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Articles 1 - 6 of 6
Full-Text Articles in Education
Elementary Teachers' Perspectives On Teaching Reading Comprehension, Reid Smith, Pamela Snow, Tanya Serry, Lorraine Hammond
Elementary Teachers' Perspectives On Teaching Reading Comprehension, Reid Smith, Pamela Snow, Tanya Serry, Lorraine Hammond
Research outputs 2022 to 2026
PURPOSE: We report findings from a survey of elementary teachers regarding reading instruction. The purpose was to examine teachers' beliefs about how children in the first 7 years of schooling develop reading comprehension skills and to characterize the self-reported practices and strategies they use to support children to comprehend connected text. METHOD: A web-based survey was used to collect data from 284 Australian elementary teachers about their beliefs and practices regarding reading comprehension instruction. Selected Likert-scale items were aggregated to determine the degree to which participants held "child-centered" or "content-centered" views of reading instruction. RESULTS: Australian elementary school teachers hold …
Chinese-Speaking Undergraduates In Australia: A Lexical Approach To Teaching Academic Writing, Qin Chen, Anne Thwaite, Brian Moon
Chinese-Speaking Undergraduates In Australia: A Lexical Approach To Teaching Academic Writing, Qin Chen, Anne Thwaite, Brian Moon
Research outputs 2022 to 2026
Chinese-speaking students enroll in Australian tertiary institutions in large numbers. Success for these international students is heavily dependent upon their mastering the conventions of academic writing in English. How best to ensure such mastery among EAL learners has been a matter of debate among tertiary educators and language specialists, with competing theories and methods proposed. This paper reports on an attempt to improve English academic writing through intensive lexical instruction, a method proposed by Ackermann & Chen (2013), Boers et al. (2016), Lewis (1993), Selivan (2018), Wray (2005, 2018) and others. Nine Chinese-speaking tertiary students were offered training in recognising …
Iraqi Kurdish Pre-Service Teachers And Teacher Educators’ Perceptions On Technological Pedagogical Knowledge And Professional Identity Development, Ebrahim Mohammadkarimi
Iraqi Kurdish Pre-Service Teachers And Teacher Educators’ Perceptions On Technological Pedagogical Knowledge And Professional Identity Development, Ebrahim Mohammadkarimi
Australian Journal of Teacher Education
This study intended to investigate pre-service teachers' and teacher educators' perceptions of technological pedagogical knowledge and professional identity development. The research was conducted with 152 English Language Teaching (ELT) pre-service teachers and 73 teacher educators from various universities in Iraqi Kurdistan. Using a mixed-method, the data for this study was collected through semi-structured interviews as well as a Technology, Pedagogy, and Content Knowledge survey questionnaire. Thematic analysis and SPSS 24 were employed for analyzing the interview responses and survey data, respectively. From this data, both pre-service teachers and teacher educators perceived a high rate of proficiency in their pedagogical content …
Does Individual Innovativeness Influence Tpack Development?: The Case Of Pre-Service Efl Teachers In Türkiye, Taibe Kulaksız
Does Individual Innovativeness Influence Tpack Development?: The Case Of Pre-Service Efl Teachers In Türkiye, Taibe Kulaksız
Australian Journal of Teacher Education
: This study aims to investigate how pre-service EFL teachers’ individual innovativeness levels affect their TPACK development during an educational technology course. Employing a quasi-experimental research design, the participants were 59 pre-service EFL teachers. The course followed the Diffusion of Innovation Theory steps. Analyzing the data, TPACK and individual innovativeness scales were implemented as pre- and post-tests. The results showed a significant increase in participants' TPACK, while their individual innovativeness did not exhibit a significant change during the course. Although there was a notable difference in pre-service teachers' initial TPACK levels based on their innovativeness, this difference was no longer …
Towards Pre-Service Teachers’ Theory-Praxis Nexus In Early Years English And Literacy Education: A Pilot Study, Maryanne Pale, Sarah Ohi, Lyn Kee
Towards Pre-Service Teachers’ Theory-Praxis Nexus In Early Years English And Literacy Education: A Pilot Study, Maryanne Pale, Sarah Ohi, Lyn Kee
Australian Journal of Teacher Education
International literature highlights that a perennial challenge for initial teacher educators is to guide Pre-Service Teachers (PSTs) to develop a comprehensive understanding of the relationship between theory and practice. Whilst there is a growing body of research that examines the relationship and/or the gap between theory and practice in teacher education, there remains a paucity of research that examines this phenomenon in the teaching of English and literacy units in higher education. This pilot study examined how PSTs from two Australian universities made connections and/or links (nexus) between their academic knowledge (theory) and professional experience (praxis) for the teaching of …
Improving The Reading Skills Of Struggling Secondary Students In A Real-World Setting: Issues Of Implementation And Sustainability, Susan Main, Susan Hill, Annamaria Paolino
Improving The Reading Skills Of Struggling Secondary Students In A Real-World Setting: Issues Of Implementation And Sustainability, Susan Main, Susan Hill, Annamaria Paolino
Research outputs 2022 to 2026
Reading difficulties have been associated with limited academic success and related social-emotional outcomes including anxiety and low motivation. Recent research on the educational impact of the COVID-19 pandemic indicates that children with poor reading skills were disproportionally disadvantaged. This growing number of students experiencing reading difficulties will require effective implementation of strategies to prevent long-term disadvantage, including in the challenging context of secondary schools where teachers are unfamiliar with reading instruction and constrained by timetabling of subjects and teachers. This research examined whether a Direct Instruction programme could be implemented with fidelity in the real world of a secondary school …