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- 2009 - 2019 ACER Research Conferences (18)
- ACER eNews Archive (12)
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- Children’s Independent Mobility and Active Transport (5)
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- TIMSS 2011 and PIRLS 2011 (3)
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- Publication Type
Articles 31 - 60 of 92
Full-Text Articles in Education
Effective Strategies For Implementing Differentiated Instruction, John Munro
Effective Strategies For Implementing Differentiated Instruction, John Munro
2009 - 2019 ACER Research Conferences
Concurrent Session Block 2
Improving School Practices For Aboriginal And Torres Strait Islander Students : The Voices Of Their Parents And Carers, Brian Giles-Brown, Gina Milgate
Improving School Practices For Aboriginal And Torres Strait Islander Students : The Voices Of Their Parents And Carers, Brian Giles-Brown, Gina Milgate
2009 - 2019 ACER Research Conferences
Concurrent Session Block 2
Lessons For Improvement From International Comparative Studies, John Ainley
Lessons For Improvement From International Comparative Studies, John Ainley
2009 - 2019 ACER Research Conferences
Concurrent Session Block 2
The Influence Of Teaching Strategies On Student Achievement In Higher Order Skills, Patrick Griffin
The Influence Of Teaching Strategies On Student Achievement In Higher Order Skills, Patrick Griffin
2009 - 2019 ACER Research Conferences
Concurrent Session Block 2
Walking The Walk : The Need For School Leaders To Embrace Teaching As A Clinical Practice Profession, Stephen Dinham
Walking The Walk : The Need For School Leaders To Embrace Teaching As A Clinical Practice Profession, Stephen Dinham
2009 - 2019 ACER Research Conferences
Concurrent Session Block 1
Transforming Education Through The Arts : Creating A Culture That Promotes Learning, Brian Caldwell, Tanya Vaughan
Transforming Education Through The Arts : Creating A Culture That Promotes Learning, Brian Caldwell, Tanya Vaughan
2009 - 2019 ACER Research Conferences
Concurrent Session Block 1
Differentiated Classroom Learning, Technologies And School Improvement : What Experience And Research Can Tell Us, Kathryn Moyle
Differentiated Classroom Learning, Technologies And School Improvement : What Experience And Research Can Tell Us, Kathryn Moyle
2009 - 2019 ACER Research Conferences
Concurrent Session Block 1
Improving schools with technologies
Building Professional Capability In School Improvement, Helen Timperley
Building Professional Capability In School Improvement, Helen Timperley
2009 - 2019 ACER Research Conferences
Concurrent Session Block 1
Using Data To Drive School Improvement, Helen Wildy
Using Data To Drive School Improvement, Helen Wildy
2009 - 2019 ACER Research Conferences
Concurrent Session Block 1
Acer Enews 08 August 2012, Acer
Acer Enews 07 July 2012, Acer
Acer Enews 06 June 2012, Acer
Acer Enews 05 May 2012, Acer
Children’S Independent Mobility : Walking To School And Road Safety Knowledge : 8 To 12 Year Olds, Catherine Underwood
Children’S Independent Mobility : Walking To School And Road Safety Knowledge : 8 To 12 Year Olds, Catherine Underwood
Children’s Independent Mobility and Active Transport
Road safety knowledge is essential for children walking to school so they can safely navigate traffic environments. At the same time walking to school increases children’s awareness of their neighbourhood and also has a positive influence on their health and wellbeing.
Preparing Australian Students For The Digital World : Results From The Pisa 2009 Digital Reading Literacy Assessment, Sue Thomson, Lisa De Bortoli
Preparing Australian Students For The Digital World : Results From The Pisa 2009 Digital Reading Literacy Assessment, Sue Thomson, Lisa De Bortoli
OECD Programme for International Student Assessment (PISA) Australia
In PISA 2009, the assessment of digital reading literacy was offered as an international option for the first time. The digital reading literacy assessment assessed 15-year-old students’ ability to read, understand and apply digital texts. Australia and eighteen other countries or economies participated in this assessment. This report presents the results of the PISA digital reading literacy assessment for Australia. It presents the results for Australia as a whole, and where relevant makes comparisons to the other participants in the study. Results are also reported for the Australian states and territories and for different social groups within Australia. Overall, Australian …
Lleap Dialogue Series : Cases Companion Document, Michelle Anderson, Emma Curtin
Lleap Dialogue Series : Cases Companion Document, Michelle Anderson, Emma Curtin
Leading Learning in Education and Philanthropy (LLEAP)
Collaboration is not the destination. It is one strategy to advance a project of mutual interest and maximise its impact. It is one reflection of engagement, signalling the importance of mutual commitment in the relationship. It is one forum where learning, informal and formal, can take place. It is the one issue that came up again and again in the author’s fieldwork and reviews of effective philanthropic endeavour in education. The issue people wanted to know more about was how could we better connect with one another around an area of mutual interest? This companion document in the LLEAP Dialogue …
Lleap Dialogue Series : A Guide To Grow Your Ideas In Education For Maximum Impact, Michelle Anderson, Emma Curtin
Lleap Dialogue Series : A Guide To Grow Your Ideas In Education For Maximum Impact, Michelle Anderson, Emma Curtin
Leading Learning in Education and Philanthropy (LLEAP)
This Guide and the companion case studies, report the largest assessment ever conducted in Australia of needs, interests, priorities, opportunities, achievements and challenges in the field of philanthropy in education. A notable feature is that, while the rank order may differ in small ways, the needs of schools and the priorities of the philanthropic sector lie in efforts to ensure that all students in all sectors succeed. This they seek to accomplish at a time when concerns are raised about the large gap in achievement of low and high performing students and when the challenge in transforming schooling in the …
Acer Enews 04 April 2012, Acer
Measuring And Rewarding School Improvement, Geoff N. Masters
Measuring And Rewarding School Improvement, Geoff N. Masters
Policy Analysis and Program Evaluation
There is now a widely held view that the most effective strategy for improving countries’ educational performances is to improve the day-to-day work of schools. This view follows several decades of significant increases in government expenditure on school education in developed countries, often with little or no accompanying evidence of improvements in the quality or equity of educational provision. A number of countries have introduced incentives – both rewards and sanctions – in an attempt to ‘drive’ improvements in the work of schools. Many of these incentive schemes have followed the model adopted in business of specifying and measuring desired …
Philanthropic Funding Eligibility Requirements, Catherine Brown
Philanthropic Funding Eligibility Requirements, Catherine Brown
Tender Bridge
This two page document was developed to assist schools determine whether they are eligible to apply for a grant. The eligibility requirements often relate to the legal tax status of the applicant organisation. Outlined and explained are the key requirements and their impact on funding sources.
Students' Participation In And Valuing Of Civic Engagement At School, Wolfram Schulz, Julian Fraillon
Students' Participation In And Valuing Of Civic Engagement At School, Wolfram Schulz, Julian Fraillon
Civics and Citizenship Assessment
The IEA International Civic and Citizenship Education Study studied the ways in which young people in lower secondary schools are prepared to undertake their roles as citizens in a wide range of countries including Europe, Latin America, and the Asian-Pacific region. ICCS was the third IEA study designed to measure contexts and outcomes of civic and citizenship education and was linked to the 1999 IEA Civic Education Study (CIVED). A central aspect of the study was the assessment of student knowledge about a wide range of civic-related issues. ICCS gathered data from more than 140,000 Grade 8 (or equivalent) students …
The Role Of Civic Participation In National And School Curricula, John Ainley, Tim Friedman
The Role Of Civic Participation In National And School Curricula, John Ainley, Tim Friedman
Civics and Citizenship Assessment
Civic and citizenship education is increasingly conceptualized in national curricula within a lifelong learning perspective that encompasses formal curricula (that specify content and approaches in a subject or set of subjects), non-formal curricula (through co-curricular activities in schools) and informal curricula (through a school and classroom ethos that embodies citizenship values). One review of education policies in Europe documents attempts to encourage ‘active citizenship’ supported by ‘democratic schools’ offering a ‘participatory school culture’. However, there is evidence of a gap between declarations of principle and the implementation of these principles in schools as well as between policies and practices. This …
Teach For Australia Pathway : Evaluation Report Phase 2 Of 3, Paul R. Weldon, Phillip Mckenzie, Elizabeth Kleinhenz, Kate Reid
Teach For Australia Pathway : Evaluation Report Phase 2 Of 3, Paul R. Weldon, Phillip Mckenzie, Elizabeth Kleinhenz, Kate Reid
Teacher education
The evaluation of the Teach for Australia Pathway was commissioned by DEEWR and commenced in March 2010. The purpose of the evaluation is to assess whether the delivery of the Pathway can be modified to better achieve intended outputs and outcomes, and whether the Pathway is achieving expected outcomes.
This report (Part 2) concerns the second of three phases of the evaluation of the TFA Pathway. The first report (Part 1) was designed to provide a summary of data gathered on the operation of the Pathway in its initial stages. Data for that report were collected via site visits with …
Social Origin And Citizenship Participation In Latin American Schools, Juan Castillo
Social Origin And Citizenship Participation In Latin American Schools, Juan Castillo
Civics and Citizenship Assessment
Empirical research in political participation has consistently shown that participation is characteristic of those with higher socio-economic status and formal education (Brady, Verba, & Schlozman, 1995; Lijphart, 1997; Dalton, 1988; Han, 2009; Marien, Hooghe, & Quintelier, 2010). Socio-economic status differences among citizens are accentuated in societies with high economic inequality as the Latin American ones (De Ferranti et al., 2003; Deininger & Squire, 1996; Dion, 2007; Hoffman & Centeno, 2003; Korzeniewicz & Smith, 2000), and therefore it would be expected to find political inequality in terms of participation in this region (Côrtes & Dubrow, 2011). Such a link is not …
Civic Participation At School And School-Based Community Participation, Elisa Caponera, Bruno Losito, Paola Mirti
Civic Participation At School And School-Based Community Participation, Elisa Caponera, Bruno Losito, Paola Mirti
Civics and Citizenship Assessment
The idea of civic and citizenship education underpinning ICCS recognizes that civic and citizenship knowledge, dispositions to engage and attitudes related to civic and citizenship education are linked to the variety of contexts where students live, including family background, classrooms, schools, and the wider community (Schulz, Ainley, Fraillon, Losito, Kerr, 2008; Schulz, Ainley, Fraillon, Kerr, Losito, 2010). Particular importance is given to the actual opportunities students have to actively participate in school life and in the community where the school is located. The first part of this paper will provide a general overview of how schools in the countries participating …
How Well Do Young People Deal With Contradictory And Unreliable Information On Line? What The Pisa Digital Reading Assessment Tells Us, Tom Lumley, Juliette Mendelovits
How Well Do Young People Deal With Contradictory And Unreliable Information On Line? What The Pisa Digital Reading Assessment Tells Us, Tom Lumley, Juliette Mendelovits
OECD Programme for International Student Assessment (PISA)
There is sometimes an assumption that young people, as ‘digital natives’, are able to use online information effectively, including selecting and negotiating digital texts that are not only relevant for what they need, but also are likely to provide reliable information. This paper examines the question of how well young people are in fact able to recognise whether information is likely to be trustworthy. While some small-scale work has been done in this area, this paper draws on data from the first large-scale international assessment of online reading, the Digital Reading Assessment (DRA) that was part of the Organisation for …
Some Drivers Of Test Item Difficulty In Mathematics : An Analysis Of The Competency Rubric, Ross Turner, Ray J. Adams
Some Drivers Of Test Item Difficulty In Mathematics : An Analysis Of The Competency Rubric, Ross Turner, Ray J. Adams
OECD Programme for International Student Assessment (PISA)
This paper is concerned with the empirical validation of the competency rubric described in another paper presented at the same conference: Turner, Ross (April 2012). Some drivers of test item difficulty in mathematics. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), Vancouver, 13-17 April 2012 http://research.acer.edu.au/pisa/4/
Using items developed for the PISA 2012 survey, and data collected as part of an extensive field trial of the PISA tasks conducted during 2011 in some 67 countries, the authors use multidimensional Rasch modelling and latent regression to examine the following three questions: 1. What is the …
Some Drivers Of Test Item Difficulty In Mathematics, Ross Turner
Some Drivers Of Test Item Difficulty In Mathematics, Ross Turner
OECD Programme for International Student Assessment (PISA)
This paper is one of four contributions to the symposium session at the AERA’s 2012 Annual Meeting titled Exploring Reading and Mathematics Item Difficulty: Teaching and Learning Implications of PISA Survey Data. The author presents a rubric used to analyse mathematics test items developed for use in the OECD’s PISA survey. The rubric focuses on a set of mathematical competencies that are components of mathematical literacy. The work on which this report is based suggests that demand for activation of these competencies functions as a significant driver of item difficulty, which potentially has implications for the teaching and learning of …