


Perspective On The Use Of Construct 'Catholic Identity' For Australian Catholic Schooling: Sociological Background And Literature - Part 1, Graham Rossiter Jan 2013

Perspective On The Use Of Construct 'Catholic Identity' For Australian Catholic Schooling: Sociological Background And Literature - Part 1, Graham Rossiter

Faculty of Education and Arts Publications

No abstract provided.


Development Of The Ttf Tpack Survey Instrument, Romina Jamieson-Proctor, Peter Albion, Glenn Finger, Rob Cavanagh, Robert Fitzgerald, Trevor Bond, Peter Grimbeek Jan 2013

Development Of The Ttf Tpack Survey Instrument, Romina Jamieson-Proctor, Peter Albion, Glenn Finger, Rob Cavanagh, Robert Fitzgerald, Trevor Bond, Peter Grimbeek

Faculty of Education and Arts Publications

One of the major outcomes from the national Teaching Teachers for the Future (TTF) Project in 2011 was the development and statistical validation of a survey instrument to measure the Technological Pedagogical Content Knowledge (TPACK) of pre-service teachers as a result of the TTF intervention implemented across all Australian Education Institutions (HEI) delivering pre-service teacher education programs. The TTF project was positioned within the context of the emerging implementation of National Professional Standards for Teachers (AITSL, 2011) and focused specifically on the national curriculum areas of Mathematics, Science, English and History. The TTF TPACK Survey instrument developed for the TTF ...


Yarning Circles In The Literacy Classroom [Accepted Manuscript], Kathy A. Mills, Naomi Sunderland, John Davis-Warra Jan 2013

Yarning Circles In The Literacy Classroom [Accepted Manuscript], Kathy A. Mills, Naomi Sunderland, John Davis-Warra

Faculty of Education and Arts Publications

This article explains how the speaking and listening practice of yarning circles can be used in the literacy classroom. The article opens with an account of a live enactment of yarning circles with elementary students in a mainstream classroom in Australia. It explains the purpose and origin of yarning circles in Indigenous communities, and provides steps for establishing and implementing the practice in classrooms.


Using Photographs And Diagrams To Test Young Children's Mass Thinking, Jill Cheeseman, Andrea Mcdonough Jan 2013

Using Photographs And Diagrams To Test Young Children's Mass Thinking, Jill Cheeseman, Andrea Mcdonough

Faculty of Education and Arts Publications

This paper reports the result of a pencil-and-paper test developed to assess young children's understanding of mass measurement. The innovative element of the test was its use of photographs. We found many children of the 295 6-8 year-old children tested could "read" the photographs and diagrams and recognise the images as representations of their classroom experiences. While the test had its limitations, it also required explanation, deductive reasoning, and justification of thinking through the open response questions. We have demonstrated that it is possible to develop pencil- and-paper tests that use photographs and diagrams to closely connect written assessment ...


Perspective On The Use Of Construct 'Catholic Identity' For Australian Catholic Schooling: Areas In The Discourse In Need Of More Emphasis And Further Attention - Part 2, Graham Rossiter Jan 2013

Perspective On The Use Of Construct 'Catholic Identity' For Australian Catholic Schooling: Areas In The Discourse In Need Of More Emphasis And Further Attention - Part 2, Graham Rossiter

Faculty of Education and Arts Publications

No abstract provided.


Moderation Practices In A Faculty Of Education: The Four Discourse Model [Accepted Manuscript], Lenore Adie Jan 2013

Moderation Practices In A Faculty Of Education: The Four Discourse Model [Accepted Manuscript], Lenore Adie

Faculty of Education and Arts Publications

Moderation of student assessment is a critical component of teaching and learning in contemporary universities. In Australia, moderation is mandated through university policies and through the new national university accreditation authority, Tertiary Education Quality and Standards Agency which began operations in late January 2012 (TEQSA, 2012). The TEQSA requirement to declare details of moderation and any other arrangements used to support consistency and reliability of assessment and grading across each subject in the course of study is a radical step intended to move toward heightened accountability and greater transparency in the tertiary sector as well as entrenching evidence-based practice in ...


Education For Sustainability: A Case Study Of Pre-Service Primary Teachers' Knowledge And Efficacy, Gerard Effeney, Julie Davis Jan 2013

Education For Sustainability: A Case Study Of Pre-Service Primary Teachers' Knowledge And Efficacy, Gerard Effeney, Julie Davis

Faculty of Education and Arts Publications

This study investigated the relationships between knowledge and efficacy for teaching sustainability in a sample of 266 pre-service primary teachers at a large, metropolitan university in Australia. A survey gathered information about the participant’s attitudes and self-efficacy for education for sustainability, along with their perceived and actual knowledge of environmental sustainability issues. The participants typically believed they were confident in their abilities to engage with education for sustainability with self-efficacy increasing with increased levels of perceived knowledge. However no relationship was found between perceived knowledge and actual knowledge which suggests that the participants either do not feel constrained by ...


How Can Technology Make This Work? Preservice Teachers, Off-Campus Learning And Digital Portfolios, Wendy Moran, Les Vozzo, Jo-Anne Reid, Marilyn Pietsch, Caroline Hatton Jan 2013

How Can Technology Make This Work? Preservice Teachers, Off-Campus Learning And Digital Portfolios, Wendy Moran, Les Vozzo, Jo-Anne Reid, Marilyn Pietsch, Caroline Hatton

Faculty of Education and Arts Publications

Utilising appropriate Information Communication Technologies (ICT) as instructional tools in teacher education can be a challenging yet worthwhile endeavour. This paper reports the difficulties and benefits of a recent inter-university project requiring preservice primary teachers to construct professional digital portfolios using the support of ICT. Challenges with regard to communication and learning were numerous as 34 preservice teachers (PSTs) from three universities in NSW (situated in country towns, and in Sydney) worked together as a collaborative learning community. Meeting regularly face-to-face during the 12-month process was not always possible and so ICT resources were employed to facilitate instruction and communication ...


Learning About The Effects Of Context On Teaching And Learning In Pre-Service Teacher Education, Lisl Fenwick, Maxine Cooper Jan 2013

Learning About The Effects Of Context On Teaching And Learning In Pre-Service Teacher Education, Lisl Fenwick, Maxine Cooper

Faculty of Education and Arts Publications

Preparing teachers to work effectively within increasingly diverse contexts is a key goal of teacher education programs. This study analyses the extent to which a semester unit within a teacher education course provided pre-service teachers with the understanding and practices required to teach in low socio-economic status (SES) contexts. The results suggest that a unit, which emphasises links between theory, historical perspectives and practice, can effectively provide pre-service teachers with the key understandings and skills associated with improving equity outcomes in education. However, when the ideas being presented conflict with pre-existing, strongly held ideas about the role of schooling, practices ...


And The Word Became Text: A 4x4 Toolkit For Scaffolding Writing In Secondary English, Sally Humphrey Jan 2013

And The Word Became Text: A 4x4 Toolkit For Scaffolding Writing In Secondary English, Sally Humphrey

Faculty of Education and Arts Publications

No abstract provided.


The State Of Queensland (Department Of Education, Training And Employment) Byox Research Project 2013, State Of Queensland (Department Of Education, Training And Employment), Maureen O'Brien Jan 2013

The State Of Queensland (Department Of Education, Training And Employment) Byox Research Project 2013, State Of Queensland (Department Of Education, Training And Employment), Maureen O'Brien

Faculty of Education and Arts Publications

No abstract provided.


Exploring Young Students' Functional Thinking, Elizabeth Warren, Jodie Miller, Thomas J. Cooper Jan 2013

Exploring Young Students' Functional Thinking, Elizabeth Warren, Jodie Miller, Thomas J. Cooper

Faculty of Education and Arts Publications

The Early Years Generalizing Project (EYGP) involves Australian years 1 to 4 (age 5 to 9) students and investigates how they grasp and express generalizations. This paper focuses on data collected from 6 Year 1 students in an exploratory study within a clinical interview setting that required students to identify function rules. Preliminary findings suggest that the use of gestures (both by students and interviewers), self-talk (by students), and concrete acting out, assisted students to reach generalizations and to begin to express these generalities. It also appears that as students became aware of the structure, their use of gestures and ...


Pre-Service Teachers' Concept Image For Circle And Ellipse, Vince Wright Jan 2013

Pre-Service Teachers' Concept Image For Circle And Ellipse, Vince Wright

Faculty of Education and Arts Publications

Concept image is proposed by Vinner and Tall (1981) to differentiate the elements and relationships that a learner constructs about a concept from formal mathematical definition for the same concept. The answers of 119 University students to an examination question are analysed to establish the concept images they have for circle and ellipse. The results show the difficulty the students have in reasoning with properties at the higher levels of Van Hiele’s (2004) model of geometric thought.


Lost In Translation: First Year Physical Education Teachers' Experiences With Teaching Sudanese Refugee Students, Chris Baldwin Jan 2013

Lost In Translation: First Year Physical Education Teachers' Experiences With Teaching Sudanese Refugee Students, Chris Baldwin

Faculty of Education and Arts Publications

The purpose of this study was to analyse and explore the experiences of eight first year physical education teachers who have taught Sudanese refugee students. Interviews were conducted at the end of each participant's first year of teaching. The findings of this study highlight the vast different learning styles of students from Sudan and the strategies that these teacher’s trialled and incorporated into their lessons in an attempt to minimise the disruptions that they experienced when first introduced to the students. The results of this study, together with information from the literature, suggest that the training and education ...


Longitudinal Progress Of 6-Year-Old Students Who Participated In An Extending Mathematical Understanding Mathematics Intervention Program, Ann Gervasoni, Linda Parish, Carole Livesey, Melissa Croswell, Kate Bevan, Teresa Hadden, Kathie Turkenburg Jan 2013

Longitudinal Progress Of 6-Year-Old Students Who Participated In An Extending Mathematical Understanding Mathematics Intervention Program, Ann Gervasoni, Linda Parish, Carole Livesey, Melissa Croswell, Kate Bevan, Teresa Hadden, Kathie Turkenburg

Faculty of Education and Arts Publications

No abstract provided.


Children's Mathematical Knowledge Prior To Starting School, Ann Gervasoni, Bob Perry Jan 2013

Children's Mathematical Knowledge Prior To Starting School, Ann Gervasoni, Bob Perry

Faculty of Education and Arts Publications

The introduction of the Early Years Learning Framework and the Australian Curriculum - Mathematics in Australian preschools and primary schools has caused early childhood educators to reconsider what may be appropriate levels of mathematics knowledge to expect from children as they start school. This paper reports on initial data from an extensive evaluation of an early mathematics intervention and asks whether the expectations of young children recorded in the Australian Curriculum - Mathematics are realistic.


Teachers' Decisions About Mathematics Tasks When Planning, Peter Sullivan, David Clarke, Doug Clarke, Anne Roche Jan 2013

Teachers' Decisions About Mathematics Tasks When Planning, Peter Sullivan, David Clarke, Doug Clarke, Anne Roche

Faculty of Education and Arts Publications

At some stage when planning, teachers make decisions about the mathematics tasks they will pose and how they will structure lessons. It seems, though, that these decisions are complex, and that this complexity has been underestimated by curriculum developers and teacher educators. The following is a report of data collection that simulated some of these planning decisions. The results suggest that teachers may need support in matching tasks to curriculum content statements, in articulating the purposes of tasks, and in considering how tasks might be used to address differences in student readiness.


Parenting Styles And Academic Procrastination, Hamidreza Zakeri, Behnaz N. Esfahani, Maryam Razmjoee Jan 2013

Parenting Styles And Academic Procrastination, Hamidreza Zakeri, Behnaz N. Esfahani, Maryam Razmjoee

Faculty of Education and Arts Publications

The present study examined the relationship between the parenting styles and academic procrastination. Three-hundred-ninety- five Shiraz University students (261 girls and 134 boys) were participants of the study. Steinberg's Parenting Styles Scale (2005) and Solomon & Rothblum's Academic Procrastination Scale (1984) were used as measures of the study. Simultaneous multiple regression of academic procrastination total score on the parenting styles subscales, revealed that the “acceptance-involvement” and “psychological autonomy-granting” styles were significant and negative predictor of the academic procrastination, whereas the “behavioral strictness-supervision” style had a significant predict power for the academic rocrastination.


An Investigation Of Moderation Practices Within A Faculty Of Education, Denise Beutel, Lenore Adie, Margaret M. Lloyd Jan 2013

An Investigation Of Moderation Practices Within A Faculty Of Education, Denise Beutel, Lenore Adie, Margaret M. Lloyd

Faculty of Education and Arts Publications

Moderation of student assessment is a critical component of teaching and learning in contemporary universities. In higher education, moderation is usually governed by university-wide policies and practices. However, in Australia, moderation processes will now be guided by the new national university accreditation authority, Tertiary Education Quality and Standards Agency (TEQSA). In light of this reform, the purpose of this qualitative study was to identify and analyse current moderation practices operating within a faculty of education at a large urban university in eastern Australia.


Using Automated And Fine-Grained Analysis Of Pronoun Use As Indicators Of Progress In An Online Collaborative Project, Kate Thompson, Shannon Kennedy-Clark, Nick Kelly, Penny Wheeler Jan 2013

Using Automated And Fine-Grained Analysis Of Pronoun Use As Indicators Of Progress In An Online Collaborative Project, Kate Thompson, Shannon Kennedy-Clark, Nick Kelly, Penny Wheeler

Professional Staff Publications

No abstract provided.