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2. Autonomous Schools, Achievement and Segregation. Discussion Paper No. 1968
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), Natalie Irmert, Jan Bietenbeck, Linn Mattisson, and Felix Weinhardt
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We study whether autonomous schools, which are publicly funded but can operate more independently than government-run schools, affect student achievement and school segregation across 15 countries over 16 years. Our triple-differences regressions exploit between-grade variation in the share of students attending autonomous schools within a given country and year. While autonomous schools do not affect overall achievement, effects are positive for high-socioeconomic status students and negative for immigrants. Impacts on segregation mirror these findings, with evidence of increased segregation by socioeconomic and immigrant status. Rather than creating "a rising tide that lifts all boats," autonomous schools increase inequality
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- 2023
3. Indicators of Inclusion in Education: A Framework for Analysis. OECD Education Working Papers. No. 300
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Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills, Cecilia Mezzanotte, and Claire Calvel
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Calls for increased monitoring and evaluation of education policies and practices have not, so far, included widespread and consistent assessments of the inclusiveness of education settings. Measuring inclusion in education has proven to be a challenging exercise, due not only to the complexity and different uses of the concept, but also to its holistic nature. Indeed, measuring inclusion implies analysing a variety of policy areas within education systems, while also considering the different roles of the system, the school and the classroom. This paper discusses the application of the input-process-outcome model to the measurement of inclusion in education, and key indicators that can be adopted by education systems and schools to this end. It makes considerations relevant to policy makers when designing indicators to measure inclusion, such as the extent of their application, the constraints related to data disaggregation and the relevance of intersectional approaches to inclusion.
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- 2023
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4. A Half Century of Progress in U.S. Student Achievement: Ethnic and SES Differences; Agency and Flynn Effects. Program on Education Policy and Governance Working Papers Series. PEPG 21-01
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Harvard University, Program on Education Policy and Governance, Shakeel, M. Danish, and Peterson, Paul E.
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Principals (policy makers) have debated the progress in U.S. student performance for a half century or more. Informing these conversations, survey agents have administered seven million psychometrically linked tests in math and reading in 160 waves to national probability samples of selected cohorts born between 1954 and 2007. This study is the first to assess consistency of results by agency. We find results vary by agent, but consistent with Flynn effects, gains are larger in math than reading, except for the most recent period. Non-whites progress at a faster pace. Socio-economically disadvantaged white, black, and Hispanic students make greater progress when tested in elementary school, but that advantage attenuates and reverses itself as students age. We discuss potential moderators.
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- 2021
5. Learning (In) Indigenous Languages: Common Ground, Diverse Pathways. OECD Education Working Papers. No. 278
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Organisation for Economic Cooperation and Development (OECD) (France), Angelo, Denise, Disbray, Samantha, Singer, Ruth, O'Shannessy, Carmel, Simpson, Jane, Smith, Hilary, Meek, Barbra, and Wigglesworth, Gillian
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Indigenous peoples have rightful aspirations for their languages and cultures, supported under international conventions, jurisdictional treaties, laws, policies and enquiry recommendations. Additionally, the inclusion of Indigenous languages in education can impact positively on Indigenous students' learning, engagement, identity and well-being, and can increase involvement of their communities in education. This working paper provides an overview of Indigenous languages learning in Aotearoa New Zealand, Australia and Canada. These three jurisdictions participate in an OECD initiative "Promising Practices in Supporting Success for Indigenous Students," designed to help education systems to improve the experiences and outcomes of Indigenous students in education. The significance of Indigenous languages constitutes common ground between the diverse Indigenous peoples in these three countries. But learning in Indigenous languages and learning Indigenous languages follow diverse pathways with local language programme designs that fit the different historical and contemporary language contexts within and between the countries.
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- 2022
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6. Attendance in Early Childhood Education and Care Programmes and Academic Proficiencies at Age 15. OECD Education Working Papers, No. 214
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Organisation for Economic Cooperation and Development (OECD) (France), Balladares, Jaime, and Kankaraš, Miloš
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Early years are a critical period for skill development. In this sense, the Early Childhood Education and Care (ECEC) programmes have an important role in promoting children's learning during this period. This study aimed to explore the effectiveness of ECEC programmes by analysing the relationship between students' ECEC attendance and their later academic proficiency using PISA 2015 data. PISA results show that across the OECD countries, students who had attended ECEC tend to have higher scores in academic proficiencies at the age of 15. However, these differences in academic proficiencies between those who attended ECEC versus those who did not attend are almost nil when students' socio-economic status (SES) is considered. This relationship reflects differential access to learning opportunities for children from deprived contexts. Furthermore, results show that entering ECEC programmes earlier than the typical time is associated with lower proficiencies at the age of 15. Therefore, earlier entry to ECEC is not necessarily beneficial. Learning benefits of ECEC provision vary considerably across PISA countries illustrating the importance of a country-specific policy context and the quality of their ECEC provision. The analyses of several quality indicators point out that the improved quality of ECEC programmes is associated with higher academic skills at later stages. These results highlight that mere attendance to ECEC programmes is not enough to ensure better academic performance. The quality of the educational provision, especially concerning those students from disadvantaged backgrounds, should be ensured.
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- 2020
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7. The Relevance of General Pedagogical Knowledge for Successful Teaching: Systematic Review and Meta-Analysis of the International Evidence from Primary to Tertiary Education. OECD Education Working Papers, No. 212
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Organisation for Economic Cooperation and Development (OECD) (France) and Ulferts, Hannah
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This systematic review investigates the relevance of general pedagogical knowledge for successful teaching. It synthesises the empirical evidence of 10 769 teaching professionals and 853 452 students from primary to tertiary education in 21 countries. The meta-analysis of 20 quantitative studies revealed significant effects for teaching quality and student outcomes (Cohen's d = 0.64 and 0.26), indicating that more knowledgeable teachers achieve a three-month additional progress for students. The three themes emerging from 31 qualitative studies underline that general pedagogical knowledge is a crucial resource for teaching. Results also show that teaching requires knowledge about a range of topics, specific skills and other competences to transform knowledge into practice. Teachers need training and practical experience to acquire knowledge, which they apply according to the pedagogical situation at hand. The results allow for important conclusions for policy, practice and research.
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- 2019
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8. Proceedings of International Conference on Social and Education Sciences (Chicago, Illinois, October 15-18, 2020)
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International Society for Technology, Education and Science (ISTES) Organization, Akerson, Valari, and Sahin, Ismail
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"International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES) which took place on October 15-18, 2020 in Chicago, IL, USA. The aim of the conference is to offer opportunities to share your ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The IConSES invites submissions which address the theory, research or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings. [For the 2019 proceedings, see ED602587.]
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- 2020
9. Academic Resilience: What Schools and Countries Do to Help Disadvantaged Students Succeed in PISA. OECD Education Working Papers, No. 167
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Organisation for Economic Cooperation and Development (OECD) (France), Agasisti, Tommaso, Avvisati, Francesco, Borgonovi, Francesca, and Longobardi, Sergio
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Resilience refers to the capacity of individuals to prosper despite encountering adverse circumstances. This paper defines academic resilience as the ability of 15-year-old students from disadvantaged backgrounds to perform at a certain level in the Programme for International Student Assessment (PISA) in reading, mathematics and science that enables them to play an active role in their communities and prepares them to make the most of lifelong-learning opportunities. Using data from the most recent PISA cycles, this paper explores changes in the share of resilient students over time (2006-2015); highlights the importance of school environments and resources in mitigating the risk of low achievement for disadvantaged students; and identifies school-level factors that are associated with the likelihood of academic resilience among socio-economically disadvantaged students. Analyses reveal that several countries were able to increase the share of resilient students over time, reflecting improvements in the average performance of students, or a weaker relationship between socio-economic status and performance. In the vast majority of education systems examined, the likelihood of academic resilience among disadvantaged students is lower in schools where students report a negative classroom climate. The paper concludes by exploring school policies and practices that are associated with a positive classroom climate. [This work was supported by a contribution to the PISA programme of work from Vodafone Germany Foundation.]
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- 2018
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10. Initial Findings on Student Progress and Satisfaction in a New Model of Hyperflexible Online Delivery for University Students
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Colin Beer, Kate Ames, Noal Atkinson, Damien Clark, and Peter Hosie
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University degrees are usually delivered in defined sessions--by term, semester, or in week-based blocks--whereby students are required to complete their studies by the due date. Term or session-based schedules that require students to complete the study within set timeframes are, however, potentially restrictive. Temporal challenges associated with work and life can impede progress and add to the specific problem of student attrition in online learning. As universities seek to deliver innovative options for their students, increased attention is being paid to alternate models of delivery. This paper reports on the development of a hyperflexible online Master of Business Administration (MBA) course by a regional university in Australia, which has grown to more than 1,000 students since its launch in 2017. Delivered entirely online, the degree was specifically designed to address an inequity; MBA programs are traditionally expensive, and in Australia, the requirement for students to travel to attend residential schools and examinations adds significant cost to already expensive tuition fees. This paper analyzed enrollment data, course analytics over a two-year period, and student surveys conducted at the end of the second year of delivery (n = 98) to evaluate the development and implementation of the course as a hyperflexible course whereby students have almost complete control over their study at the postgraduate tertiary level. Results highlight the potential for the model to enable student success through flexibility.
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- 2024
11. Emotions in Online Language Learning: Exploratory Findings from an 'Ab Initio' Korean Course
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Nicola Fraschini and Yu Tao
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Existing studies on language learner emotions mainly focus on Foreign Language Anxiety (FLA) and Foreign Language Enjoyment (FLE). They are primarily conducted in offline learning settings. This paper reports the empirical findings of an exploratory investigation conducted in a fully synchronous online learning environment for "ab initio" Korean. Through an Achievement Emotions Questionnaire administered to 117 students in an Australian university, this study measures learners' pride as well as their enjoyment and anxiety during four teaching weeks. In addition, this paper examines how learner emotions correlate with academic achievement as well as crucial learner and teacher variables. The study confirms many patterns of learner emotions in offline teaching environments, such as the association of positive emotions with positive outcomes and with some teacher characteristics, and the association of anxiety with negative outcomes. However, it also reveals patterns that appear to be new, warranting further empirical studies. The pedagogical implications of results for L2 teaching and learning are also discussed.
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- 2024
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12. ALEA Position Paper on the National Year 1 Phonics Check: Does Australia need an assessment tool to measure literacy and numeracy achievement in Year 1 classrooms?
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Honan, Eileen, Connor, Jenni, and Snowball, Diane
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- 2017
13. Being Critical of the Student Achievement Problem in Australia
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Andrew Skourdoumbis, Matthew Krehl Edward Thomas, and Shaun Rawolle
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This paper presents a critical exploration of a reported decline in student achievement in Australia (2000-2020). Declining student achievement is framed as symptomatic of broader dysfunction within the education system. The context of declining student achievement is articulated through a Bourdieusian being critical sociology of education. This is achieved using the concepts of illusion and educationalisation as they intersect with Australian schools, in which classroom teachers are given responsibility for solving social and economic ills. As such, due consideration of the goals and commitments to action in the Melbourne Declaration (Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA, 2008), and the Alice Springs (Mparntwe) Education Declaration (Education Council, 2019) is provided. Drawing from these formative documents, the 'stakes' that matter are examined highlighting the potential misalignment between equality of opportunity in ameliorating educational disadvantage and the priorities of modern educational discourse.
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- 2024
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14. Assessing Children's Health Literacy: A Curricular Approach
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Claire Otten, Nenagh Kemp, Vaughan Cruickshank, Louisa Peralta, Melanie Hawkins, and Rose Nash
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Objectives: Increasing childhood health literacy (HL) is a crucial means of improving health outcomes and reducing preventable deaths globally. Understanding how to best support children's HL development in schools is essential. However, identifying pedagogical strategies that develop children's HL relies on a fit-for-purpose measure. Currently, no universally accepted approach for measuring HL among children exists. The purpose of this paper was to propose and discuss how a curricular approach to assessing children's HL could provide a means to overcoming the challenges with existing children HL measures. Design/Methods: The discussion is framed by the key components of assessment -- outcome of interest, and collection, analysis and interpretation of data -- and is underpinned by contemporary HL and educational research. Setting: The Australian Curriculum is used to discuss the approach in practice. Results: A curricular approach to HL assessment suggests that HL assessment may work best when it is relevant to the child and their context, is integrated with other areas of the curriculum, allows children to demonstrate a wide range of HL skills and contains an element of open-endedness. Measurement could be guided by a rubric (underpinned by a taxonomy), and interpretation of scores consistently aligned with the learning intentions outlined in the curriculum. Conclusion: A curricular approach provides a contextually adaptive framework from which HL assessment tools for children can be developed
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- 2024
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15. Leadership Practices Contributing to STEM Education Success at Three Rural Australian Schools
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Murphy, Steve
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The limited research into leading STEM education in rural schools internationally tends to adopt a deficit view, with a focus on the poor achievement and aspirations of rural students, difficulties recruiting and retaining STEM teachers, and issues of isolation and under-resourcing. Counter to this trend, this paper reports on research investigating leadership practices shaping STEM education at three high STEM-performing rural schools. High-performing rural schools in Victoria, Australia were identified through analysis of state-wide final year enrolment and achievement data in STEM related senior subjects. Three rural schools with relatively high STEM subject enrolments and achievement levels were selected for in-depth study. The theory of Practice Architectures guided thematic analysis of interviews with principals, middle leaders, and teachers, facilitating a description of the ways that leadership practices interacted with the Practice Architectures evident at each school, which, in turn, enabled and constrained practices that contributed to each school's STEM education success. Five leadership practices were identified as contributing to STEM education success at all three schools: leveraging community relationships, utilising local resources to enrich STEM learning, empowering STEM teaching staff, promoting the value of STEM education, and supporting STEM pathways. In detailing these leadership practices, this paper provides guidance to rural education leaders and policy makers seeking to improve STEM education in rural schools.
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- 2023
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16. Analysing University Student Academic Performance at the Unit Level
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Parkin, Eric, Huband, Simon, Gibson, David, and Ifenthaler, Dirk
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This paper describes the creation of a dataset to enable the analysis of student academic performance at the unit level at a large Australian University. The dataset was designed to enable academic leaders to explore research questions concerning student performance and pass rates in units. Four example research questions are presented here and explored, to demonstrate the value of the exploratory dataset, along with an overview of the methodology and tools used to synthesise the data. The data handling methodology and reflections on tools and processes may be useful for other analysts. [For the complete proceedings, see ED600498.]
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- 2019
17. Does Socioeconomic Status Impact the Relationship between School Absence and Outcomes?
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Mooney, Anna, Redmond, Gerry, and Kaambwa, Billingsley
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Absence from school, especially frequent or prolonged absence, is acknowledged as a potential factor in school dropout and suboptimal academic achievement. The issue of absence from school took on added significance in 2020 with the onset of the COVID-19 crisis, which resulted in schooling interruptions in several jurisdictions. However, there is little agreement in the literature on the exact relationship between absence and school outcomes as a function of socioeconomic status (SES). Using nationally representative pre-COVID longitudinal data of young Australians aged 12-13 and 14-15, this paper examines the relationship between absence from school on the one hand and school belonging and academic achievement (numeracy and reading test scores) on the other. The paper also examines whether SES intersects this relationship. Controlling for gender, prior educational achievement, computer access, and time spent doing homework, the study finds that absence impacts belonging, but that SES does not significantly influence this relationship. The effect of absence on reading is not significant either. However, absence is associated with numeracy outcomes, with the strongest associations among low SES young people at age 14. Policy implications of these findings are discussed.
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- 2023
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18. The Argument from Matriculation Used by Proprietors of Victorian Secondary Schools around 1900
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Mathematics Education Research Group of Australasia, Clements, M. A., and Ellerton, Nerida F.
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In this paper, we analyse data from the University of Melbourne's Matriculation examinations around 1900. The analyses reveal that many schools cleverly developed and applied strategies so that their Matriculation results would appear to be more impressive than they really were. After "excellent" results had been achieved, the schools advertised their Matriculation "successes" in ways which suggested that the schools' "outstanding" results derived from high-class teaching. In this paper, we argue that these tactics generated artificially high "standards", and that throughout the twentieth century there was a tendency to try to maintain those standards.
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- 2017
19. Exploring Children's Values Questionnaire: Measurement, Gender, and Age Issues
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Fyffe, Loyd Richard and Hay, Ian
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Values are conceptualized as the standards individuals use to determine the status of events and actions and are considered to influence individuals' behaviours, reasoning, and perceptions. Based on a synthesis of six school-based student values enhancement programs, this paper reports on the development of the Children's Values Questionnaire (CVQ). This Questionnaire was conceptualized as composing of seven dimensions: Self-Concept; Behaviour; Healthy Life; Social; School Climate; Emotional Intelligence; World View and 26 related sub-dimensions. A total of 848 co-educational students (52% male, 48% female) from Years (Grades) 4 to 7, ages 9 to 13+ years, across 11 Australian schools completed the 95-item CVQ Questionnaire. The Cronbach alpha coefficient of the instrument was 0.94, indicating that the questionnaire had good internal consistency. The inter-correlation between its seven dimensions clustered at Pearson r = 0.55. An exploratory factor analysis was supportive of the CVQ's theoretical construct (Norm Fit Index of the data to the theoretical construct, 0.09). Girls rated themselves higher than boys (p < 0.001) on items related to Playing by the Rules, Responsibility, Creativity, Empathy, and Communication, and boys rated themselves higher than girls on Physical Activities items (p < 0.001). Older students (Years 6 and 7) compared to younger students (Years 4 and 5) demonstrated greater discernment and differentiation of context (p < 0.05), the growing influence of peer friendship in their value beliefs and an increase in confidence in social settings (p < 0.001). The relationship of the CVQ to Schwartz's Universal Valued Goals is reported in the paper, along with examples of the application of the CVQ in schools.
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- 2021
20. Which Hammer Should I Use? A Systematic Evaluation of Approaches for Classifying Educational Forum Posts
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Sha, Lele, Rakovic, Mladen, Li, Yuheng, Whitelock-Wainwright, Alexander, Carroll, David, Gaševic, Dragan, and Chen, Guanliang
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Classifying educational forum posts is a longstanding task in the research of Learning Analytics and Educational Data Mining. Though this task has been tackled by applying both traditional Machine Learning (ML) approaches (e.g., Logistics Regression and Random Forest) and up-to-date Deep Learning (DL) approaches, there lacks a systematic examination of these two types of approaches to portray their performance difference. To better guide researchers and practitioners to select a model that suits their needs the best, this study aimed to systematically compare the effectiveness of these two types of approaches for this specific task. Specifically, we selected a total of six representative models and explored their capabilities by equipping them with either extensive input features that were widely used in previous studies (traditional ML models) or the state-of-the-art pre-trained language model BERT (DL models). Through extensive experiments on two real-world datasets (one is open-sourced), we demonstrated that: (i) DL models uniformly achieved better classification results than traditional ML models and the performance difference ranges from 1.85% to 5.32% with respect to different evaluation metrics; (ii) when applying traditional ML models, different features should be explored and engineered to tackle different classification tasks; (iii) when applying DL models, it tends to be a promising approach to adapt BERT to the specific classification task by fine-tuning its model parameters. [For the full proceedings, see ED615472.]
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- 2021
21. A Systematic Review of Media Multitasking in Educational Contexts: Trends, Gaps, and Antecedents
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Yujie Zhou and Liping Deng
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With the ubiquitous presence of media devices, media multitasking has become prevalent in an educational context. Several authors have synthesized the literature on this topic, but no systematic review has been carried out so far. The present study fills this gap by examining the academic papers in the past decade to delineate the research trends, gaps, and directions for future research. Following the Standard Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA), we analyzed 88 papers from various aspects including study focus, contexts, participants, and methods. Findings point to the necessity to focus on the reasons behind multitasking, include more K-12 learners, and adopt qualitative methodology. To support future work on the predictors of media multitasking, we propose a conceptual framework that includes nine variables in technology, personal, and environment domains.
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- 2023
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22. Perceptions and Experiences of Belonging during the Transition from Primary to Secondary School
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Longaretti, Lynette
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A young person's sense of belonging at school can affect their level of motivation, academic achievement and wellbeing. During the transition from primary to secondary school, one's sense of belonging may be affected by the changes and challenges encountered. This paper reports some of the findings from a larger qualitative longitudinal study that investigated the factors that contribute to educational resilience during the transition from primary to secondary school. Data gathered from interviews with sixteen Year 6 students from three Victorian primary schools over a period of eighteen months is presented and analysed. A key theme identified from the larger study was belonging. This paper specifically reports on how belonging is perceived and experienced by students during the transition to secondary school. Understanding sense of belonging from young people's views, may help inform and effectively shape practices relevant to policy, pedagogy and teacher training. Implications for practice are discussed.
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- 2020
23. COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses. Part I: Developed Countries with Focus on the United States
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Wodon, Quentin
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The COVID-19 crisis has led to widespread temporary school closures and a deep economic recession. School closures have threatened children's ability to learn and later return to school well prepared. The impact of the economic recession is going to be even more devastating: first for students, but also for the ability of some Catholic schools to maintain their enrollment and remain sustainable financially in countries where they do not benefit from government support. This paper, the first in a set of two, looks at some of the likely impacts of the COVID-19 crisis on Catholic Schools in developed countries with a particular focus on the United States, a country not only hard hit by the crisis but also where Catholic schools are especially vulnerable to downturns. While Catholic schools may be able to respond to the immediate challenge of school closures among others through distance learning options, their ability to maintain enrollment during the economic downturn is less clear. How schools will respond to the twin challenges of ensuring learning during school closures and beyond, and remaining affordable for families at a time of economic stress, may affect whether they are able to maintain their comparative advantage. A key aim of the paper is to make Catholic school teachers and leaders aware of some of the discussions on how to respond to the crisis, and provide links to online resources that may be useful. [For Part II of the series, see EJ1278501.]
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- 2020
24. Implementation of Blended Learning for a Large Size Engineering Mechanics Course
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Sul, Jung-Hoon, Peng, Zhongxiao, and Kessissoglou, Nicole
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Engineering mechanics is a core course for mechanical engineering university students. In recent years, the lecturers of a second-year undergraduate engineering mechanics course faced many new challenges arising from ever-increasing class sizes, as well as evolving learning styles and expectations of new generation students due to advances in technology. This paper describes the evolution of a mechanics course in the School of Mechanical and Manufacturing Engineering at the University of New South Wales using blended learning. Significant changes were implemented to: (1) reduce the administrative burden associated with the large number of students; (2) maintain student interest and engagement throughout the semester; and (3) successfully deliver the learning outcomes. Student participation was observed to increase with integration of additional information and communication technology, as well as implementation of online assessments into the course structure. Surprisingly, implementation of the blended learning did not improve student academic performance in the summative assessments. This paper reflects what we have learned in the development of this blended learning mechanics course.
- Published
- 2020
25. Proceedings of International Conference on Social and Education Sciences (IConSES) (Chicago, Illinois, October 15-18, 2020). Volume 1
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International Society for Technology, Education and Science (ISTES) Organization, Akerson, Valarie, and Sahin, Ismail
- Abstract
"Proceedings of International Conference on Studies in Education and Social Sciences" includes full papers presented at the International Conference on Studies in Education and Social Sciences (IConSES) which took place on October 15-18, 2020 in Chicago, IL. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The IConSES invites submissions which address the theory, research or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences. After a peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC.]
- Published
- 2020
26. Personalising the Student First Year Experience -- An Evaluation of a Staff Student Buddy System
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Fewster-Young, Nick and Corcoran, Paul A.
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A student's transition into higher education or a new learning environment can set the foundation for the remainder of their study, both in perception and academic ability. Mentoring is a transition intervention strategy and most types of these interventions are student peer to peer. However, there is a growing interest in academic involvement in mentoring and consequently this paper is an investigation into the effective implementation of assigning students with an academic staff buddy or mentor in the transition period of their first year of higher education i.e. the Staff Student Buddy System (SSBS). The analysis focusses on using two measures to inform the results by qualitatively analysing the feedback from the students, and quantitatively measuring the difference in academic performance of both student participants and non-participants. The sample of the students come from the University of South Australia, and the qualitative analysis indicated that students enjoyed SSBS, particularly with the ability to ask questions to those that would be teaching them. The quantitative statistical evidence indicated that SSBS could be a positive factor on a student's Grade Point Average. Overall, the conclusion was that that the combination of the SSBS and these students produced improved academic performance while providing a positive student experience.
- Published
- 2023
27. Raising Primary School Boys' and Girls' Awareness and Interest in STEM-Related Activities, Subjects, and Careers: An Exploratory Case Study
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McMaster, Natalie, Carey, Michael David, Martin, David Allen, and Martin, Janet
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Internationally, there is an under-supply of intellectual capital to provide for STEM-related employment. One contributing factor is the low number of female students selecting STEM school subjects and careers. Despite the literature recommending students engage in STEM activities earlier, many initiatives are not implemented until high school. This paper reports on an Australian project named MindSET-do which provided students with early positive STEM experiences prior to high school to raise awareness of, interest in, and aspirations for STEM-related subjects and careers. The case study surveyed n = 107 Year 6 boys' and girls' interests, ability beliefs and expectations in STEM school subjects and careers. Students' awareness and interest in STEM-related subjects and careers increased significantly following experiences with inquiry-based STEM activities, X[superscript 2](1, n = 107) = 4.57 to 63.67, p < 0.05. Expectancy for success in mathematics was significantly higher for males than for females (U = 1125, p = 0.044, r = 0.2). Expectancy for success in science was slightly lower for the female group, but p > 0.05. Logistic regression found females were 24 percent less likely to have a positive view of mathematics than males (p = 0.003). Gender differences in STEM ability versus ability beliefs and expectancies for success are discussed, with recommendations for earlier positive experiences with STEM tasks.
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- 2023
28. Moving beyond Reasonable Adjustments: Supporting Employability through Inclusive Assessment Design
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Joanna Tai
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Higher education is moving towards being more inclusive. However, students with disabilities continue to report that their assessment experiences are less than optimal. In these situations, if an assessment format does not enable demonstration of achievement due to aspects irrelevant to the capabilities of interest, then such students are unfairly penalised. In this way, assessment impacts on students' success at university and beyond. Assessment adjustments are required by law, but are only partially effective since they may impact on assessment validity and hence opportunities for students to accurately represent their learning and achievement. To ensure assessment supports, rather than detracts, from student success and employability, assessment design should be scrutinised in terms of inclusion, with consideration of future potential work environments and graduate attributes. This paper presents an analysis of 2860 assessment adjustments implemented for students with a range of conditions and students' experiences of adjustments, to highlight possibilities for inclusive assessment design which promote graduate employability. Adjustments relating to exams were most common (71% of students), but group work and oral presentations were also problematic for inclusion. Redesigning exams, including formative opportunities and structures for oral and group tasks, offering flexibility in tasks, and involving students in understanding equivalence across assessment types could improve inclusion. Through supporting students in these ways, assessment design could also incorporate the development of graduate attributes, such as teamwork, global citizenship and communication. This is likely to have a positive impact on students' success and employability.
- Published
- 2023
29. Cultural Capital on the Move: Ethnic and Class Distinctions in Asian-Australian Academic Achievement
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Quentin Maire and Christina Ho
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Asian migrant students are typically considered as educational paragons in the West. They have been shown to surpass other students in standard indicators of educational success. However, viewing this success with a purely ethnic framework is inadequate and essentialising. It conflates the experiences of various groups into a homogenised 'Asian' category and ignores the crucial role played by other properties and processes, such as social class and engagement with hierarchical education systems. This paper incorporates these multiple dimensions to provide a fuller account of 'Asian' success. Using large scale longitudinal survey data from Australia, we demonstrate the internal differences in the educational outcomes of Asian groups, and outline the stratifying role played by parental cultural capital. Most importantly, we show how unequal engagement with schools and the curriculum produces unequal outcomes. This intersectional approach enables a more theoretically integrated understanding of the factors that produce educational inequality in diverse societies.
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- 2024
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30. School Climate, Student Engagement and Academic Achievement across School Sectors in Australia
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Wojtek Tomaszewski, Ning Xiang, and Yangtao Huang
- Abstract
Driven by the focus on standardised assessment and performance-driven accountability, a considerable body of literature has documented differences in students' academic achievement across school sectors, both internationally and in Australia. However, few studies have to date explored the potential mechanisms underlying such differences, particularly through the lens of school climate and student engagement. And despite extensive literature on school climate and student engagement, including their relationships with achievement, the differences in these patterns across school sectors remain under-studied. In this paper, we leverage nationally representative data from a large-scale longitudinal survey in Australia with linked administrative data on student achievement to reveal different patterns of school climate and student engagement across government, Catholic and independent sectors. Employing multivariable regression analyses, we identify unique school climate and student engagement facets that are associated with improved achievement in each of these sectors, offering important pointers for educational policies.
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- 2024
- Full Text
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31. Performative Practices and 'Authentic Accountabilities': Targeting Students, Targeting Learning?
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Hardy, Ian, Reyes, Vincente, and Hamid, M. Obaidul
- Abstract
This paper critiques recent practices in schooling, particularly efforts to enhance student learning outcomes for more performative purposes. Such practices have become increasingly prevalent as part of a broader trend towards results-oriented accountability practices, with concomitant pressures upon teachers and students to achieve particular outcomes as evidence of improvement--and often in relation to various forms of local, national, and international standardized tests. The research draws upon experiences of teachers in one school in Australia as they grappled with various reform initiatives as part of their overall School Improvement Plan to enhance educational outcomes for students. This paper draws upon theorizing and research into specific practices of performativity, particularly how children, data and teachers' learning processes are all constituted as "targets" for continuous intervention. As well as revealing the problematic effects of more performative accountabilities, the research also shows how alternative more "authentic" forms of accountability were in evidence and enacted by those constituted through these processes. This paper seeks to provide insights into how teachers' work and learning are heavily influenced by performative pressures, but also how teachers might contest the more instrumental and technicist influences of such practices.
- Published
- 2019
32. Academic Administration and Service Workloads in Australian Universities
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Kenny, John and Fluck, Andrew
- Abstract
This paper addresses the important and linked questions of how to manage academic performance and workload effectively. It highlights the need in a modern, corporatised university to consider the nature of academic work and optimal ways to develop workload allocation and performance management processes. This paper complements two previous papers on time associated with teaching and research components of academic work by exploring service/administration workloads. Data were collected from 665 academics with recent administration experience through a nation-wide survey in 2016 and 2018. The data were analysed to understand the median annual work hours for a range of internal and external service activities, and for a range of formal administrative roles. The analysis showed a further categorisation of academic service into operational and strategic activities. Together, the three papers underpin holistic academic workload model development using empirical annual hour allocations from a large and representative national sample of academics. This article provides an essential basis for any future consideration of performance assessment based on output measures such as research expectations, impact or quality.
- Published
- 2019
33. More than the Power of Two: Sharing Leadership for Social Justice in Australian Schools with Australian Aboriginal and Torres Strait Islander Students
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Wilkinson, Eleanor Louise, Lewthwaite, Brian Ellis, and McGinty, Suzanne Claire
- Abstract
Australian schools are now under constant pressure to improve student achievement, particularly for Aboriginal and Torres Strait Islander students. Successful school-community interrelationships are considered an important contributing factor to this improvement as is the school's educational leadership. This paper reports on a four year research project that looks into these contributing factors, through the work of Indigenous Education Workers (IEWs)/Community Education Counselors (CECs) and principals and how they collaborate together. Informed by theoretical underpinnings emanating from a critical theorist framework, a mixed method, participatory action research multi-site case study approach was undertaken in a large educational region in the state of Queensland, Australia. Insights into the significance of the IEW/CEC role and the distinctive educational leadership relationship practice between IEWs/CECs and principals are presented. Finally, the paper explains the scholarly significance of the project and its potential to influence system policy and actions of educational leaders in Australian schools.
- Published
- 2017
34. Mining Behaviours of Students in Autograding Submission System Logs
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McBroom, Jessica, Jeffries, Bryn, Koprinska, Irena, and Yacef, Kalina
- Abstract
Effective mining of data from online submission systems offers the potential to improve educational outcomes by identifying student habits and behaviours and their relationship with levels of achievement. In particular, it may assist in identifying students at risk of performing poorly, allowing for early intervention. In this paper we investigate different methods of following the development of student behaviour throughout the semester using online submission system data, and different approaches to analysing this development. We demonstrate the application of these methods to data from a junior computer science course (N=494) and discuss their usefulness in understanding the common behavioural strategies of students in this course and how these develop over time. Finally, we draw links between behaviour in weekly coding tasks and student performance in the final exam and discuss whether these methods could be applicable midway through the semester. [For the full proceedings, see ED592609.]
- Published
- 2016
35. MOOC Learner Behaviors by Country and Culture; an Exploratory Analysis
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Liu, Zhongxiu, Brown, Rebecca, Lynch, Collin F., Barnes, Tiffany, Baker, Ryan, Bergner, Yoav, and McNamara, Danielle
- Abstract
The advent of Massive Online Open Courses (MOOCs) has led to the availability of large educational datasets collected from diverse international audiences. Little work has been done on the impact of cultural and geographic factors on student performance in MOOCs. In this paper, we analyze national and cultural differences in students' performance in a large-scale MOOC. We situate our analysis in the context of existing theoretical frameworks for cultural analysis. We focus on three dimensions of learner behavior: course activity profiles; quiz activity profiles; and most connected forum peer or "best friends." We conclude that countries or associated cultural clusters are associated with differences in all three dimensions. These findings stress the need for more research on the internationalization in online education and greater intercultural awareness among MOOC designers.
- Published
- 2016
36. Time: Assessing Understanding of Core Ideas
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Thomas, Margaret, McDonough, Andrea, Clarkson, Philip, and Clarke, Doug
- Abstract
Although an understanding of time is crucial in our society, curriculum documents have an undue emphasis on reading time and little emphasis on core underlying ideas. Given this context, a one-to-one assessment interview, based on a new framework, was developed and administered to investigate students' understanding of core ideas undergirding the notion of time: succession, duration and measurement. This paper reports on the development and implementation of the interview and initial results for Year 3/4 students.
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- 2016
37. Evidencing the Impact of Pre-Service Teachers: Shifting the Conversation
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Brett, Peter, Kilpatrick, Sue, Fitzallen, Noleine, Mainsbridge, Casey, Reynolds, Bronwyn, Kertesz, John, and Thomas, Sharon
- Abstract
There are challenges in obtaining robust, valid evidence that identifies the impact of pre-service teachers upon learners. The University of Tasmania is taking a research-based approach to determine the evidence needed to showcase the impact of its pre-service and graduate teachers on student learning. This paper offers a reflection upon thinking and planning in the "impact" space. We discuss our initial attempts to model analysis of evidence collected during our programs and we provide examples of responses prompted by AITSL templates of evidence that drive teacher education providers to capture impact in its multi-layered forms. We discuss the efficacy of collecting various types of impact evidence that can provide an authentic assessment of the impact of pre-service teachers across a range of initial teacher education programs. In coming back into dialogue with the research literature, we conclude with a plea to shift the conversation. Rounded assessment of the impact of pre-service teachers on learners depends on knowledge, capabilities and dispositions developed during university-based training, as well as field-based experience. Verification of ability to have reliable, sustained impact on students' learning must be based on evidence from both. Evidence from a narrow range of learning episodes is insufficient.
- Published
- 2016
38. Survival Narratives from Single Mothers in an Enabling Program: 'Just Hope You Don't Get Sick and Live off Caffeine'
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Braund, Anne, James, Trixie, Johnston, Katrina, and Mullaney, Louise
- Abstract
A growing number of single mothers are seeking entry to higher education via enabling programs; however, these students face unique struggles to make their dream a reality. There is some research on the challenges faced by student-mothers in higher education; however, research specifically on single mothers in enabling education is limited. This research focused on identifying the competing discourses that single mothers faced during an enabling program, and the ways they can be supported. Interviews were conducted with seven women who self-identified as single mothers, describing their personal struggles, alongside their experiences of great accomplishment. What became evident, was despite the difficulties of raising children as a sole parent, the student-mothers gained noticeable confidence in themselves during and after completing their enabling studies. Analysis of the data identified unique challenges faced by this non-traditional group of students and highlighted specific supports that this student group require. This paper details a range of obstacles that impeded their study; related directly to their status as single parents. These hurdles included financial difficulties, lack of support, negative familial relationships, personal health concerns, and study related challenges. In addition, these seven student-mothers identified the key factors that supported their success: forging strong connections with other students, improved self-efficacy, the observed positive 'knock-on' effect to their children, and quality academic support and pastoral care from university staff. Thus, with perseverance and appropriate support, these student-mothers were able to achieve success in an enabling program. This study voices the personal 'survival narratives' of seven student-mothers; revealing challenges and strategies unique to their circumstances, that in-turn, generated a successful student experience.
- Published
- 2022
39. First-Year University Retention and Academic Performance of Non-Traditional Students Entering via an Australian Pre-University Enabling Program
- Author
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Lisciandro, Joanne G.
- Abstract
Pre-tertiary enabling programs have become an increasingly popular pathway to university in Australia in recent years, however little is published about how well enabling students fare once they start university. This paper examines and compares first-year retention and academic outcomes of students that entered Murdoch University between 2014 and 2016 via successful completion of its enabling program, OnTrack. A greater proportion of students transitioning via OnTrack were from equity and disadvantaged backgrounds than any other entry pathway; thereby demonstrating an important function of this enabling program in boosting the representation of these students at the university. Further, OnTrack-pathway students were retained at a rate that was similar or better than students entering via all other admission pathways, despite poorer academic performance. This persistence suggests enhanced resilience amongst this cohort, potentially built during their enabling education experience. Multivariate regression modelling was also undertaken, revealing that admission pathway, demographic and enrolment factors collectively explained very little of the observed variation in student outcomes for all first year students, and were particularly poor predictors of academic underperformance. Thus, once students are enrolled in undergraduate study, student outcomes may be better explained by student variables not captured in university databases, such as personal circumstances or psychological factors. In summary, these findings provide empirical data to support the notion that enabling programs have been successful in 'enabling' access and participation of students who are capable but otherwise lack opportunity, including those from disadvantaged backgrounds. However, enabling pathway students may experience ongoing challenges that impact their academic performance, and thus future equity and access policy should address appropriate mechanisms for supporting the broader transition experience of these students.
- Published
- 2022
40. Reading between the Lines: An Examination of First-Year University Students' Perceptions of and Confidence with Information Literacy
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Dann, Beverly J., Drabble, Anne, and Martin, Janet
- Abstract
The aim of this paper is to explore how first-year university students at a regional university in Australia perceive and use Information Literacy (IL) as they transition from school to university. A survey method was used to gather data through pre- and post-intervention surveys with 1,333 first-year students enrolled in their first semester of study across all disciplines at the university. The study identified that between 25-35% of students did not enjoy reading, with many students preferring not to read. Students arrived at university with largely misguided confidence in their personal IL skills, especially the skills needed to meet the demands of university level coursework, with up to 47% of students unlikely to have experienced well-resourced libraries at school. The study concludes that implications for university teaching include gaining an early understanding of the IL skills students have when they arrive at university, and the explicit teaching of IL skills, given the identified impact of IL skills on student success and retention rates.
- Published
- 2022
41. Mathematics, Programming, and STEM
- Author
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Mathematics Education Research Group of Australasia, Yeh, Andy, and Chandra, Vinesh
- Abstract
Learning mathematics is a complex and dynamic process. In this paper, the authors adopt a semiotic framework (Yeh & Nason, 2004) and highlight programming as one of the main aspects of the semiosis or meaning-making for the learning of mathematics. During a 10- week teaching experiment, mathematical meaning-making was enriched when primary students wrote Logo programs to create 3D virtual worlds. The analysis of results found deep learning in mathematics, as well as in technology and engineering areas. This prompted a rethinking about the nature of learning mathematics and a need to employ and examine a more holistic learning approach for the learning in science, technology, engineering, and mathematics (STEM) areas.
- Published
- 2015
42. Teaching and Learning in the Digital Era: A Case Study of Video-Conference Lectures from Japan to Australia
- Author
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Yasumoto, Seiko
- Abstract
"Blended learning" has been attracting academic interest catalysed by the advance of mixed-media technology and has significance for the global educational community and evolutionary development of pedagogical approaches to optimise student learning. This paper examines one aspect of blended teaching of Japanese language and culture in the Australian classroom. The study encompasses the Japan-to-Australia component of a bi-lateral teaching and learning program established in 2002 between the Faculty of Arts, the University of Sydney, Australia and the Faculty of Education, Gifu University, Japan. The significance of the program was affirmed by the National Institute of Multimedia Education (NIME), a Japanese government agency dedicated to research and development in e-learning/distance education in the tertiary sector, who confirmed in 2006 that the programme was the only one of its kind. Lectures provided by Gifu University, are in real time, the mode of delivery is via web-based video conference. The international exchange of lectures is one component of a rich teaching strategy created for the multicultural environment of the Australian classroom. Findings draw on student learning outcomes and views on motivation as the criterion of the efficacy of the program. The study confirms, within the defined parameters, that video-conferencing from Japan to Australia is an effective tool, as an adjunct to current teaching methods within the classroom, to enhance learning and motivate students learning Japanese culture? [For the complete proceedings, see ED557181.]
- Published
- 2014
43. Knowing the (Datafied) Student: The Production of the Student Subject through School Data
- Author
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Selwyn, Neil, Pangrazio, Luci, and Cumbo, Bronwyn
- Abstract
This paper considers the subjectivation of students in light of the increasing amounts of digital data that are now being produced within schools. Taking a lead from critical data studies and the sociology of numbers, the paper draws on staff interviews in three Australian secondary schools to explore the various types of student data being generated, and the forms of student subjectivities that result. In particular, the paper contrasts the 'holistic' possibilities that some school leaders and administrators ascribe to data in terms of expanding the capacity to 'know' students, against the limited ways that data is actually being used within the schools. Most notably, the paper details how digital data appears to be configured within schools' official data procedures and practices to build student subjectivities and position students in narrow terms of performance and attendance. The paper also highlights how teachers make practical use of these limited data 'profiles' in a relational manner -- as a way of stimulating dialogue with students to know them better, rather than a source of precise calculation. In this sense, the paper considers how 'data' might be reframed in educational discourse as a practical starting-point for teacher inquiry and professional judgment rather than an imagined source of all-encompassing knowledge.
- Published
- 2022
- Full Text
- View/download PDF
44. Teaching a While Measuring b: Cultural Bias in Assessing Student Performance
- Author
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Seno-Alday, Sandra and Budde-Sung, Amanda
- Abstract
Purpose: This paper aims to explore the impact of differences in educational traditions on conventions of teaching and learning, and on the measurement of learning outcomes. These are critical issues within the context of business schools that are steeped in one dominant tradition but have a large population of international students previously educated in other traditions. The paper argues that international students face the challenge of satisfactorily demonstrating learning according to foreign conventions that are different from what they would have been accustomed to within the framework of their home educational tradition. Design/methodology/approach: This study draws on a bilingual literature review to capture differences in educational traditions between Australia and China. It then uses logistic regression to analyze the performance of 800 domestic and international Chinese students across a range of different assessment formats at a large Australian business school. Findings: The study finds statistically significant differences in the performance of these two student groups on different assessment types. It concludes that the conventions on approaches to the assessment of learning shaped by a specific educational tradition can hamper the effective demonstration of learning among students from other educational traditions. Originality/value: The paper focuses on issues related to the assessment of learning in multicultural higher education contexts, which has received less attention in the literature compared to issues on teaching approaches in multicultural contexts. The paper also highlights important implications on the validity of the measurement of learning outcomes and on the subsequent impact on graduate recruitment.
- Published
- 2022
- Full Text
- View/download PDF
45. Stress during Work Placement -- Examining Positive Outcomes for Hospitality Students in a Work-Integrated Learning Programme
- Author
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Ramgoolam-Atchiamith, Anusha, Khan, Aila, Rodrigues, Cristina, and Wardle, Karina Michelle
- Abstract
Purpose: Work-integrated learning (WIL) is an integral part of hospitality curriculums in Australia. Experiencing stress during WIL is expected, as students try to balance work and other responsibilities. Previous studies have usually examined the negative impact of stress on individuals. By referring to relevant theories, this paper argues the positive impact of stress and reports on a study which aimed to investigate whether stress -- experienced by students during WIL -- leads to resilience and well-being. Design/methodology/approach: Hospitality students from different backgrounds enrolled at a tertiary institution completed an online survey. This study uses structural equation modelling (SEM), to test the proposed links between stress, resilience and well-being. Findings: The study results show that "academic pressure" (mean score = 3.57) is the most common stressor identified by hospitality students. This was followed by stress caused by "time pressure" (mean score = 3.01). Model testing reveals that experiencing "career development concerns" has a statistically significant association with resilience. Moreover, there is a strong link ([Beta] = 0.624) between resilience and well-being. Originality/value: This study makes a contribution by proposing positive outcomes related to stress during WIL. A handful of studies have looked at similar concepts. However, this paper uses statistical techniques to measure and analyse relationships between different variables. By running an SEM, the authors were able to test a linear causal relationship which identifies stressors leading to a significant impact on resilience. Similarly, the strength of relationship between resilience and well-being is also empirically tested.
- Published
- 2022
- Full Text
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46. Dispelling the Monolingual Myth: Exploring Literacy Outcomes in Australian Bilingual Programmes
- Author
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Fielding, Ruth and Harbon, Lesley
- Abstract
The enduring monolingual mindset in English-speaking countries results in widespread belief that additional language learning takes time away from literacy in the societal language. Yet, extensive research has shown that time spent learning additional languages enhances learners' literacy skills, providing first language literacy is sufficiently supported. This paper examines the achievements of students at four primary schools in Australia, where bilingual programmes were implemented to teach subject content through an additional language. Data from the national standardised literacy and numeracy assessment were gathered to compare students within the bilingual programmes with those not in the bilingual programmes. Results show higher performance for students in the bilingual programmes compared to their peers in monolingual classes. Drawing on data from a broader study of formal and informal assessment in these schools, this paper presents the standardised test results and teacher qualitative beliefs about literacy development. Findings show that the bilingual style of learning suits children irrespective of many contextual factors and that children's literacy in English is enhanced by the addition of a second or subsequent language.
- Published
- 2022
- Full Text
- View/download PDF
47. Applying the Rasch Growth Model for the Evaluation of Achievement Trajectories
- Author
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Patterson, Leigh Cameron
- Abstract
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 growth rates, drawing on a method first proposed some 80 years ago and applying it to data from the Australian National Assessment Program. The methodology involves the derivation of a 'meta-metre' -- a quantitative mode of variation in growth -- which permits comparison between groups defined by time-invariant characteristics. Emphasis is placed upon the novel characteristics of the method and the valuable information it can provide. Unlike complex modelling procedures, the approach provides a parsimonious model of growth suited to comparisons between groups.
- Published
- 2023
- Full Text
- View/download PDF
48. Talking about Culturally Responsive Approaches to Education: Teacher Professional Learning, Indigenous Learners and the Politics of Schooling
- Author
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Bishop, Michelle and Vass, Greg
- Abstract
Culturally responsive approaches to schooling (CRS) aim to address pervasive inequities that exist in education. More specifically, CRS practices seek to improve the experiences and academic achievements of marginalised and minoritised learners, such as those from culturally and linguistically diverse backgrounds. In this paper, we consider the possibilities for CRS in the context of Australia where Indigenous students (along with their parents, peers and teachers) are consistently reminded, courtesy of the deficit government policies and 'close the gap' rhetoric, that they have the worst educational outcomes of any settler society. This paper does not seek to offer fixed solutions in response to this. Rather, based on shared experience researching and teaching together that draw on CRS, the paper foregrounds a collaborative culturally responsive dialogue between the authors. Together we discuss, deliberate and despair about the state of the education system for Indigenous students, we also remain tentatively hopeful about how CRS might become embedded in teaching and learning, through teacher professional learning, in ways that are relevant to the Australian context.
- Published
- 2021
- Full Text
- View/download PDF
49. Active Teaching Strategies and Student Engagement: A Comparison of Traditional and Non-Traditional Business Students
- Author
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Arjomandi, Amir, Seufert, Juergen, O'Brien, Martin, and Anwar, Sajid
- Abstract
Using survey data, this paper presents a comprehensive analysis of student engagement for different groups of students, many of which may be classified as "nontraditional". The analysis presented in this paper is based on Kahu's framework for student engagement. Both the antecedents as well as consequences of engagement are incorporated in the framework used in this paper. The research highlights the role that active teaching strategies may play in this engagement framework. An important contribution of this research is to show that non-traditional students generally display greater engagement than traditional students. However, while there is a strong connection between active teaching strategies and engagement for traditional students, this link is weak for non-traditional students. The results presented in this paper highlight the need for greater inclusiveness in the design of active teaching strategies.
- Published
- 2018
50. Introduction of Phonological Concepts in an Initial Teacher Education Literacy Unit
- Author
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Thwaite, Anne, Adam, Helen, Urquhart, Yvonne, and Hill, Susan
- Abstract
Pre-service teachers (PSTs) need sound Knowledge About Language (KAL), both for their own professional communication and for their teaching practice. In the longer term, enhanced KAL will benefit our graduates in their implementation of the Australian Curriculum. This paper reports on work with First Year PSTs at one Australian university. We present an analysis of students' response to an intervention designed to develop their KAL, focusing on Phonological Awareness (PA) and phonics. While the designed resources were introduced and discussed in class, students mainly accessed them online afterwards. Student achievement was measured by online testing, and attitudes were obtained from unit evaluation instruments and a survey. We present results documenting their knowledge before and after the intervention, and their attitude toward the content. Most students demonstrated improved confidence and increased knowledge in particular areas post intervention. Nevertheless, their ability to apply their knowledge lagged behind their ability to give definitions.
- Published
- 2022
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