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Worry about COVID-19 and other extreme events amongst educators in Australia Aust. J. Educ. (IF 2.415) Pub Date : 2023-04-26 Tamara Van Der Zant, Katherine L Dix
The significant disruption of COVID-19 on schooling has heightened concerns about its impact on educators’ wellbeing. The current study examined how educators’ worry regarding the COVID-19 pandemic...
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Applying the Rasch growth model for the evaluation of achievement trajectories Aust. J. Educ. (IF 2.415) Pub Date : 2023-04-21 Leigh Cameron Patterson
Considerable interest lies in the growth in educational achievement that occurs over the course of a child’s schooling. This paper demonstrates a simple but effective approach for the comparison of...
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Teachers’ experiences of emergency remote schooling during the pandemic: Drivers for student and teacher wellbeing Aust. J. Educ. (IF 2.415) Pub Date : 2023-04-18 Paul F Burke, Sandy Schuck, Matthew Kearney
This article discusses findings from a recent survey (n = 297) of teachers’ views of both their own and their students’ experiences during the 2021 enforced emergency remote schooling period occurr...
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The spatial implications of academic achievement in Year 12: Rethinking discourses of disadvantage in rural locations Aust. J. Educ. (IF 2.415) Pub Date : 2023-03-28 Jenny Dean, Philip Roberts, Natalie Downes, Ada Goldsmith
Rurality is an identified point of disadvantage in measures such as the Index of Community Socio-Educational Advantage (ICSEA) and school resourcing models. However, socioeconomic disadvantage is c...
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Transforming trauma-informed understanding into trauma-informed practice: The Reflective Circle Education Model Aust. J. Educ. (IF 2.415) Pub Date : 2023-02-20 Anne E Southall, Lindy P Baxter, Fiona Gardner
Trauma-informed practice in education applies neuroscientific knowledge of the profound impact of early childhood trauma on learning and emphasises the central role of the student-teacher relations...
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Explaining Achievement Gaps Between Students from Regional and Metropolitan Areas: Accounting for Socio-Demographic and School Climate Factors Aust. J. Educ. (IF 2.415) Pub Date : 2023-02-17 Francisco Perales, Melissa Johnstone, Ning Xiang, Wojtek Tomaszewski
Australian children from regional, rural and remote (RRR) areas exhibit lower educational outcomes than their peers in metropolitan areas. The mechanisms driving the comparatively poorer educationa...
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Teaching the Arts in Testing Times: A Western Australian Perspective on COVID Impacts Aust. J. Educ. (IF 2.415) Pub Date : 2022-12-06 Lisa F Paris, Geoffrey M Lowe, Christina Gray, Angela Perry, Lara Warwick
Expert secondary Arts teachers are highly trained specialists well versed in face-to-face individual and group teaching pedagogies. Given the highly personalised nature of Arts teaching practice, t...
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Educators’ perspectives about teaching and supporting students with learning difficulties in reading Aust. J. Educ. (IF 2.415) Pub Date : 2022-10-11 Tanya Serry, Pamela Snow, Lorraine Hammond, Emina McLean, Jane McCormack
We explored the perspectives of school-based educators located in Victoria, Australia, regarding their support of students who have reading difficulties. An anonymous survey was completed by 523 pa...
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Barriers to Inclusion Embedded in the Disability Discrimination Act 1992 (Cth) Aust. J. Educ. (IF 2.415) Pub Date : 2022-10-08 Elizabeth Dickson
The Disability Discrimination Act 1992 (Cth) (DDA) prohibits discrimination by schools against students with disability. The DDA and the associated Disability Standards for Education 2005 (Cth) (DS...
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Unrealised promises and hollow claims: Australia’s failure to enact its international obligations under the CRPD for the education of students with disability Aust. J. Educ. (IF 2.415) Pub Date : 2022-10-04 Catia Malaquias
The adoption of the United Nations Convention on the Rights of Persons with Disabilities (CRPD) in 2006 and, in particular, Article 24 was a landmark in the struggle of people with disability for r...
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Societal, systemic, school and family drivers for and barriers to inclusive education Aust. J. Educ. (IF 2.415) Pub Date : 2022-09-28 Suzanne Carrington, Carly Lassig, Lara Maia-Pike, Glenys Mann, Sofia Mavropoulou, Beth Saggers
Inclusive education is central to achieving high-quality education for all students and is a recognised commitment of the Australian government under international human rights law. However, Austra...
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Learning in the shadow of eugenics: Why segregated schooling persists in Australia Aust. J. Educ. (IF 2.415) Pub Date : 2022-09-27 Kate de Bruin
Inclusive education is a global priority and binding obligation for Australia to meet as a signatory to international human rights treaties. It is also supported by evidence as an effective model o...
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Disability and Australian higher education: The case for an Accessible model of disability support Aust. J. Educ. (IF 2.415) Pub Date : 2022-09-27 Tim Pitman, Matt Brett
This article explores a century and a half of supporting students with disabilities in Australian higher education, spanning the introduction of mass public education legislation in 1872 through to...
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Legal system barriers to the effectiveness of the disability discrimination act 1992 (Cth) as a support for the inclusion of students with disability Aust. J. Educ. (IF 2.415) Pub Date : 2022-09-26 Elizabeth Dickson
The Disability Discrimination Act 1992 (Cth) (DDA) appears to offer powerful remedies to students who have been refused enrolment, excluded after enrolment or denied educational opportunities or be...
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Editorial Aust. J. Educ. (IF 2.415) Pub Date : 2022-07-12 Kylie Hillman
This issue of the Australian Journal of Education features articles that focus on the experiences of teachers – from the early stages of pre-service through to decisions about leaving the profession. The past few years have been exceptionally challenging for teachers, and we would like to take this opportunity to acknowledge the hard work and commitment shown by this special group of people.
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Observing the classroom literacy environment of children on the autism spectrum in specialist classrooms Aust. J. Educ. (IF 2.415) Pub Date : 2022-06-24 Sue Walker, Sally Clendon, Jessica Paynter, Beverley Flückiger, Rachael Bowen, Roslyn Sullivan, Marleen Westerveld
There is increasing awareness of the high levels of support needed for literacy learning for children on the autism spectrum. Although research has investigated the quality of the classroom literac...
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Pedagogy matters: Positive steps towards Indigenous cultural competency in a pre-service teacher cohort Aust. J. Educ. (IF 2.415) Pub Date : 2022-06-24 Mary-anne Macdonald, Eyal Gringart, Sarah Booth, Robert Somerville
The present study aimed to empirically evaluate the knowledges, attitudes and perspectives of pre-service teachers towards Indigenous peoples, and to identify relationships between student learning...
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How do preschool to year 6 educators prevent and cope with occupational violence from students? Aust. J. Educ. (IF 2.415) Pub Date : 2022-05-23 David J Stevenson, James T Neill, Kayla Ball, Rebecca Smith, Melena C Shores
Student violence directed at school educators appears to be increasing, thus it is important to identify practical strategies that educators use to prevent and cope with occupational violence. This...
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‘I cannot sustain the workload and the emotional toll’: Reasons behind Australian teachers’ intentions to leave the profession Aust. J. Educ. (IF 2.415) Pub Date : 2022-05-06 Amanda Heffernan, David Bright, Misol Kim, Fiona Longmuir, Bertalan Magyar
Concerns are mounting about the attraction and retention of teachers in Australian schools. This study draws upon a questionnaire of 2444 Australian primary and secondary school teachers, which rev...
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Turning stage fright into stage might: Pre-service drama teachers developing ideas about pedagogy, authenticity and relationships Aust. J. Educ. (IF 2.415) Pub Date : 2022-04-26 Christina Gray, Helen Egeberg, Tammy Green
The gap between theory and practice during initial teacher training has been an enduring topic of research due to its impact on teacher-readiness. Given the COVID-19 pandemic campus closures threat...
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Shaping science, technology, engineering and mathematics curriculum in Australian schools: An ecological systems analysis Aust. J. Educ. (IF 2.415) Pub Date : 2022-04-17 Garry Falloon, Markus Powling, Sharon Fraser, Vesife Hatisaru
Improving young people’s engagement in science, technology, engineering and mathematics (STEM) is being promoted worldwide as a means of addressing projected shortfalls in expertise needed to furth...
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Editorial Aust. J. Educ. (IF 2.415) Pub Date : 2022-02-09 Kylie Hillman
Belonging, self-efficacy and representation are themes that run through a number of articles in this issue of the Australian Journal of Education.
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Factors contributing to reading comprehension in children with varying degrees of word-level proficiency Aust. J. Educ. (IF 2.415) Pub Date : 2022-02-07 Nicola Bell, Kevin Wheldall
The present study was conducted to explore how the relationships between reading comprehension constructs change according to word reading accuracy, as measured in a large convenience sample (n = 8...
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What attracts teachers to rural and remote schools? Incentivising teachers’ employment choices in New South Wales Aust. J. Educ. (IF 2.415) Pub Date : 2022-01-31 Paul F. Burke, John Buchanan
Staffing rural and regional schools remains an intractable problem. This study identifies effective incentives for attracting teachers to difficult-to-staff rural and remote schools in New South Wales (NSW), Australia. Compared to their urban counterparts, students in these schools are disadvantaged by teacher staff shortages, inexperience and attrition. The research investigated the ability for existing
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Changes in pre-service teacher self-efficacy for teaching in relation to professional experience placements Aust. J. Educ. (IF 2.415) Pub Date : 2022-01-03 Kang Ma, Anne McMaugh, Michael Cavanagh
This article aims to contribute new, longitudinal evidence on teacher self-efficacy (TSE) by investigating changes in TSE over the last 2 years of an Australian initial teacher education program. Two hundred and one pre-service teachers were surveyed at three timepoints: (1) after the first professional experience placement, (2) before and (3) after the final placement, using the Scale for Teacher
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Comparing student motivations for and emotional responses to national standardised tests and internal school tests: The devil in the detail Aust. J. Educ. (IF 2.415) Pub Date : 2022-01-03 Mark Dowley, Suzanne Rice
National testing of students has become an increasingly prevalent policy tool, often implemented to drive improvement through increased accountability and heightened competition between schools. Such testing has been found to generate negative emotional responses among students, including increased stress and anxiety . However, there is little examining whether such responses are associated specifically
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Gender Bias in New South Wales Higher School Certificate (HSC) Physics Aust. J. Educ. (IF 2.415) Pub Date : 2021-12-15 Vicki J Keast
A sense of belonging is an important factor for the persistence of girls in the study of physics. Content and imagery that presents the field as a masculine domain will undermine belonging and make it more difficult for girls to establish a physics identity that is congruent with their gender identity. The physics syllabus, final examinations and commonly used textbooks associated with the New South
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Learning progressions/trajectories in mathematics: Supporting reform at scale Aust. J. Educ. (IF 2.415) Pub Date : 2021-11-10 Dianne Siemon
In recent years, attention has turned to the development of evidenced-based learning progressions/trajectories as a means of identifying the likely paths learners might take in developing a deep, well-connected understanding of key aspects of mathematics. However, the extent to which this work influences what happens in mathematics classrooms varies greatly depending on the prevailing relationship
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The case for a sub-element ‘measuring matter’ within the Australian national numeracy learning progression Aust. J. Educ. (IF 2.415) Pub Date : 2021-11-08 Heather J McMaster, Christine Preston, Hailan Wang, Mersini Perivolarellis
Australia has a National Numeracy Learning Progression (NNLP) that is strongly aligned with the Australian Curriculum: Mathematics. This article examines how a sub-element within this progression could be impacting students’ learning of Science. This sub-element is firmly based on Mathematics education research as to how students build their understanding of geometric measurement (the structure of
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Learning progressions/trajectories in mathematics and science education: A case for evidence-based curricula reform? Guest editorial Aust. J. Educ. (IF 2.415) Pub Date : 2021-11-05 Greg Oates, Rebecca Seah
Concern over the long-term decline in Australian students’ mathematics and science performance, as evidenced in results from international assessments (Thomson et al., 2019), and declining achievement and enrolments in STEM areas in post-compulsory education (Kennedy et al., 2014), have resulted in an increased focus on STEM in education. This, in turn, has prompted much debate on the ‘who, what, when
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An empirically based practical learning progression for generalisation, an essential element of algebraic reasoning Aust. J. Educ. (IF 2.415) Pub Date : 2021-09-30 Max Stephens, Lorraine Day, Marj Horne
Generalisation is a key feature of learning algebra, requiring all four proficiency strands of the Australian Curriculum: Mathematics (AC:M): Understanding, Fluency, Problem Solving and Reasoning. From a review of the literature, we propose a learning progression for algebraic generalisation consisting of five levels. Our learning progression is then elaborated and validated by reference to a large
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Designing a developmental progression to assess students’ conceptual understandings by focusing on the language demands in Science Aust. J. Educ. (IF 2.415) Pub Date : 2021-08-12 Debra Panizzon, John Pegg, Dagmar Arthur, Gerry McCloughan
Few would argue the value of learning progressions in providing useful structures for selecting and sequencing in a developmental manner the key components of an ‘intended curriculum’. Yet, there are pervading issues around what is meant by a developmental sequence, along with how they are used to assess what learners know, understand and can do. One key oversight in Science is recognising the role
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Learning progressions and the Australian curriculum mathematics: The case of statistics and probability Aust. J. Educ. (IF 2.415) Pub Date : 2021-08-09 Rosemary Callingham, Jane Watson, Greg Oates
Mathematics curricula have traditionally focused on content knowledge, often in the form of a scope and sequence of increasingly difficult mathematics. The importance of using and applying mathematics is recognised in the current Australian Curriculum Mathematics (AC: M) as ‘proficiencies’ that are intended to be integrated with the content. There is little support for teachers to develop these proficiencies
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Using partial knowledge to inform the creation of learning progressions Aust. J. Educ. (IF 2.415) Pub Date : 2021-08-05 Joan Burfitt
The aim of this study was to show that some of the errors made by students when responding to mathematics assessment items can indicate progress in the development of conceptual understanding. By granting partial credit for specific incorrect responses by early secondary students, estimates of the difficulty of demonstrating full and partial knowledge of skills associated with the development of proportional
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Developing reasoning within a geometric learning progression: Implications for curriculum development and classroom practices Aust. J. Educ. (IF 2.415) Pub Date : 2021-08-05 Rebecca Seah, Marj Horne
Promoting reasoning is the goal of mathematics education. While reasoning behaviours can be observed, how to characterise them and nurture their growth remains ambiguous. In this article, we report our effort in drafting a learning progression and geometric thinking model and using them to investigate Australian students’ geometric reasoning abilities. The data were taken from a large-scale study into
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PISA 2012: Examining the influence of prior knowledge, time-on-task, school-level effects on achievements in mathematical literacy processes – Interpret, employ and formulate Aust. J. Educ. (IF 2.415) Pub Date : 2021-08-02 Sivakumar Alagumalai, Nicholas Buchdahl
Recent studies reiterate the importance of mathematical literacy and the identification of skills, knowledge and cognitive processes which contribute to composite test scores to facilitate targeted remediation and extension activities. To this end, the current article examines data from the 2012 cycle of the Programme for International Student Assessment (PISA), using multilevel modelling techniques
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Editorial Aust. J. Educ. (IF 2.415) Pub Date : 2021-08-02 Petra Lietz, Kylie Hillman
As is usually the case for the Australian Journal of Education, this issue covers a mix of topics and methods.
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The effects of demography, expectations and student attitudes on Australian secondary school teachers’ homework practices Aust. J. Educ. (IF 2.415) Pub Date : 2021-07-13 Justin Bowd, Terry Bowles, Vicki McKenzie
Homework has been associated with a range of academic and cognitive benefits for secondary students. Research has also revealed that students’ homework behaviours can vary with demographic traits. An important factor that may account for some of this variation is the role played by teachers and schools in homework allocation. It is hypothesised that some of the demographic variables that have been
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Kilderry A and Raban B (eds), Strong foundations. Evidence informing practice in early childhood education and care Aust. J. Educ. (IF 2.415) Pub Date : 2021-07-11 Jane Page
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Peak bodies: Indigenous representation in the Australian higher education sector Aust. J. Educ. (IF 2.415) Pub Date : 2021-04-23 Michelle Trudgett, Susan Page, Stacey K Coates
The number of Indigenous Australians engaged in the higher education has risen steadily in recent years. Since the 1970s, several groups have been established to represent issues impacting Indigenous staff and students across the Australian higher education sector. Despite the deep passion and commitment by Indigenous leaders to advance Indigenous education in general, no single group currently provides
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Editorial Aust. J. Educ. (IF 2.415) Pub Date : 2021-03-31 Kylie Hillman and, Petra Lietz
Welcome to the first issue of the Australian Journal of Education in 2021 which, hopefully, sees the world in a better place as regards COVID-19 than when we were writing this editorial at the end of 2020. As usual, this issue provides thought-provoking reading with three articles having a focus on teachers and four with a focus on doctoral and Indigenous research.
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Understanding the characteristics of professional development programs for teachers’ health and wellbeing: Implications for research and practice Aust. J. Educ. (IF 2.415) Pub Date : 2021-03-27 Lucy Corbett, Philayrath Phongsavan, Louisa R Peralta, Adrian Bauman
Professional development (PD) provides an opportunity to promote the psychological, social, and physical health tools teachers require to maintain teacher wellbeing. Despite their potential, little is known about PD programs targeting the health and wellbeing of Australian teachers. This study aimed to summarize the characteristics of Australian PD programs targeted at teacher wellbeing, identify gaps
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Preparing African students with refugee backgrounds for transition: School practices Aust. J. Educ. (IF 2.415) Pub Date : 2021-03-08 Tebeje Molla
For young people, the end of secondary school represents a critical transition point. This article aims at understanding how schools support a particular group of disadvantaged students to transition into education, training, or employment. Drawing on a life-course perspective and with refugee-background African students as an empirical focus, this qualitative case study documents career support practices
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School librarians supporting students’ reading for pleasure: A job description analysis Aust. J. Educ. (IF 2.415) Pub Date : 2021-02-15 Margaret K Merga, Catherine Ferguson
Reading for pleasure is an undervalued but highly beneficial practice conferring a range of educative and socio-emotional advantages. School librarians may play a key role in supporting reading for pleasure and associated literature advocacy; however, relatively little is known about how reading for pleasure may be valued within the job description of contemporary school librarians. It cannot be assumed
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The oral language productive vocabulary profile of children starting school: A resource for teachers Aust. J. Educ. (IF 2.415) Pub Date : 2021-01-10 Clarence Green
The oral language proficiency of students in early education is crucial as teachers draw on this as a resource when developing literacy. There is a need to better understand what this oral language resource consists of at school entry, particularly the diversity amongst children so as to address inequalities. This article reports a study on a key component of oral language, namely productive vocabulary
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The role of teachers in mitigating student stress to progress learning Aust. J. Educ. (IF 2.415) Pub Date : 2020-12-23 Alison Willis, Peter Grainger, Stephanie Menzies, Rachael Dwyer, Sue Simon, Catherine Thiele
Many Australian young people experience mental health concerns, academic and study-related stresses, and socio-economic pressures. Phenomenological research conducted among primary and secondary schoolteachers in four Australian states investigated how teachers manage student wellbeing concerns and academic pressures and stresses. Findings identify key stresses that affect students’ performance and
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Editorial Aust. J. Educ. (IF 2.415) Pub Date : 2020-11-01 Kylie Hillman
2020 is likely to go down in the history books as a memorable year, if not an easy or relaxing one for those involved in education. Between the fires, floods and the COVID-19 pandemic, there have been many interruptions to learning and cancellations of gathering to celebrate milestones such as birthdays and anniversaries. This Special Issue represents our socially distanced celebration of the coming
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Sport and academic performance in Australian Indigenous children Aust. J. Educ. (IF 2.415) Pub Date : 2020-11-09 Dorothea Dumuid, Rachel Wilson, Timothy Olds, John Robert Evans
ObjectiveSport may promote academic performance through physiological and psychosocial mechanisms. We aimed to examine the association between sports participation and academic performance in Abori...
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Examining Indigenous leadership in the academy: A methodological approach Aust. J. Educ. (IF 2.415) Pub Date : 2020-11-01 Stacey K. Coates, Michelle Trudgett, Susan Page
Formal Indigenous leadership within Australian universities has expanded significantly in the last decade. Given this advancement, understanding how to integrate Indigenous leadership into existing...
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Presentation Feedback as an Indigenous methodology Aust. J. Educ. (IF 2.415) Pub Date : 2020-11-01 Tracy Woodroffe
This article explains Presentation Feedback as a potential Indigenous methodology realised during a research study. Presentation Feedback methodology involves a three-step method and is considered ...
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Comparative analysis of student performance in collaborative problem solving: What does it tell us? Aust. J. Educ. (IF 2.415) Pub Date : 2020-10-19 Claire Scoular, Sofia Eleftheriadou, Dara Ramalingam, Dan Cloney
Collaboration is a complex skill, comprised of multiple subskills, that is of growing interest to policy makers, educators and researchers. Several definitions and frameworks have been described in the literature to support assessment of collaboration; however, the inherent structure of the construct still needs better definition. In 2015, the Organisation for Economic Cooperation and Development,
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Does student grade contribute to the declining trend in Programme for International Student Assessment reading and mathematics in Australia? Aust. J. Educ. (IF 2.415) Pub Date : 2020-10-12 John Ainley, Dan Cloney, Jessica Thompson
Declines in the scores of Australian 15-year-old students from the Programme for International Student Assessment are a matter of policy interest. Some of the declines may have resulted from shifts in the age-grade distributions of students in the Programme for International Student Assessment samples. We use multiple regression methods to model the student-level effects of grade for each Programme
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The impact of mathematics anxiety on self-regulated learning and mathematical literacy Aust. J. Educ. (IF 2.415) Pub Date : 2020-10-06 Florence Gabriel, Sarah Buckley, Abhinava Barthakur
Self-regulated learning has been shown to have a positive and long-lasting impact on students’ academic development, employability and career progression. Emotions, motivation and metacognition play an important role in students’ ability to monitor and regulate their learning, particularly when studying and engaging with Science, Technology, Engineering and Mathematics content. In this study, we investigated
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Relating teenagers’ science interest network characteristics to later science course enrolment: An analysis of Australian PISA 2006 and Longitudinal Surveys of Australian Youth data Aust. J. Educ. (IF 2.415) Pub Date : 2020-09-29 Maien S.M. Sachisthal, Brenda R.J. Jansen, Jonas Dalege, Maartje E.J. Raijmakers
Recently, students’ interest in science has been conceptualized as a network model: the science interest network model (SINM) in which affective, behavioural and cognitive components interact together; building on science interest being a dynamic relational construct. In the current study, we combine the Australian Programme for International Student Assessment (PISA) 2006 and Longitudinal Surveys
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A case of being the same? Australia and New Zealand’s reading in focus Aust. J. Educ. (IF 2.415) Pub Date : 2020-09-03 Megan C. Chamberlain, Emma J. Medina
Australia and New Zealand have participated in the Organisation for Economic Co-operation and Development’s Programme for International Student Assessment since 2000. Reading literacy was the main focus of the Programme for International Student Assessment in 2000, and at that time both countries’ students generally performed well above the Organisation for Economic Co-operation and Development average
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The changes in attitudes of 15-year-old Australian students towards reading, mathematics and science and their impact on student performance Aust. J. Educ. (IF 2.415) Pub Date : 2020-08-18 I Gusti Ngurah Darmawan
This paper investigates changes in 15-year-old Australian students’ attitudes towards reading mathematics, and science, as well as their relationships with students’ performance in these respective domains over the period of 2000–2018. multigroup confirmatory factor analysis was used to examine the measurement invariance of the construct of attitudes over the cycles of the Programme for International
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Editorial Aust. J. Educ. (IF 2.415) Pub Date : 2020-07-29 Kylie Hillman and, Petra Lietz
The essential work done by teachers in the care and education of our young people has come into sharp focus over recent months with the closure of many schools across Australia in response to the COVID-19 outbreak. The introduction of remote learning has provided learning opportunities for students, parents and guardians and teachers alike, as well as highlighting (once again) disparities between schools
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The blurred line between the professional and the personal: Regulation of teacher behaviour on social media Aust. J. Educ. (IF 2.415) Pub Date : 2020-06-29 Sandra Noakes, Sarah Hook
As demonstrated by recent media reports concerning the Australian Public Service Social Media Policy and the Australian Rugby Union’s dispute with Israel Folau, social media often blurs the line be...
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Encounters in a marginalised subject: The experiential challenges faced by Tasmanian Health and Physical Education teachers Aust. J. Educ. (IF 2.415) Pub Date : 2020-06-22 Vaughan Cruickshank, Brendon Hyndman, Kira Patterson, Paul Kebble
Subjects such as Health and Physical Education (HPE) can be marginalised in schools because they are construed as less academically rigorous and less important to the primary mission of education. Teachers of all subjects face challenges, yet, teaching a marginalised subject can result in additional challenges for HPE teachers. Previous research has noted these challenges; however, less is known about