1,107 results on '"databases"'
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2. Contributing to an Autism Biobank: Diverse Perspectives from Autistic Participants, Family Members and Researchers
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Rozanna Lilley, Hannah Rapaport, Rebecca Poulsen, Michael Yudell, and Elizabeth Pellicano
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There has been intense debate within the autistic and autism communities about the use of autism biobanks -- repositories containing biological and phenotypic materials -- and of genomic autism research more broadly. Here, we sought to understand the views and experiences of those contributing to one specific biobank, the Australian Autism Biobank. We adopted a multi-informant approach, conducting semi-structured interviews with 77 people, including 18 autistic probands, 46 parents and seven siblings, all of whom donated material to the Biobank, as well as six researchers employed on the project. Specifically, we asked: what motivated participants and researchers to contribute to the Australian Autism Biobank? And how did they feel about their involvement in that process? We analysed the data using reflexive thematic analysis, adopting an inductive approach within an essentialist framework. We identified three themes, which revealed a wide diversity of viewpoints, including positive conceptualisations of autism linked to neurodiversity and more negative conceptualisations linked to hopes for the development of genetic screening and reproductive choice. These findings have implications for the meaning, value and future directions of autism science. This research has been conducted using the Australian Autism Biobank resource.
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- 2024
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3. State of Research on E-Assessment in Education: A Bibliometric Analysis
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Betul Tonbuloglu
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This study aimed to reveal the trend of research on e-assessment in the field of educational sciences through scientific mapping and bibliometric analyses. For this purpose, the numerical distribution of research on e-assessment, citation analysis, research themes and the change of trend topics were examined. The publications to be examined were selected from WoS database according to PRISMA model, and 911 studies were included in the analysis. VOSviewer, Biblioshiny, Smart Bibliometrics and Leximancer software were used in data analysis. Apparently, there has been a significant increase in the number of research since 2005, and publications have been mostly produced in form of articles and papers. The most cited and the most productive countries are the USA, the United Kingdom and Australia, while the most cited journals are Assessment & Evaluation in Higher Education and British Journal of Educational Technology. An analysis of the keyword map revealed that the themes of technology and motivation, blended learning and collaboration, interaction and innovative approaches, validity and reliability, higher education, quality, basic disciplines and COVID-19 were frequently emphasized in the studies on e-assessment. An analysis of trend topics by years showed that, between 2010 and 2021, the trend topic distribution changed to include topics such as COVID-19, academic integrity, engagement, cheating, case study, and higher education. All these findings reveal that e-evaluation activities have displayed a development and transformation over time with the effect of developing technology, the pandemic, the spread of e-learning, the expansion of communication opportunities and many other factors.
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- 2023
4. Insights from Two Decades of PISA-Related Studies in the New Century: A Systematic Review
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Jia-qi Zheng, Kwok-cheung Cheung, and Pou-seong Sit
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Several international large-scale assessments were conducted at the turn of the new century, and during the past two decades the Programme for International Student Assessment (PISA) completed seven cycles of assessment to facilitate practitioners' policy debates and governance. This study reviews PISA-related articles published in English and Chinese. Three literature databases were searched, with a focus on SSCI, CSSCI, and TSSCI journal publications. The frequency of publication was analyzed according to the author's country affiliation, type of journal, and research categories/themes. Findings indicate that research on student-, school- and system-level indicators with a focus on students' learning processes and outcomes as well as critiques of technical matters on PISA were frequent topics in the literature during the past two decades. Issues of equality and equity examined in the publications have implications for enhancing practitioners' capabilities in terms of policy making and governance.
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- 2024
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5. Navigating Datascapes: Mapping Testing Practices within and across National and Global Contexts
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Vicente Reyes, Louise Phillips, M. Obaidul Hamid, and Ian Hardy
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We draw upon Appadurai's 'scapes' and Latour's Actor Network Theory (ANT) to interrogate historical and spatial flows in relation to specific testing technologies. We reveal how testing systems, conceptualised as actor-networks, rearticulate colonial legacies of inequality which are intensified by new and emerging technologies. ANT helps trace social and relational interactions occurring in various national and global data spaces, and helps make sense of incessant transformations in education datascapes. Mapping actor-networks, and translations, help name and navigate neoliberal forces acting through colonial legacies via emerging educational datascapes. Our examination shows how educational technologies associated with standardised testing in northern and southern contexts -- specifically, England, Singapore, Bangladesh and Australia -- exacerbate structural inequalities. We consider how such technologies are actants and reflective of co-existing historical and temporal influences, and global cultural and spatial flows, allowing us to map the multiple ways in which educational technologies are manifested in an emerging education datascape.
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- 2024
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6. Development and Evaluation of Health Education Resources for Culturally and Linguistically Diverse Populations: A Systematic Review
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Corie Gray, Georgia Porter, Roanna Lobo, and Gemma Crawford
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People from culturally and linguistically diverse (CaLD) backgrounds in Australia generally experience poorer health outcomes, explained in part by low levels of health literacy. We conducted a systematic review to examine the development and evaluation of health education resources designed for CaLD populations. Five electronic databases were searched for English language, peer-reviewed studies published between 1980 and 2020. Thirty-four studies met the inclusion criteria. Twenty-four different health education resources were described and broadly categorized into four types: media campaigns (n = 10), text-based materials (n = 5), films (n = 8) and radio (n = 1). Studies were assessed against domains adapted from a health literacy guideline incorporating: need, collaboration, audience, health literacy, theory, test and process and impact evaluation. All but one study met the majority of the domains. All studies reported positive evaluation outcomes; this may be due to studies involving community early in resource design and including health literacy considerations in their design. Reporting resource design and evaluation against standard practice controls is recommended to build a more robust evidence base for developing effective health education resources for use by audiences from CaLD backgrounds.
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- 2024
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7. The Women's Shed Movement: Scoping the Field Internationally
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Golding, Barry, Carragher, Lucia, and Foley, Annette
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Our paper focuses on delineating and scoping international Women's Sheds, a movement that has emerged within the past decade, mainly in Australia, Ireland and the UK. It addresses two main research questions. Firstly, what is the origin, distribution, nature and intent of Women's Sheds internationally to March 2021? Secondly, how might Women's Sheds be located within a typology inclusive of Men's Sheds and a range of community development models? We employed a systematic search via the internet in 2020-21, followed up by attempted email or phone contact to publicly reported Women's Sheds and like organisations internationally. In the process, we created a publicly shareable blog including a database of 122 existing, previously active, developing or planned Women's Sheds and like organisations to 13 March 2021. We identify four nations where self-identified Women's Sheds have operated or commenced within the past decade: Australia (61), the UK (30), Ireland (28) and New Zealand (3), particularly during the five years between 2014 and 2019. The COVID-19 pandemic seriously curtailed this previous momentum and development after March 2020. We identify some similarities but also important differences between Women's and Men's Sheds. We propose a typology that accounts not only for the different ways in which Women's Sheds operate and women participate within their communities but also the different ways in which they locally collaborate (or not) with Men's Sheds in different countries. We conclude that Women's Sheds have largely been created by women in order to claim the shed as a positive female gendered space, in order to create an alternative community of women's hands-on practice. Sheds have operated or commenced within the past decade: Australia (61), the UK (30), Ireland (28) and New Zealand (3), particularly during the five years between 2014 and 2019. The COVID-19 pandemic seriously curtailed this previous momentum and development after March 2020. We identify some similarities but also important differences between Women's and Men's Sheds. We propose a typology that accounts not only for the different ways in which Women's Sheds operate and women participate within their communities but also the different ways in which they locally collaborate (or not) with Men's Sheds in different countries. We conclude that Women's Sheds have largely been created by women in order to claim the shed as a positive female gendered space, in order to create an alternative community of women's hands-on practice.
- Published
- 2021
8. Distributed Leadership: A Bibliometric Analysis Using Scopus Database (1981-2020)
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García-Carreño, I. V.
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Distributed Leadership is a conceptual and analytical approach to understanding leadership that is focused on interactions between leaders and those they lead with the goal of driving instructional improvement and improving student outcomes by developing high-quality teaching and an educational culture that enables all students to thrive. This article provides an overview of the state-of-the-art research available on distributed leadership. As new social and educational demands emerge, leadership responses need to be reformed at all school levels to ensure a school's ability to provide a high-quality education. These transformations must be promoted from within each school center. The author describes and covers a deep review of the literature between 1981 and 2020. The source data for this research, (321 articles), is derived from SCOPUS, Biblometrix Studio, and VOSviewer. The terms and their clusters were illustrated on graphs, and density maps were utilized. General recommendations are provided and challenges are identified for the incorporation of DL changes into the management of schools. The findings show that the literature refers explicitly to DL, wherein there are a number of interesting insights provided by theoretical articles. A conclusion is given with recommendations for further multidisciplinary research at the intersection of the fields in order to show the holistic landscape of this field. [Note: The volume number 2 and the issue number (6) shown on the PDF are incorrect. The correct citation for this article is v4 n2.]
- Published
- 2021
9. English as a Foreign Language and Motivation for Learning: A Comparative Perspective
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Vonkova, Hana, Moore, Angie, Kralova, Katerina, and Lee, Jo-Yu
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In recent years, the need for English as a foreign language (EFL) education in schools has become a priority worldwide. The aim of our paper is to investigate which countries currently focus on researching motivation to learn EFL and what potential reasons are behind the focus. We performed a topic search of the keywords "EFL" and "motivation" in the "Web of Science" database for 2020. In total, we found 61 Social Sciences Citation Index (SSCI) articles. Asia prevails, especially Eastern Asian Chinese speaking regions (Mainland China, Taiwan, and Hong Kong). Policies in Asian regions such as China and Taiwan highly support EFL. There is the aim to develop Taiwan into a "bilingual nation". Likewise, the European Union promotes the establishment of the so-called European Education Area within which studying and training should be accessible and profitable for people living in the EU. Spain remains the European country with the highest number of EFL motivation publications. There were only a few papers from the Americas. In South America, we see evidence of the beginnings of a CLIL push, which has the potential to lead to expanded EFL motivation research in these previously under researched areas. [For the complete Volume 19 proceedings, see ED613922.]
- Published
- 2021
10. Innovative Digital Tools in EBP and Information Literacy Education for Undergraduate Nursing Students
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Chan, Bryan, Wei, Ruth, and Fetherston, Catherine
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Background: Information literacy (IL) skills are essential for the translation of current knowledge into evidence-based practice (EBP) in healthcare, which in turn improves patient outcomes. However, students enter pre-registration nursing programs with variable IL skills, which can present challenges when preparing research-literate nursing graduates. Objectives: To develop an online module for nursing students to learn the IL skills they require to effectively implement EBP. Project design: A self-paced, interactive online module was developed for final year preregistration nursing students at an Australian university and launched in late January 2019. Four different digital tools, including screen-capture videos, split-screen tutorials, e-portfolio/learning journey platforms, and digital badges, were integrated to create an interactive module on database searching and systematic reviews. A student feedback survey was added to collect information on the students' learning experience. Results: Students reported the online module was challenging but engaging and that its self-paced interactive nature assisted their learning. Digital badges were reported as a motivating factor by students, and their attitudes toward EBP were positive. Students were able to complete the module on their own, but a handful required face-to-face assistance. Conclusion: This project successfully integrated screen-capture videos, split-screen tutorials, e-portfolios and micro-credentialing into one online learning module to assist nursing students with developing the IL skills required for effective EBP.
- Published
- 2020
11. Evaluation of Social Impact within Primary School Health Promotion: A Systematic Review
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Robertson, Dianne, Carins, Julia, Rundle-Thiele, Sharyn, and Harris, Jessica
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Background: Health promotion programs and interventions are designed to encourage behavioral changes in children, encouraging them to make safe and healthy life choices. This systematic review seeks to examine how social impact is measured in primary school health promotion interventions. Method: A systematic search and review process was used to identify and examine primary school health promotion interventions. The PRISMA guidelines were followed to source articles from 6 electronic databases reporting school health promotion programs or interventions in Australia, Canada, New Zealand, or the United Kingdom. Results: A total of 77 studies were located, representing 55 health promotion interventions delivered in primary school settings. Of these interventions, only 8 (15%) measured or attempted to measure social impact, whereas another 8 (15%) alluded to social impact. The predominant theories reported were social based theories (theories which examine the social influences on people, environments, and behaviors) (n = 17, 59%), with almost a third not informed by an overt health promotion framework or model (n = 34, 59%). A systematic rating system identified some level of stakeholder engagement (n = 30, 53%). Conclusions: This systematic review highlights the need for social impact measurement within health promotion to illuminate the role of school programs in delivering lasting change.
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- 2022
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12. Pitfalls for Education Researchers Using System Data
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Knipe, Sally
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This article presents a descriptive, critical analysis of the comparability of information concerning students, teachers, and school resources gathered by organisations within government jurisdiction, and the pitfalls for the unwary researcher using government data banks. Differences in the method of compiling information about citizens, and changes over time from basic census information to sophisticated national and international school comparison are referenced. An understanding of the development of education data collection by governments is useful for researchers accessing government data sources. Researchers are limited in data analysis according to the comparability of data, and the structure and characteristics of a particular data bank may preclude comparison. Risks for education researchers who make use of information from large government data banks for their particular research focus are identified and illuminated. Problems concerning data gathering under the Australian federated education system are illustrated and inconsistencies revealed in order to alert researchers to the need to question more critically the comparability of the data they intend to use.
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- 2022
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13. Towards an E-Learning 3.0 Context-Aware Notification System
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Hui, Jianghua and Isaias, Pedro
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At present, E-Learning 3.0 is becoming more and more dynamic as it is a rapidly growing learning strategy. This paper focuses on designing and developing an E-Learning 3.0 Context-Aware Notification System for The University of Queensland Blackboard in order to improve students' university activities management and enhance their learning experiences. The conceptual and technical knowledge of Web and E-Learning was studied to form the prototype foundation. A number of design and development stages with various techniques were used to build the Front-end and Back-end of the prototype. The final E-Learning 3.0 Context-Aware Notification System prototype was made up of four components, which were Notification Data Extraction, Prototype Website, RESTful API and Prototype Database. This research project offers conceptual and technological contributions towards E-Learning 3.0 in both of the Front-end and the Back-end perspectives. Prospective works will be focusing on completing the rest of the proposed functions. [For the complete proceedings, see ED601080.]
- Published
- 2019
14. Analysis of Scientific Studies on Item Response Theory by Bibliometric Analysis Method
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Aksu, Gökhan and Güzellerii, Cem Oktay
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The purpose of this study is to analyze the studies, which include Item Response Theory among the keywords, available in the Web of Science database between 1980-2018 through bibliometric analysis method. A total of 1,367 academic works has been analyzed. The authors, journals and countries having the highest number of studies in the field and their interrelations on the network in terms of collaboration have been determined through common citation analysis performed using Citespace II software. In addition, a word analysis was also conducted to determine most frequently used concepts in the field. As a result of the study it was found that the authors that have made the biggest contribution to the field are De Ayala, Embretson, Reckase, Reise and Chalmers; in addition, the countries making the biggest contribution are respectively US, Netherland, Canada, Spain and China. The number of citations that US got, which is the country that received the highest number of citations with 687 citations, is 7 times higher than Netherland, which is the second most cited country. Moreover, it was found that the journals that were mostly cited are respectively "Psychometrika," "Appl Psych Measurement," "Item Response Theory," "J Edu Measurement" and "Educ Psychol Measurement." As a result of the word analysis based on most repeated words, which was performed for the purpose of determining most popular subjects on the field, it was found that most frequently used words are item response theory, classical test theory, model, validation, reliability, validity and Rasch model.
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- 2019
15. Tracking the Relations between Children's Reading and Emotional Health across Time: Evidence from Four Large Longitudinal Studies
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McArthur, Genevieve, Badcock, Nicholas, Castles, Anne, and Robidoux, Serje
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There is good evidence for an association between poor reading and anxiety, but the mechanisms responsible for this association are currently unknown. In this study, we used structural equation modeling of four large longitudinal databases from the United Kingdom (n = 7,870), the United States (ns = 8,001 and 7,160), and Australia (n = 768) to explore relations between reading and emotional health across childhood. We found that emotional health at age 5 was not related to reading at age 7 but that reading at 7 was related to emotional health at age 9 or 11. We also found that reading, behavior, and attention may be related across development. These findings suggest a working hypothesis that poor reading may have an influence on emotional health rather than vice versa.
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- 2022
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16. The Transformative Power of Digital Humanities in Teaching Family History Online
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Harman, Kristyn E.
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This paper explores the transformative power of digital humanities in teaching family history online to large cohorts of Australian domestic students. It takes as a case study a unit developed specifically for students to learn about how to research their convict ancestors' lives and how to situate their ancestors' lived experiences within relevant wider contexts. Its focus is twofold. The convergence of rapidly expanding digital repositories and databases of family history-related information and increasingly sophisticated online teaching platforms and how this has facilitated a shift from face-to-face to fully online learning and teaching is examined. The ways in which this transformative change was engineered through the unit design, delivery, and evaluative processes are then canvassed. The case study demonstrates how, with thoughtful, well-structured, and innovative approaches to design and by adopting a bespoke delivery model for online delivery, students can readily learn to access and engage critically with extensive online resources and can be equipped with the digital tools to use these optimally and to their satisfaction.
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- 2018
17. Review of the Literature on Stress and Wellbeing of International Students in English-Speaking Countries
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Alharbi, Eman S. and Smith, Andrew P.
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This review aims to address the major sources of stress experienced by international students, the role of individual differences, the chronology of their stress levels and wellbeing over time, and gaps in the existing literature. Two electronic databases (PubMed and Psych Info) were searched for English peer-reviewed articles using eight search terms. Thirty-eight studies were included in this paper and divided into themes and sub-themes including sources of stress, individual differences and mental health including stress, depression and wellbeing. The findings highlight major stressors and show mixed results in some areas due to the lack of homogenous samples based on country of origin or ethnicity and sometimes context differences concerning the country or university social dynamics. Limitations were identified in the methodology, and several recommendations for future research are included.
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- 2018
18. Collaboration in the Humanities, Arts and Social Sciences in Australia
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Haddow, Gaby, Xia, Jianhong, and Willson, Michele
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This paper reports on the first large-scale quantitative investigation into collaboration, demonstrated in co-authorship, by Australian humanities, arts and social sciences (HASS) researchers. Web of Science data were extracted for Australian HASS publications, with a focus on the softer social sciences, over the period 2004-2013. The findings show that collaboration has increased over the last ten years, with strong intra-region collaboration concentrated on the east coast of Australia. International collaboration occurred most frequently with English speaking countries at vast distances from Australia. On average, fields in the social sciences collaborated at higher rates and attracted higher citations than humanities fields, but co-authorship of any kind was likely to increase citation rates. The results provide a snapshot of collaboration by Australian HASS authors in this time period and can be used as a benchmark to explore collaboration patterns in the future.
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- 2017
19. Conceptualising and Measuring Student Disengagement in Higher Education: A Synthesis of the Literature
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Chipchase, Lucy, Davidson, Megan, Blackstock, Felicity, Bye, Ros, Clothier, Peter, Klupp, Nerida, Nickson, Wendy, Turner, Deborah, and Williams, Mark
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Much has been written about why students engage in academic studies at university, with less attention given to the concept of disengagement. Understanding the risks and factors associated with student disengagement from learning provides opportunities for targeted remediation. The aims of this review were to (i) explore how student disengagement has been conceptualised, (ii) identify factors associated with disengagement, and (iii) identify measureable indicators of disengagement in previous literature. A systematic search was conducted across relevant databases and key websites. Reference lists of included papers were screened for additional publications. Studies and national published survey data were included if they addressed issues pertaining to student disengagement with learning or the academic environment, were in full text and in English. In the 32 papers that met the inclusion criteria, student disengagement was conceptualised as a multi-faceted, complex yet fluid state that has a combination of behavioural, emotional and cognitive domains influenced by intrinsic (psychological factors, low motivation, inadequate preparation for higher education, and unmet or unrealistic expectations) or extrinsic (competing demands, institutional structure and processes, teaching quality and online teaching and learning). A number of measurable indicators of disengagement were synthesised from the literature including those that were self-reported by students and those collected by a number of tertiary institutions. An examination of the conceptualisation, influences and indicators of disengagement could inform intervention programs to ameliorate the consequences of disengagement for students and academic institutions.
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- 2017
20. Methods and Procedures in PIRLS 2016
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International Association for the Evaluation of Educational Achievement (IEA) (Netherlands), Boston College, TIMSS & PIRLS International Study Center, Martin, Michael O., Mullis, Ina V. S., Hooper, Martin, Martin, Michael O., Mullis, Ina V. S., Hooper, Martin, International Association for the Evaluation of Educational Achievement (IEA) (Netherlands), and Boston College, TIMSS & PIRLS International Study Center
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"Methods and Procedures in PIRLS 2016" documents the development of the Progress in International Reading Literacy Study (PIRLS) assessments and questionnaires and describes the methods used in sampling, translation verification, data collection, database construction, and the construction of the achievement and context questionnaire scales. In particular, "Methods and Procedures" documents the numerous quality assurance steps and procedures implemented by all those involved in the PIRLS 2016 assessments, including the TIMSS & PIRLS International Study Center, IEA Amsterdam and IEA Hamburg, Statistics Canada, and the National Research Coordinators and their teams in the participating countries and benchmarking entities. This report contains four sections and fourteen chapters. Section 1, Instrument Development, contains the following chapters: (1) Developing the PIRLS 2016 Achievement Items (Ina V. S. Mullis and Caroline O. Prendergast); and (2) Developing the PIRLS 2016 Context Questionnaires (Martin Hooper and Bethany Fishbein). Section 2, Sampling, contains the following chapters: (3) Sample Design in PIRLS 2016 (Sylvie LaRoche, Marc Joncas, and Pierre Foy); (4) Estimating Standard Errors in the PIRLS 2016 Results (Pierre Foy and Sylvie LaRoche); and (5) Sample Implementation in PIRLS 2016 (Sylvie LaRoche and Pierre Foy). Section 3, Data Collection Procedures, contains: (6) Survey Operations Procedures in PIRLS 2016 (Ieva Johansone); (7) Translation and Layout Verification for PIRLS 2016 (David Ebbs and Erin Wry); (8) Quality Assurance Program for PIRLS 2016 (Ieva Johansone and Erin Wry); and (9) Creating the PIRLS 2016 International Database (Sebastian Meyer, Mark Cockle, and Milena Taneva). Section 4, Reporting, contains: (10) Reviewing the PIRLS 2016 Achievement Item Statistics (Pierre Foy, Michael O. Martin, Ina V. S. Mullis, and Liqun Yin); (11) PIRLS 2016 Achievement Scaling Methodology; (12) Scaling the PIRLS 2016 Achievement Data (Pierre Foy and Liqun Yin); (13) Using Scale Anchoring to Interpret the PIRLS and ePIRLS 2016 Achievement Scales (Ina V. S. Mullis and Caroline O. Prendergast); and (14) Creating and Interpreting the PIRLS 2016 Context Questionnaire Scales (Michael O. Martin, Ina V. S. Mullis, Martin Hooper, Liqun Yin, Pierre Foy, Bethany Fishbein, and Jenny Liu). [Individual chapters contain references.]
- Published
- 2017
21. Are Australian Islamic Schools Elitist?
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Nathie, Mahmood
- Abstract
Purpose: The purpose of this study is to examine whether Australian Islamic schools, by dint of their unique status within Australian private schooling, may be construed as elitist or exclusivist premised on markers such as religious affiliation, school age, history, location, reputation and non-curricular excellences such as affluence and alumni. This issue has not been examined empirically hitherto. This study addresses this absence, as these markers, when used selectively, may make student entry restrictive by virtue of enrolment criteria that is either hyper selective or exclusivist that is often administered through costly tuition fees. Design/methodology/approach: Quantitative analysis is used to examine four distinct elitist markers associated with Islamic schools, as they appeal to a market prescribed by faith, preference and demand. Data is sourced from selected government and independent school databases including the index of community socio-educational advantage (ICSEA) database. Findings: The findings indicate that Islamic schools do not fit any of these markers partly because these schools are positioned predominantly in middle to lower socio-economic communities and areas where the measure of educationally advantaged backgrounds is only marginally above the ICSEA threshold of 1,000. Further, their enrolment criteria are not premised on high fee-based structures nor on exclusivist selection and enrolment practices that would tag them as elitist. Research limitations/implications: It is quite possible that parental and community perceptions of Islamic schools using qualitative measures may identify some schools as elitist. This, however, has yet to be tested empirically in further studies relying on surveys, interviews and focus group sessions. Practical implications: Islamic schools should not market nor portray themselves as elitist or exclusivist for that may undermine the very purpose of their function as faith-based institutions. Social implications: Perceptions of elitism levelled against some Islamic schools must be weighed against a number of distinct social markers. The examination of four markers in this study does not support such perceptions. Elitist perceptions may abound within communities and amongst parents when vying for student placements in these schools. The basis for such observations, however, is at best anecdotal or outright conjectural in the absence of empirical evidence. Originality/value: This is the first and only study that examines the issue of elitism amongst Islamic schools in Australia and elsewhere.
- Published
- 2021
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22. Effective Approaches to Enhancing the Social Dimension of Higher Education
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Tupan-Wenno, Mary, Camilleri, Anthony Fisher, Fröhlich, Melanie, and King, Sadie
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Despite all intentions in the course of the Bologna Process and decades of investment into improving the social dimension, results in many national and international studies show that inequity remains stubbornly persistent, and that inequity based on socio-economic status, parental education, gender, country-of-origin, rural background and more continues to prevail in our Higher Education systems and at the labour market. While improvement has been shown, extrapolation of the gains of the last 40 years in the field show that it could take over 100 years for disadvantaged groups to catch up with their more advantaged peers, should the current rate of improvement be maintained. Many of the traditional approaches to improving equity have also necessitated large-scale public investments, in the form of direct support to underrepresented groups. In an age of austerity, many countries in Europe are finding it necessary to revisit and scale down these policies, so as to accommodate other priorities, such as balanced budgets or dealing with an aging population. An analysis of the current situation indicates that the time is ripe for disruptive innovations to mobilise the cause forward by leaps and bounds, instead of through incrementalist approaches. Despite the list of programmes in this analysis there is very little evidence as to the causal link between programmes, methodologies for their use and increases/improvements in equity in institutions. This creates a significant information gap for institutions and public authorities seeking for indicators to allocate limited resources to equity improving initiatives, without adequate evidence of effectiveness. The IDEAS project and this publication aims at addressing and improving this information gap.
- Published
- 2016
23. The 2015 CASE Asia-Pacific Alumni Relations Survey Report
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Council for Advancement and Support of Education, Kroll, Judith A., and Bakerman, Philip
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The Council for Advancement and Support of Education (CASE) launched the volunteer-led Asia-Pacific Alumni Relations Survey in 2014 to provide a resource for alumni relations professionals to benchmark performance internally and against fellow institutions of higher education. That was the first survey CASE has done on alumni relations programmes in Asia-Pacific. The survey was done in the CASE Benchmarking Toolkit--a web-based custom-developed survey system. The 2015 survey builds on that inaugural work. Benchmarking can give survey respondents: (1) A comprehensive view of their organization's current health by compiling performance data and other metrics; and (2) Reliable statistics and key information to assist them in their planning, decision making and forecasting. Thirty-six institutions from five countries completed the online survey. The survey was open from August2 through September 28, 2015. Respondents were asked to provide data concurrent to the date they completed the survey. Some data collected were for the previous calendar year. The data are presented in two large tables: one which presents the data for the multiple choice questions (table A) and one that presents the data for the number, year, full-time equivalent, and currency questions (table B). There are also four smaller tables that present details of programmes and member benefit offers for alumni, and alumni relations staffing.
- Published
- 2015
24. Accountability Implications of the OECD's Economistic Approach to Education: A Historical Case Analysis
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Ydesen, Christian and Bomholt, Anna
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Using Australia as a case, it is the purpose of this article to historically investigate the implications of the OECD's economistic approach to education in terms of accountability in order to add more clarity and body to the concept of intelligent accountability proposed by the British philosopher Onora O'Neill. Such a historical prism offers the opportunity to illuminate past experiences and debates which can then be used as vehicles for gaining insights into the pitfalls and opportunities in terms of accountability in education. The empirical documents under investigation stems from the OECD archive in Paris as well as the national archives of Australia. The material has been selected from a database of OECD archival documents consisting of some 1908 documents on various programmes and activities in education in the period 1961 to 2015. The search criteria in the database has been that 'accountability' and 'Australia' should occur in the document which has generated some 165 documents. The article argues that a clear distinction can be drawn between accountability to the local stakeholders with the purpose of creating transparency and best practices in terms of running a school in a community versus accountability for external purposes like measuring the performance level of a nation's labour force, ranking schools, school districts and/or nations against each other. In this light, the article identifies a need for a 'co-creation' approach to the development of accountability practices which can serve to establish a fair balance between input and output focus.
- Published
- 2020
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25. Assessing Multimodal Literacies in Practice: A Critical Review of Its Implementations in Educational Settings
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Tan, Lynde, Zammit, Katina, D'warte, Jacqueline, and Gearside, Anne
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While recent literacy research shows an increasing uptake in multimodal literacies, there remains a disjunction between multimodal literacy teaching and assessment. This paper offers a critical review of assessment in the context of teaching multimodal literacies and begins by reviewing the notion of literacy and reframing assessment in educational contexts. In our review, assessing multimodal literacies is often located in studies of multimedia compositions as extensions of writing. Assessing multimodal literacies tends to take the form of rubrics and teachers' lack of knowledge in this domain of professional practice leads them to assessment criteria for writing as their point of reference. Research in higher education shows an emerging interest in engaging students in establishing criteria for assessing multimodal literacies. Elsewhere in English as an additional language/dialect and second language education, an embrace of multimodal tasks offers non-linguistic modes that can influence, engage and in some cases enhance students' multimodal communicative competence. Yet, researchers suggest multimodal literacies tasks are generally less valued for assessing literacies in these contexts. This article highlights the opportunities and challenges of assessing multimodal literacies and extends the ongoing debates for further research in closing the gap between teaching and assessing multimodal literacies.
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- 2020
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26. Reading in the (Post)Digital Age: Large Databases and the Future of Literature in Secondary English Classrooms
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McLean Davies, Larissa, Bode, Katherine, Martin, Susan K., and Sawyer, Wayne
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While "born digital" artefacts such as video games and e-books have been part of secondary school English in Anglophone countries for over two decades, databases of mass-digitised (hence "re-mediated") literary texts are yet to have a significant presence in, or influence on, literary work in subject English. The authors contend that engagement with these digitised texts requires a postdigital "literary literacy". They explore how "distant reading" -- applying digital tools to large-scale data to identify patterns beyond the scale of human perception -- offers a form of postdigital literary literacy that can be enacted alongside others, including productive reading and code switching. Using the example of the To be continued… database of fiction originally published in 19th and 20th century Australian newspapers, the article argues that postdigital literary objects offer new literary knowledge and new ways of thinking about literary study and teacher expertise in English in the 21st century.
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- 2020
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27. Does Authentic Assessment Assure Academic Integrity? Evidence from Contract Cheating Data
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Ellis, Cath, van Haeringen, Karen, Harper, Rowena, Bretag, Tracey, Zucker, Ian, McBride, Scott, Rozenberg, Pearl, Newton, Phil, and Saddiqui, Sonia
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Contract cheating occurs when a student outsources their assessment to a third party, regardless of the third party's relationship with the student, or whether money is exchanged. In higher education, there is a widespread belief that assessment design is a solution to the problem of contract cheating and that authentic assessment tasks are particularly effective. This research analysed two datasets -- 221 assignment orders placed on academic custom writing websites and 198 assessment tasks in which contract cheating was detected -- to investigate if authentic assessment can assure academic integrity. The authenticity of assessments was determined using five factors derived from the literature: frequency, fidelity, complexity, real-world impact and feed forward. Our analysis found that assessment tasks with no, some, or all of the five authenticity factors are routinely outsourced by students.
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- 2020
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28. Evaluation of a Tertiary Sustainability Experiential Learning Program
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Browne, Geoffrey R., Bender, Helena, Bradley, James, and Pang, Alexis
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Purpose: This paper aims to describe the development, promotion and evaluation of sustainability learning experience database (SLED), a university-curated database of sustainability experiences to augment formal student learning. Its purpose was to encourage students to participate in experiential learning, to facilitate students' critical appraisal of programs ostensibly designed to create sustainability and to, thus, develop students' sustainability self-efficacy and employability. Design/methodology/approach: In total, 55 sustainability experiences were curated and placed into the SLED database, which was promoted to students in nine subjects. Supporting materials designed to assist critical evaluation, reflection on experiences and to build student employability were also developed. A comprehensive mixed-methods evaluation of the program was conducted. Findings: The quantitative evaluation revealed some changes in environmental behaviors, depth of critical sustainability thinking and graduate attributes. The qualitative evaluation revealed that students see the value of a university-curated database of experiences and provided ideas for improvements to the database. It also revealed examples of higher-order learning facilitated by SLED. Research limitations/implications: Recruitment and attrition of research subjects, common challenges in pedagogical research, were experienced. "Opt-out" is one response to this but it comes with ethical challenges. Originality/value: This exploratory study demonstrates the potential of SLED to build students' sustainability efficacy and suggests ways in which it and similar programs can be developed for improved student and sustainability outcomes. Namely, the use of an online platform closely associated with existing learning management systems, higher-level institutional stewardship, closer curriculum integration and close partnering with credentialing programs.
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- 2020
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29. What Attributes Make an Alternate Model of Education for Remote Indigenous Adolescents: A Systematic Literature Review
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Britton, Amelia, Redman-Maclaren, Michelle, Ham, Miriam, and Bainbridge, Roxanne
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Education provides opportunities for adolescents to make developmental gains. Remote Indigenous adolescents not engaged in education programs need alternate learning opportunities to reach developmental goals. This review identifies attributes that contribute to an alternate model of education within the existing literature and reports on the quantity and nature of evidence. Thirty-seven databases and grey literature were canvassed using strict search criteria. Analysis of papers was conducted to find the enablers of alternate models by identifying the conditions, strategies and outcomes the intervention produced. Papers were categorised according to their nature by Canada's Hierarchy of Evidence and the Sanson-Fisher model. There was limited literature on alternate models of education for Indigenous adolescents in settings outside a school environment. Three papers were classified as descriptive and ten as intervention research. All papers were described as "emerging" and "promising" practices. The five attributes embedded within a model included: (1) cultural connectedness and awareness; (2) being contextually designed; (3) fosters relationships with peers and adults; (4) specific teaching and learning strategies; and (5) holistic outcomes. The findings will contribute to the co-design of an alternate model of education for remote Indigenous communities. Gaps identified in the literature included examples of "best practice" models and highlighted the need for further research of innovative models that move from descriptive research to form an evidence base.
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- 2020
30. Academic Skills Rovers: A Just in Time Peer Support Initiative for Academic Skills and Literacy Development
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Copeman, Peter and Keightley, Polly
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In 2013 the University of Canberra (UC) initiated a program of peer-assisted academic skills help, the Academic Skills Rovers program, with the goal of providing drop-in peer learning support to students at campus locations where they congregate to study. The Academic Skills Rovers were initially recruited from the teacher education discipline, but the pool was subsequently extended to include students with high-level literacy skills from other fields. The program has proven to be a successful addition to the scope of learning development support offered at UC, as measured by a rapid increase in the number and reach of consultations, enthusiastic evaluations by students, and the positive experiences of the Rovers themselves. This article outlines and analyses the features of the program to provide a road map for other institutions contemplating the introduction of a similar service and proposes possible further directions for the future. [This program was pioneered by the following Academic Skills Rovers: Sarah Crawford, Lucy Ellen, Reuben Fox, Tania Hadlow, Kimberley Hall, Sharee Hodge, Katherine Kemp, Jayde Kominiarski, Alidia Lee, Kirra Lehman, Lisa Parsonage, Kentaro Takagi, and Rebecca Tedeschi.]
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- 2014
31. Students and Courses--Terms and Definitions. Support Document
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National Centre for Vocational Education Research
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This document covers the data terms used in publications sourced from the National VET Provider Collection and their associated data tables. The primary purpose of this document is to assist users of the publication to understand the specific data terms used within them. Terms that appear in the publications and data items are listed in alphabetical order with the following information provided for each: (1) Definition: a brief explanation of the term; (2) Classification categories: where applicable, defined categories that apply to each term are listed; and (3) Source: a description of the source of this information, including details of any calculations or derivations. Appended are: (1) Training Packages Grouped by Industry Skills Councils; and (2) Qualification Equivalents Notional Values.
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- 2014
32. Benefit of the Doubt Approach to Assessing the Research Performance of Australian Universities
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Szuwarzynski, Andrzej
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This paper proposes a benefit of the doubt (BoD) approach to assess the research performance of 37 public Australian universities based on data from 2015. The primary activities of Higher Education institutions are teaching and research, but the prestige of a university depends mainly on the results of its research activities. The BoD method is rooted in the data envelopment analysis methodology, which enables the flexible and data-based assignment of weights to aggregated variables. Full weighting flexibility, however, allows zero weights, which can lead to unrealistic results. For this reason, the proposed model has been supplemented with additional weight restrictions. The assessment considers key performance factors: number of publications and citations; number of completed doctoral degrees; amount of research grants; and percentage of science graduates. Unlike earlier research on Australian universities, this study uses the number of publications and citations from the Web of Science database. The results provide a ranking of universities and recommendations for decision makers regarding the direction of future improvement actions for the worst-performing universities.
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- 2019
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33. Evaluating the Effectiveness of a Mentoring Program for Indigenous Trainees in Australia Using Propensity Score Analysis
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Mangan, John and Trendle, Bernard
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Traineeships have been shown to be successful in generating improved labour market outcomes and are often recommended as a policy option for disadvantaged youth. Regretfully data indicate that one such target group, Indigenous Australians, continues to have lower traineeship completion rates than the non-Indigenous. To address this issue, a program of mentoring for Indigenous students has been implemented in Australia. This paper provides the first quantitative evaluation of this mentoring program by using propensity score matching techniques. Post-matching analysis indicates the program increased the completion rate of Indigenous trainees by approximately 10%.
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- 2019
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34. Developing a Model for Identifying Students at Risk of Failure in a First Year Accounting Unit
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Smith, Malcolm, Therry, Len, and Whale, Jacqui
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This paper reports on the process involved in attempting to build a predictive model capable of identifying students at risk of failure in a first year accounting unit in an Australian university. Identifying attributes that contribute to students being at risk can lead to the development of appropriate intervention strategies and support services. In this study, regression analysis was used to model the impact of individual factors on grade performance based on a review of the literature and using data extracted from a university's student information database for all students who completed a first year accounting unit in one semester. The overall findings were that while the explanatory power of the model was poor, a number of variables were found to have a significant impact on performance. These variables included: younger students, males, those enrolled in non-business majors, and those with English as a second language. Further research in this area is warranted with the overall aim of reducing student failure and subsequent student attrition as well as developing appropriate intervention strategies.
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- 2012
35. Skill Shortages: Prevalence, Causes, Remedies and Consequences for Australian Businesses. NCVER Monograph Series 09/2012
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National Centre for Vocational Education Research, Healy, Joshua, Mavromaras, Kostas, and Sloane, Peter J.
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Although skill shortages are often portrayed as a significant problem for the Australian economy, there is surprisingly little evidence about their prevalence, causes and consequences. It is difficult to find robust evidence about where skill shortages occur, why they occur, what businesses try to do about them and whether their responses are effective. A severe barrier to understanding skill shortages has been the absence of representative survey data linking the observation of a skill shortage to the characteristics, behaviours and subsequent performance of the businesses that encounter them. The quality of policy responses to current and emerging skill shortages has been diminished by the haphazard nature of previous data collection and analysis. The aim of this report is to improve understanding about the phenomenon of skill shortages, by using robust econometric methods to analyse an important new dataset: the Business Longitudinal Database (BLD), maintained by the Australian Bureau of Statistics. This database is an ongoing panel survey of small to medium-sized businesses containing information from two sources: a mail-out questionnaire completed annually by responding firms and administrative data taken mainly from the records of the Australian Taxation Office. The basis of this report is the first panel of the Business Longitudinal Database, which contains information for a sample of approximately 2700 firms with fewer than 200 employees, commencing in the 2004-05 financial year. Central to the analysis in this report is the set of questions on skill shortages that were asked to firms on the 2004-05 questionnaire in the first panel of the Business Longitudinal Database. Respondents (generally the owner or senior manager) were first asked whether the business had skill shortages during the year, to 30 June 2005. A "skill shortage" was defined as an: "insufficient supply of appropriately qualified workers available or willing to work under existing market conditions". Businesses that answered "yes" to this question were then asked two follow-up questions about the causes of the reported skill shortage and their responses to it. In both cases, multiple-response options were listed on the survey questionnaire, with the instruction that respondents should select all factors that applied; they could also specify any "other" factors not listed. The responses to these three key survey questions are the basis of this analysis. The information that firms provided is used to: investigate the incidence of skill shortages; identify the main types of skill shortages reported; determine which business characteristics are most strongly associated with the propensity to report having skill shortages; count the number of different skill shortage causes reported by each firm and thereby identify which have more or less complex shortages; explore the relationships between the varieties of skill shortages and firms' responses to them; and examine whether firms with and without skill shortages perform differently on measures such as sales and investment during the three-year observation period currently available in the database. A strong theme recurring throughout this report is that skill shortages are multifaceted and complex labour market phenomena. We argue against the conception of skill shortages as a homogenous or uni-dimensional problem and favour a more nuanced interpretation that distinguishes skill shortages with simple causes from those with more complex causes. Complexity matters, both in terms of how firms respond to skill shortages and their implications for short-term performance. Simpler skill shortages--those associated with a single cause--are a marker of firm success. They have benign performance implications, are less persistent over time and are typically resolved through internal management practices, such as increasing the hours worked by existing staff. By contrast, complex skill shortages--those attributed to multiple causes--have more ambiguous effects. Firms that contend with these complex skill shortages are more likely to respond by reducing their outputs or production. These skill shortages are also more likely to be persistent, in the sense that the affected firms still report a lack of skilled persons one or two years later. While the data do not allow us to confidently identify the causal relationship between skill shortage complexity and firm performance, we argue that there is likely to be a two-way process taking place, whereby firms with complex skill shortages encounter performance difficulties that in turn erode their capacity to correct the skill shortage. Appended are: (1) Descriptions of main estimation variables; (2) The skill shortages question: is non-response in the data random?; and (3) Sample sizes and statistical significance. (Contains 28 tables and 23 footnotes.)
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- 2012
36. A Strategic Central Approach to Data Collection and Integration: A Case of a Research-Intensive University
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Nair, Chenicheri Sid, Wayland, Chris, and Mertova, Patricie
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Large organisations, such as universities or financial institutions, generally have access to substantial volumes of data from various "transactional" sources, such as customer service records, email, or student management systems. There is an ever-increasing demand on these large organisations to make rapid, relevant and efficient decisions. Given this growing demand, there are at least three key principles that aid decision-making in such large organisations: (a) the need for decisions to be supported by facts rather than perceptions, (b) the general expectation for organisations to be accountable and transparent in their decision-making and (c) the access to data and conduct of time-series analyses to enable an organisation to be competitive. The aim of this article is to give an insight into how a large research-intensive Australian tertiary institution has approached the collection of data to allow effective and efficient institutional decision-making about improvements to teaching and learning by creating a central data management system that brought together existing dispersed university databases and repositories.
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- 2010
37. Dynamic Database for Quality Indicators Comparison in Education. Working Paper N. 04/2010
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Poliandri, Donatella, Cardone, Michele, Muzzioli, Paola, and Romiti, Sara
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The purpose of this study is to explore aspects and indicators most commonly used to assess the quality of education systems in different countries through the comparison of 12 national publications describing the state of the educational system. To compare indicators the CIPP model was chosen. This model is organized in four main parts: Context, Input, Process and Product. Each main part was then divided into categories based on the research literature (e.g., Input is divided into human, financial and material resources). Based on the CIPP model an electronic database for quality indicators comparison has been designed and implemented. This system is dynamic and easy to update. Using the database it is possible to compare countries according to several criteria (e.g., main parts and categories of the CIPP model, ISCED [International Standard Classification of Education] level, level of data collection). The database is available to the public and is designed for researchers and scholastic decision makers. A first comparison shows that processes at the classroom level are rarely considered, whereas public financial resources as well as achievement results are always included. The study concludes with a discussion of the findings of the comparison, as well as suggestions for future research aimed at further defining relevant indicators for the assessment of education quality." An appendix presents: "The on-line database: structure and functions. (Contains 5 figures and 7 footnotes.) [This paper was produced by INVALSI - National Institute for the Educational Evaluation of Instruction and Training.]
- Published
- 2010
38. ANZSCO Imputation in the National Apprentice and Trainee Collection. Technical Paper
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National Centre for Vocational Education Research and Harvey, Brian
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Data relating to occupations has been collected in the national apprentice and trainee collection since 1994. The coding used conforms to classifications endorsed by the Australian Bureau of Statistics (ABS). The latest version issued from the ABS is the Australian and New Zealand Standard Classification of Occupations (ANZSCO). The classification previous to ANZSCO is the second edition of the Australian Standard Classification of Occupations (ASCO). Currently occupation data is collected using both ANZSCO and ASCO codes. Although ANZSCO was only introduced to the Apprentice and Trainee Collection in 2007, states and territories were asked to back-code ANZSCO on all contracts that were active as at 1 July 2000. Therefore while ASCO codes appear on records from the beginning of the collection, ANZSCO codes, only appear on records from 1 July 2000. Thus, although the database has a field for ANZSCO, the value is missing for all records prior to this date. This technical paper is a description of the methodology used to impute values for records in the National Apprentice and Trainee database that have missing ANZSCO codes. Appendices include: (1) Method (detailed); and (2) System charts. [For the accompanying report, "Apprentices and Trainees: September Quarter 2009," see ED508817.]
- Published
- 2010
39. How a 'Tertiary Education' Sector Impacts on the Way NCVER Thinks about Research and Statistics. Discussion Paper for TAFE Directors Australia 'TD A09 Reposition, Restructure, Retrain' Conference (Gold Coast, Australia, September 2009)
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National Centre for Vocational Education Research, Pattison, Sandra, and Hargreaves, Jo
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The National Centre for Vocational Education Research (NCVER) was asked by Technical and Further Education (TAFE) Directors Australia to consider, in a discussion paper for their conference held on the Gold Coast in September 2009, how a "tertiary education" sector impacts on the way people think about research and statistics. While a tertiary education focus would be a forward-looking step, it is important that both vocational education and training (VET) and higher education issues receive due attention. Individuals need to build on the good work done for the VET sector rather than subsume it in any sense. What is needed to make sense of the education, participation and achievement of individual students is an integrated tertiary education statistical system. This would require a common core set of standards. It would be relatively straightforward to populate a tertiary education student database from different collections. This database would then be a resource for policymakers and researchers. An integrated approach is required, not an approach which appends higher education statistics to the VET statistics or vice versa.
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- 2009
40. International Students' Perceptions of Their Needs When Going Abroad: Services on Demand
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Perez-Encinas, Adriana and Rodriguez-Pomeda, Jesus
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In this article, we analyze international students' perceptions of their needs when going abroad. The trend toward internationalization and the increase in mobility drives the agenda for globalization in many higher education institutions, and in some cases without any clear strategy for identifying the possible needs of international students. Are universities aware of the international students' perceptions and needs? The purpose of this article is to reflect on the different needs that international students have when visiting new countries, and what particular services they require. Little research exists on this aspect of student mobility. We offer a new approach to it by using "Latent Dirichlet Allocation" (LDA), a probabilistic topic model that has been used to analyze 59,662 student opinions and to group them into categories. To ensure a holistic approach and reliable visualization of the data, we also use a network analysis tool that allows us to collect together students' perceptions and needs in a distilled format.
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- 2018
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41. Exploring Students' Participation in Universal, Depression and Anxiety, Prevention Programmes at School: A Meta-Aggregation
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Bastounis, Anastasios, Callaghan, Patrick, Lykomitrou, Foteini, Aubeeluck, Aimee, and Michail, Maria
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Mental health promotion in schools is a key priority for national governments. The aim of this meta-aggregation is to synthesise the findings from universal, depression and/or anxiety, cognitive behavioural therapy and/or interpersonal therapy-based, programmes implemented in schools, which are focused on reducing depression and anxiety in student populations aged 8-17 years. Electronic databases were searched for published original qualitative studies which assess students' perceptions and experiences from participating in universal, school-based, depression and/or anxiety, prevention programmes. Extraction and synthesis of findings were assisted by NVivo qualitative data analysis software. The Joanna Briggs Institute-Qualitative Assessment and Review Instrument (JBI QARI) Critical Appraisal Checklist for Interpretative and Critical Research was used for assessing methodological quality of the included studies. The confidence of synthesised qualitative findings (ConQual) approach was followed for assessing the confidence in the estimates of syntheses output. Five studies from Australia, Sweden, and UK met the inclusion criteria. Modification in the structure and mode of implementation of universal prevention programmes is required in order to enhance programmes' applicability and impact. The study provides key practical recommendations to stakeholders and policy makers about the content, delivery, and implementation of school-based, universal, prevention programmes.
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- 2017
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42. Skills for Life: First Aid and Cardiopulmonary Resuscitation in Schools
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Wilks, Jeff and Pendergast, Donna
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Objective: This review considers initiatives in various countries to include mandatory first aid and cardiopulmonary resuscitation (CPR) training in schools, key educational considerations and the supporting empirical evidence, in particular the relevance of first aid and CPR training to broader educational goals of student capability, resilience and self-efficacy. Method: Policy documents and reports from international first aid service providers (e.g. British Red Cross) were identified from websites while a parallel search of key bibliographical databases provided relevant papers on teaching first aid and CPR to school children in a range of countries. Results: Systematic reviews all show evidence to support the provision of first aid and CPR training courses and programmes in schools, with interventions effective in improving first aid knowledge and skills both post-training and in some studies up to 12 months afterwards. Important factors include ensuring the content is relevant and practical for the target group and offering an opportunity for young people to explore and discuss helping behaviour in emergency situations. Conclusion: Age-appropriate first aid and CPR instruction should be integrated into the school curriculum beginning in the primary years and developed/refreshed annually. Topics covered should include calling for help, bleeding, choking, burns, unconsciousness and resuscitation--all within the broader context of being confident and willing to help others. With the right training and support, schoolteachers can effectively deliver first aid instruction to their students. Future research should concentrate on gaps in evidence-based practice, especially measurements to demonstrate the effectiveness of first aid training, in order to advance the case for mandatory first aid education in schools.
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- 2017
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43. TEND 2000: Proceedings of the Technological Education and National Development Conference, 'Crossroads of the New Millennium' (2nd, April 8-10, 2000, Abu Dhabi, United Arab Emirates).
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Higher Colleges of Technology, Abu Dhabi (United Arab Emirates).
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This document contains a total of 57 welcoming speeches, theme addresses, seminar and workshop papers, and poster sessions that were presented at a conference on technological education and national development. The papers explore the ways technology and technological advances have both necessitated and enabled changes in the way education is designed and delivered. The following are among the themes addressed in the individual papers: rival views of technology and their impact on education; the learning needs of older adults using information technologies; entrepreneurship education; lifelong learning on the World Wide Web; issues faced by polytechnics and institutes of technology as they respond to the challenges of Internet technologies and new media; working knowledge; flexible delivery; strategies for teaching technical students to be critical; development of curricula incorporating "hands-on" experience and interaction with industry; a framework for open, flexible, and distributed learning; models of online teaching; the transition from secondary to university education; digital curriculum databases; use of technology to foster authentic communication for second language students; labor and education dilemmas facing the Arab Gulf States; the future of women's colleges; universal education; English for workplace purposes; empathy as a paradoxical key to successful human learning futures; economic education; and funding problems of technical education in developing countries. Many papers include substantial bibliographies. (MN)
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- 2000
44. Mapping Educational Research and Exploring Research Impact: A Holistic, Multi-Method Approach.
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Holbrook, Allyson, Bourke, Sid, Owen, John M., McKenzie, Phil, and Ainley, John
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This paper discusses the main analytical techniques used in "Mapping Educational Research and Its Impact on Schools." The study considered the impact of the outcomes of educational research on the practice of teaching and learning in Australian schools and on educational policy and administration. Mixed methods were used, beginning with a review of the literature and the exploration of the Australian Education Index (AEI) educational research database. Documents were collected from faculties of education in Australia, and questionnaires about the use of educational literature were developed for postgraduate students (n=1,267), school principals (n=73), and representatives of 72 professional associations. Interviews were then conducted with seven policymakers and selected respondents to the postgraduate student questionnaires. The study indicates that it is possible to use an existing database to monitor educational research in Australia. A clear majority of all three groups surveyed provided evidence of the awareness, acceptance, and valuing of educational research in Australia. Interviews with policymakers also showed the use of educational research in policy formation. The multiple perspectives of this study give a picture of the links between research and its use in schools and departments of education in Australia. An appendix summarizes the database descriptors from the database investigation. (Contains 3 tables, 3 figures, and 34 references.) (SLD)
- Published
- 2000
45. The Warramiri Website: Applying an Alternative Yol?u Epistemology to Digital Development
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van Gelderen, Ben and Guthadjaka, Kathy
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The intergenerational transmission of traditional language and culture is at the core of Yol?u Indigenous knowledge practices. The homeland of Gäwa in remote Arnhem Land, Northern Territory, was established by Warramiri clan kinship networks to provide an appropriate place for this crucial role to continue. Technologies have long played a part in this transmission process, but can databases, websites and other digital storage mediums harmonise with existing Yol?u epistemological and ontological frameworks? In considering an alternative approach to digital development, we rely on the Yol?u elements of performative epistemology, multiple perspectives and a fundamental, narrative base. We then apply this approach to the construction of the 'Warramiri website' (2011-2015) which houses and structures various resources, outlining its applicability to the current educational practices at Gäwa.
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- 2017
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46. The Modality Effect on Reading Literacy: Perspectives from Students' Online Reading Habits, Cognitive and Metacognitive Strategies, and Web Navigation Skills across Regions
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Wu, Jiun Yu and Peng, Ya-Chun
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This study tested the effects of the modality of reading formats (electronic vs. print), online reading habits (engagement in different online reading activities), use of cognitive strategies, metacognitive knowledge, and navigation skills on printed and electronic reading literacy across regions. Participants were 31,784 fifteen-year-old students (50.78% female) from 19 countries and economies in the 2009 Programme for International Student Assessment database. Results showed that students exhibited better reading literacy in the print environment. Moreover, information-seeking activities, control strategies, knowledge of metacognitive strategies, and navigation skills positively predicted reading literacy in both print and electronic formats for all regions, whereas social reading activities negatively predicted reading literacy in print and were most harmful for the Asian region in both formats. Memorization strategies were negatively associated with reading literacy in both formats for Australasian, Western and Eastern EU, and South American regions, but not for the Asian region. Online reading habits, regardless of types, had no impact on reading literacy in both formats for the South American region. The study findings provided suggestions for literacy instruction in the e-learning era across different regions.
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- 2017
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47. Searching for the Golden Model of Education: Cross-National Analysis of Math Achievement
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Bodovski, Katerina, Byun, Soo-yong, Chykina, Volha, and Chung, Hee Jin
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We utilised four waves of TIMSS data in addition to the information we have collected on countries' educational systems to examine whether different degrees of standardisation, differentiation, proportion of students in private schools and governmental spending on education influence students' math achievement, its variation and socioeconomic status (SES) gaps in math achievement. A higher level of standardisation of educational systems was associated with higher average math achievement. Greater expenditure on education (as a percentage of total government expenditure) was associated with a lower level of dispersion of math achievement and smaller SES gaps in math achievement. Wealthier countries exhibited higher average math achievement and a narrower variation. Higher income inequality (measured by the Gini index) was associated with a lower average math achievement and larger SES gaps. Further, we found that a higher level of standardisation alleviates the negative effects of differentiation in the systems with more rigid tracking.
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- 2017
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48. Teaching Effectively with Electronic Databases: Paradigms Suggested by Interactive Changes in Teachers' Mental Models.
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Henderson, Lyn and Tallman, Julie
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This study examined the cause-effect interconnectivity of various mental models utilized by 10 American and Australian teachers and media specialists when involved in one-on-one teaching-learning episodes using electronic resources in the context of researching information for authentic school assignments. The researchers investigated runability (i.e., if and how the teachers' mental models changed during the teaching-learning episodes) in order to build a profile of appropriate mental model elements. Methodologies included pre- and post- interviews, video-taped teaching-learning episodes, process-tracing stimulated recall interviews based on the videotapes, and data analysis with the aid of a qualitative software package. The findings describe where variations existed in the mental models with respect to teachers' perceptions of themselves as teacher and learner with electronic databases, their students, lesson planning, teaching strategies, and goals. Contains 18 references. (DLS)
- Published
- 1998
49. Initial Teacher Training to Promote Health and Well-Being in Schools--A Systematic Review of Effectiveness, Barriers and Facilitators
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Shepherd, Jonathan, Pickett, Karen, Dewhirst, Sue, Byrne, Jenny, Speller, Viv, Grace, Marcus, Almond, Palo, and Roderick, Paul
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Objectives: To conduct a systematic review of effectiveness, and barriers and facilitators, of initial teacher training to promote health and well-being in schools. Design: Systematic review of the literature. Method: A total of 20 bibliographic databases were searched, including MEDLINE, EMBASE and the Social Science Citation Index. Studies were included if they reported research into the processes and/or outcomes of initial (pre-service) teacher training to promote health. Results: A total of 20 studies met the inclusion criteria, mainly from the UK and Australia. Twelve studies assessed outcomes, commonly using uncontrolled before and after assessment designs. Sixteen studies evaluated the processes of training. Training was diverse in terms of content, format and health topics. The studies demonstrated short-term increases in trainee teachers' factual knowledge of health issues, a general increase in teachers' confidence to teach about health and to identify and help children with specific health issues. There was an increase in teachers' positive beliefs about their role in promoting children's health. None of the studies assessed changes in pupil outcomes. The training was generally considered acceptable and adequate by trainee teachers. However, some of the trainees felt that they still lacked knowledge and confidence to address sensitive health issues on entering teaching practice. Conclusion: This systematic review identified some evidence for the effectiveness of teacher training for health and highlighted factors which facilitate and inhibit effective training. Further evaluation, using controlled trial designs with long-term follow-up of teacher and pupil outcomes, may enable teachers to effectively address the health and education needs of school pupils.
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- 2016
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50. Refocusing the IS Curriculum: An Industry Perspective.
- Author
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Case, Thomas and Dick, Geoffrey
- Abstract
The emergence of information age organization structures challenges information systems (IS) educators to refocus IS curricula and to increase emphasis on topics that they predict to be especially important to organizations that adopt information age structures. These topics fall into four general categories: specific information technologies; application development; database systems; and information resource management. A survey instrument was designed to assess business manager/professional perceptions of the emergence of information age organization structures and to identify topical areas perceived to be important. The population was students in the Master of Business and Technology program at the University of New South Wales (Australia) Results suggest that business managers and professionals agree that emerging information age organization structures are also having an impact on business management practices and challenges. Curriculum implications for IS educators are discussed. (Contains 11 references.) (AEF)
- Published
- 1997
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