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Full-Text Articles in Early Childhood Education
An Appraisal Of The Class Instrument As An Observational Measurement Tool For Evaluation Of Student And Teacher Interactions In Western Australian Classrooms, Gillian Kirk, Marianne J. Knaus, Shane Rogers
An Appraisal Of The Class Instrument As An Observational Measurement Tool For Evaluation Of Student And Teacher Interactions In Western Australian Classrooms, Gillian Kirk, Marianne J. Knaus, Shane Rogers
Australian Journal of Teacher Education
The National Quality Framework is used across Australia to drive quality improvement in early childhood settings. Unique to Western Australia, the National Quality Standard is also used in schools to improve quality in classrooms up to Year two (seven to eight years). However, the literature suggests the National Quality Standard is too broad with an emphasis on quantifiable program features (structural quality). As the Classroom Assessment Scoring System (CLASS™) instrument was designed to measure classroom interactions (process quality), the purpose of this current study was to examine its efficacy in Pre-primary (five-year-old) classrooms. A mixed-method research approach was employed to …
Exploring Thai Teachers’ Perspectives On Evidence-Informed Practices In Inclusive Early Childhood Education, Joseph S. Agbenyega, Danielle Lane, Sunanta Klibthong
Exploring Thai Teachers’ Perspectives On Evidence-Informed Practices In Inclusive Early Childhood Education, Joseph S. Agbenyega, Danielle Lane, Sunanta Klibthong
Australian Journal of Teacher Education
Evidence-informed practices play vital roles in teaching and learning in inclusive schools; however, limited research has been conducted to explore inclusive early childhood teachers’ perspectives on research-informed teaching. This study, which was informed by the Cognitive Apprenticeship Theory (CAT), used structured and online focus groups to explore the views of 26 inclusive early childhood teachers in Thailand regarding their understanding and value for evidence-informed practice, how they source, analyse and use evidence to inform their professional practice and the factors supporting or inhibiting evidence-informed practices in their schools. A combination of framework and descriptive data analysis identified findings …
An Investigation Of Early Childhood Staff And Their Transition To The New Western Australian Humanities And Social Sciences Curriculum, Jane Loxton, Christine Cunningham, Marianne J. Knaus
An Investigation Of Early Childhood Staff And Their Transition To The New Western Australian Humanities And Social Sciences Curriculum, Jane Loxton, Christine Cunningham, Marianne J. Knaus
Australian Journal of Teacher Education
In 2017, a new Humanities and Social Sciences (HASS) curriculum was introduced into all of Western Australia’s classrooms. The aim of this study was to investigate how teachers transitioned to that new HASS curriculum. Using case study methodology, the experiences, opportunities and challenges faced by the early childhood (EC) staff in two Perth schools were investigated as they prepared for and implemented a new HASS Curriculum. The results suggested the need for strong leadership in times of change. The results also indicated that these small, independent schools needed good resources and professional development to help understand the changes. The research …
Strengthening Identities And Involvement Of Aboriginal Children Through Learning On Country., Elizabeth M. Jackson-Barrett, Libby Lee-Hammond
Strengthening Identities And Involvement Of Aboriginal Children Through Learning On Country., Elizabeth M. Jackson-Barrett, Libby Lee-Hammond
Australian Journal of Teacher Education
Djarlgarra Koolunger (Canning River kids) is a culturally centred outdoor learning project referred to as ‘On Country Learning’ or OCL. The project explores Aboriginal connectedness to the spiritual, social, cultural, environmental and geographic dimensions of particular outdoor spaces. This allows Indigenous and non- Indigenous students and their educators to connect at what Nakata (2007) terms the ‘cultural interface’. OCL offers opportunities to transform the ways in which schools engage with Aboriginal perspectives whilst facilitating deep learning through what we describe as culturally responsive pedagogies. This paper stories the journey of Aboriginal students and their teachers, engaging in learning that is …