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Educational research

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Full-Text Articles in Education

Measuring The Value Of Professional Indexing, Philip Hider, Pru Mitchell, Robert Parkes Oct 2019

Measuring The Value Of Professional Indexing, Philip Hider, Pru Mitchell, Robert Parkes

Pru Mitchell

This study provides both a quantitative estimate and qualitative analysis of the additional ‘retrieval power’ that professionally assigned subject indexing affords users of a typical database in the field of education. A full version of Informit’s A+ Education database and one stripped of its subject indexing were searched by four research assistants tasked with compiling exhaustive bibliographies on forty-eight topics. The searchers were then surveyed about their use of the two databases, while their bibliographies and search logs were also examined. A two-way ANOVA model was constructed to estimate the percentage of additional resources found by the searchers on ...


Drawing On Three Fields Of Education Research To Frame The Development Of Digital Games For Inquiry-Oriented Linear Algebra, Michelle Zandieh, David Plaxco, Caro Williams-Peirce, Ashish Amresh Feb 2018

Drawing On Three Fields Of Education Research To Frame The Development Of Digital Games For Inquiry-Oriented Linear Algebra, Michelle Zandieh, David Plaxco, Caro Williams-Peirce, Ashish Amresh

Ashish Amresh

No abstract provided.


Wellbeing In Schools: Research Project: Improving Approaches To Wellbeing In Schools: What Role Does Recognition Play? Final Report: Volume One, Anne Graham, R Fitzgerald, Mary Ann Powell, Nigel Thomas, Donnah L. Anderson, Nadine E. White, Catharine A. Simmons Dec 2016

Wellbeing In Schools: Research Project: Improving Approaches To Wellbeing In Schools: What Role Does Recognition Play? Final Report: Volume One, Anne Graham, R Fitzgerald, Mary Ann Powell, Nigel Thomas, Donnah L. Anderson, Nadine E. White, Catharine A. Simmons

Nadine E White

Volume One of the Final Report for t he Australian Research Council Linkage Project ‘Improving approaches to wellbeing in schools: What role does recognition play?’.


Selecting Criteria To Evaluate Qualitative Research, Maria T. Northcote Dec 2016

Selecting Criteria To Evaluate Qualitative Research, Maria T. Northcote

Maria Northcote

While the evaluation of quantitative research frequently depends on judgements based on the “holy trinity” of objectivity, reliability and validity (Spencer, Ritchie, Lewis, & Dillon, 2003, p. 59), applying these traditional criteria to qualitative research is not always a “good fit” (Schofield, 2002). Instead, educational researchers who engage in qualitative research have suggested various sets of alternative criteria including: transferability, generalisability, ontological authenticity, reciprocity, dependability, confirmability, reflexivity, fittingness, vitality and, even, sacredness and goodness (Creswell, 2002; Garman, 1996; Guba & Lincoln, 1989; Patton, 2002; Spencer et al., 2003; Stige, Malterud, & Midtgarden, 2009). While over one hundred sets of qualitative research criteria have been identified (Stige et al., 2009), some researchers warn against the absolute application of any criteria to qualitative research which is, by its nature, wide‐ranging and varied, and does not necessarily lend itself to the straightforward application of any evaluation criteria. Nevertheless, whether or not criteria are applied at all in the research evaluation process, postgraduate students face a number of decisions associated with the process of evaluating qualitative research: 1) whether or not to adopt a set of appraisal criteria; 2) which criteria to select, if criteria are used; and 3) how to apply alternative approaches to criteria‐focused evaluation. These decisions often require a paradigm shift (Khun, 1962) in the way postgraduate students perceive and approach their research. The messiness and complexity associated with such decisions can be confronting. This paper examines a number of approaches used by researchers to evaluate qualitative investigations in educational ...


Wellbeing In Schools: Research Project: Improving Approaches To Wellbeing In Schools: What Role Does Recognition Play? Final Report: Volume Two, Anne Graham, Robyn Fitzgerald, Mary Ann Powell, Nigel Thomas, Donnah L. Anderson, Nadine E. White, Catharine A. Simmons Dec 2016

Wellbeing In Schools: Research Project: Improving Approaches To Wellbeing In Schools: What Role Does Recognition Play? Final Report: Volume Two, Anne Graham, Robyn Fitzgerald, Mary Ann Powell, Nigel Thomas, Donnah L. Anderson, Nadine E. White, Catharine A. Simmons

Nadine E White

Volume Two of the Final Report for the Australian Research Council Linkage Project ‘Improving approaches to wellbeing in schools: What role does recognition play?’ This Volume is to be read in conjunction with Volumes One, Three and Four of the Final Report.


Wellbeing In Schools: Research Project: Improving Approaches To Wellbeing In Schools: What Role Does Recognition Play? Final Report: Volume Three, Anne Graham, Robyn Fitzgerald, Mary Ann Powell, Nigel Thomas, Donnah L. Anderson, Nadine E. White, Catharine A. Simmons Dec 2016

Wellbeing In Schools: Research Project: Improving Approaches To Wellbeing In Schools: What Role Does Recognition Play? Final Report: Volume Three, Anne Graham, Robyn Fitzgerald, Mary Ann Powell, Nigel Thomas, Donnah L. Anderson, Nadine E. White, Catharine A. Simmons

Nadine E White

No abstract provided.


Wellbeing In Schools: Research Project: Improving Approaches To Wellbeing In Schools: What Role Does Recognition Play? Final Report: Volume Four, Anne Graham, Robyn Fitzgerald, Mary Ann Powell, Nigel Thomas, Donnah L. Anderson, Nadine E. White, Catharine A. Simmons Dec 2016

Wellbeing In Schools: Research Project: Improving Approaches To Wellbeing In Schools: What Role Does Recognition Play? Final Report: Volume Four, Anne Graham, Robyn Fitzgerald, Mary Ann Powell, Nigel Thomas, Donnah L. Anderson, Nadine E. White, Catharine A. Simmons

Nadine E White

This report is Volume Four of the Final Report for the Australian Research Council Linkage Project ‘Improving approaches to wellbeing in schools: What role does recognition play?’


Action Research: Informing Professional Practice Within Schools, Gregory Hine, Shane D. Lavery May 2016

Action Research: Informing Professional Practice Within Schools, Gregory Hine, Shane D. Lavery

Gregory S.C. Hine

This research paper explores the experiences of three teacher-researchers, ‘Simone’, ‘Damian’ and ‘Michael’, who undertook an action research project in their respective schools as part of their postgraduate studies. The paper initially outlines the construct of action research in the light of its applicability to educational research. Particular reference is made to the benefits of action research for those in the teaching profession as well as to several challenges associated with action research. What then follows is the design of the case study methodology that was used to examine the individual experiences of Simone, Damian and Michael. The research used ...


Effectively Communicating With English Language Learners Using Sheltered Instruction, Geeta Verma, Lisa Martin-Hansen, Jerald Pepper Jan 2016

Effectively Communicating With English Language Learners Using Sheltered Instruction, Geeta Verma, Lisa Martin-Hansen, Jerald Pepper

Geeta Verma

Sheltered instruction is not a commercial program but is a set of instructional practices used specifically with English Language Learners (ELL). It embeds existing instructional strategies such as wait time, visual organizers, group work, and allowing students to actively respond for immediate feedback. Sheltered instruction "integrates lesson knowledge and concepts with opportunities to practice using English by reading, writing, listening and speaking" (Colburn and Echevaria 2001). This article describes the four elements of sheltered instruction (Group work, Wait time, Group-response technique, Supplemental materials).


Students' Voices : Learning With Technologies : Students' Expectations About Learning With Technologies : A Literature Review, Kathryn Moyle, Susanne Owen Nov 2015

Students' Voices : Learning With Technologies : Students' Expectations About Learning With Technologies : A Literature Review, Kathryn Moyle, Susanne Owen

Professor Kathryn Moyle

This literature review is concerned with studies published since 2002 that take the perspectives of students in relation to learning with information and communication technologies. Students in schools, vocational education and training and in preservice teacher education, as well as early career teachers and other higher education students are included. The review examines published literature to: ascertain what recent research has already been undertaken in the field within Australia and overseas; ascertain the research methods used to underpin existing research; determine the gaps in existing knowledge; and consider the implications for determining what next steps could be undertaken. [Executive summary ...


Embracing Learner’S Ideas About Diffusion And Osmosis: A Coupled-Inquiry Approach, Ryan Sweeney, Lisa Martin-Hansen, Geeta Verma, John Dunkhase Nov 2015

Embracing Learner’S Ideas About Diffusion And Osmosis: A Coupled-Inquiry Approach, Ryan Sweeney, Lisa Martin-Hansen, Geeta Verma, John Dunkhase

Geeta Verma

Learning about osmosis and diffusion is often a challenging task for middle school students. Here the authors present a lesson that was converted from a “cookbook” lab (McLaughlin and Thompson 2007) into a more inquiry-oriented lab that uses inquiry teaching strategies and hands-on investigations to teach middle-grade students about osmosis and diffusion.


Wellbeing In Schools: Research Project: Improving Approaches To Wellbeing In Schools: What Role Does Recognition Play? Final Report: Volume Four, Anne Graham, Robyn Fitzgerald, Mary Ann Powell, Nigel Thomas, Donnah L. Anderson, Nadine E. White, Catharine A. Simmons Oct 2015

Wellbeing In Schools: Research Project: Improving Approaches To Wellbeing In Schools: What Role Does Recognition Play? Final Report: Volume Four, Anne Graham, Robyn Fitzgerald, Mary Ann Powell, Nigel Thomas, Donnah L. Anderson, Nadine E. White, Catharine A. Simmons

Dr Mary Ann Powell

This report is Volume Four of the Final Report for the Australian Research Council Linkage Project ‘Improving approaches to wellbeing in schools: What role does recognition play?’


Wellbeing In Schools: Research Project: Improving Approaches To Wellbeing In Schools: What Role Does Recognition Play? Final Report: Volume Three, Anne Graham, Robyn Fitzgerald, Mary Ann Powell, Nigel Thomas, Donnah L. Anderson, Nadine E. White, Catharine A. Simmons Oct 2015

Wellbeing In Schools: Research Project: Improving Approaches To Wellbeing In Schools: What Role Does Recognition Play? Final Report: Volume Three, Anne Graham, Robyn Fitzgerald, Mary Ann Powell, Nigel Thomas, Donnah L. Anderson, Nadine E. White, Catharine A. Simmons

Dr Mary Ann Powell

No abstract provided.


Wellbeing In Schools: Research Project: Improving Approaches To Wellbeing In Schools: What Role Does Recognition Play? Final Report: Volume One, Anne Graham, R Fitzgerald, Mary Ann Powell, Nigel Thomas, Donnah L. Anderson, Nadine E. White, Catharine A. Simmons Oct 2015

Wellbeing In Schools: Research Project: Improving Approaches To Wellbeing In Schools: What Role Does Recognition Play? Final Report: Volume One, Anne Graham, R Fitzgerald, Mary Ann Powell, Nigel Thomas, Donnah L. Anderson, Nadine E. White, Catharine A. Simmons

Dr Mary Ann Powell

Volume One of the Final Report for t he Australian Research Council Linkage Project ‘Improving approaches to wellbeing in schools: What role does recognition play?’.


Wellbeing In Schools: Research Project: Improving Approaches To Wellbeing In Schools: What Role Does Recognition Play? Final Report: Volume Two, Anne Graham, Robyn Fitzgerald, Mary Ann Powell, Nigel Thomas, Donnah L. Anderson, Nadine E. White, Catharine A. Simmons Oct 2015

Wellbeing In Schools: Research Project: Improving Approaches To Wellbeing In Schools: What Role Does Recognition Play? Final Report: Volume Two, Anne Graham, Robyn Fitzgerald, Mary Ann Powell, Nigel Thomas, Donnah L. Anderson, Nadine E. White, Catharine A. Simmons

Dr Mary Ann Powell

Volume Two of the Final Report for the Australian Research Council Linkage Project ‘Improving approaches to wellbeing in schools: What role does recognition play?’ This Volume is to be read in conjunction with Volumes One, Three and Four of the Final Report.


Wellbeing In Schools: Research Project: Improving Approaches To Wellbeing In Schools: What Role Does Recognition Play? Final Report: Volume Three, Anne Graham, Robyn Fitzgerald, Mary Ann Powell, Nigel Thomas, Donnah L. Anderson, Nadine E. White, Catharine A. Simmons Aug 2015

Wellbeing In Schools: Research Project: Improving Approaches To Wellbeing In Schools: What Role Does Recognition Play? Final Report: Volume Three, Anne Graham, Robyn Fitzgerald, Mary Ann Powell, Nigel Thomas, Donnah L. Anderson, Nadine E. White, Catharine A. Simmons

Dr Catharine A Simmons

No abstract provided.


Wellbeing In Schools: Research Project: Improving Approaches To Wellbeing In Schools: What Role Does Recognition Play? Final Report: Volume Two, Anne Graham, Robyn Fitzgerald, Mary Ann Powell, Nigel Thomas, Donnah L. Anderson, Nadine E. White, Catharine A. Simmons Aug 2015

Wellbeing In Schools: Research Project: Improving Approaches To Wellbeing In Schools: What Role Does Recognition Play? Final Report: Volume Two, Anne Graham, Robyn Fitzgerald, Mary Ann Powell, Nigel Thomas, Donnah L. Anderson, Nadine E. White, Catharine A. Simmons

Dr Catharine A Simmons

Volume Two of the Final Report for the Australian Research Council Linkage Project ‘Improving approaches to wellbeing in schools: What role does recognition play?’ This Volume is to be read in conjunction with Volumes One, Three and Four of the Final Report.


Wellbeing In Schools: Research Project: Improving Approaches To Wellbeing In Schools: What Role Does Recognition Play? Final Report: Volume Four, Anne Graham, Robyn Fitzgerald, Mary Ann Powell, Nigel Thomas, Donnah L. Anderson, Nadine E. White, Catharine A. Simmons Aug 2015

Wellbeing In Schools: Research Project: Improving Approaches To Wellbeing In Schools: What Role Does Recognition Play? Final Report: Volume Four, Anne Graham, Robyn Fitzgerald, Mary Ann Powell, Nigel Thomas, Donnah L. Anderson, Nadine E. White, Catharine A. Simmons

Dr Catharine A Simmons

This report is Volume Four of the Final Report for the Australian Research Council Linkage Project ‘Improving approaches to wellbeing in schools: What role does recognition play?’


Wellbeing In Schools: Research Project: Improving Approaches To Wellbeing In Schools: What Role Does Recognition Play? Final Report: Volume One, Anne Graham, R Fitzgerald, Mary Ann Powell, Nigel Thomas, Donnah L. Anderson, Nadine E. White, Catharine A. Simmons Aug 2015

Wellbeing In Schools: Research Project: Improving Approaches To Wellbeing In Schools: What Role Does Recognition Play? Final Report: Volume One, Anne Graham, R Fitzgerald, Mary Ann Powell, Nigel Thomas, Donnah L. Anderson, Nadine E. White, Catharine A. Simmons

Dr Catharine A Simmons

Volume One of the Final Report for t he Australian Research Council Linkage Project ‘Improving approaches to wellbeing in schools: What role does recognition play?’.


Wellbeing In Schools: Research Project: Improving Approaches To Wellbeing In Schools: What Role Does Recognition Play? Final Report: Volume Three, Anne Graham, Robyn Fitzgerald, Mary Ann Powell, Nigel Thomas, Donnah L. Anderson, Nadine E. White, Catharine A. Simmons Aug 2015

Wellbeing In Schools: Research Project: Improving Approaches To Wellbeing In Schools: What Role Does Recognition Play? Final Report: Volume Three, Anne Graham, Robyn Fitzgerald, Mary Ann Powell, Nigel Thomas, Donnah L. Anderson, Nadine E. White, Catharine A. Simmons

Professor Anne Graham

No abstract provided.


Wellbeing In Schools: Research Project: Improving Approaches To Wellbeing In Schools: What Role Does Recognition Play? Final Report: Volume Two, Anne Graham, Robyn Fitzgerald, Mary Ann Powell, Nigel Thomas, Donnah L. Anderson, Nadine E. White, Catharine A. Simmons Aug 2015

Wellbeing In Schools: Research Project: Improving Approaches To Wellbeing In Schools: What Role Does Recognition Play? Final Report: Volume Two, Anne Graham, Robyn Fitzgerald, Mary Ann Powell, Nigel Thomas, Donnah L. Anderson, Nadine E. White, Catharine A. Simmons

Professor Anne Graham

Volume Two of the Final Report for the Australian Research Council Linkage Project ‘Improving approaches to wellbeing in schools: What role does recognition play?’ This Volume is to be read in conjunction with Volumes One, Three and Four of the Final Report.


Wellbeing In Schools: Research Project: Improving Approaches To Wellbeing In Schools: What Role Does Recognition Play? Final Report: Volume Four, Anne Graham, Robyn Fitzgerald, Mary Ann Powell, Nigel Thomas, Donnah L. Anderson, Nadine E. White, Catharine A. Simmons Aug 2015

Wellbeing In Schools: Research Project: Improving Approaches To Wellbeing In Schools: What Role Does Recognition Play? Final Report: Volume Four, Anne Graham, Robyn Fitzgerald, Mary Ann Powell, Nigel Thomas, Donnah L. Anderson, Nadine E. White, Catharine A. Simmons

Professor Anne Graham

This report is Volume Four of the Final Report for the Australian Research Council Linkage Project ‘Improving approaches to wellbeing in schools: What role does recognition play?’


Wellbeing In Schools: Research Project: Improving Approaches To Wellbeing In Schools: What Role Does Recognition Play? Final Report: Volume One, Anne Graham, R Fitzgerald, Mary Ann Powell, Nigel Thomas, Donnah L. Anderson, Nadine E. White, Catharine A. Simmons Aug 2015

Wellbeing In Schools: Research Project: Improving Approaches To Wellbeing In Schools: What Role Does Recognition Play? Final Report: Volume One, Anne Graham, R Fitzgerald, Mary Ann Powell, Nigel Thomas, Donnah L. Anderson, Nadine E. White, Catharine A. Simmons

Professor Anne Graham

Volume One of the Final Report for t he Australian Research Council Linkage Project ‘Improving approaches to wellbeing in schools: What role does recognition play?’.


Safe At School? Exploring Safety And Harm Of Students With Cognitive Disability In And Around School, Sally Robinson, Dominique Mcgovern May 2015

Safe At School? Exploring Safety And Harm Of Students With Cognitive Disability In And Around School, Sally Robinson, Dominique Mcgovern

Professor Sally Robinson

Students with cognitive disability experience higher rates of abuse, neglect and exploitation than students without disability. This research project investigated what students, their families and other key supporters such as teachers, disability, and child protection workers think about personal safety in and around school, together with their perspectives on what might make things better. The research was supplemented by an extensive analysis of relevant law and policy in this area.


The Comprehensive Emergent Literacy Model: Early Literacy In Context, Leigh Rohde Mar 2015

The Comprehensive Emergent Literacy Model: Early Literacy In Context, Leigh Rohde

Leigh Rohde

The early skills of Emergent Literacy include the knowledge and abilities related to the alphabet, phonological awareness, symbolic representation, and communication. However, existing models of emergent literacy focus on discrete skills and miss the perspective of the surrounding environment. Early literacy skills, including their relationship to one another, and the substantial impact of the setting and context, are critical in ensuring that children gain all of the preliminary skills and awareness they will need to become successful readers and writers. Research findings over the last few decades have led to a fuller understanding of all that emergent literacy includes, resulting ...


In The Picture: Understanding Belonging And Connection For Young People With Cognitive Disability In Regional Communities Through Photo-Rich Research: Final Report, Sally Robinson, Malcolm Hill, Karen Fisher, Anne Graham, Kylie Valentine Feb 2015

In The Picture: Understanding Belonging And Connection For Young People With Cognitive Disability In Regional Communities Through Photo-Rich Research: Final Report, Sally Robinson, Malcolm Hill, Karen Fisher, Anne Graham, Kylie Valentine

Professor Anne Graham

Feeling like you belong and that you are connected to people and places is fundamental to young people’s identity. For young people with cognitive disability who live in regional Australia, very little is known about what helps and what hinders belonging and connection in their communities. This research addressed this gap in our knowledge by working collaboratively with young people. Young people were asked what helped them to feel like they belonged and were connected to their communities, and what aspects of belonging were difficult to achieve. The research investigators assisted them to describe their connections, and how to ...


In The Picture: Understanding Belonging And Connection For Young People With Cognitive Disability In Regional Communities Through Photo-Rich Research: Final Report, Sally Robinson, Malcolm Hill, Karen Fisher, Anne Graham, Kylie Valentine Jan 2015

In The Picture: Understanding Belonging And Connection For Young People With Cognitive Disability In Regional Communities Through Photo-Rich Research: Final Report, Sally Robinson, Malcolm Hill, Karen Fisher, Anne Graham, Kylie Valentine

Professor Sally Robinson

Feeling like you belong and that you are connected to people and places is fundamental to young people’s identity. For young people with cognitive disability who live in regional Australia, very little is known about what helps and what hinders belonging and connection in their communities. This research addressed this gap in our knowledge by working collaboratively with young people. Young people were asked what helped them to feel like they belonged and were connected to their communities, and what aspects of belonging were difficult to achieve. The research investigators assisted them to describe their connections, and how to ...


Imagining An Ideal School For Wellbeing: Locating Student Voice, Catharine A. Simmons, Anne Graham, Nigel Thomas Nov 2014

Imagining An Ideal School For Wellbeing: Locating Student Voice, Catharine A. Simmons, Anne Graham, Nigel Thomas

Professor Anne Graham

This article explores the significance of actively engaging with students in school about matters that concern them. The discussion draws upon data from a large-scale mixed methods study in Australia that investigated how ‘wellbeing’ in schools is understood and facilitated. The qualitative phase of the research included semi-structured focus group interviews with 606 students, aged between 6 and 17 years, which incorporated an activity inviting students to imagine, draw and discuss an ideal school that promoted their wellbeing. These data reveal how capable students are of providing rich, nuanced accounts of their experience that could potentially inform school improvement. While ...


Imagining An Ideal School For Wellbeing: Locating Student Voice, Catharine A. Simmons, Anne Graham, Nigel Thomas Nov 2014

Imagining An Ideal School For Wellbeing: Locating Student Voice, Catharine A. Simmons, Anne Graham, Nigel Thomas

Dr Catharine A Simmons

This article explores the significance of actively engaging with students in school about matters that concern them. The discussion draws upon data from a large-scale mixed methods study in Australia that investigated how ‘wellbeing’ in schools is understood and facilitated. The qualitative phase of the research included semi-structured focus group interviews with 606 students, aged between 6 and 17 years, which incorporated an activity inviting students to imagine, draw and discuss an ideal school that promoted their wellbeing. These data reveal how capable students are of providing rich, nuanced accounts of their experience that could potentially inform school improvement. While ...


Action Research: Informing Professional Practice Within Schools, Gregory Hine, Shane D. Lavery Sep 2014

Action Research: Informing Professional Practice Within Schools, Gregory Hine, Shane D. Lavery

Shane D Lavery

This research paper explores the experiences of three teacher-researchers, ‘Simone’, ‘Damian’ and ‘Michael’, who undertook an action research project in their respective schools as part of their postgraduate studies. The paper initially outlines the construct of action research in the light of its applicability to educational research. Particular reference is made to the benefits of action research for those in the teaching profession as well as to several challenges associated with action research. What then follows is the design of the case study methodology that was used to examine the individual experiences of Simone, Damian and Michael. The research used ...