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Articles 1 - 30 of 161
Full-Text Articles in Educational Assessment, Evaluation, and Research
The Ilese Project: Building An Evidentiary Database About Students' Use Of Learning Environments, W. Imms, J. E. Morris, K. Day, C. Bradbeer, L. Lockhart-Barker, C. Campbell
The Ilese Project: Building An Evidentiary Database About Students' Use Of Learning Environments, W. Imms, J. E. Morris, K. Day, C. Bradbeer, L. Lockhart-Barker, C. Campbell
Research outputs 2022 to 2026
This paper presents the progress of a unique study of significant scope. The industry-funded innovative Learning Environments and Student Experience (ILESE) study asked two questions: In what ways has more than two decades of learning spaces research culminated in readily used evidence that meets the needs of those involved in providing innovative education infrastructure? Second, based on perceived strengths and gaps, how do we design research to address identified gaps? This paper reports on the findings to these questions. It draws on the results of a large-scale Scoping Study that sought perspectives from experts equally distributed across (1) industries providing …
Leading Against The Odds: School Leadership In Under-Resourced Community Schools In Nepal, Shankar Dhakal, Chet Nath Panta
Leading Against The Odds: School Leadership In Under-Resourced Community Schools In Nepal, Shankar Dhakal, Chet Nath Panta
Research outputs 2022 to 2026
Community schools in Nepal, particularly in remote areas, face persistent challenges in managing human, financial, and physical resources, which hinder educational quality and equity. Through a multiple case study design guided by Ecological Systems Theory, this research conducted semi-structured interviews with six headteachers from diverse geographical contexts, revealing critical issues including teacher shortages, financial instability, and inadequate infrastructure. Despite these barriers, headteachers demonstrate remarkable resilience through community engagement, strategic resource mobilization, and adaptive leadership strategies that paradoxically become more sophisticated under severe constraints. Positioning Nepal as a critical case for understanding educational leadership in resource-constrained environments globally, the study advances …
Send Us Your Children: Toronto’S Growing Market Of Private Schools For International Secondary Students And Why It Is Concerning, Olivia Johnston, Roopa Trilokekar, Sue Winton, Laura Perry
Send Us Your Children: Toronto’S Growing Market Of Private Schools For International Secondary Students And Why It Is Concerning, Olivia Johnston, Roopa Trilokekar, Sue Winton, Laura Perry
Research outputs 2022 to 2026
The number of private secondary schools that cater to international students is increasing rapidly, especially in the Canadian city of Toronto. Previous studies about international students in public schools have uncovered several concerns, but little is known about these largely unregulated, for-profit private schools. We had created a dataset of all private secondary schools in Toronto (n = 370), and in the process noticed a high volume of schools explicitly targeting international students (n = 174). Thus, a qualitative document analysis of the websites of schools was conducted to explore this market further. Our final analysis uncovered 138 ‘schools of …
Beyond Assumptions: What Students Really Think About School Wellbeing Programs, Amanda Madden
Beyond Assumptions: What Students Really Think About School Wellbeing Programs, Amanda Madden
Research outputs 2022 to 2026
The study examined students’ perceptions of effective components in school-based wellbeing programs, addressing a critical gap where adolescent voices are absent. Data was gathered through a questionnaire, individual interviews, and focus groups conducted with 36 Year 12 students across three independent co-educational schools in Western Australia. Thematic analysis identified seven key components essential for effective wellbeing programming: targeted content providing respite from academic pressures, engaging and relatable presenters, strategic timing, developmental appropriateness, meaningful measurement, genuine teacher engagement, and authentic incorporation of student voice. Students valued practical, non-academic content and expressed scepticisms about teacher-delivered programs. Timing emerged as a previously underexplored …
Curriculum Approaches To Strengthening Student Employability And Improving Graduate Outcomes In The Stm Disciplines, Denise Jackson, Michael D. O’Connor
Curriculum Approaches To Strengthening Student Employability And Improving Graduate Outcomes In The Stm Disciplines, Denise Jackson, Michael D. O’Connor
Research outputs 2022 to 2026
In Australia and elsewhere, curriculum improvements are needed to improve the development of Science, Technology and Mathematics (STM) graduates for future work and careers. Several studies document significant STM student attrition, poor graduate preparedness for work, relatively weak employment rates post-graduation, and mismatched expectations of graduate capabilities by employers. The inclusion of work-integrated learning (WIL) activities within curricula can better prepare students for relevant employment by bridging discipline-specific teaching with work practices. Traditionally, access to WIL has been limited for STM Bachelor students and a better understanding of WIL’s benefits and impact is needed to refine and extend STM WIL …
Teachers’ Perceptions Of Students’ Ict Skills For Online Assessments (Naplan): Influences And Impact, Cindy Carboni, Susan Main
Teachers’ Perceptions Of Students’ Ict Skills For Online Assessments (Naplan): Influences And Impact, Cindy Carboni, Susan Main
Research outputs 2022 to 2026
This convergent mixed-methods study investigated Australian teachers’ perspectives on the computing competencies required for online National Assessment Program – Literacy and Numeracy (NAPLAN). A total of 107 teachers completed surveys examining how socio-educational backgrounds and classroom practices shape students’ readiness for high-stakes online assessments. Quantitative analysis revealed significant associations between socio-educational advantage and students’ proficiency in seven essential NAPLAN ICT online skills, including typing, navigation, and on-screen manipulation. Qualitative findings highlighted teachers’ concerns about limited exposure to computing tools and insufficient practice time, which many believed hindered student performance in online assessments. Teachers also noted that inequities in skill development …
Transforming Transitions Ii: Building Children's Engagement In Learning At School, Lennie Barblett, Fiona Boylan, Amelia Ruscoe
Transforming Transitions Ii: Building Children's Engagement In Learning At School, Lennie Barblett, Fiona Boylan, Amelia Ruscoe
Research outputs 2022 to 2026
Building on the success of the Transforming Transitions project conducted with ten Western Australian Independent Schools (Barblett et al., 2023), this study extended the inquiry into school engagement and the transition process. The project was reimagined to deepen collaboration with schools, focusing on two key areas: first, fostering meaningful engagement with young learners and their families during the transition to school by drawing on their funds of knowledge; and second, centering the perspectives of children as active participants in their transition, acknowledging their experiences and the role of family-school engagement in shaping their sense of belonging.
Ability Grouping In Primary Physical Education In England: Moving Beyond Binary Discourses And Practices, Shaun D. Wilkinson, Dawn Penney
Ability Grouping In Primary Physical Education In England: Moving Beyond Binary Discourses And Practices, Shaun D. Wilkinson, Dawn Penney
Research outputs 2022 to 2026
This study recognised that there is currently limited understanding of the extent and nature of ability grouping practices in subject areas other than mathematics and English in primary schools. Using survey methods, this research sought to generate data of sufficient scale to extend understanding of the use of ability grouping practices in primary physical education (PE) in England. Administration of a web-based survey to all (n = 917) state-funded mainstream and special schools catering for students in Key Stage 1 (aged 5–7) and/or Key Stage 2 (aged 7–11) in the North East of England produced a response rate of 27.7% …
A Testing Load: A Review Of Cognitive Load In Computer And Paper-Based Learning And Assessment, James Pengelley, Peter R. Whipp, Anabela Malpique
A Testing Load: A Review Of Cognitive Load In Computer And Paper-Based Learning And Assessment, James Pengelley, Peter R. Whipp, Anabela Malpique
Research outputs 2022 to 2026
The rising use of technology in classrooms has also brought with it a concomitant wave of computer-based assessments. The argument for computer-based testing is often framed in terms of efficiency and data management: computer-based tests facilitate more efficient processing of test data and the rate at which feedback can be leveraged for student learning rather than being framed in terms of the direct effects that students experience from engaging with novel learning tools. Whilst potentially beneficial, for some students the outcomes of computer-based tests may be counter-productive. This review considers the cognitive, and often implicit, consequences of testing mode upon …
Why Do Schools Continue To Use Between-Class Ability Grouping?, Olivia Johnston, Nerida Spina, Suzanne Macqueen, Rebecca Spooner-Lane
Why Do Schools Continue To Use Between-Class Ability Grouping?, Olivia Johnston, Nerida Spina, Suzanne Macqueen, Rebecca Spooner-Lane
Research outputs 2022 to 2026
Allocating students into separate classes within a school depending on their “ability” is common in many countries. This paper presents a theoretical discussion of the practice, considering why it persists despite a long history of research emphasizing consequential problems. Our discussion identifies and critiques four possible reasons that between-class ability grouping is being used in schools again today, despite research advising against the practice. These reasons are: 1) educators’ perspectives that it facilitates differentiation and assists in managing the intensification of teaching; 2) advantages for students in “high ability” and “low ability” classes; 3) cultural acceptability; and 4) historical entrenchment, …
Equity And Inclusion In Work-Integrated Learning: Participation And Outcomes For Diverse Student Groups, Denise Jackson, Bonnie Amelia Dean, Michelle Eady
Equity And Inclusion In Work-Integrated Learning: Participation And Outcomes For Diverse Student Groups, Denise Jackson, Bonnie Amelia Dean, Michelle Eady
Research outputs 2022 to 2026
Universities support students in their transition to work and future career through programmes such as work-integrated learning (WIL). WIL engages students in authentic industry-based experiences and is considered valuable for preparedness for work, including professional socialisation and developing skills prioritised by graduate employers. Research shows, however, that access and participation in WIL is not equal among all student groups. This paper reports on the responses of over 151,000 recent graduates in an Australian-wide survey. It investigates participation in different types of WIL and its influence on self-perceptions of employability and the employment outcomes of graduates from different backgrounds. Findings show …
2025 Asia-Pacific Symposium For Music Education Research: Conference Proceedings, Jason Goopy, Jason Boron, Emily Wilson, Han Meng, Cynthia Howard, Philippa Chapman
2025 Asia-Pacific Symposium For Music Education Research: Conference Proceedings, Jason Goopy, Jason Boron, Emily Wilson, Han Meng, Cynthia Howard, Philippa Chapman
Research outputs 2022 to 2026
The 2025 Asia-Pacific Symposium for Music Education Research (APSMER) was held from 9 – 11 July at Edith Cowan University in partnership with the School of Education and the Western Australian Academy of Performing Arts (WAAPA). APSMER is the official regional conference of the International Society for Music Education (ISME), and in 2025, it was proudly supported by the Australian Society for Music Education (ASME). The symposium was last held in Australia in Launceston, Tasmania, in 1999. APSMER 2025 welcomed over 300 international delegates to Perth, Western Australia, for scholarly and cultural exchange. The theme, “Being and becoming musical in …
Risky Topics In Health Education: Enacted Content When Students With Migration Backgrounds Meet Swedish Health Education, Mikael Quennerstedt, Annica Caldeborg, Dean Barker, Valeria Varea
Risky Topics In Health Education: Enacted Content When Students With Migration Backgrounds Meet Swedish Health Education, Mikael Quennerstedt, Annica Caldeborg, Dean Barker, Valeria Varea
Research outputs 2022 to 2026
School health educational content often entails different subject areas and a variety of topics that students are supposed to learn, and when taught in diverse classrooms, potentially positions students as at-risk. Using vignettes in interviews with migrant students in Sweden, the study focuses on views of the content of health education in relation to different ways that health as risk is enacted. Four aspects of risk were identified: (i) risk as content in health education and risky, including topics such as nutrition, stress, smoking, and pollution; (ii) risk as content in health education but not so risky, including topics such …
The Affective Milieu Of School Market Competition: Using Affect And Governmentality To Study Market Competition, Brad Gobby, Amanda Keddie, Jill Blackmore, Katrina Macdonald
The Affective Milieu Of School Market Competition: Using Affect And Governmentality To Study Market Competition, Brad Gobby, Amanda Keddie, Jill Blackmore, Katrina Macdonald
Research outputs 2022 to 2026
This paper integrates insights from affect theory into Foucault’s governmentality framework to analyse school markets. Using a Deleuzian approach to affect, we theorise school markets as an affective milieu that composes the field of competition. Drawing on interviews with staff at two rival high schools, we highlight how an affective milieu that included threat, anxiety, insecurity, resentment and confidence shaped market dynamics. Our analysis shows that affective milieus reflect and reinforce power asymmetries in local school markets and are a condition for generating competitive practices to enhance schools’ capacities to affect and be affected. Our central point is to move …
The Key Role Of Feedback In Institutional Readiness For Programmatic Assessment, Michelle Pedlow, David Boud
The Key Role Of Feedback In Institutional Readiness For Programmatic Assessment, Michelle Pedlow, David Boud
Research outputs 2022 to 2026
Programmatic assessment for learning represents a shift from fragmented, summative assessment practices to integrated, developmental systems where feedback is central to learning. This paper argues that feedback is foundational to programmatic assessment (PAx) implementation. Using feedback as an analytical lens, it examines institutional readiness for the deep structural and cultural shifts that PAx requires, drawing on a qualitative case study of course coordinators across three disciplines at an Australian university. Five interrelated barriers were identified: fragmented feedback, summative assessment reliance, workload constraints, absence of coordinated feedback pathways, and unconstrained educator autonomy. These reflect structural and cultural misalignments with PAx principles. …
Assessment Of Initial Teacher Education From The Evaluated’ Perspective: A Literature Review, Carla E. Förster, Andrea Ruffinelli, Tatiana Cisternas, Francisca Donoso
Assessment Of Initial Teacher Education From The Evaluated’ Perspective: A Literature Review, Carla E. Förster, Andrea Ruffinelli, Tatiana Cisternas, Francisca Donoso
Australian Journal of Teacher Education
Many quality assurance policies for teacher education are linked to the assessment of their training and although this is widely studied, the subjects’ perspectives have not been taken into consideration. This study sought to answer: how do the subjects perceive these education assessments and how do those assessments influence their training? A Systematic Literature Review (SLR) search was conducted, rendering the selection of 12 articles. The results indicate that the studies incorporating the subjects' opinions were limited to two instruments: the edTPA from the United States and LANTITE from Australia. Both the performance-based format (edTPA) and the measurement of literacy …
Benefits And Challenges With The Modular Model Of Teacher Certification In Australia: Listening To Teachers’ Voices, Bernard Brown, Rohan Nethsinghe
Benefits And Challenges With The Modular Model Of Teacher Certification In Australia: Listening To Teachers’ Voices, Bernard Brown, Rohan Nethsinghe
Australian Journal of Teacher Education
This paper examines teachers’ views about the Highly Accomplished and Lead Teacher (HALT) Certification 2.0 Modular Model (CMM 2.0). The research reveals teachers’ voices and agency in relation to HALT certification. Participants in this study included HALT certified teachers, current HALT participants, and prospective participants. The semi-structured interviews conducted provide insights into the benefits and challenges associated with the CMM 2.0. Thematic coding and systematic analysis were applied to the data to arrive at the key findings. The research revealed that teachers believed that the modular approach was advantageous as it was flexible and provided professional recognition and development. Issues …
Chinese Secondary School Teachers' Perceptions Of Teacher Candidates' Teaching Ability And Performance, Liyuan Chen, Chia Ching Tu
Chinese Secondary School Teachers' Perceptions Of Teacher Candidates' Teaching Ability And Performance, Liyuan Chen, Chia Ching Tu
Australian Journal of Teacher Education
: This study investigated secondary school teachers' beliefs about teacher educators’ teaching competencies and performance. Additionally, it compared the differences between the perceived importance of teaching competencies and the teaching performance level among teachers from different backgrounds. The Delphi method was first used to identify teaching competency items followed by a questionnaire survey to collect data from secondary school teachers in Hebei Province, China. Out of 700 questionnaires that were sent out, 539 valid questionnaires were returned. Secondary school teachers were highly aware of the importance of teaching competencies but did not possess these competencies. An importance-performance analysis (IPA) showed …
Assessment Design And Practices Toward Holistic Learning Of Higher Education Students: Empirical Evidence Via Path Analysis Modelling Approach, Ebenezer Arifa-Yamoah, Esther Adama, Amanda Graf, Kwadwo Adusei-Asante
Assessment Design And Practices Toward Holistic Learning Of Higher Education Students: Empirical Evidence Via Path Analysis Modelling Approach, Ebenezer Arifa-Yamoah, Esther Adama, Amanda Graf, Kwadwo Adusei-Asante
Research outputs 2022 to 2026
COVID-19 has revolutionised assessment design and practices in higher education; however, there has not been a shift in the overall objective of enhancing that the association between assessments and learning promotes the holistic development of students. In this study, we provide an empirical evaluation of the perceived effects of assessment practices (invigilated examination and alternative assessments) on students’ mental wellbeing, learning processes and academic misconduct. A cross-sectional study design was employed for this study in which a self-reported survey instrument was administered to 380 social science and nursing undergraduate and postgraduate students in a public university in Australia. We explored …
Examination Of The Reliability And Validity Of The Japanese Version Of The 10-Item Reflective Practice Questionnaire, Daichi Sugawara, Atsumi Iikura, Syohei Miyamoto, Akihiro Masuyama, Kanako Nakazawa, Keigo Hatto, Ayaka Matsumoto, Lon J. Van Winkle, Shane L. Rogers
Examination Of The Reliability And Validity Of The Japanese Version Of The 10-Item Reflective Practice Questionnaire, Daichi Sugawara, Atsumi Iikura, Syohei Miyamoto, Akihiro Masuyama, Kanako Nakazawa, Keigo Hatto, Ayaka Matsumoto, Lon J. Van Winkle, Shane L. Rogers
Research outputs 2022 to 2026
While various self-administered instruments measure reflective practice, the Reflective Practice Questionnaire (RPQ) can be used across multiple professions. We evaluated the Japanese version of the 10-item Reflective Practice Questionnaire (RPQ-10-J). In Study 1, 300 Japanese interpersonal assistance professionals were surveyed, and the RPQ-10-J was found to conform to a single factor via confirmatory factor analysis. We also found evidence of high internal consistency and adequate test-re-test reliability. High internal consistency was replicated in Study 2. In Study 2, 83 and 80 practicing interpersonal assistance professionals were surveyed physically and online, respectively. Additionally, the RPQ-10-J was correlated with the Japanese version …
Vulnerable Reading Practices For Ecosocial Justice In Environmental Education, Karen Nociti, Mindy Blaise
Vulnerable Reading Practices For Ecosocial Justice In Environmental Education, Karen Nociti, Mindy Blaise
Research outputs 2022 to 2026
Environmental education has the potential to extend its transformative potential by reframing social and ecological justice as always interconnected. This paper introduces vulnerable reading as a method for unsettling anthropocentric and colonial influences on how educators conceptualise and respond to environmental precarity through a socio-ecological lens. It has emerged from a six-month walking project during which the authors developed vulnerable reading practices as they walked with young children, educators, and a weedy landscape in Boorloo (Perth), Western Australia. With a focus on reimagining pedagogies to be inclusive of multiple weedy ideas, bodies and voices, the paper uses empirical examples of …
Students' Preferences For Setting And/Or Mixed-Ability Grouping In Secondary School Physical Education In England, Shaun D. Wilkinson, Dawn Penney
Students' Preferences For Setting And/Or Mixed-Ability Grouping In Secondary School Physical Education In England, Shaun D. Wilkinson, Dawn Penney
Research outputs 2022 to 2026
There is an extensive international literature on different forms of ability grouping in schools, much of which describes their impact on students' academic achievement, motivation, self-concept and/or attitudes towards learning. Comparatively little research has focused on students' perspectives of these practices, while the research that has been conducted has primarily focused on mathematics, English and science. There is a conspicuous and arguably significant absence of research that explores students' perspectives on different forms of ability grouping in other areas of the school curriculum, including physical education (PE). In contrast to the relative privacy of classroom-based subjects, students' bodies, physical competencies …
Verbal And Nonverbal Communicative Approaches Used By Reading Teachers To Foster Student Reading For Pleasure In Secondary School, Claire Patricia Smith
Verbal And Nonverbal Communicative Approaches Used By Reading Teachers To Foster Student Reading For Pleasure In Secondary School, Claire Patricia Smith
Theses: Doctorates and Masters
The benefits of reading for pleasure are diverse. As evidence supporting the value of reading for pleasure grows, so does its legitimacy as a catalyst for positive personal and cognitive development, and as a stand-alone subject in education. Reading for pleasure pedagogy (RfPP), distinct from reading instruction, is evolving in tandem with these findings. This pedagogy is predicated on the profile of a Reading Teacher (RT) as a reader who enjoys reading and is prepared to share their personal reading lives to teach their students to read for pleasure. However, this profile may be an ideal rather than the norm. …
Using Drawing To Build Better Stem Learning Environments, Vesife Hatisaru, Sharon Fraser, Garry Falloon, Delyse Clayden
Using Drawing To Build Better Stem Learning Environments, Vesife Hatisaru, Sharon Fraser, Garry Falloon, Delyse Clayden
Research outputs 2022 to 2026
Three related, drawing-based studies were conducted: Draw-A-Mathematician (DAMT), Draw-A-Mathematics-Classroom (DAMC), and Draw-A-STEM-Learning-Environment (D-STEM). They have addressed needs in the fields of mathematics and STEM education (Hatisaru & Fraser, 2021). Using images, the DAMT and DAMC studies were conducted between 2016 and 2019 to build understanding of school students’ perceptions of mathematics, mathematicians, mathematics teachers and classrooms, and to investigate how those perceptions influence their learning outcomes. The D-STEM research was conducted between 2018 and 2020 to better understand school principals’ and STEM educators’ perceptions of STEM learning environments. The D-STEM activity was developed alongside, and for inclusion within the national …
Social Media And English Language Writing Performances Of A Ghanaian Esl Class: The Nexus, Ramos Asafo-Adjei, Ronald Osei Mensah, Ernest Kwesi Klu, Enock Swanzy-Impraim
Social Media And English Language Writing Performances Of A Ghanaian Esl Class: The Nexus, Ramos Asafo-Adjei, Ronald Osei Mensah, Ernest Kwesi Klu, Enock Swanzy-Impraim
Research outputs 2022 to 2026
The nexus among social media usage and the English language writing performances of a Ghanaian English as Second Language (ESL) class was investigated in this enquiry. The simple qualitative case study design was used, and the data was collected from a co-educational government secondary school Form 2 General Arts One class in Ghana. A focus group discussion (FGD) guide was employed to elicit the data, and the data were synthesised and analysed using the Data Analysis Spiral. It was evidenced that social media has adversely impacted the students’ English Language learning, as oblivious and non-standard contents have been smuggled into …
Mapping The Leap: Differences In Quality Improvement In Relation To Assessment Rating Outcomes, Belinda Davis, Rosemary Dunn, Linda J. Harrison, Manjula Waniganayake, Fay Hadley, Rebecca Andrews, Hui Li, Susan Irvine, Lennie Barblett, Maria Hatzigianni
Mapping The Leap: Differences In Quality Improvement In Relation To Assessment Rating Outcomes, Belinda Davis, Rosemary Dunn, Linda J. Harrison, Manjula Waniganayake, Fay Hadley, Rebecca Andrews, Hui Li, Susan Irvine, Lennie Barblett, Maria Hatzigianni
Research outputs 2022 to 2026
Introduction: Australia’s National Quality Standard (NQS) outlines the criteria to assess the quality of early childhood services. A four-point rating scale: (i) Exceeding NQS; (ii) Meeting NQS; (iii) Working Toward NQS; and (iv) Significant Improvement Required is applied to services following a regular assessment and rating process. Settings rated as Working Toward are reassessed within 12 months. Most settings achieved a one-step improvement in this Time 2 reassessment, moving to a Meeting rating but some settings made a two-step improvement, moving to an Exceeding rating. The QIP is a key document used by authorities to assess the quality of a …
Educational Leaders’ Perceptions Of Stem Education Revealed By Their Drawings And Texts, Vesife Hatisaru, Garry Falloon, Andrew Seen, Sharon Fraser, Markus Powling, Kim Beswick
Educational Leaders’ Perceptions Of Stem Education Revealed By Their Drawings And Texts, Vesife Hatisaru, Garry Falloon, Andrew Seen, Sharon Fraser, Markus Powling, Kim Beswick
Research outputs 2022 to 2026
This study explored school principals' and teacher educators' perceptions of STEM education based on how they described STEM as a discipline, their understanding of the nature of teaching and learning of STEM, and the capabilities of a STEM-educated person. Data were generated through the Draw a STEM Learning Environment (D-STEM) instrument comprising drawn and written descriptions where participants drew a picture of a STEM learning environment and completed five prompt statements about what STEM is and how an individual develops personal STEM capability. The Legitimation Code Theory (LCT) specialization codes were used for data analysis (198 individual response items in …
Incorporation Of Community Resources In Teaching Social Studies In Junior High Schools: A Case In The Adentan District Of The Greater Accra Region Of Ghana, Ronald Osei Mensah, Enock Swanzy-Impraim, Da-Costa Marfo, Pearl Adiza Babah
Incorporation Of Community Resources In Teaching Social Studies In Junior High Schools: A Case In The Adentan District Of The Greater Accra Region Of Ghana, Ronald Osei Mensah, Enock Swanzy-Impraim, Da-Costa Marfo, Pearl Adiza Babah
Research outputs 2022 to 2026
Social studies education constitutes a diverse aspect of the human ecosystem that needs external resources to enable effective tuition and learning in the classroom. Using external resources has been a significant challenge for Ghana’s junior high school teachers. Given this, the study explored the integration of community resources in teaching social studies in a selected junior high school in the Adentan District in the Greater Accra Region of Ghana. It investigated the factors that militate against using community resources and assessed how these problems could be resolved. The study made use of the random sampling technique, with a sample size …
Student Motivations, Perceptions And Opinions Of Participating In Student Evaluation Of Teaching Surveys: A Scoping Review, Daniel Sullivan, Richard Lakeman, Debbie Massey, Dima Nasrawi, Marion Tower, Megan Lee
Student Motivations, Perceptions And Opinions Of Participating In Student Evaluation Of Teaching Surveys: A Scoping Review, Daniel Sullivan, Richard Lakeman, Debbie Massey, Dima Nasrawi, Marion Tower, Megan Lee
Research outputs 2022 to 2026
Several times each year the teaching performance of academics at higher education institutions are evaluated through anonymous, online student evaluation of teaching (SET) surveys. Universities use SETs to inform decisions about staff promotion and tenure, but low student participation levels make the surveys impractical for this use. This scoping review aims to explore student motivations, perceptions and opinions of SET survey completion. Five EBSCO® databases were searched using key words. Thematic analysis of a meta-synthesis of qualitative findings derived from 21 papers identified five themes: (i) the value students’ place on SET, (ii) the knowledge that SET responses are acted …
Evaluation Of An Educational Program For People With Dementia And Their Caregivers, Beverly O'Connell, Manonita Ghosh, Melissa Dunham, Aisling Smyth
Evaluation Of An Educational Program For People With Dementia And Their Caregivers, Beverly O'Connell, Manonita Ghosh, Melissa Dunham, Aisling Smyth
Research outputs 2022 to 2026
Objectives: This study evaluated the impact of a 5-week educational and supportive program for people newly diagnosed with dementia and their caregivers. Methods: The study involved a pretest–posttest survey followed by interviews. Wilcoxon signed-rank test was conducted to determine postprogram changes. Kruskal–Wallis tests measured variation in responses between the people with dementia and their caregivers. Interviews were analysed using the NVivo software identifying themes against the program objectives of improving knowledge on dementia, coping strategies, communication and support services for people with dementia and their caregivers. Results: Fifty-three dyads (n = 106) completed the survey. There were significant improvements in …