Search

To facilitate the professional learning of teachers and bring about changes in pedagogical practices, it is necessary to understand the process by which teachers grow professionally. Professional growth can be achieved when teachers work together to engage in professional experimentation and see results in terms of salient outcomes for their students. This paper reports on a study of teachers’ pedagogical practices as they introduced adaptations to focus on personalising students’ learning in mathematics. Two cases are presented to demonstrate how teachers in two schools used student mathematics test data to determine students’ strengths and needs, in order to personalise learning experiences. The findings highlight how shared responsibility and purposeful use of student data can lead to positive professional growth for teachers and improved learning outcomes for students.

Martin (1989) described persuasive language as the language of power. When a person can use persuasive language effectively in speech and writing, it increases their ability to participate and access power in democratic societies. Persuasive writing is one of three key text types in the Australian Curriculum: English, and language features of persuasive text types are taught across the curriculum. Australian students’ ability to write persuasive texts has been assessed in seven of the past nine years of National Assessment Program – Literacy and Numeracy (NAPLAN) testing. One of the language features that is considered important in persuasive writing is grammatical metaphor. This paper employs concepts from systemic functional linguistics (SFL) to examine how ideational grammatical metaphor was used in the 32 highest scoring persuasive texts written by Tasmanian primary and secondary school students for the 2011 NAPLAN test. The results show that high achieving students demonstrated an ability to use ideational metaphor in their persuasive writing from the middle primary school years. This paper aims to provide guidance for Australian primary and secondary school educators by showing how and in what ways high achieving students use grammatical metaphor for persuasive purposes in NAPLAN responses across the tested year levels.

Citizenship and political education has increasingly been identified as an important component in educating young people for democratic citizenship. The National Curriculum Framework for School Education in Nepal 2007, the Nepalese social studies school curriculum, and textbooks explicitly underline the promotion of a democratic system and culture along with the development of civic and citizenship skills among Nepalese citizens. This article reports on a qualitative analysis of selected civic awareness images in Nepalese social studies textbooks using a ‘visual grammar’ framework. The analysis reveals that the images attempt to promote a message of national unity and respect for diversity in the country. However, the low quality black and white images and textbooks have some adverse teaching and learning implications for teachers and students and tend towards idealized representations.

Australian students’ performance on national and international literacy assessments has declined since 2000, while teachers in contemporary classrooms contend with conditions of increased complexity and uncertainty. In July 2017, the Australian Government commissioned a panel of experts to provide advice on how to improve Australian students’ achievement and school performance. The panel concluded that Australian schools must support every student to realise their full learning potential through an increased emphasis on personalised student learning and collaborative teacher practices. This paper outlines a case study of complexities and influences in enabling and constraining a local curriculum innovation in literacy that sought to personalise learning and promote teacher collaboration in conditions of constant change and disruption. Named Literacy Toolbox, this initiative was developed by Year 7 and 8 literacy leaders at a Tasmanian secondary school to increase student agency and enhance teaching around a model of deprivatised or shared practice. The findings provide insight for education researchers and schools regarding the challenges and opportunities of attempts to enact personalised learning and co-teaching in the current context.

Assessment is a central feature of student learning in higher education and has a strong influence on the student experience. Accordingly, the appropriate communication of assessment aims is a prio...

I investigated how anthropogenic acidification influences stream metabolism and nitrogen (N) cycling by considering the stress response of microbial compartments responsible for these ecosystem processes. Microcosm incubations of leaf biofilms from streams of differing pH revealed greater rates of fungal biomass-specific respiration (i.e. the stress metric qCO₂) and biomass-specific N uptake (i.e. qN) with increasing acidity. The positive relationship between qCO₂ and qN indicated alternate fates for N other than structural biomass, possibly related to increased exoenzyme production as part of the stress response. Whole-stream ¹⁵N experiments and measurements of respiration and fungal standing crop across the pH gradient resulted in similar patterns in qCO₂ and qN found in microcosm experiments, supporting qCO₂ as an ecosystem-level stress indicator and providing insight towards controls over N cycling across the pH gradient. Fungal biomass and ecosystem respiration declined with increasing acidity while N uptake metrics were not related to pH, which suggested qN in acid streams was sufficiently high to counteract declines in fungal abundance. During spring, chlorophyll a standing crops were higher in more acidic streams despite lower nutrient concentrations. However, N uptake rates and gross primary production differed little between acid and circumneutral streams. Reduced heterotrophy in acid streams was apparent in lower whole-stream respiration rates, less ability to process organic carbon, and little response of N uptake to added carbon resources. Overall, acid-induced stress in streams was found to impair decomposer activity and caused a decoupling of carbon and nitrogen cycles in these systems. Ph. D.