Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Educational Assessment, Evaluation, and Research (7)
- Teacher Education and Professional Development (6)
- Educational Methods (4)
- Elementary Education (2)
- Instructional Media Design (2)
-
- Online and Distance Education (2)
- Arts and Humanities (1)
- Computer Sciences (1)
- Curriculum and Instruction (1)
- Early Childhood Education (1)
- Educational Psychology (1)
- Indigenous Education (1)
- Language and Literacy Education (1)
- Physical Sciences and Mathematics (1)
- Secondary Education (1)
- Theatre and Performance Studies (1)
- Keyword
-
- Evidence based practice (6)
- Teaching effectiveness (5)
- Primary secondary education (4)
- Teaching methods (4)
- Knowledge base for teaching (3)
-
- Academic achievement (2)
- Case studies (2)
- Early childhood education (2)
- Preservice teacher education (2)
- Primary school teachers (2)
- Professional development (2)
- Standards (2)
- Student assessment (2)
- Student engagement (2)
- Teacher evaluation (2)
- Teaching practice (2)
- Aboriginal education (1)
- Aboriginal schools (1)
- Attendance (1)
- Certification (1)
- Child development (1)
- Computer mediated communication (1)
- Continuous assessment (1)
- Coordination (1)
- Creative activities (1)
- Design based research (1)
- Disadvantaged (1)
- Disadvantaged schools (1)
- Distributive Creativity (1)
- Drama in education (1)
Articles 1 - 16 of 16
Full-Text Articles in Education
Teaching Quality: Core Content Implemented Through Evidence-Based Methods With Structure, Support And Challenge, Eckhard Klieme
Teaching Quality: Core Content Implemented Through Evidence-Based Methods With Structure, Support And Challenge, Eckhard Klieme
2009 - 2019 ACER Research Conferences
Educational research aims to replace traditional notions of ‘good teaching’ with evidence-based theories of ‘successful teaching’ and develop concepts and measures of teaching quality that can inform teacher training, professional development and evaluation. Scholars have presented various conceptualisations, including constructivist as well as direct instruction models, Western and Eastern approaches, comprehensive paradigms (e.g. ‘mastery learning’ or ‘inquiry-based science education’) as well as discrete teaching practices such as scaffolding, peer tutoring or formative assessment. Content coverage and the quality of the subject matter taught (also called ‘opportunity to learn’) have been identified as strong factors. This keynote presentation will attempt to …
Using Measures Of Quality To Improve The Learning Outcomes Of All Children, Dan Cloney
Using Measures Of Quality To Improve The Learning Outcomes Of All Children, Dan Cloney
2009 - 2019 ACER Research Conferences
There is compelling evidence that high-quality early childhood education and care (ECEC) programs can act to narrow achievement gaps attributed to social inequality. This evidence is typically observed in model programs, designed by experts and offered to vulnerable families outside the market. In everyday settings, where market forces may price families out of certain programs or poor local availability may preclude attendance, ECEC programs do not appear to deliver these significant gains or close these gaps. There is a need to continually improve quality in all ECEC settings to deliver on the potential of early education. It is unclear, however, …
Enhancing Teaching And Learning Through Design Practice, Lori Lockyer
Enhancing Teaching And Learning Through Design Practice, Lori Lockyer
2009 - 2019 ACER Research Conferences
Design is part of a teacher’s practice on a daily basis. Teachers are constantly designing and redesigning learning experiences for their students. However, the notions of the teacher as designer or ‘teacher design practice’ are rarely used as frameworks within teacher education or continuing professional learning. In fact, ‘teacher design thinking’, that is, how school teachers think about and engage in design practice has been an under-researched area. Design thinking has the potential to provide teachers with a scaffold to reflect upon contextual and evidence-based factors when designing learning experiences for their students. However, we need to know how teachers …
Graduate Teacher Performance Assessment: An Intervention Project At The Intersection Of Standards, Professional Knowledge And Assessment, Claire Wyatt-Smith
Graduate Teacher Performance Assessment: An Intervention Project At The Intersection Of Standards, Professional Knowledge And Assessment, Claire Wyatt-Smith
2009 - 2019 ACER Research Conferences
The benchmarking of education systems has been accompanied by an increasing policy interest in the evidence base for initial teacher education and the related claims about graduate quality. In some countries, this has also fuelled the move to install standards that seek to specify competence on entry to teaching and at stages of career progression. In Australia, referents for these efforts include the Australian professional standards for teachers: Graduate teachers (AITSL, 2011), and National Program Standards (AITSL, 2015). It was in the context of policy-driven reform in Australian initial teacher education (ITE) that a consortium of 13 ITE providers from …
Equipping Teachers With Tools To Assess And Teach General Capabilities, Claire Scoular
Equipping Teachers With Tools To Assess And Teach General Capabilities, Claire Scoular
2009 - 2019 ACER Research Conferences
There is wide recognition that students need to be equipped with appropriate social and cognitive skills demanded by society and the workforce. The unresolved question is how to do this. Many education systems globally are addressing this demand by including skills such as critical thinking, problem-solving, collaboration, and creativity into curriculum documents or supplementary materials. However, there is little research to guide educators in teaching such skills at school level. The need to develop practical solutions for assessing and teaching social and cognitive skills, broadly classified under the umbrella ‘21st-century skills’ or ‘general capabilities’, is ever increasing. An integrated approach …
Making Online Group-Work Work: Scripts, Group Awareness And Facilitation, Peter Reimann
Making Online Group-Work Work: Scripts, Group Awareness And Facilitation, Peter Reimann
2009 - 2019 ACER Research Conferences
Even though group work for learning is a well-established and extensively researched pedagogy, teachers find it still challenging to engage students in productive collaborative learning that extends over time (e.g. weeks – in the context of project-based learning) and is computer-mediated in addition to being classroom-based. I introduce three practices that have been shown to foster collaborative knowledge production and learning: first, group scripts; second, knowledge building and knowledge awareness; and third, group facilitation. I discuss how teachers can integrate these into their teaching practices to address three challenges to productive group learning: unequal participation, lack of awareness, and stratified …
Teaching Practices That Improve Performance, Attainment And Engagement: Results From A Longitudinal Study Of High School Students In Nsw, Ian Mccarthy, Brianna Mccourt, Victoria Ikutegbe, Jin Zhou
Teaching Practices That Improve Performance, Attainment And Engagement: Results From A Longitudinal Study Of High School Students In Nsw, Ian Mccarthy, Brianna Mccourt, Victoria Ikutegbe, Jin Zhou
2009 - 2019 ACER Research Conferences
This report builds on a body of evidence showing the positive effect of teaching and classroom practices on engagement, wellbeing and academic outcomes. Using two student cohorts in NSW government schools, Years 7 to 9 and Years 10 to 12, we have quantified the effects of quality instruction and other effective classroom practices as drivers of student outcomes (see Figure 1, p. 54). A common theme across both cohorts was the positive impact on key academic outcomes of teachers having high expectations and appropriately challenging all their students (as measured through the NAPLAN tests and Year 12 completion). Modelling also …
Assessing Accomplished Teaching With Reliability And Validity: The Acer Portfolio Project, Lawrence Ingvarson
Assessing Accomplished Teaching With Reliability And Validity: The Acer Portfolio Project, Lawrence Ingvarson
2009 - 2019 ACER Research Conferences
We know that good teachers are worth their weight in gold. But if good teaching is to be truly valued, the teaching profession must be able to demonstrate that it can evaluate itself in ways that are reliable, valid and fair. This capacity is central to any profession. It is also central to lifting the status of teaching, rewarding accomplished teaching and enabling teaching to complete with other professions for our ablest graduates. Recent OECD reports emphasise the necessity of strengthening the teaching profession, which depends upon widespread use of evidence-based teaching practices. Building the capacity for evaluation is the …
Communicating Student Learning Progress: What Does That Mean And Can It Make A Difference?, Hilary Hollingsworth, Jonathan Heard
Communicating Student Learning Progress: What Does That Mean And Can It Make A Difference?, Hilary Hollingsworth, Jonathan Heard
2009 - 2019 ACER Research Conferences
Traditionally in schools, the main method of communicating students’ academic performance has been the summative end-of-semester report, and the focus of much of this communication has centred on reporting achievement against year-level standards. While semester reporting largely remains established practice, the advent of new school management systems has seen schools embrace a practice known as ‘continuous reporting’. Though well-intended, early analysis would suggest that the potential benefits of this relatively new process are inconsistently understood, and reveal a confusion between progressive instalments of feedback versus feedback on student progress. Such confusion may be indicative of other gaps in the organisational …
Driving One’S Own Learning – Full Speed Ahead! Motivationally Anchored Instruction, Alison Davis
Driving One’S Own Learning – Full Speed Ahead! Motivationally Anchored Instruction, Alison Davis
2009 - 2019 ACER Research Conferences
This paper explores the concept of motivationally anchored instruction, how it is practised in classrooms and the structure for teacher professional learning that supports its implementation. Participants will examine how teachers enact pedagogical practices that deliberately develop and grow students’ inner desire to want to learn. Content will draw on the analogy of learners driving their own learning by describing and examining deliberate acts of teaching that grow and develop the intrinsic motivation dispositions of our students. Research and practices that support a learning environment where intrinsic motivation creates internal drive and desire to do well are examined, and such …
Making A Difference Through Quality Teaching Rounds: Evidence From A Sustained Program Of Research, Jennifer Gore
Making A Difference Through Quality Teaching Rounds: Evidence From A Sustained Program Of Research, Jennifer Gore
2009 - 2019 ACER Research Conferences
Through rigorous forms of research, including a randomised controlled trial, Quality Teaching Rounds (QTR) has been shown to make a positive difference to the quality of teaching, teacher morale and school culture. This presentation will draw on both quantitative and qualitative evidence to demonstrate the impact of QTR, outlining its effects across a range of NSW primary and secondary schools and for teachers at very different stages of their careers. The essential components of QTR will be elaborated with analysis of the underlying mechanisms that contribute to the effectiveness of this form of professional development in improving teaching practice. As …
The Role Of Evidence In Teaching And Learning, Geoff N. Masters Ao
The Role Of Evidence In Teaching And Learning, Geoff N. Masters Ao
2009 - 2019 ACER Research Conferences
Highly-effective teaching requires evidence-informed decision making at crucial points in the teaching process. First, effective teachers use quality evidence to establish the points individual learners have reached in their learning. This enables teachers to identify starting points for further teaching and learning and to ensure that each student is given learning opportunities at an appropriate level of challenge. In contrast, much teaching instead assumes all students will be appropriately challenged by common year-level curricula. The process of establishing and understanding where students are in their learning often requires detailed diagnostic evidence of individual misunderstandings and obstacles to learning progress. Second, …
Evidence-Based Approaches To School Improvement: The Kimberley Schools Project, Bill Louden
Evidence-Based Approaches To School Improvement: The Kimberley Schools Project, Bill Louden
2009 - 2019 ACER Research Conferences
Despite a great deal of goodwill, effort and funding, student achievement in the Kimberley region of Western Australia has shown little improvement in the last decade. Governments have intervened in a range of ways: tying funding to evidence that schools are closing the gap; improving conditions for teachers and principals working with remote communities; funding a bewildering range of attendance and engagement strategies; and supporting cultural relevance though a range of short-term skill and enrichment programs. This paper describes the Kimberley Schools Project, which is an alternative approach funded by the Western Australian Government through the Royalties for Regions program. …
Making A Difference In Learning Through Arts-Rich Pedagogy, Robyn Ewing Am
Making A Difference In Learning Through Arts-Rich Pedagogy, Robyn Ewing Am
2009 - 2019 ACER Research Conferences
There is unequivocal evidence that arts-rich pedagogies enhance student social and emotional wellbeing and, consequently, academic learning outcomes across the curriculum. Yet many primary teachers report they lack the expertise and/or confidence to embed quality arts processes and experiences in what is increasingly described as an overcrowded curriculum. This presentation reviews the research findings about the impact and sustainability of School Drama, an initiative developed through a partnership between the Sydney Theatre Company and The University of Sydney. An innovative co-mentoring teacher professional learning program and drama-based intervention, the program aims to develop primary teachers’ professional knowledge of and expertise …
Transforming Learning With Information And Communication Technologies: Insights From Three Decades Of Research, Romina Jamieson-Proctor
Transforming Learning With Information And Communication Technologies: Insights From Three Decades Of Research, Romina Jamieson-Proctor
2009 - 2019 ACER Research Conferences
Since computers first appeared in classrooms, educators have sought to integrate information communication technologies (ICT) into teaching and learning. In Australia, as elsewhere, ICT are widely regarded as critical facilitators of student learning. The ability to use ICT effectively is specified in Australia’s national curriculum as a required general capability. However, despite the educational environment being replete with ICT related programs, our understanding of how students use ICT for learning is still limited. This paper presents insights from the past 30 years of research, which suggest that even though the current ‘climate’ in Australian schools is favourable, teacher confidence and …
Acer Research Conference Proceedings (2018), Australian Council For Educational Research (Acer)
Acer Research Conference Proceedings (2018), Australian Council For Educational Research (Acer)
2009 - 2019 ACER Research Conferences
There is no shortage of opinion about more and less effective ways of teaching. Schools are continually presented with strategies, programs and approaches that claim to be ‘research-based’, ‘evidence-based’ or even ‘brainbased’. Vocal advocates of particular teaching methods promote their proposed solutions in the media. But how many of these programs and methods have solid foundations in research? And how can teachers and school leaders distinguish exaggerated marketing claims from teaching strategies shown through research to be effective in improving student outcomes? Research Conference 2018 examines research evidence around teaching practices that make a difference. It brings together leading international …