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Articles 31 - 60 of 71
Full-Text Articles in Education
The First Year Experience : The Transition From Secondary School To University And Tafe In Australia, Kylie Hillman
The First Year Experience : The Transition From Secondary School To University And Tafe In Australia, Kylie Hillman
LSAY Research Reports
This report examined the experiences of young people during their first year of tertiary education. The data used in this report are drawn from the Longitudinal Surveys of Australian Youth (LSAY), which study the progress of cohorts of young Australians as they make the transition from secondary school to work and further education and training, beginning in Year 9. The group of young people who were in Year 9 in 1998, and who first entered tertiary education during 2002, are the focus of this report. Three sets of questions form the basis of the report. How satisfied are university and …
Png Curriculum Reform Implementation Project : Implementation Project Report On The Pilot Curriculum Standards Monitoring Test, Chris Freeman, Prue Anderson, George Morgan
Png Curriculum Reform Implementation Project : Implementation Project Report On The Pilot Curriculum Standards Monitoring Test, Chris Freeman, Prue Anderson, George Morgan
Monitoring Learning
This report presents an analysis of the test data from the Curriculum Standards Monitoring Test (CSMT) Pilot program, conducted in 2003 - 2004. It has been prepared by the Australian Council for Educational Research (ACER) on behalf of the Department of Education (DoE), with the support of the Curriculum Reform Implementation Project (CRIP). The terms of reference for the pilot CSMT required ACER and Curriculum Development Division (CDD) to conduct an assessment of PNG student achievements in literacy and numeracy in Grades 3, 4, 5 and 8 against the then current curriculum, taking into account also the outcomes of the …
Acer Enews 05 May 2005, Acer
Codebook: The Lsay 1995 Year 9 Sample Wave 10 (2004) Technical Report No. 33, Kylie Hillman
Codebook: The Lsay 1995 Year 9 Sample Wave 10 (2004) Technical Report No. 33, Kylie Hillman
LSAY Technical Reports
In 1995, a nationally representative sample of approximately 13,000 Year 9 students was selected to form the first cohort of the new Longitudinal Surveys of Australian Youth program. The sample was constructed by randomly selecting two Year 9 classes from a national sample of 300 schools designed to represent state and sector. Reading and numeracy tests were administered to students in their schools to provide information on school achievement for use in later analyses of educational and labour market participation. Students also completed a background questionnaire about their educational and vocational plans and attitudes to school. In 1996, these students …
Indigenous Students And Literacy And Numeracy: What Does The Research Say?, Nola Purdie, Alison Stone
Indigenous Students And Literacy And Numeracy: What Does The Research Say?, Nola Purdie, Alison Stone
Indigenous Education Research
Indigenous students typically achieve at significantly lower levels than non-Indigenous students by the time they reach year 3. This article reports on the findings of a longitudinal study conducted by the Australian Council for Educational Research called the Longitudinal English Literacy and Numeracy Survey for Indigenous Students commenced in 2000. The findings show that there are several key underlaying factors present in schools that support growth in achievement for Indigenous students: leadership; good teaching; student attendance and engagement; and Indigenous presence at the school.
Acer Enews 04 April 2005, Acer
Codebook: The Lsay 1998 Year 9 Sample Wave 7 (2004) Technical Report No. 32, Kylie Hillman
Codebook: The Lsay 1998 Year 9 Sample Wave 7 (2004) Technical Report No. 32, Kylie Hillman
LSAY Technical Reports
In 1998, a nationally representative sample of approximately 14,000 Year 9 students was selected to form the second cohort of the Longitudinal Surveys of Australian Youth. The sample was constructed by randomly selecting two Year 9 classes from a sample of schools designed to represent state and sector. Reading and numeracy tests were administered to students in their schools to provide information on school achievement for use in later analyses of educational and labour market participation. Students also completed a background questionnaire about their educational and vocational plans and attitudes to school. Details on the 1998 survey are provided in …
Acer Enews 03 March 2005, Acer
Numeracy In The Early Years: Project Good Start, Sue Thomson, Ken Rowe, Catherine Underwood, Ray Peck
Numeracy In The Early Years: Project Good Start, Sue Thomson, Ken Rowe, Catherine Underwood, Ray Peck
School and system improvement
Project Good Start investigated the effectiveness of numeracy programmes for Australian children in the year before school and the first year of schooling. Qualitative and quantitative data was collected from pre-schools, early childhood centres and primary schools, tovinvestigate the practice and learning experiences that best support children’s early numeracy development.
Acer Enews 02 February 2005, Acer
A Review Of The Empirical Evidence Identifying Effective Interventions And Teaching Practices For Students With Learning Difficulties In Year 4, 5 And 6, Nola Purdie, Louise Ellis
A Review Of The Empirical Evidence Identifying Effective Interventions And Teaching Practices For Students With Learning Difficulties In Year 4, 5 And 6, Nola Purdie, Louise Ellis
School and system improvement
The present literature review arises in the context of the Australian Government's policy initiative of working with the States and Territories to ensure that all Australian children achieve acceptable standards of literacy and numeracy. A key Government priority has been to focus on achieving real, sustained improvements in the literacy and numeracy skills of Australian children to better prepare them for their futures. Ensuring all students gain at least a minimum acceptable standard in literacy and numeracy is critical in overcoming educational disadvantage.
Continuity And Growth : Key Considerations In Educational Improvement And Accountability., Geoff N. Masters
Continuity And Growth : Key Considerations In Educational Improvement And Accountability., Geoff N. Masters
Monitoring Learning
The author first discusses traditional styles of curriculum delivery, commenting on the characteristics of 'annual packages', where students are taught and expected to learn curriculum content that is common to those in their current grade. He then comments on various ways in which students are currently organised and taught in attempts to overcome the limitations of grouping by age/grade, and uses examples from research to evaluate the relative effectiveness. He addresses a range of significant issues, including conditions for learning, classroom structures and standards-based reforms, before looking at some of the possibilities for improved practice in future. These include an …
Factors Affecting The Impact Of Professional Development Programs On Teachers' Knowledge, Practice, Student Outcomes & Efficacy, Lawrence Ingvarson, Marion Meiers, Adrian Beavis
Factors Affecting The Impact Of Professional Development Programs On Teachers' Knowledge, Practice, Student Outcomes & Efficacy, Lawrence Ingvarson, Marion Meiers, Adrian Beavis
Professional learning for teachers and school leaders
This report examines effects of structural and process features of professional development programs on teachers’ knowledge, practice and efficacy. It is based on four recent (2002-2003) studies undertaken through the Australian Government Quality Teacher Programme, designed to enhance teacher quality. The total data set for the survey study includes 3,250 teachers who had participated in eighty individual professional developmental activities within these studies. Teachers were surveyed at least three months after participating in an activity, which provided them with the opportunity to gauge the impact of programs on their practice. To investigate factors affecting impact, a theoretical model was developed …
Getting Professional Development Right, Lawrence Ingvarson
Getting Professional Development Right, Lawrence Ingvarson
Professional learning for teachers and school leaders
This paper examines the Western Australian Getting it Right reform as a strategy for professional learning and compares it with research on the characteristics of effective PD. The Getting it Right Strategy is clearly a comprehensive and well-resourced reform strategy with its main emphasis on building professional capacity among teachers and principals. The data we gathered as part of the evaluation, through school and classroom observations, interviews and surveys, left us in no doubt that the strategy was highly regarded by teachers and principals and was having a significant impact on practice. This paper will focus mainly on GiR work …
Acer Enews 01 January 2005, Acer
Perspectives On School Leadership : Taking Another Look, Thomas J. Sergiovani
Perspectives On School Leadership : Taking Another Look, Thomas J. Sergiovani
APC Monographs
The author argues that in many respects leadership has failed us. Not that we should be overwhelmed by this. We just need to know, so we can work on it. There are, I believe, three reasons for the failure of leadership. First, we’ve come to view leadership as behaviour, rather than action; as something psychological rather than spiritual; as having to do with persons rather than ideas. Second, in trying to understand what drives leadership, we’ve overemphasised bureaucratic and personal authority, neglecting professional and moral authority. In the first reason we separated the hand of leadership from the head and …
Schooling The Yuk/Wow Generation, Erica Mcwilliam
Schooling The Yuk/Wow Generation, Erica Mcwilliam
APC Monographs
Working as I do in a university setting, when I talk to school teachers and school leaders I feel like I have come home. Teachers have seen wave after wave of ideas come through. Haven’t we all. We’ve watched them arrive, and we’ve seen the initial excitement that comes with them. We maintain our passion for teaching, even though we have seen the failure of many of these ideas over time. We are sceptical, and we do not indulge in mindless optimism. I like good teachers’ ‘nonstupid optimism’ and I like working in context, where that is possible. Mind you, …
Acer 2004-2005 Annual Report, Australian Council For Educational Research (Acer)
Acer 2004-2005 Annual Report, Australian Council For Educational Research (Acer)
ACER Annual Reports
No abstract provided.
Primary Teacher Work Study Report, Jenny Wilkinson, Lawrence Ingvarson, Elizabeth Kleinhenz, Adrian Beavis
Primary Teacher Work Study Report, Jenny Wilkinson, Lawrence Ingvarson, Elizabeth Kleinhenz, Adrian Beavis
Teacher workforce and careers
This research was conducted by the Australian Council for Educational Research (ACER) in 2005. The study was a result of the New Zealand Primary Teachers Collective Agreement 2004-2007 which specified that a workload study be complete to consider how the work of a teacher could be better structured, resourced and organised to support more effective classroom teaching. The purpose of the study was to gain an understanding of the nature and patterns of primary teachers' work. The research was commissioned by the New Zealand Ministry of Education.
Learning About Learning And Teaching: Using The Evidence Of Student Achievement For Improvements At Individual, Class And School Level, Reg Allen
2005 - Using data to support learning
This paper describes the nature, use and importance of some powerful techniques through which teachers can use data to improve student learning. For a teacher, the central purpose of analysing data is to improve the learning of one or more particular students.That is, the individual teacher and the school take the students who come to them and seek to improve the learning of those students.This purpose is different from that of the sociologist seeking to understand patterns of participation, or that of the policy analyst seeking to understand the impact, if any, of policy settings.The possibly powerful generalisations about a …
Good Data, Bad News, Good Policy Making ..., Gabrielle Matters
Good Data, Bad News, Good Policy Making ..., Gabrielle Matters
2005 - Using data to support learning
The New Basics Trial in Queensland (2000 –04) was about improving educational outcomes. At its heart was the idea that, to do this, there must be an orchestration of the message systems of curriculum, teaching and assessment – and that these changes must be in practices, not merely in statements of intention or expectation. This paper spans the trial period (2000 –04) and the immediate post-trial period (2005), showing how research evidence informed policy-making. The New Basics approach (which introduced three suites of Rich Tasks covering three 3-year spans from Year 1 to Year 9) to curriculum, teaching, assessment, reporting, …
From Accounting To Accountability: Harnessing Data For School Improvement, Lorna Earl
From Accounting To Accountability: Harnessing Data For School Improvement, Lorna Earl
2005 - Using data to support learning
There was a time in education when decisions were based on the best judgements of the people in authority. It was assumed that school leaders, as professionals in the field, had both the responsibility and the right to make decisions about students, schools and even about education more broadly. They did so using a combination of intimate and privileged knowledge of the context, political savvy, professional training and logical analysis. Data played almost no part in decisions. In fact, there was not much data available about schools. Instead, leaders relied on their tacit knowledge to formulate and execute plans. In …
Benchmarks And Growth And Success... Oh, My!, G Gage Kingsbury
Benchmarks And Growth And Success... Oh, My!, G Gage Kingsbury
2005 - Using data to support learning
This paper will discuss some recent research concerning US attempts to use student proficiency standards to identify schools that are struggling. It will also discuss a model that combines growth and standards to improve our ability to identify successful schools. Finally, it will discuss the use of an assessment system that fosters improvement in education.
Assessment For Learning: Using Statewide Literacy And Numeracy Tests As Diagnostic Tools, Philip Holmes-Smith
Assessment For Learning: Using Statewide Literacy And Numeracy Tests As Diagnostic Tools, Philip Holmes-Smith
2005 - Using data to support learning
Assessment of learning dominates assessment efforts around the world, and systems, whether intentionally or unintentionally, typically portray such programs as the best means of raising the standards of learning. At the classroom level, such programs are rarely appreciated and most teachers have little faith in either the reliability or validity of such State-mandated tests. While it is clear that school administrators take the results of such programs very seriously, few classroom teachers give any more than cursory attention to the results for their own class.This is a shame for a number of reasons. First and foremost amongst these reasons is …
Data For Schools In Nsw: What Is Provided And Can It Help?, Max Smith
Data For Schools In Nsw: What Is Provided And Can It Help?, Max Smith
2005 - Using data to support learning
Lifting the performance of New South Wales (NSW) students in literacy, numeracy and other key outcome areas to world-class standards is a central priority of this Government.The crucial responsibilities, shared between schools and the system, for effective educational provision are articulated in the most recent Framework for School Development and Accountability for NSW government schools.The role of 108 very senior officers, School Education Directors, recently appointed to regions across the state, is to ensure the effective implementation of this framework.The aim is to consolidate and focus existing accountability, improvement and reporting policies to improve and enrich student outcomes. Essential to …
What Is The Nature Of Evidence That Makes A Difference To Learning?, John Hattie
What Is The Nature Of Evidence That Makes A Difference To Learning?, John Hattie
2005 - Using data to support learning
The major argument of this presentation is to move the discussion away from data towards interpretations, from student outcomes to teaching successes and improvements, and from accountability models located about schools to located first in the classroom to support such evidence-based teaching and learning.The asTTle model, which has been developed in New Zealand, will be used in the Keynote presentation to demonstrate such a model. By locating evidence in the classroom we can improve the quality of information and interpretations sent to students, parents, Ministries, Ministers, and thence the community.We can influence the major agent that influences student and learning …
Data-Driven School Improvement Through The Vce Data Service, Glenn Rowley, Peter Congdon
Data-Driven School Improvement Through The Vce Data Service, Glenn Rowley, Peter Congdon
2005 - Using data to support learning
As the holder of student achievement data spanning three sectors and four levels, the Victorian Curriculum and Assessment Authority (VCAA) has a responsibility to provide these data to schools in ways that enable school staff to use them effectively and easily. With the discontinuation of the publication of school achievement indices, the VCAA was forced to confront a range of issues surrounding the question of which data belonged to the student, which was the property of the school, and which belonged to the general public. In 2002, a new balance was struck. A key component in this balance was the …
Researchers And Practitioners Working Together To Ensure Data-Informed Practice In Secondary School : Evidence From Vic, Sa And Nsw Schools, Carmel Richardson
Researchers And Practitioners Working Together To Ensure Data-Informed Practice In Secondary School : Evidence From Vic, Sa And Nsw Schools, Carmel Richardson
2005 - Using data to support learning
The advantage of ‘ability-adjusted’ analyses of educational data is their capacity to provide fairer assessments of school and student achievement than reliance on raw scores alone. School performance evaluations based on students’ unadjusted (raw) marks favour schools with higher intakes of bright and advantaged students.The learning gains of middle and lower ability students are overlooked, and the achievements of students and schools in disadvantaged areas are not valued, while focus is concentrated on those achieving the highest marks. With ‘ability-adjusted’ analyses of school data, any student who achieves higher marks than similar ability peers is acknowledged as having performed well.This …
An Evidence-Based Approach To Teaching And Learning, Michele Bruniges
An Evidence-Based Approach To Teaching And Learning, Michele Bruniges
2005 - Using data to support learning
A Greek philosopher might suggest that evidence is what is observed, rational and logical; a Fundamentalist – what you know is true; a Post Modernist – what you experience; a Lawyer – material which tends to prove or disprove the existence of a fact and that is admissible in court; a Clinical Scientist – information obtained from observations and/or experiments; and a teacher – what they see and hear. The past decade has seen a high level of engagement and commitment by Australian schools to the collection, analysis and interpretation of information about students to inform teaching and learning. Rapid …
Using Data To Support Learning (Conference Proceedings), Australian Council For Educational Research (Acer)
Using Data To Support Learning (Conference Proceedings), Australian Council For Educational Research (Acer)
2005 - Using data to support learning
Research Conference 2005 is the tenth national Research Conference.Through our research conferences,ACER provides significant opportunities at the national level for reviewing current research-based knowledge in key areas of educational policy and practice.A primary goal of these conferences is to inform educational policy and practice.