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Articles 1 - 16 of 16
Full-Text Articles in Education
The Equity Of Class Ability Grouping Practices In Australian Education: Findings From A Survey In Western Australia And Queensland, Olivia Johnston, Rebecca Spooner-Lane, Wei Zhang, Suzanne Macqueen, Nerida Spina
The Equity Of Class Ability Grouping Practices In Australian Education: Findings From A Survey In Western Australia And Queensland, Olivia Johnston, Rebecca Spooner-Lane, Wei Zhang, Suzanne Macqueen, Nerida Spina
Research outputs 2022 to 2026
Grouping students into separate classes according to their ‘ability’ is an inequitable practice that does not, overall, improve academic outcomes. Research has continued to show that class ability grouping widens the educational gap between students from disadvantaged and privileged backgrounds. PISA data analysis suggests that class ability grouping continues to be used in Australian schools, at least in Year 10. However, no research has characterized the existing class ability grouping practices being used in secondary schools from Years 7 to 9. The findings reported in this paper add quantitative evidence to the literature, showing that students are experiencing different class …
A Systematic Review Of K-12 Cybersecurity Education Around The World, Ahmed Ibrahim, Marnie Mckee, Leslie F. Sikos, Nicola F. Johnson
A Systematic Review Of K-12 Cybersecurity Education Around The World, Ahmed Ibrahim, Marnie Mckee, Leslie F. Sikos, Nicola F. Johnson
Research outputs 2022 to 2026
This paper presents a systematic review of K-12 cybersecurity education literature from around the world. 24 academic papers dated from 2013-2023 were eligible for inclusion in the literature established within the research protocol. An additional 19 gray literature sources comprised the total. A range of recurring common topics deemed as aspects of cybersecurity behavior or practice were identified. A variety of cybersecurity competencies and skills are needed for K-12 students to apply their knowledge. As may be expected to be the case with interdisciplinary fields, studies are inherently unclear in the use of their terminology, and this is compounded in …
Ecologies Of Learning For Inclusive Pedagogy In Spanish Secondary Education, Inmaculada Orozco, Anabel Moriña
Ecologies Of Learning For Inclusive Pedagogy In Spanish Secondary Education, Inmaculada Orozco, Anabel Moriña
Australian Journal of Teacher Education
From the theoretical basis of the ecology of learning and inclusive pedagogy, this article explores the activities, resources and interactions practised by 25 Spanish teachers in compulsory secondary education. This qualitative study involved semi-structured and individual interviews. A progressive analysis of the data was carried out using an inductive system of categories and codes. The results show that the activities were varied and all of them put students at the centre of the teaching-learning process. The resources that stood out were technologies and peer support. Interactions were characterised by the need to nurture affection and get to know and motivate …
Teenagers Learn Through Play Too: Communicating High Expectations Through A Playful Learning Approach, Olivia Johnston, Helen Wildy, Jennifer Shand
Teenagers Learn Through Play Too: Communicating High Expectations Through A Playful Learning Approach, Olivia Johnston, Helen Wildy, Jennifer Shand
Research outputs 2022 to 2026
Play-based learning is an approach used in early childhood education that is well supported by research on its varieties and effectiveness for young children’s learning. Play-based learning meets the developmental needs of young children, but new research presented in this paper suggests that teenagers learn through play too. The experience of 25 Year 10 students in three Western Australian government schools was drawn upon to generate grounded theory about how students experience their teachers’ expectations of them, which included findings that playful learning approaches communicated high teacher expectations. The students were shadow-studied in their classrooms and interviewed at the end …
‘The Participation Group Means That I'M Low Ability’: Students’ Perspectives On The Enactment Of ‘Mixed-Ability’ Grouping In Secondary School Physical Education, Shaun D. Wilkinson, Dawn Penney
‘The Participation Group Means That I'M Low Ability’: Students’ Perspectives On The Enactment Of ‘Mixed-Ability’ Grouping In Secondary School Physical Education, Shaun D. Wilkinson, Dawn Penney
Research outputs 2022 to 2026
Mixed-ability grouping is widespread in primary schools and in several subject areas in secondary schools in England. Notwithstanding, there is scant research on mixed-ability grouping in the education literature, particularly in terms of its impact on students’ experiences. The research reported in this paper employs enactment theory to provide original insights into the diverse practices and complex contextual factors that shape students’ perceptions and experiences of mixed-ability grouping in physical education (PE). Enactment theory acknowledges that school decisions about grouping policy are impacted by wider education policy and other contextual influences, and that the expression of grouping policies in specific …
A Decade Of Positive Education And Implications For Initial Teacher Education: A Narrative Review, Mathew A. White
A Decade Of Positive Education And Implications For Initial Teacher Education: A Narrative Review, Mathew A. White
Australian Journal of Teacher Education
This narrative review addresses a notable gap in initial teacher education research by exploring the impact of positive education—a growing international change initiative—in schools. Launched in 2009, positive education is defined as education for both traditional skills and happiness. This narrative review examines how positive education has contributed to a change in schools and related curriculum issues. It draws on various studies from the past decade to evaluate positive education definitions, examine two periods in positive education research from 2009–2014 and 2015–2020. The review argues that positive education concepts may enrich initial teacher education discourse and enhance teacher professional practice; …
Conversations With Australian Teachers And School Leaders About Using Differentiated Instruction In A Mainstream Secondary School, Kathryn Gibbs, Wendi Beamish
Conversations With Australian Teachers And School Leaders About Using Differentiated Instruction In A Mainstream Secondary School, Kathryn Gibbs, Wendi Beamish
Australian Journal of Teacher Education
Circumstances in today’s schools are requiring a rethinking of pedagogical approaches so that equitable learning opportunities are provided to all students. This small-scale, qualitative Australian study reports how some teachers and school leaders viewed differentiated instruction (DI) being applied in their secondary campus to address diverse abilities and needs. Individual semi-structured interviews were conducted using Zoom. The analysis of data identified three themes related to DI: understandings, practices, and concerns. Findings showed that all participants understood many of the important elements of DI. Teachers reported using several well-known DI strategies, with experienced teachers applying a more considered approach. Teachers raised …
Engaging Adolescent Kyrgyzstani Efl Students In Digital Storytelling Projects About Astronomy, Nadezhda Chubko, Julia E. Morris, David H. Mckinnon, Eileen V. Slater, Geoffrey W. Lummis
Engaging Adolescent Kyrgyzstani Efl Students In Digital Storytelling Projects About Astronomy, Nadezhda Chubko, Julia E. Morris, David H. Mckinnon, Eileen V. Slater, Geoffrey W. Lummis
Research outputs 2014 to 2021
This research is based on the Journey through Space and Time (JTST) educational astronomy project for primary and junior high school science curricula in Australia, which seeks to improve students' astronomy content knowledge through science inquiry. The focus of the current project is on the learning needs of students for whom the language of instruction is a foreign or second language (EFL/ESL). This article reports the results of a pilot case study conducted in Bishkek, Kyrgyzstan in December 2017. The research employed a Type II Case Study design. Data were collected through video and audio recordings of classroom interactions. The …
Examining The Perceived Benefit Of Education For Aboriginal Secondary Students In Western Australia, Mary-Anne Macdonald
Examining The Perceived Benefit Of Education For Aboriginal Secondary Students In Western Australia, Mary-Anne Macdonald
Theses: Doctorates and Masters
Indigenous and remote Australians have lower education and employment levels than non- Indigenous and urban Australians and face continued socio-economic disadvantage. Many contemporary voices have called for quantitative evidence for Indigenous education policy. The current thesis responds to this gap in the literature by developing a factor model of Indigenous education engagement, and supports this with regression equations and qualitative interviews exploring the impact of various experiences on Indigenous engagement with secondary school. The current study found that, despite gap in attendance rates, Year 12 completion rates, and tertiary education enrolment and completion, Indigenous and non-Indigenous participants alike ascribed a …
Press Play For Learning: A Framework To Guide Serious Computer Game Use In The Classroom, Erica Southgate, Janene Budd, Shamus Smith
Press Play For Learning: A Framework To Guide Serious Computer Game Use In The Classroom, Erica Southgate, Janene Budd, Shamus Smith
Australian Journal of Teacher Education
Computer gaming is a global phenomenon and there has been rapid growth in ‘serious’ games for learning. An emergent body of evidence demonstrates how serious games can be used in primary and secondary school classrooms. Despite the popularity of serious games and their pedagogical potential, there are few specialised frameworks to guide K-12 teachers in choosing and using serious games. The purpose of this paper is twofold. Firstly, we draw on recent research to provide an overview of the nature and uses of serious games, current knowledge about their learning efficacy, and the features that teachers should consider when choosing …
Rumination, Realignment And Reflection: Who Is Really Teaching Health Education In Secondary Schools?, Donna Barwood
Rumination, Realignment And Reflection: Who Is Really Teaching Health Education In Secondary Schools?, Donna Barwood
Research outputs 2014 to 2021
In Western Australia (WA), health education (HE) is timetabled as a separate, disciplinebased subject belonging to the health and physical education (HPE) learning area. Globally, this subject is identified as a key site to support and strengthen the health and wellbeing of children and young people. In WA, teachers from outside-of-the-field of HPE are commonly used to deliver HE. This situation is not exclusive to HE nor to WA, and in some circles is referred to as education’s dirty little secret. This mixed-methods study critically examined the role of the teacher in the delivery of HE with the purpose of …
What We Know, What We Do And What We Could Do: Creating An Understanding Of The Delivery Of Health Education In Lower Secondary Government Schools In Western Australia, Donna M. Barwood, Christine Cunningham, Dawn Penney
What We Know, What We Do And What We Could Do: Creating An Understanding Of The Delivery Of Health Education In Lower Secondary Government Schools In Western Australia, Donna M. Barwood, Christine Cunningham, Dawn Penney
Australian Journal of Teacher Education
This paper focuses on the delivery of health education (HE) as a subject in lower secondary government schools in Western Australia (WA). It explores timetabling and staffing associated with HE and the issues arising from resourcing arrangements. This paper stems from of a study that investigated the prioritising of HE, which at that time, was timetabled as a separate, disciplined-based subject belonging to the Health and Physical Education (HPE) learning area. Insights from the study raise questions as to the qualifications of some teachers delivering HE and whether schools and universities in WA give HE the attention that it arguably …
The Motivation And Identity Challenges For Phd Holders In The Transition To Science And Mathematics Teaching In Secondary Education: A Pilot Study, Robert Whannell, William J. Allen
The Motivation And Identity Challenges For Phd Holders In The Transition To Science And Mathematics Teaching In Secondary Education: A Pilot Study, Robert Whannell, William J. Allen
Research outputs 2014 to 2021
Australian secondary education has endured a chronic shortage of qualified mathematics and science teachers for a number of years, particularly in rural and remote areas. A longitudinal research project examining the capacity for the holders of PhD level qualifications in mathematics and science to be utilised as one means of addressing this shortage has been commenced at two regional Australian universities. This paper reports on the pilot study which utilised semi-structured interviews involving five participants at various stages of the transition into secondary school teaching. The interviews examined the motivations of the participants to enter secondary teaching and the challenges …
The Perceptions Of Secondary Teachers And Students About The Implementation Of An Inclusive Classroom Model For Students With Mild Disabilities, John O’Rourke, Stephen Houghton
The Perceptions Of Secondary Teachers And Students About The Implementation Of An Inclusive Classroom Model For Students With Mild Disabilities, John O’Rourke, Stephen Houghton
Australian Journal of Teacher Education
This research used qualitative methods to gather the perceptions of regular classroom teachers and students with and without mild disabilities (MD) about an inclusive program implemented in three separate classrooms and designed to enhance both the academic and social engagement of a small number of students with MD. Teachers acknowledged that these strategies resulted in improvements in their classroom approach and in positive outcomes for students. Two of the three teachers considered that the strategies resulted in limited academic gains, but provided opportunities for students with MD to enhance their social experience. All students were positive about certain changes to …
Enhancing Students' Attitude Towards Nigerian Senior Secondary School Physics Through The Use Of Cooperative, Competitive And Individualistic Learning Strategies, Akinyemi Olufunminiyi Akinbobola
Enhancing Students' Attitude Towards Nigerian Senior Secondary School Physics Through The Use Of Cooperative, Competitive And Individualistic Learning Strategies, Akinyemi Olufunminiyi Akinbobola
Australian Journal of Teacher Education
The study was conducted to find out the attitude of students towards the use of cooperative, competitive and individualistic learning strategies in Nigerian senior secondary school physics. The design selected for this study was quasi-experimental. A total of 140 students took part in the study and they were selected by a random sampling technique. A structured questionnaire titled Students’ Attitude Towards Physics Questionnaire (SATPQ) on 4-point scale was used to collect the data. The Students’ Attitude Towards Physics Questionnaire (SATPQ) was validated and trial-tested to establish reliability using Cronbach Alpha. The instrument had a coefficient of internal consistency of 0.86. …
The National Schools Project At Belmont Senior High School: A Formative Review Of The First Nine Months, Rod Chadbourne
The National Schools Project At Belmont Senior High School: A Formative Review Of The First Nine Months, Rod Chadbourne
Research outputs pre 2011
No abstract provided.