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Articles 91 - 120 of 120
Full-Text Articles in Education
Introducing The Longitudinal Study Of Australian Children, A Sanson, J Nicholson, J Ungerer, S Zubrick, K Wilson, John Ainley, D Berthelsen, D Broom, L Harrison, B Rodgers, M Sawyer, S Silburn, L Strazdins, G Vimpani, M Wake, M Bittman
Introducing The Longitudinal Study Of Australian Children, A Sanson, J Nicholson, J Ungerer, S Zubrick, K Wilson, John Ainley, D Berthelsen, D Broom, L Harrison, B Rodgers, M Sawyer, S Silburn, L Strazdins, G Vimpani, M Wake, M Bittman
Dr John Ainley
This discussion paper presents and overview of the Longitudinal Study of Australian Children (LSAC), incorporating descriptions of the rationale for the study, relevance for policy development, the conceptual framework, broad and specific research questions, and study design. The bulk of the paper is taken up with a discussion of current thinking about how the research questions will be addressed, and what data are to be collected. [p.x]
Capacity Building Of Thai Education Reform (Cabter) : Educational Technologies (Stage 1) Thai Learning Technologies 2010, John Ainley, Phillip Arthur, Pamela Macklin, Bruce Rigby
Capacity Building Of Thai Education Reform (Cabter) : Educational Technologies (Stage 1) Thai Learning Technologies 2010, John Ainley, Phillip Arthur, Pamela Macklin, Bruce Rigby
Dr John Ainley
This report provides advice to assist the Royal Thai Government in promoting social and economic development through the effective and efficient introduction of learning technologies into all sectors of education and training. The strategies and initiatives proposed in the report are designed to facilitate access to learning technologies and to promote the development of knowledge, skills and understanding that will enable people of all ages and in all areas of Thailand to embrace a culture of lifelong learning.
Educational Systems: Australia, John Ainley
Educational Systems: Australia, John Ainley
Dr John Ainley
Despite constitutional provision that places responsibility for education in the hands of states, provisions in each Australian jurisdiction are similar. Education is provided as: preschool education, school education, and tertiary education (consisting of vocational education and training), as well as higher education. Preschool education is provided through a variety of arrangements for a majority of 3- and 4-year-olds. Formal schooling is provided for 12 or 13 years and attendance is compulsory between ages 6 and 15. Non-government schools provide for 30 percent of school students. Sets of similar curriculum frameworks, often based around eight key learning areas, are used as …
Capacity Building Of Thai Education Reform (Cabter) : Educational Technologies (Stage 1) Thai Learning Technologies 2010, John Ainley, Phillip Arthur, Pamela Macklin, Bruce Rigby
Capacity Building Of Thai Education Reform (Cabter) : Educational Technologies (Stage 1) Thai Learning Technologies 2010, John Ainley, Phillip Arthur, Pamela Macklin, Bruce Rigby
Dr John Ainley
This report provides advice to assist the Royal Thai Government in promoting social and economic development through the effective and efficient introduction of learning technologies into all sectors of education and training. The strategies and initiatives proposed in the report are designed to facilitate access to learning technologies and to promote the development of knowledge, skills and understanding that will enable people of all ages and in all areas of Thailand to embrace a culture of lifelong learning.
Non Attendance At School, John Ainley, Michelle Lonsdale
Non Attendance At School, John Ainley, Michelle Lonsdale
Dr John Ainley
No abstract provided.
The 1999 Postgraduate Research Experience Questionnaire, John Ainley
The 1999 Postgraduate Research Experience Questionnaire, John Ainley
Dr John Ainley
This report firstly outlines the nature of the data on which the analyses are based, then presents a national overview of the survey results. It then delves into associations between background characteristics of respondents and PREQ measures, differences between masters and doctoral graduates, variations among broad areas of study, and differences between institutions.
Learning To Read In The Early Years Of School, John Ainley, Marianne Fleming
Learning To Read In The Early Years Of School, John Ainley, Marianne Fleming
Dr John Ainley
No abstract provided.
Learning To Read In The Early Primary Years : A Report From The Literacy Advance Research Project To The Catholic Education Commission Of Victoria, John Ainley, Marianne Fleming
Learning To Read In The Early Primary Years : A Report From The Literacy Advance Research Project To The Catholic Education Commission Of Victoria, John Ainley, Marianne Fleming
Dr John Ainley
No abstract provided.
Mapping Educational Research And Its Impact On Australian Schools, A Holbrook, John Ainley, S Bourke, J Owen, P Mckenzie, S Misson, T Johnson
Mapping Educational Research And Its Impact On Australian Schools, A Holbrook, John Ainley, S Bourke, J Owen, P Mckenzie, S Misson, T Johnson
Dr John Ainley
This report provides an analysis of educational research and its impact on Australian schools. It has a particular focus on research done by academic staff and postgraduate students in university faculties of education, since around 90 percent of the resources involved in Australian educational research are located in those faculties. Within the total research endeavour the report concentrates on research concerned with Australian schools and schooling. The report developed an analytical framework drawn from the literature concerned with knowledge utilisation. The report has provided the most comprehensive mapping yet undertaken of the educational research that was underway in Australia in …
School Achievement And Labour Market Outcomes, John Ainley, Gary Marks
School Achievement And Labour Market Outcomes, John Ainley, Gary Marks
Dr John Ainley
This paper reports on analyses of the influence of various factors, including school achievement and attainment, on the employment and earnings of young adults. It uses longitudinal data from four cohorts of young people who were followed from school into their twenties over the 1980s and 1990s
Student Participation In Mathematics Courses In Australian Secondary Schools, John Ainley, Peter Daly
Student Participation In Mathematics Courses In Australian Secondary Schools, John Ainley, Peter Daly
Dr John Ainley
Participation in advanced levels of mathematics in secondary school is ofinterest to those involved in educational policy and practice as well as those involved in research. This paper uses multilevel analyses (including a trichotomous outcome variable) of longitudinal data from a nationally representative sample of Australian schools to investigate the influence of a number of factors on participation in mathematics (advanced, general, or none) in the final year of secondary school. The results suggest that the major influences on mathematics participation are gender and prior mathematics achievement. Both influences are substantial and independent of each other. Building a strong foundation …
Assessment In Primary Schools, John Ainley
Assessment In Primary Schools, John Ainley
Dr John Ainley
This chapter focuses on one of the elements that has been brought to centre stage by restructuring processes, assessment. It discusses the breadth of evidence used by modern primary teachers to establish the extent to which student learning has occurred, including observations, portfolios, projects, and paper and pen testing. It argues that for assessment to inform teachers about student learning proper interpretation of the data must occur, which includes reference to other pupils' performances, whether or not specific criteria have been achieved or how this piece of work measures up to other work that the student has done. It discusses …
Schools And The Social Development Of Young Australians, John Ainley, Margaret Batten, Cherry Collins, Graeme Withers
Schools And The Social Development Of Young Australians, John Ainley, Margaret Batten, Cherry Collins, Graeme Withers
Dr John Ainley
This study was designed to investigate systematically how Australian schools provide for the social development of young people. The report presents a picture of the responses of young Australians to questions about how importantly they regard issues concerned with relating to others, community well-being, social rules and conventions, how interested they are in continued learning, their self confidence and their sense of optimism for the future.
Longitudinal Research And Participation In Further Education, John Ainley, Michael Long
Longitudinal Research And Participation In Further Education, John Ainley, Michael Long
Dr John Ainley
Changes in patterns of participation in further education, using longitudinal studies of change in achievement over time, are examined. The studies have found increased participation in higher education, and stability in the Technical and Further Education (TAFE) level of participation.
Thematic Review Of The Transition From Initial Education To Working Life: Australia: Background Report, John Ainley, Jeff Malley, Stephen Lamb
Thematic Review Of The Transition From Initial Education To Working Life: Australia: Background Report, John Ainley, Jeff Malley, Stephen Lamb
Dr John Ainley
This report forms part of a larger investigation of 14 countries which attempts to describe young people's transition to work has changed during the 1990s. This background report describes the general context of youth transitions and discusses some key policy concerns.
School-Industry Programs National Survey 1996, John Ainley, Marianne Fleming
School-Industry Programs National Survey 1996, John Ainley, Marianne Fleming
Dr John Ainley
In the present Australian context, school-industry programs are educational courses for Year 11 and/or Year 12 students that require students to spend time in the workplace as part of a structured experience that is recognised as part or their formal studies. This report is based on the second national survey of the extent and characteristics of those programs. It has as its principal aim the monitoring of the scale and characteristics of school-industry programs and is based on information from schools which enrolled students in Years 11 and 12 during 1996. The information encompasses the extent to which school-industry programs …
Australia, John Ainley
School Effectiveness : Where To From Here?, John Ainley
School Effectiveness : Where To From Here?, John Ainley
Dr John Ainley
No abstract provided.
Students' Views Of Their Schools, John Ainley
Changes In Mathematics Achievement Over The High School Years, John Ainley
Changes In Mathematics Achievement Over The High School Years, John Ainley
Dr John Ainley
One of the important developments in the way achievement is used in studies of school and individual influences on learning has been the use of achievement growth rather than a static achievement score as an outcome. As part of a longitudinal study of students' progress through the later years of high school, mathematics achievement was assessed in Year 9 (in 1987) and Year 12 (in 1990). In both year levels students completed a modified version of the Progressive Achievement Test in Mathematics 3A. This test measures generalised mathematical performance rather than achievement specific to students' current studies. Scores at both …
Acer Report 2: Curriculum And Organisation In Queensland Primary Schools, John Ainley
Acer Report 2: Curriculum And Organisation In Queensland Primary Schools, John Ainley
Dr John Ainley
No abstract provided.
Beyond The Compulsory Years : Transitions In New South Wales High Schools, John Ainley, M Sheret
Beyond The Compulsory Years : Transitions In New South Wales High Schools, John Ainley, M Sheret
Dr John Ainley
No abstract provided.
Reporting Research For Teachers: Students In The Senior Secondary Years, John Ainley, Michael Sheret
Reporting Research For Teachers: Students In The Senior Secondary Years, John Ainley, Michael Sheret
Dr John Ainley
Traditionally, until the 1970s, senior secondary schooling in Australia was restricted to a minority of each age group. This was particularly pronounced in the case of government schools. From that time, however, the proportion of each cohort staying at school beyond the compulsory years began to increase rapidly and, by the 1980s, retention patterns in secondary schools had changed dramatically. These changes were most marked in government secondary schools. In this article the authors report on a study conducted on a sample of government high schools in New South Wales, which examined the post compulsory educational experiences of a group …
Participation In Science Courses In Senior Secondary School, John Ainley
Participation In Science Courses In Senior Secondary School, John Ainley
Dr John Ainley
In previous research, participation in science studies in senior secondary school has been related to both background characteristics of students and to earlier achievements and interests. This paper reports an investigation of participation in combinations of subjects in senior secondary schools in Australia which embody different science orientations. It shows that different combinations of factors shape participation in physical science' and 'biological and other science' types of course. Both are favoured by investigative interest but participation in a physical science course type is strongly associated with high levels of earlier school achievement in numeracy and gender whereas participation in a …
Combining Quantitative And Qualitative Data In A Study Of Progress Through High School, John Ainley, Michael Sheret
Combining Quantitative And Qualitative Data In A Study Of Progress Through High School, John Ainley, Michael Sheret
Dr John Ainley
No abstract provided.
Progress Through High School: A Study Of Senior Secondary Schooling In New South Wales, John Ainley, Michael Sheret
Progress Through High School: A Study Of Senior Secondary Schooling In New South Wales, John Ainley, Michael Sheret
Dr John Ainley
In the 20 years from 1971 to 1990 the percentage of each cohort of young people completing secondary education to Year 12 has more than doubled. Most of that growth in the retention of young people into the postcompulsory years of school has taken place since 1983. In a short space of time postcompulsory schooling has changed from minority to majority participation. Changes such as these have impelled a consideration of how best to respond to the interests and aptitudes of the increasingly diverse population of students and how to encourage further increases in levels of participation. These issues are …
Students' Views Of Primary School, John Ainley, S Bourke
Students' Views Of Primary School, John Ainley, S Bourke
Dr John Ainley
No abstract provided.
Differences Among High Schools In Their Influence On Students To Stay Beyond The Minimum Leaving Age, John Ainley, J Foreman, Michael Sheret
Differences Among High Schools In Their Influence On Students To Stay Beyond The Minimum Leaving Age, John Ainley, J Foreman, Michael Sheret
Dr John Ainley
No abstract provided.
Favourable Attitudes Towards School And Students' Perceptions Of Curriculum Choice, M Sheret, L Fink, John Ainley
Favourable Attitudes Towards School And Students' Perceptions Of Curriculum Choice, M Sheret, L Fink, John Ainley
Dr John Ainley
The paper examines Year 11 students' attitudes to their school experience, and how these attitudes are influenced by the background characteristics of the students and by the students' own perceptions of the degree of curriculum choice within the school. The paper then looks at some school and student characteristics to see if these can explain why some students are more satisfied than others with the subjects available for their curriculum choice.
School Laboratory Work, John Ainley