| Title | Author | Year | Add to Folder |
Developing evidence based and innovative learning design using learning analytics.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| Boyd, Shaun
Brack, Charlotte | n/a |
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Title: Developing evidence based and innovative learning design using learning analytics.
Author(s): Boyd, Shaun | Brack, Charlotte | International Specialised Skills Institute | International Specialised Skills Institute
Published: Carlton VIC : International Specialised Skills Institute : November 2015
Abstract: The use of educational technologies has many benefits for learners, teachers, institutions and industry. The most immediate impact is derived from the flexibility with respect to time and place of learning and teaching; however many other factors are emerging. While the principles of good teaching apply equally in traditional (face-to-face) and technology enhanced training and education, the latter leaves a trail of interactions that can give insight into the nature of the learning occurring. These trails become visible through interpretation of 'learning analytics' which can then be used to improve the design for learning and teaching. While data mining and predictive analytics have been used in relation to business, its effective use in relation to training and education is in its infancy. The authors propose that the use of learning analytics should be widely adopted within institutes that participate in any form of online delivery, whether that be through a blended or fully online approach. [Executive summary, ed]
URL (open access) : http://www.issinstitute.org.au/wp-content/media/2015/11/Report-Boyd-Brack-Final-LowRes.pdf
URL (archived) : http://nla.gov.au/nla.arc-154891-20151210-0913-www.issinstitute.org.au/wp-content/media/2015/11/Report-Boyd-Brack-Final-LowRes.pdf
Call Number : Online Resource
Record No: 363328 from Cunningham Library Catalogue
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Large scale assessments in education. (Journal)
Print Holdings: v.1 (Oct 2013)
Online Holdings: v.1 (Oct 2013) to present
CALL NUMBER: Serials LAR More info Fulltext
| | n/a |
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Title: Large scale assessments in education.
Author(s): International Association for the Evaluation of Educational Achievement (IEA) | Educational Testing Service (ETS)
Published: : Springer
ISSN: 2196-0739
Abstract: Large-scale Assessments in Education is a joint publication of the International Association for the Evaluation of Educational Achievement (IEA) and Educational Testing Service (ETS). The articles in this journal contribute to the science of large-scale assessments, help disseminate state-of-the-art information about empirical research using these databases and make the results available to policy makers and researchers around the world.
<b>URL (conditional access) : </b> http://www.largescaleassessmentsineducation.com/content<br />Call Number : Serials LAR
Record No: 361149 from Cunningham Library Catalogue
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2020 Teacher Prep Review : Program Performance in Early Reading Instruction.
CALL NUMBER: Online Resource More info Fulltext
| Drake, Graham
Walsh, Kate | 2020 |
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Title: 2020 Teacher Prep Review : Program Performance in Early Reading Instruction.
Author(s): Drake, Graham | Walsh, Kate | National Council on Teacher Quality (NCTQ)
Published: Washington DC : National Council on Teacher Quality (NCTQ) : 2020
Abstract: New data and analysis from the National Council on Teacher Quality finds significant progress on the science of reading instruction in teacher preparation. For the first time since NCTQ began publishing program ratings in its 2013 Teacher Prep Review, the number of programs in the nation to embrace reading science has crossed the halfway mark, with 51 percent of 1,000 evaluated traditional elementary teacher preparation programs across the country now earning an A or B grade for their coverage of the key components of the science of reading up from just 35 percent seven years ago. [Publisher summary, ed]
<b>URL (conditional access) : </b> http://cunningham.acer.edu.au/inted/acerbooks/NCTQ_2020_Teacher_Prep_Review_Program_Performance_in_Early_Reading_Instruction_FINAL_851112.pdf<br />Call Number : Online Resource
Record No: 367573 from Cunningham Library Catalogue
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Aboriginal and Torres Strait Islander Community Liaison : final report.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| Carrington, Suzanne
Saggers, Beth
Harper-Hill, Keely | 2020 |
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Title: Aboriginal and Torres Strait Islander Community Liaison : final report.
Author(s): Carrington, Suzanne | Saggers, Beth | Harper-Hill, Keely | Cooperative Research Centre for Living with Autism
Published: St Lucia QLD : Cooperative Research Centre for Living with Autism : July 2020
ISBN: 9781922365163 (PDF)
Abstract: This project employed an Aboriginal and Torres Strait Islander Community Liaison to act as a conduit between Aboriginal and Torres Strait Islander (A&TSI) communities and project members, and liase with A&TSI communities in order to facilitate involvement in identified research projects. [Publisher summary, ed]
URL (open access) : https://www.autismcrc.com.au/sites/default/files/reports/2-051RS_ATSI-Community-Partnership_Final-Report_2021.pdf
URL (archived) : https://web.archive.org/web/20210216062556/https://www.autismcrc.com.au/sites/default/files/reports/2-051RS_ATSI-Community-Partnership_Final-Report_2021.pdf
Record No: 368210 from Cunningham Library Catalogue
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Key Data.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| | 2020 |
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Title: Key Data.
Author(s): Tasmania. Dept of Education
Published: Hobart : Tasmania. Dept of Education : March 2020
Abstract: The effective management and use of data is a key strategic priority for the Department, as it enables us to identify student need and measure success at an individual student, program, school and whole-of-system level. This is critical to improving educational outcomes for Tasmania, ensuring that resources are distributed according to student need; and programs and policies are developed and implemented appropriately to suit the requirements of all our students. We are committed to continuing to manage our data in the most effective way possible, and most importantly, to reflect, review, plan and implement initiatives across the state; including professional learning and resource support. The Department of Education (DoE) is progressing action, in line with the Tasmanian Government's Open Data policy, to add to the data sets be published in the Key Data Set 2020 and beyond. In 2020, the impact of COVID-19 resulted in a delay on the delivery of the Key Data Set 2020. COVID-19 has also impacted a number of the key data sets through either delaying the availability of data or impacting the data itself. [Publisher summary, ed]
URL (open access) : https://publicdocumentcentre.education.tas.gov.au/Documents/Key%20Data%202019-20.pdf
URL (archived) : https://web.archive.org/web/20200701234008/https://publicdocumentcentre.education.tas.gov.au/Documents/Key%20Data%202019-20.pdf
Call Number : Online Resource
Record No: 367660 from Cunningham Library Catalogue
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| Learning analytics beyond the LMS : enabling connected learning via open source analytics in 'the wild' : final report. Fulltext
| Kitto, Kirsty
Lupton, Mandy
Bruza, Peter
Mallett, Dann
Banks, John
Dawson, Shane
Gasevic, Dragan
Buckingham Shum, Simon
Pardo, Abelardo
Siemens, George | 2020 |
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Title: Learning analytics beyond the LMS : enabling connected learning via open source analytics in 'the wild' : final report.
Author(s): Kitto, Kirsty | Lupton, Mandy | Bruza, Peter | Mallett, Dann | Banks, John | Dawson, Shane | Gasevic, Dragan | Buckingham Shum, Simon | Pardo, Abelardo | Siemens, George | Australia. Dept of Education, Skills and Employment
Published: Canberra : Australia. Dept of Education, Skills and Employment : 2020
ISBN: 9781760519629 (PDF) |9781760519636 (DOCX)
<b>ISBN:</b> 9781760519643 (print ed)<br />Abstract: Over the past decade we have witnessed a proliferation of new technologies involving an increasingly sophisticated use of data. In education, the field of learning analytics (LA) is one such example, seeking to explore how the analysis of student data can bring new insights into the learning process. However, the breadth and diversity of technologies available today and the corresponding wealth of learning data stands in stark contrast to the day-to-day operations and processes that operate in formal education. Large educational systems such as universities, TAFEs and other providers have an essential requirement for technical stability and scalability. The learning management system (LMS) is an example of a standalone solution that provides stability and scalability. LMSs combine myriad features that can be used in learning and teaching. From the management of courses and enrolment, to discussions, group work, and even assessment and assignment tracking, the modern day LMS provides a seemingly viable solution. This project explored the dynamic between the need for teaching innovation alongside the need for the formal administration of education technologies. The Beyond LMS project aimed to improve the quality of student engagement and learning in collaborative online environments by incorporating analytics developed using the data generated in social media platforms that the majority of students already use. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID14-3821_Kitto_Report_2020.pdf
Record No: 367766 from Cunningham Library Catalogue
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OnTask : Scaling the Provision of Personalised Learning Support Actions to Large Student Cohorts : final report.
CALL NUMBER: Online Resource More info Fulltext
| Pardo, Abelardo | 2020 |
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Title: OnTask : Scaling the Provision of Personalised Learning Support Actions to Large Student Cohorts : final report.
Author(s): Pardo, Abelardo | Australia. Dept of Education, Skills and Employment
Published: Canberra : Australia. Dept of Education, Skills and Employment : 2020
ISBN: 9781761140587 (PDF)
<b>ISBN:</b> 9781761140600 (DOCX) | 9781761140594 (Print ed)<br />Abstract: The project had two aims. The first one was to improve the quality of the student experience for courses with large enrolments by helping instructors to deploy so-called Personalised Learning Support Actions. The second aim was to increase the maturity of learning analytics deployments in educational institutions. Institutions are not adopting learning analytics at the expected rate mainly due to the difficulty on identifying a clear connection between the use of data and contributions to the overall institutional mission. The project articulates this connection arguing that the comprehensive data sets already existing in some institutions can Scaling the Provision of Personalized Learning Support Actions to Large Student Cohorts 6 be used to empower instructors to deploy effective feedback processes in large enrolment courses. [Publisher summary, ed]
URL (open access) : https://ltr.edu.au/resources/SP16-5264_Pardo_Report_2020.pdf
Record No: 368108 from Cunningham Library Catalogue
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Royal Commission into Violence, Abuse, Neglect and Exploitation of People with Disability : interim report.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| | 2020 |
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Title: Royal Commission into Violence, Abuse, Neglect and Exploitation of People with Disability : interim report.
Author(s): Australia. Royal Commission into Violence, Abuse, Neglect and Exploitation of People with Disability
Published: Canberra : Australia. Royal Commission into Violence, Abuse, Neglect and Exploitation of People with Disability : October 2020
ISBN: 9780648941804 (PDF)
Abstract: This interim report sets out what the Royal Commission has done in its first 15 months, the cut-off point being 31 July 2020. The report outlines how people with disability experience attitudinal, environmental, institutional and communication barriers to achieving inclusion within Australian society. This interim report also presents issues arising from a public hearing into Inclusive Education in Queensland held by the Royal Commission. The main purpose of the hearing was to undertake a preliminary examination of the systemic issues, challenges and barriers that can prevent students with disability from obtaining a safe, inclusive and high quality education. The interim report discusses workforce capability, including inadequate initial and continuing teacher training and education and need for better education and training to improve knowledge and attitudes of health professionals and disability support workers. [Publisher summary, ed]
URL (open access) : https://disability.royalcommission.gov.au/system/files/2020-10/Interim%20Report.pdf
URL (archived) : https://web.archive.org/web/20201105051929/https://disability.royalcommission.gov.au/system/files/2020-10/Interim%20Report.pdf
Record No: 367992 from Cunningham Library Catalogue
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Determining students assessment feedback preferences for personal analytics solutions : final report.
CALL NUMBER: Online Resource More info Fulltext
| Corrin, Linda
de Barba, Paula | 2019 |
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Title: Determining students assessment feedback preferences for personal analytics solutions : final report.
Author(s): Corrin, Linda | de Barba, Paula | Australia. Dept of Education and Training (DET)
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760519971 (PDF)
<b>ISBN:</b> 9781760519988 (DOCX) | 9781760519964 (Print ed)<br />Abstract: In a mass and increasingly expanding higher education system we are seeing more participation of students from diverse backgrounds than ever before. In an education system that is under pressure, however, students have routinely said they do not get enough access to staff and feedback to support their learning. Learning analytics provides new opportunities to use data collected through students' activities and assessments to provide feedback. For these student-facing analytics tools to present the right feedback in ways that students can interpret and use to improve their learning, however, a greater understanding of students' preferences for assessment feedback is required. This report presents the findings of a study that explored students' assessment feedback preferences and the ways that such feedback can be represented. The findings showed that the form of feedback wanted by students varied based on the type of assessment and students' previous feedback experiences. There was also a desire for more feedback to be provided pre-task and ways to demonstrate progress across assessment tasks. These findings can be used to inform the design of student-facing analytics systems to ensure that the feedback provided is useful and interpretable by students to support their learning strategies. [Publisher summary, ed]
URL (open access) : https://ltr.edu.au/resources/SD15-5221_Corrin_Report_2020.pdf
Record No: 368070 from Cunningham Library Catalogue
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Emerging Trends in Learning Analytics : Leveraging the Power of Education Data.
CALL NUMBER: 370.72 KHI More info
| Khine, Myint Swe | 2019 |
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Title: Emerging Trends in Learning Analytics : Leveraging the Power of Education Data.
Author(s): Khine, Myint Swe | Curtin University of Technology
Published: The Netherlands : Brill Sense : 2019
ISBN: 9789004399273 (pbk)
<b>DOI : </b> 10.1163/9789004399273<br />Abstract: The term 'learning analytics' is defined as the measurement, collection, analysis, and reporting of information about learners and their contexts for the purposes of understanding and optimizing learning. In recent years learning analytics has emerged as a promising area of research that trails the digital footprint of the learners and extracts useful knowledge from educational databases to understand students' progress and success. With the availability of an increased amount of data, potential benefits of learning analytics can be far-reaching to all stakeholders in education including students, teachers, leaders, and policymakers. Educators firmly believe that, if properly harnessed, learning analytics will be an indispensable tool to enhance the teaching-learning process, narrow the achievement gap, and improve the quality of education. Many investigations have been carried out and disseminated in the literature and studies related to learning analytics are growing exponentially. This book documents recent attempts to conduct systematic, prodigious and multidisciplinary research in learning analytics and present their findings and identify areas for further research and development. The book also unveils the distinguished and exemplary works by educators and researchers in the field highlighting the current trends, privacy and ethical issues, creative and unique approaches, innovative methods, frameworks, and theoretical and practical aspects of learning analytics. [Publisher summary]
Call Number : 370.72 KHI
Record No: 366727 from Cunningham Library Catalogue
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Goal Setting Tool for Adolescents and Adults : The development and evaluation of a goal setting tool for adolescents and adults on the spectrum.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| Ashburner, Jill
Jones, Judy
Tomkins, Vicki
Bobir, Natasha
McLucas, Raechel
Taylor, Jennifer
Lister, Jessica | 2019 |
Add to Folder
Title: Goal Setting Tool for Adolescents and Adults : The development and evaluation of a goal setting tool for adolescents and adults on the spectrum.
Author(s): Ashburner, Jill | Jones, Judy | Tomkins, Vicki | Bobir, Natasha | McLucas, Raechel | Taylor, Jennifer | Lister, Jessica | Autism Queensland | Cooperative Research Centre for Living with Autism
Published: Brisbane : Cooperative Research Centre for Living with Autism : April 2019
ISBN: 9781922365026 (PDF)
Abstract: Adolescents and adults on the spectrum are often asked to participate in the person-centred goal setting processes of organisations such as schools (during post-school transition planning), disability services and the National Disability Insurance Scheme (NDIS). It can be difficult for some people on the spectrum to articulate their goals and prioritise their support needs. This project aimed to develop and evaluate the Adolescent/Adult Goal Setting Tool (AAGST). The AAGST utilises a card-sorting process, to assist adolescents and adults on the spectrum to develop, prioritise and communicate their goals in a broad range of areas. [Introduction, ed]
URL (open access) : https://www.autismcrc.com.au/sites/default/files/reports/3-047_AAGST_Final-Report_2019.pdf
URL (archived) : https://web.archive.org/web/20200328015751/https://www.autismcrc.com.au/sites/default/files/reports/3-047_AAGST_Final-Report_2019.pdf
Call Number : Online Resource
Record No: 367409 from Cunningham Library Catalogue
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Identifying potential strength and weakness in key learning areas using data from NAPLAN tests.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| Lu, Lucy
Wan, Wai-Yin | 2019 |
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Title: Identifying potential strength and weakness in key learning areas using data from NAPLAN tests.
Author(s): Lu, Lucy | Wan, Wai-Yin | New South Wales. Centre for Education Statistics and Evaluation
Published: Sydney : Centre for Education Statistics and Evaluation : May 2019
Abstract: This technical report outlines the rationale and methods used by the Statistics and Analysis unit of the Centre for Education and Statistics and Evaluations to develop a new way of analysing test results, which is based on identifying relative achievement of students when compared to other students who had received the same overall results in a NAPLAN assessment. The new methodology and the reporting options outlined in the report are aimed to improve the way teachers and schools use the test data, in particular online test results. [Publisher summary]
URL (open access) : https://www.cese.nsw.gov.au/images/stories/PDF/Identifying-strength-weakness-data-NAPLAN.pdf
URL (archived) : https://web.archive.org/web/20190602125232/https://www.cese.nsw.gov.au/images/stories/PDF/Identifying-strength-weakness-data-NAPLAN.pdf
Call Number : Online Resource
Record No: 366673 from Cunningham Library Catalogue
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Learner facing analytics : analysis of student perspectives.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| West, Deborah
Searle, Bill
Vanderlelie, Jessica
Toohey, Danny
Luzeckyj, Ann
Bell, Kevin | 2019 |
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Title: Learner facing analytics : analysis of student perspectives.
Author(s): Charles Darwin University | Flinders University | Innovative Research Universities | La Trobe University | Murdoch University | Western Sydney University
Published: Bundoora Vic : Innovative Research Universities : October 2019
ISBN: 9780646810058 (PDF)
Abstract: This report is the result of a two-year student-focused project that aimed to: explore student understandings and concerns in relation to learning analytics gather student input on the types of learning analytics reports, dashboards and tools that will be most useful in supporting student success develop a series of principles to guide institutions in the creation of student-facing dashboards identify the processes and training required to support students and staff to make sense of the data presented in dashboards and improve student success. A core component of this work was a survey of 2017 students across the IRU and focus group participation from 34 students (also from across the IRU network). Recommendations: Universities are explicit about the data they are collecting, how it is going to be used and for what purpose when seeking informed consent from students. Students are reminded at least once per year about data that is being collected. Universities focus on developing student-facing dashboards related to: the provision of additional services or materials related to study (regardless of student grades); showing progression through subject material; providing information on how students might change their study habits to improve final grades. Universities exhibit caution when providing dashboards which include data that compares a student's progress with others in their class or cohort. Students are provided with the option to turn dashboards and push notifications triggered by learning analytics on and off and advised of any consequences regarding these actions. 6. Universities exhibit caution when collecting 'academic' and 'non-academic' data and using it to trigger student support services. [Executive summary, ed]
URL (open access) : https://www.iru.edu.au/wp-content/uploads/2019/10/Learner-Facing-Analytics-final-report-Oct-19.pdf
URL (archived) : https://web.archive.org/web/20191022015252/https://www.iru.edu.au/wp-content/uploads/2019/10/Learner-Facing-Analytics-final-report-Oct-19.pdf
Call Number : Online Resource
Record No: 367074 from Cunningham Library Catalogue
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Learning analytics in the classroom: translating learning analytics research for teachers.
CALL NUMBER: 370.72 LOD More info
| Lodge, Jason M.
Horvath, Jared Cooney
Corrin, Linda
Cloney, Dan
Hollingsworth, Hilary | 2019 |
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Title: Learning analytics in the classroom: translating learning analytics research for teachers.
Author(s): Cloney, Dan | Corrin, Linda | Hollingsworth, Hilary | Horvath, Jared Cooney | Lodge, Jason M. | Australian Council for Educational Research (ACER) | St Vincent's Hospital (Melbourne Vic) | University of Melbourne | University of Queensland
Published: Abingdon, Oxon : Routledge : 2019
ISBN: 9780815362128 (print ed)
Abstract: Learning Analytics in the Classroom presents a framework for the translation of learning analytics research for educational practice to its practical application in different education domains. Highlighting the potential of learning analytics as a way to better understand and enhance student learning, each chapter includes specific discussion about what the research means in the classroom. This volume is split into five sections, related to broad theoretical perspectives; understanding learning through analytics; the relationship between learning design and learning analytics; analytics in the classroom and the impact it can and will have on education; implementing analytics and the challenges involved. [Abstract]
Call Number : 370.72 LOD
Record No: 366329 from Cunningham Library Catalogue
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Models of Practice : to support the transition of students on the autism spectrum into and between early and middle years classrooms : final report.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| Clark, Trevor
Beamish, Wendi
Bruck, Susan
Gibbs, Vicki
Robinson, Ainslie
Gallagher, Emma
Taylor, Annalise
Macdonald, Libby | 2019 |
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Title: Models of Practice : to support the transition of students on the autism spectrum into and between early and middle years classrooms : final report.
Author(s): Clark, Trevor | Beamish, Wendi | Bruck, Susan | Gibbs, Vicki | Robinson, Ainslie | Gallagher, Emma | Taylor, Annalise | Macdonald, Libby | Cooperative Research Centre for Living with Autism | Griffith University
Published: Brisbane : Cooperative Research Centre for Living with Autism : August 2019
ISBN: 9781922365040 (PDF)
Abstract: One of the major challenges facing education sectors in Australia today is how to deliver educational programs in a way that supports the learning of students on the autism spectrum. Many students on the autism spectrum experience significant challenges in education environments that can be barriers to accessing the curriculum. These challenges are often the result of the unique learning styles of students on the autism spectrum and schools failure to provide appropriate accommodations and adjustments for these students. The results of the Australian Autism Cooperative Research Centre Educational Needs Analysis Survey (Saggers et al., 2016) indicated that teacher knowledge about autism is limited, they are unsure how to best support students on the autism spectrum and that there is a lack of suitable resources and relevant professional development. The aim of the project was to develop, trial and evaluate a Model of Practice (MoP) containing accessible and relevant resources and professional development material for Early Years (EY) and Middle Years (MY) mainstream educators of students on the autism spectrum in Australian schools. The results of the evaluation of the Early and Middle Years MoP indicated that teachers found the resources provide useful strategies and that the strategies were well organised and easy to read. Ultimately, the findings showed that using the MoP increased teacher confidence in teaching students on the autism spectrum and their perceived knowledge of autism and effective classroom strategies. The findings of this study indicate that teachers of mainstream classes benefit from accessible, relevant, evidence-based information and resources. [Introduction, ed]
URL (open access) : https://www.autismcrc.com.au/sites/default/files/reports/2-037_MoP_Final-Report_2019.pdf
URL (archived) : https://web.archive.org/web/20200309012658/https://www.autismcrc.com.au/sites/default/files/reports/2-037_MoP_Final-Report_2019.pdf
Call Number : Online Resource
Record No: 367411 from Cunningham Library Catalogue
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Performance-based funding for the Commonwealth Grant Scheme : final report.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| | 2019 |
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Title: Performance-based funding for the Commonwealth Grant Scheme : final report.
Author(s): Australia. Dept of Education
Published: Canberra : Australia. Dept of Education : 2019
ISBN: 9781760517649\n(PDF)
Abstract: This final report presents the expert panel's considerations and recommendations, highlighting major findings from the sector and statistical analyses, and flagging future work for the development of a fit for purpose, fair, robust and feasible performance-based funding scheme. [Abstract]
URL (open access) : https://docs.education.gov.au/system/files/doc/other/ed19-0134_-_he-_performance-based_funding_review_acc.pdf
URL (archived) : https://webarchive.nla.gov.au/awa/20190808114517/https://docs.education.gov.au/system/files/doc/other/ed19-0134_-_he-_performance-based_funding_review_acc.pdf
Call Number : Online Resource
Record No: 367047 from Cunningham Library Catalogue
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Producing sustainability professionals : assessing graduate attributes in sustainability : final report.
CALL NUMBER: Online Resource More info Fulltext
| Holdsworth, Sarah
Thomas, Ian
Sandri, Orana
Chester, Andrea
McLaughlin, Tricia | 2019 |
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Title: Producing sustainability professionals : assessing graduate attributes in sustainability : final report.
Author(s): Chester, Andrea | Holdsworth, Sarah | McLaughlin, Tricia | Sandri, Orana | Thomas, Ian | Australia. Dept of Education and Training (DET) | RMIT University
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760516888 (PDF)
<b>ISBN:</b> 9781760516895 (DOCX) | 9781760516901 (print ed)<br />Abstract: The 'Producing sustainability professionals: Assessing graduate attributes in sustainability study' developed a tool to identify how a sample of RMIT alumni apply RMIT's 'environmentally aware and responsible' graduate attribute (EAR GA) within their professional practice. This research sits within the broader graduate attributes project that has been undertaken across universities around the world (see Barrie 2012) and within research on sustainability and education, specifically understanding learning outcomes as a result of education and sustainability. A critical knowledge gap currently exists in the understanding of graduate learning outcomes and employability skills. Specifically, it is unclear how graduates are applying the attributes and skills developed through their degree programs, and if these are relevant in their workplaces. This project assessed the extent to which graduates understand, and can apply, sustainability attributes in the workplace. The project developed and evaluated a tool for the sector to aid assessment of sustainability attributes, and to inform learning and teaching strategies for addressing curriculum gaps identified through its application. The application of this tool provides a critical feedback loop to enable academics to understand how their teaching relates to the needs of employers and helps them to improve curriculum and graduate employability. The tool is applicable across the sector for the measurement of sustainability attributes in Australian university graduates, with potential application to graduate attributes in other areas. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/SD15-5122_Holdsworth_FinalReport_2019.pdf
Call Number : Online Resource
Record No: 366648 from Cunningham Library Catalogue
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The relationship between teaching, learning and digital assessment : Final report.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| Richardson, Sarah | 2019 |
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Title: The relationship between teaching, learning and digital assessment : Final report.
Author(s): Richardson, Sarah | International Baccalaureate Organization (IBO)
Published: The Hague, Netherlands : International Baccalaureate Organization : September 2019
Abstract: In this research study, we examine the key trends shaping education in the digital space and identify how these can inform and strengthen practices within International Baccalaureate (IB) programmes. Within the IB context, we focus on the evolution of digital technologies – particularly in the realm of assessment – and discuss how the IB can move into the future in a way that best balances technological advances with an approach that stays true to the philosophy of the IB and its programmes. The report is the culmination of a lengthy and multi-faceted study which has involved four distinct but linked research activities, predominantly over a 12 month period between October 2018 and September 2019. [Author abstract]
URL (open access) : https://www.ibo.org/contentassets/318968269ae5441d8df5ae76542817a0/the-relationship-between-teaching-learning-and-digital-assessment---full-report-acer-2019.pdf
URL (archived) : https://web.archive.org/web/20200513024521/https://www.ibo.org/contentassets/318968269ae5441d8df5ae76542817a0/the-relationship-between-teaching-learning-and-digital-assessment---full-report-acer-2019.pdf
Call Number : Online Resource
Record No: 367528 from Cunningham Library Catalogue
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Service Integration for Aboriginal and Torres Strait Islander Early Childhood Development : Final Report.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| Horn, Christine
Brathwaite, Emma | 2019 |
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Title: Service Integration for Aboriginal and Torres Strait Islander Early Childhood Development : Final Report.
Author(s): Horn, Christine | Brathwaite, Emma | Secretariat of National Aboriginal and Islander Child Care (SNAICC) | First 1000 Days Australia
Published: Collingwood : Secretariat of National Aboriginal and Islander Child Care (SNAICC) : June 2019
ISBN: 9780734055262 (PDF)
Abstract: SNAICC worked with University of Melbourne researchers and Palm Island and Toronto communities, government and mainstream services to better understand how integrated are able to meet the needs of families and children. Focusing on integrated models of early childhood services led by Aboriginal and Torres Strait Islander community-controlled organisations, the project aimed to resolve a gap in evidence around best practice service delivery. This First 1000 Days Australia report confirmed that service integration has enabled the two partner organisations to meet a broad range of needs for Aboriginal children and families, and to provide holistic and coordinated care. [Executive summary, ed]
URL (open access) : https://static1.squarespace.com/static/5d1563ccaaafe00001ca3d2c/t/5d5a729cb14a650001a3127e/1566208681879/F1000DA_ServiceIntegrationReport_June2019.pdf?mc_cid=29793e3bad&mc_eid=3010a45d5d
URL (archived) : https://web.archive.org/web/20200414111336/https://static1.squarespace.com/static/5d1563ccaaafe00001ca3d2c/t/5d5a729cb14a650001a3127e/1566208681879/F1000DA_ServiceIntegrationReport_June2019.pdf?mc_cid=29793e3bad&mc_eid=3010a45d5d
Call Number : Online Resource
Record No: 367436 from Cunningham Library Catalogue
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Australia : using open school data to improve transparency and accountability.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| Rabinowitz, Stanley | 2018 |
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Title: Australia : using open school data to improve transparency and accountability.
Author(s): Rabinowitz, Stanley | Unesco
Published: Paris : UNESCO, International Institute for Educational Planning : 2018
Abstract: This case study focuses on the My School website, managed by the Australian Curriculum Assessment and Reporting Authority (ACARA), and is the platform for the country's 'school report cards'. The approach taken was to generate new knowledge regarding My School and to utilize existing data based on two recent relevant reports on My School, namely the Review of My School website: Final report to the Australian government Department of Education and the market research report, Perspectives on the My School website. New data were acquired from three main groups of actors: a sample of school actors (principals or, in some cases, assistants, deputy principals, or other school leaders), parent and community actors (representatives from peak parent organizations and community stakeholder organizations), and policy actors who work at a jurisdictional level in the analysis and reporting of school performance data. The mixed-method research methodology applied to this study involved an examination of key source documents (including the two recent reports on My School), the analysis of data obtained from the semi-structured interviews with the policy, parent, and community actors, and data obtained from the written survey of school actors. Analysis of the source material and survey data were coded and categorized to identify patterns, similarities, and differences through a process of comparative analysis. Nine key themes were developed from this process: Usage; Purpose; Usefulness; Limitations; Enhancements (proposed by ACARA); Enhancements (proposed by actors); Transparency; Accountability; Risks. [Abstract]
URL (open access) : https://unesdoc.unesco.org/ark:/48223/pf0000265929
URL (archived) : https://web.archive.org/web/20190408010459/https://unesdoc.unesco.org/ark:/48223/pf0000265929
Call Number : Online Resource
Record No: 366542 from Cunningham Library Catalogue
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Early pathways to school learning : lessons from the NT data linkage study : summary findings.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| Silburn, Sven
Guthridge, Steven
McKenzie, John
Su, Jiunn-Yih
He, Vincent
Haste, Sharon | 2018 |
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Title: Early pathways to school learning : lessons from the NT data linkage study : summary findings.
Author(s): Guthridge, Steven | Haste, Sharon | He, Vincent | McKenzie, John | Silburn, Sven | Su, Jiunn-Yih | Menzies Centre for Child Development and Education | Menzies Centre for Child Development and Education
Published: Casuarina NT : Menzies Centre for Child Development and Education : September 2018
Abstract: This document summarises selected findings from the Northern Territory (NT) Data Linkage Study which are reported in full detail in the research monograph Early Pathways to School Learning: Lessons from the NT Data Linkage Study. [Introduction]
URL (open access) : https://www.menzies.edu.au/icms_docs/293936_Early_Pathways_to_School_Learning_%E2%80%93_Lessons_from_the_NT_data_linkage_study_-_Summary.pdf
URL (archived) : https://web.archive.org/web/20181009215722/https://www.menzies.edu.au/icms_docs/293936_Early_Pathways_to_School_Learning_%E2%80%93_Lessons_from_the_NT_data_linkage_study_-_Summary.pdf
Call Number : Online Resource
Record No: 366175 from Cunningham Library Catalogue
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Growing minds : Kincoppal-Rose Bay School of the Sacred Heart : Final Report.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| Dennis, Nicola
Albertini, Danielle
Duncan, Luke
Minton, Vicki
Taranto, Gina
Walsh, Dan
Woods, Jennifer | 2018 |
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Title: Growing minds : Kincoppal-Rose Bay School of the Sacred Heart : Final Report.
Author(s): Association of Independent Schools, NSW | Kincoppal-Rose Bay School of the Sacred Heart (Sydney NSW)
Published: Sydney : Association of Independent Schools, NSW : 2018
Abstract: This research project explores how a school might move to a model of assessment and reporting that focuses on a student’s growth in learning. It investigates how to put into practice some of the assessment reforms advocated in the Australian Education Review, 'Reforming Educational Assessment: Imperatives, principles and challenges' by Masters in 2013. A key focus of this project has been engaging key leaders within the school in the rigour required of valid assessments that enable inferences to be made regarding student achievement and progress. These underpinning principles are tenets of the development of meaningful scales that can be used to monitor individual students, and at the more global level, the development of cohorts over time. Sub components of this research study train teachers in developing robust assessment instruments through a better understanding of validity and reliability, selecting and designing tasks that appropriately measure specific outcomes, develop techniques in item writing, honing skills in estimating ability (and therefore improving targeting) and critically and constructively reviewing and evaluating items, and tasks as presented by others, understand the purpose of, and develop frameworks and specifications to articulate assessment constructs that provide a structure for building robust and defensible tasks, and use and interpret statistical data that provides feedback on the quality of assessment and individual items, and provides information on targeting and the appropriateness of the task for the designated cohort. [Abstract]
URL (open access) : https://www.aisnsw.edu.au/EducationalResearch/Documents/School%20Based%20Research%20Projects/School%20Based%20Research%20Project%20Final%20Report%20-%20Kincoppal-Rose%20Bay%202018.pdf
URL (archived) : https://web.archive.org/web/20190213121706/https://www.aisnsw.edu.au/EducationalResearch/Documents/School%20Based%20Research%20Projects/School%20Based%20Research%20Project%20Final%20Report%20-%20Kincoppal-Rose%20Bay%202018.pdf
Call Number : Online Resource
Record No: 366423 from Cunningham Library Catalogue
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Launch of the SDG 4 Data Digest : Data to Nurture Learning.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| | 2018 |
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Title: Launch of the SDG 4 Data Digest : Data to Nurture Learning.
Author(s): Unesco | Unesco Institute for Statistics
Published: Quebec Canada : Unesco : 2018
ISBN: 9789291892303 (PDF)
Abstract: The UNESCO Institute for Statistics (UIS) is launching the SDG 4 Data Digest 2018: Data to Nurture Learning, which demonstrates how data can contribute to improve learning, as ministers and policymakers gather at the Global Education Meeting in Brussels to take stock of progress towards Sustainable Development Goal 4 (SDG 4) on quality education for all. [Abstract]
URL (open access) : http://uis.unesco.org/en/news/launch-sdg-4-data-digest-data-nurture-learning
URL (archived) : https://web.archive.org/web/20181205124002/http://uis.unesco.org/sites/default/files/documents/sdg4-data-digest-data-nurture-learning-2018-en.pdf
Call Number : Online Resource
Record No: 366337 from Cunningham Library Catalogue
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Leading for social cohesion : How principals respond to 'challenging conversations' about social and political volatilities and disharmonies.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| Wilkinson, Jane
Walsh, Lucas
Keddie, Amanda
Howie, Luke
Sum, Nicola
Longmuir, Fiona | 2018 |
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Title: Leading for social cohesion : How principals respond to 'challenging conversations' about social and political volatilities and disharmonies.
Author(s): Wilkinson, Jane | Walsh, Lucas | Keddie, Amanda | Howie, Luke | Sum, Nicola | Longmuir, Fiona | Monash University
Published: Clayton VIC : Monash University : May 2018
Abstract: The objective of our research study was to identify and document, how school leaders foster social cohesion, both within schools, and by engaging and working with non-school community actors. The underlying premise of this objective was that education and community-focused responses are crucial as part of a multidimensional approach to tackling social issues such as racism, radicalisation and cyberhate. Aligning with RIOSC's Research Priority One, Social Cohesion and Diversity and Priority Two: Community Polarisation, Marginalisation and Violent Extremism, this project examined how school leaders, working in collaboration with community, guided schools in responding to and opening up 'challenging conversations' about these issues. [Publisher summary, ed]
URL (open access) : https://researchmgt.monash.edu/ws/portalfiles/portal/260386371/260386280.pdf
URL (archived) : https://web.archive.org/web/20200504061330/https://researchmgt.monash.edu/ws/portalfiles/portal/260386371/260386280.pdf
Call Number : Online Resource
Record No: 367505 from Cunningham Library Catalogue
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What should I study : improving tertiary pathways by improving support for prospective students : final report.
CALL NUMBER: Online Resource More info Fulltext
| Mills, Julie
Weber, Delene
Westwell, Martin
Barovich, Karin
Parks, Andrea | 2018 |
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Title: What should I study : improving tertiary pathways by improving support for prospective students : final report.
Author(s): Barovich, Karin | Mills, Julie | Parks, Andrea | Weber, Delene | Westwell, Martin | Australia. Dept of Education and Training (DET) | Flinders University | University of Adelaide | University of South Australia
Published: Canberra : Australia. Dept of Education and Training (DET) : 2018
ISBN: 9781760514396 (PDF) |9781760514402 (DOCX)
<b>ISBN:</b> 9781760514419 (print ed)<br />Abstract: The reasons why students withdraw from studies during their first year are complex, and undoubtedly unique for every student. Prospective students who do not know what they want to study are more likely to enrol in a program that is not meaningful to them and thus end up withdrawing – or they may not enrol at all. Universities have developed various retention strategies post-enrolment by promoting engagement amongst students in was that may address common themes of early withdrawal. The aim of this project was to gain a better understanding of the ways in which Year 12 students decide what to study at university in order to explore new ways of providing support. This included identifying what support was available to Year 12 students and from whom. It is hoped that the findings from this project will serve to influence and expand existing activities and strategies in recruitment practice and career decision-making support within the government, tertiary and secondary education sectors, to align with access, transition, retention and engagement of students in higher education. It is important to acknowledge that universities and secondary schools are already doing excellent work in this regard and that a more specific understanding of the Year 12 student experience is meant to complement existing support structures. Four interlinked studies were undertaken within the project. The first three studies comprised a review of current practice which explored how support is provided and what information is available to Year 12 students. This began with an examination of the support resources and information that is disseminated to Year 12 students by each group. These data were mapped according to the types of career development services provided and then to the core tasks that make up the study choice process. Other aspects of the interface between students and government agencies, universities and secondary schools respectively were also examined to establish a clear description of the nature of the support that is provided. The fourth study explored aspects of study choice and the ways in which Year 12 students consider and engage in this process. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID15-4808_Mills_Report_2018.pdf
Call Number : Online Resource
Record No: 366049 from Cunningham Library Catalogue
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30 : 1987-2017.
CALL NUMBER: 353.60994 THI More info
| | 2017 |
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Title: 30 : 1987-2017.
Author(s): Australian Institute of Health and Welfare
Published: Canberra : Australian Institute of Health and Welfare : 2017
ISBN: 9781760541583 (pbk)
<b>ISBN:</b> 9781760541576 (PDF)<br />Abstract: The Australian Institute of Health and Welfare (AIHW) provides high quality national health and welfare data and analysis. Accurate statistical information, comprehensive data development, high-quality analyses and related services support an increased understanding of health and welfare issues. This evidence base is critical to good policymaking and effective service delivery, both of which have a direct impact on the lives of Australians. Their information is disseminated widely in free and accessible formats. This publication celebrates the 30 year anniversary of the AIHW. It includes messages from the Director and the Board Chair; a potted history of the organisation and recent research findings; as well as plans for the future.
Call Number : 353.60994 THI
Record No: 364700 from Cunningham Library Catalogue
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Assessing the quality of linking temporary visa holders administrative data to the 2011 census.
CALL NUMBER: P 305.9069120994 AUS More info Fulltext
| | 2017 |
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Title: Assessing the quality of linking temporary visa holders administrative data to the 2011 census.
Author(s): Australian Bureau of Statistics (ABS). National Migrant Statistics Unit
Published: Canberra : Australian Bureau of Statistics : 2017
Abstract: In 2014, the Australian Bureau of Statistics was provided with a dataset of temporary visa holders in Australia as at 31 July 2011 by the Department of Immigration and Border Protection to assess its suitability for integration with the 2011 Census of Population and Housing. In 2015–16, the ABS proceeded to probabilistically link the records of international students and temporary skilled workers in Australia with person-level information from the 2011 Census. The resultant dataset, the Australian Census and Temporary Entrants Integrated Dataset, promises to contribute significantly to a better understanding of the socio-economic characteristics and geographic distribution of these two temporary entrant populations, leading to more informed and targeted policy development and evaluation. This paper describes the creation of the linked dataset and provides an assessment of its quality. [TROVE]
URL (open access) : http://www.ausstats.abs.gov.au/ausstats/subscriber.nsf/0/3016BF22FBAA2A94CA2580E6000C421E/$File/1351055061_mar%202017.pdf
Call Number : P 305.9069120994 AUS
Record No: 364495 from Cunningham Library Catalogue
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The Australian principal occupational health, safety and wellbeing survey : 2016 data.
CALL NUMBER: ONLINE RESOURCE More info Fulltext Fulltext
| Riley, Philip | 2017 |
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Title: The Australian principal occupational health, safety and wellbeing survey : 2016 data.
Author(s): Riley, Philip | Australian Catholic University. Institute for Positive Psychology and Education
Published: Fitzroy Vic : Australian Catholic University : 2017
Abstract: Report from the 2016 longitudinal survey of the occupational health, safety and wellbeing of Australian school principals. The survey has run every year since 2011. The specific research questions guiding the survey were: Can recognizable occupational health, safety and wellbeing subgroups of principals and deputy/assistant principals be identified through the survey? These groups may be inferred from a number of criteria including: Sector; Location (Urban, Suburban, Large Town, Rural, Remote); Type (Primary, Secondary, Special, Early Childhood,); Background (Family of Origin, School Education); Person Factors (Gender, Family of Origin and Procreation, Social Support, Educational Level); Role Factors (Hours worked, number and type of teachers, students and parents, resources, professional support); Occupational Constraints. Do(es) any group(s) thrive in the role? Do(es) any group(s) only just survive in the role? Do(es) any group(s) show signs of adverse health, safety, and wellbeing outcomes. Do(es) any factors affect these group(s), and in what ways? Are changes to educational policy or policy implementation suggested by the results? [p.10, ed]
URL (open access) : http://www.principalhealth.org/au/2016_Report_AU_FINAL.pdf
URL (archived) : http://web.archive.org/web/20171002002417/http://www.principalhealth.org/au/2016_Report_AU_FINAL.pdf
Call Number : ONLINE RESOURCE
Record No: 364269 from Cunningham Library Catalogue
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The BERA/SAGE handbook of educational research.
CALL NUMBER: 370.72 BER More info
| Wyse, Dominic (ed)
Selwyn, Neil (ed)
Smith, Emma (ed)
Suter, Larry E. (ed) | 2017 |
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Title: The BERA/SAGE handbook of educational research.
Author(s): Aguja, Socorro Echevarria | Beneito-Montagut, Roser | Berry, Amanda | Bielick, Stacey | Bleckman, Johanna Davidson | Brown, Chris | Brydon-Miller, Mary | Calderwood, Lisa | Campe, Shannon | Collins, Kathleen M. T. | Davis, Susila | Davis-Kean, Pamela | Delamont, Sara | Denner, Jill | Eynon, Rebecca | Farrimond, Hannah | Ferrara, Lyndsie N. | Freie, Carrie | Goldstein, Harvey | Gomm, Roger | Gorard, Stephen | Gosen, Myrte | Hafner, Christoph | Hardman, Frank | Hardman, Jan | Hildebrand, David | Jager, Justin | Jekielek, Susan M. | Johnson, R. Burke | Jose, Paul E. | Kawulich, Barbara B. | Kelly, Sean | Koole, Tom | Lyle, Jared | Marland, Joshua J. | Marsh, Erica | Marvasti, Amir | Maxwell, Joseph A. | McCoach, D. Betsy | McCulloch, Gary | Menter, Ian | Mewburn, Inger | Nelson, Mark Evan | Newton, Sarah D. | Oliver, Sandy | Onwuegbuzie, Anthony J. | Peng, Chao-Ying Joanne | Pigott Terri | Prudente, Maricar S. | Rasmussen, Mary Lou | Rickinson, Mark | Sammons, Pamela | Schreiber, James B. | Scott, David | Selwyn, Neil (ed) | Sireci, Stephen G. | Smith, Emma (ed) | Solano-Flores, Guillermo | Steedle, Jeffrey T. | Stefurak, Tres | Sullivan, Alice | Suter, Larry E. (ed) | Szabo, Agnes | Taylor, Monica | Thomson, Pat | Thornberg, Robert | Tight, Malcolm | Torgerson, Carole J. | Torgerson, David | Tripney, Janice | Tymms, Peter | Umarji, Rujuta | West, Jerry | White, Patrick | Wyse, Dominic (ed) | de Waal, Cornelis |
Published: London : Sage : 2017
ISBN: 9781473918917
Abstract: The British Educational Research Association (BERA) has worked with SAGE to develop a high quality research methods handbook for students studying education and related areas. The book is published in two volumes and over 1,000 pages. The contributions are listed thematically in six parts, progressing from a background to research enquiry, through planning research, approaches or design, acquiring data, analysis and lastly reporting, disseminating and evaluation. Over 50 authors are included, many highly eminent in their fields. This handbook makes a valuable and authoritative contribution to the research endeavour for all those working or studying in the field of education. [Publisher website, ed]
Call Number : 370.72 BER
Record No: 363931 from Cunningham Library Catalogue
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Handbook of Learning Analytics.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| Lang, Charles (ed)
Siemens, George (ed)
Wise, Alyssa (ed)
Gasevic, Dragan (ed) | 2017 |
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Title: Handbook of Learning Analytics.
Author(s): Lang, Charles (ed) | Siemens, George (ed) | Wise, Alyssa (ed) | Gasevic, Dragan (ed) | Columbia University | New York University | University of Edinburgh | University of South Australia | University of Texas
Published: USA : Society for Learning Analytics Research (SoLAR) : 2017
ISBN: 9780995240803 (PDF)
Abstract: The Handbook of Learning Analytics is designed to meet the needs of a new and growing field. It aims to balance rigor, quality, open access and breadth of appeal and was devised to be an introduction to the current state of research. The Handbook is a snapshot of the field in 2017 and features a range of prominent authors from the learning analytics and educational data mining research communities. The chapters have been peer reviewed by committed members of these fields and are being published with the endorsement of both the Society for Learning Analytics Research and the International Society for Educational Data Mining. We hope you will find the Handbook of Learning Analytics a useful and informative resource. [Publisher summary]
URL (open access) : https://solaresearch.org/wp-content/uploads/2017/05/hla17.pdf
URL (archived) : https://web.archive.org/web/20190401034548/https://solaresearch.org/wp-content/uploads/2017/05/hla17.pdf
Call Number : Online Resource
Record No: 366737 from Cunningham Library Catalogue
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How to improve student educational outcomes : New insights from data analytics.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| Mourshed, Mona
Krawitz, Marc
Dorn, Emma | 2017 |
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Title: How to improve student educational outcomes : New insights from data analytics.
Author(s): Dorn, Emma | Krawitz, Marc | Mourshed, Mona | McKinsey and Company | McKinsey and Company
Published: New York : McKinsey and Company : 2017
Abstract: In this first of a series of reports by researchers writing for McKinsey & Company, the authors explain how they have applied advanced analytics and machine to identify factors that play a critical role in student achievement. Using data from the OECD’s Program for International Student Assessment (PISA) the reports take a data-driven approach to consider a few of the most active debates: Do mindsets matter? If so, to what extent? What teaching practices work best? Does technology help? after controlling for all other factors, the analysis shows that student mindsets are twice as predictive of students’ PISA scores than even their home environment and demographics. The authors also find that students who receive a blend of teacher-directed and inquiry-based instruction have the best outcomes. There are two dominant types of teaching practices. The first is “teacher-directed instruction,” in which the teacher explains and demonstrates ideas, considers questions, and leads classroom discussions. The second is “inquiry-based teaching,” in which students are given a more prominent role in their own learning—for example, by developing their own hypotheses and experiments. [Publisher summary, ed]
URL (open access) : https://www.mckinsey.com/~/media/McKinsey/Industries/Social%20Sector/Our%20Insights/How%20to%20improve%20student%20educational%20outcomes/How-to-improve-student-educational-outcomes-New-insights-from-data-analytics.ashx
URL (archived) : https://web.archive.org/web/20181003201758/https://www.mckinsey.com/~/media/McKinsey/Industries/Social%20Sector/Our%20Insights/How%20to%20improve%20student%20educational%20outcomes/How-to-improve-student-educational-outcomes-New-insights-from-data-analytics.ashx
Call Number : Online Resource
Record No: 366836 from Cunningham Library Catalogue
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Improving work placement for international students, their supervisors and other stakeholders : final report 2016.
CALL NUMBER: 378.0160994 IMP More info Fulltext
| Barton, Georgina
Hartwig, Kay
Cain, Melissa | 2017 |
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Title: Improving work placement for international students, their supervisors and other stakeholders : final report 2016.
Author(s): Barton, Georgina | Cain, Melissa | Hartwig, Kay |
Published: Canberra : Australian Department of Education and Training : 2017
ISBN: 9781760510480 (print ed)
<b>ISBN:</b> 9781760510497 (PDF) | 9781760510503 (DOCX)<br />Abstract: Report from the WISP project which endeavoured to improve work placement components of study programs for international students in Australia. In particular the researchers: identified current procedures and practices in relation to work-placement and associated assessment for international students in the discipline areas of Business, Education, Engineering, and Health in participating institutions; identified and explored challenges, concerns and successes for international students, their mentors (i.e. those people who are responsible for assessing and working with students during their placement) and coordinators (i.e. those people responsible for the coordination of placements, at both universities and workplaces) prior to, during and after the students leave; and developed and applied a working model of effective practice around internationalisation, work-place socialisation and reflection. The model provided a theoretical and evidence-based foundation in the development of support materials for current and prospective international students, their supervisors, coordinators and relevant university staff. Six universities participated in the project. [p.iii, ed]
URL (open access) : https://ltr.edu.au/resources/ID14_3837_Barton_and_Hartwig_Report_2017_0.pdf
Call Number : 378.0160994 IMP
Record No: 364380 from Cunningham Library Catalogue
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Queensland teachers report : statistical data, trends and forecasts 2016.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| | 2017 |
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Title: Queensland teachers report : statistical data, trends and forecasts 2016.
Author(s): Queensland College of Teachers
Published: Brisbane : Queensland College of Teachers : 2017
Abstract: This report was compiled using a rich repository of registration data held by the QCT on Queensland teachers. This data dates back to 1995 when registration data was first captured electronically and pertains to the registration life span of over 155,000 Queensland teachers. This report looks at three aspects of QCT data : Queensland's registered teachers – registration status, age, gender and qualifications; Queensland's registered teachers – distribution within the state; and Registration patterns. [Introduction]
URL (open access) : http://qct.edu.au/pdf/QLDTeachersReport2016.pdf
URL (archived) : http://nla.gov.au/nla.arc-164031-20170822-1336-qct.edu.au/pdf/QLDTeachersReport2016.pdf
Call Number : Online Resource
Record No: 364685 from Cunningham Library Catalogue
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Recruiting and supporting care leavers in Australian higher education : final report.
CALL NUMBER: 378.1946 REC More info Fulltext
| Harvey, Andrew
Campbell, Perri
Andrewartha, Lisa
Wilson, Jacqueline
Goodwin-Burns, Pearl | 2017 |
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Title: Recruiting and supporting care leavers in Australian higher education : final report.
Author(s): Andrewartha, Lisa | Campbell, Perri | Goodwin-Burns, Pearl | Harvey, Andrew | Wilson, Jacqueline | Federation University Australia | La Trobe University. Centre for Higher Education Equity and Diversity Research | La Trobe University. Centre for Higher Education Equity and Diversity Research
Published: Melbourne : Centre for Higher Education Equity and Diversity Research, La Trobe University : March 2017
ISBN: 9780994610041
Abstract: Those who have left out-of-home care - including foster, residential and kinship care - typically face extreme challenges to participate and succeed in higher education. Despite the severe educational and broader challenges faced by many care leavers, evidence also suggests that their participation in higher education can be increased rapidly through targeted policies and commitments. This report follows a multi-state, cross-institutional analysis of care leavers in Australian higher education and explores how universities attract and support care leavers. Two primary research questions were addressed: How can universities increase access to higher education for care leavers? How can universities support care leavers who are studying at university? [VOCED, ed]
URL (open access) : http://www.latrobe.edu.au/__data/assets/pdf_file/0003/790842/La-Trobe-NPP-Care-Leavers-Research-Report-7-April-2017.pdf
Call Number : 378.1946 REC
Record No: 364382 from Cunningham Library Catalogue
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Understanding research and evidence : a guide for teachers.
(PETAA paper ; 209)
CALL NUMBER: Serials PET 209 More info
| Feez, Susan
Cox, Robyn | 2017 |
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Title: Understanding research and evidence : a guide for teachers.
Series: (PETAA paper ; 209)
Author(s): Cox, Robyn | Feez, Susan | Australian Catholic University. Strathfield Campus | Primary English Teaching Association Australia (PETAA) | University of New England. School of Education
Published: Marrickville NSW : Primary English Teaching Association Australia (PETAA) : 2017
ISSN: 2200-2189
Abstract: This paper explores what is meant by evidence, data, research and methodology, to then consider how primary teachers might best use research evidence for improved language and literacy outcomes.
Call Number : Serials PET 209
Record No: 365437 from Cunningham Library Catalogue
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Why aren't student studying higher level maths : how ATAR scaling may affect maths uptake.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| Oo, Alex | 2017 |
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Title: Why aren't student studying higher level maths : how ATAR scaling may affect maths uptake.
Author(s): Oo, Alex | New South Wales. Centre for Education Statistics and Evaluation | New South Wales. Centre for Education Statistics and Evaluation
Published: Sydney : New South Wales. Centre for Education Statistics and Evaluation : May 2017
Abstract: Despite the growing focus on Science, Technology, Engineering and Maths (STEM) in education, in recent years there has been a declining trend in enrolments in the Year 12 subject HSC Mathematics (includes calculus; commonly referred to as '2 Unit Mathematics') in New South Wales. One possible explanation for this trend could be the existence of a scaling advantage for HSC General Mathematics (does not include calculus) in Year 12. The current study investigated whether there was a scaling advantage for HSC General Mathematics over HSC Mathematics (excluding the Mathematics Extension courses) during the period from 2009 to 2013 and examined the characteristics and factors associated with students' subject choices. Findings showed a significant scaling advantage for HSC General Mathematics over the period from 2009 to 2013, ranging between an additional 5.3 to 6.5 scaled marks. Some types of students and schools had higher proportions studying HSC General Mathematics than others. When controlling for student and school characteristics, students and schools of relatively higher socioeconomic status, with lower average mathematics scores in Year 10 and/or who studied less average units in certain Key Learning Areas (e.g. English) were more likely to choose HSC General Mathematics. Results also showed that students who went on to study STEM in university regretted not taking HSC Mathematics. In addition, there was evidence that students who chose to study HSC General Mathematics were more influenced by concerns about perceived subject workload than a perceived scaling advantage. [Abstract]
URL (open access) : http://www.cese.nsw.gov.au/images/stories/PDF/Disincentives_Studying_Math_FA10_AA.pdf
URL (archived) : http://nla.gov.au/nla.arc-158409-20170517-0001-www.cese.nsw.gov.au/images/stories/PDF/Disincentives_Studying_Math_FA10_AA.pdf
Call Number : Online Resource
Record No: 364640 from Cunningham Library Catalogue
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Access and barriers to online education for people with disabilities.
CALL NUMBER: ONLINE RESOURCE More info Fulltext Fulltext
| Kent, Mike | 2016 |
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Title: Access and barriers to online education for people with disabilities.
Author(s): Kent, Mike | National Centre for Student Equity in Higher Education (NCSEHE)
Published: [s.l.] : National Centre for Student Equity in Higher Education : May 2016
Abstract: This paper reports on a study conducted in 2014 and 2015 that explored the accessibility of eLearning for higher education students with disabilities studying fully online in Australia. The study looked at students studying through Open Universities Australia (OUA). OUA brings together 15 different independent higher education institutions to teach students fully online across a number of different fields. This diversity of institutions allowed a number of different eLearning environments, technologies and learning and teaching strategies to be canvassed. The study had two phases. Firstly, a survey that explored students’ experience related to the accessibility of online learning and teaching platforms, and students’ approach to disclosure of their disability and the effectiveness of any accommodation offered by the different institutions. The survey had 356 responses. The second phase of the research consisted of a series of 143 interviews that expanded on the information collected in the surveys and also explored the accessibility of different approaches to learning and teaching and assessment. Students with: mental illness, medical impairment, mobility impairment, hearing impairment, learning disability, vision impairment, acquired brain impairment (ABI) and intellectual disability responded to the survey and each of these eight categories is individually addressed in this report. [Executive summary, ed]
URL (open access) : https://www.ncsehe.edu.au/wp-content/uploads/2016/05/Access-and-Barriers-to-Online-Education-for-People-with-Disabilities.pdf
URL (archived) : http://nla.gov.au/nla.arc-153117-20160608-0000-www.ncsehe.edu.au/wp-content/uploads/2016/05/Access-and-Barriers-to-Online-Education-for-People-with-Disabilities.pdf
Call Number : ONLINE RESOURCE
Record No: 363766 from Cunningham Library Catalogue
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The ACE sector and results based accountability : an exploratory study.
CALL NUMBER: ONLINE RESOURCE More info Fulltext Fulltext
| | 2016 |
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Title: The ACE sector and results based accountability : an exploratory study.
Author(s): Adult Learning Australia (ALA)
Published: [s.l.] : Adult Learning Australia : 2016
Abstract: Report from a national research project that explored the value and use of Results-Based Accountability (RBA) by Adult and Community Education (ACE) providers, in relation to their non-formal learning programs. In particular, research focused on: how RBA is used by ACE providers as a tool to measure the achievement of planned/desired outcomes for participants in non-formal learning programs; how RBA practices are implemented into the everyday processes of ACE providers; how well in practice RBA achieves the aims of providing evidence to justify service provision and improving non-formal learning programs; and the merits of RBA in relation to ACE’s nonformal learning programs. Three case studies were conducted of how RBA has been implemented into the everyday processes of ACE providers and with what results and lessons learnt: Milang Old School House Community Centre in South Australia; Wandana Community Centre in South Australia; and ConnectGroups in Western Australia. Key themes emerged from the case studies.
URL (open access) : https://ala.asn.au/wp-content/uploads/2011/02/RBA-ACE-Report-Final-Digital.pdf
URL (archived) : http://nla.gov.au/nla.arc-155424-20161111-0000-ala.asn.au/wp-content/uploads/2011/02/RBA-ACE-Report-Final-Digital.pdf
Call Number : ONLINE RESOURCE
Record No: 364037 from Cunningham Library Catalogue
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Australian ACE environmental scan research project 2016 : final report.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| Bowman, Kaye | 2016 |
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Title: Australian ACE environmental scan research project 2016 : final report.
Author(s): Adult Learning Australia | Adult Learning Australia
Published: Footscray Vic : Adult Learning Australia : June 2016
ISBN: 9780992540739 (PDF)
Abstract: The report profiles Australian ACE in terms of its distinctive features, current scope and scale of providers and programs, and for each program their participants and outcomes achieved and key national policies supported. Trends in Australian ACE programs participants and outcomes over the past five to ten years are also included where comparable data is available and to help identify challenges facing their sustainability. [Executive summary, ed]
URL (open access) : https://ala.asn.au/wp-content/uploads/2011/02/Australian-ACE-Report-2016-Final.compressed.pdf
URL (archived) : https://webarchive.nla.gov.au/awa/20160701020804/http://pandora.nla.gov.au/pan/175949/20190509-1313/ala.asn.au/wp-content/uploads/2011/02/Australian-ACE-Report-2016-Final.compressed.pdf
Call Number : Online Resource
Record No: 366900 from Cunningham Library Catalogue
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Australian autism educational needs analysis. What are the needs of schools, parents and students on the autism spectrum?
CALL NUMBER: 371.920994 AUS More info Fulltext Fulltext
| Saggers, Beth
Klug, David
Harper-Hill, Keely
Ashburner, Jill
Costley, Debra
Clark, Trevor
Bruck, Susan
Trembath, David
Webster, Amanda A.
Carrington, Suzanne | 2016 |
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Title: Australian autism educational needs analysis. What are the needs of schools, parents and students on the autism spectrum?
Author(s): Ashburner, Jill | Bruck, Susan | Carrington, Suzanne | Clark, Trevor | Costley, Debra | Harper-Hill, Keely | Klug, David | Saggers, Beth | Trembath, David | Webster, Amanda A. | Autism Spectrum Australia (Aspect) | Griffith University. Autism Centre of Excellence | Griffith University. Menzies Health Institute Queensland | Queensland University of Technology. Faculty of Education | Queensland University of Technology. School of Cultural and Professional Learning | University of Queensland. School of Health and Rehabilitation Science
Published: Brisbane : Cooperative Research Centre for Living with Autism : April 2016
ISBN: 9780994164124
Abstract: Report from a needs analysis by Autism CRC to obtain information about the educational needs of Australian students on the autism spectrum from the perspectives of four key stakeholder groups: educators, specialists, parents, and students on the autism spectrum (age 11-18 years). In particular the study aimed: to gain a comprehensive profile of the educational support needs of students on the spectrum; to gain a comprehensive profile of the more individualised support needs of students on the spectrum with high impact social, emotional and behavioural needs; to identify the needs of educators to effectively manage and support students on the spectrum within educational settings and to maintain a strong sense of school connectedness; to identify the needs of educators to effectively manage and support students on the spectrum with complex and challenging needs within educational contexts and promote school connectedness; to describe the goals identified by parents, students and educators that form the basis of intervention and support of students on the spectrum with complex needs; and to identify a series of knowledge translation processes and strategies that could be utilised to effectively support students on the spectrum including those with complex needs. These may include: information gathering; interventions; models of practice; and technology platforms and tools. [Executive summary, ed]
URL (open access) : https://www.autismcrc.com.au/sites/default/files/inline-files/Educational%20needs%20analysis%20-%20Final%20report.pdf
URL (archived) : https://web.archive.org/web/20180326175907/https://www.autismcrc.com.au/sites/default/files/inline-files/Educational%20needs%20analysis%20-%20Final%20report.pdf
Record No: 363727 from Cunningham Library Catalogue
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Can VET help create a more inclusive society?
(TD/TNC ; 121.10)
CALL NUMBER: ONLINE RESOURCE More info Fulltext Fulltext
| Buddelmeyer, Hielke
Polidano, Cain | 2016 |
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Title: Can VET help create a more inclusive society?
Series: (TD/TNC ; 121.10)
Author(s): Buddelmeyer, Hielke | Polidano, Cain | National Centre for Vocational Education Research (Australia) (NCVER) | Australia. Dept of Education and Training (DET)
Published: Adelaide : National Centre for Vocational Education Research : 2016
ISBN: 9781925173314
Abstract: This is a summary of a research program undertaken for the National Centre for Vocational Education Research (NCVER) by the Melbourne Institute of Applied Economic and Social Research between 2011 and 2014. The body of work, comprising six projects, focuses on the impact of education and training on social inclusion and labour market outcomes for disadvantaged learners. Here, 'disadvantaged' is used to encapsulate those from low-socioeconomic backgrounds, individuals with a disability, those from non-English speaking backgrounds and Indigenous Australians. Highlights from the research include: social inclusion is about being able to fully participate in social and economic life - education and training has a key role in enabling this; for students from disadvantaged backgrounds, progression in educational qualification levels may require more detours or stages than for the average student - but progression is important; in terms of social inclusion, there is a clear split in Australia's society along educational lines: those without Year 12 or, at most, Certificate II qualifications are much less socially included than those who have completed Year 12 or at least a Certificate III qualification; and policy and program efforts therefore should be focused on school completion and articulation to at least Certificate III level. [VOCED]
URL (open access) : http://www.ncver.edu.au/publications/2817.html
URL (archived) : http://www.ncver.edu.au/publications/2817.html
Call Number : ONLINE RESOURCE
Record No: 363743 from Cunningham Library Catalogue
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Collaborative problem solving online assessment and the Australian curriculum : interim project report.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| | 2016 |
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Title: Collaborative problem solving online assessment and the Australian curriculum : interim project report.
Author(s): Australian Curriculum, Assessment and Reporting Authority (ACARA)
Published: Sydney : Australian Curriculum, Assessment and Reporting Authority (ACARA) : August 2016
Abstract: The Collaborative Problem-solving Online Assessment and the Australian Curriculum project aimed to develop innovative high-quality assessment that elicits valid, reliable data on students’ collaborative problem-solving skills. The Australian Curriculum, Assessment and Reporting Authority (ACARA) and the New South Wales Department of Education (NSW DoE) have worked in partnership with Janison (a learning and assessment platform provider) to develop new forms of assessment for general capabilities. The partnership has recognised that this is a shared challenge, and a better solution will be achieved through collaboration. The report outlines the development of the draft Australian Curriculum Assessment Framework for Collaborative Problem-solving (ACCPSAF) based on the Australian Curriculum general capabilities of Critical and Creative Thinking, and Personal and Social Capability. [Executive summary, ed]
URL (open access) : http://www.acara.edu.au/docs/default-source/default-document-library/20160820-cps-report---august-2016.pdf
URL (archived) : http://nla.gov.au/nla.arc-117921-20170113-0039-www.acara.edu.au/docs/default-source/default-document-library/20160820-cps-report---august-20165eee.pdf
Call Number : Online Resource
Record No: 365478 from Cunningham Library Catalogue
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Completing the Loop : Returning Meaningful Learning Analytic Data to Teachers : Final Report.
CALL NUMBER: ONLINE RESOURCE More info Fulltext
| Kennedy, Gregor
Corrin, Linda
de Barba, Paula | 2016 |
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Title: Completing the Loop : Returning Meaningful Learning Analytic Data to Teachers : Final Report.
Author(s): Corrin, Linda | Kennedy, Gregor | de Barba, Paula | Australia. Office for Learning and Teaching | Macquarie University | University of Melbourne | University of South Australia
Published: Canberra : Office for Learning and Teaching : 2016
ISBN: 9781760289836 (PDF) |9781760289843 (DOCX)
<b>ISBN:</b> 9781760289850 (print ed)<br />Abstract: The great diversity of the student body in Australian universities is reflected in students ages, cultural and socioeconomic backgrounds, motivations and experiences with technology. University teachers are also increasingly reliant on(and expected to use) a range of technologies to support student learning both on and off campus. In designing and delivering online learning activities to meet diverse student needs, teachers commonly face educational challenges. This project identified common problems faced by teachers and students when learning online, and determine the types of learning analytics teachers would find useful to effectively address these problems. The project developed a web-based analytics tool that will support teachers to more easily interpret learning analytics to help them improve teaching and learning practices. Through an active dissemination program, this project will help to realise the full potential of learning analytics, by providing university teachers with a better understanding of how analytics can be interpreted, applied and actioned.
URL (open access) : https://ltr.edu.au/resources/ID13_3068_Kennedy_Report_2016.pdf
Call Number : ONLINE RESOURCE
Record No: 365366 from Cunningham Library Catalogue
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Conversation starter or final word? Using international evaluations to drive productivity in education.
(ACEL monograph ; 53)
CALL NUMBER: P 373.94 WAT More info Fulltext Fulltext
| Watterston, Jim
Swayn, Natalie | 2016 |
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Title: Conversation starter or final word? Using international evaluations to drive productivity in education.
Series: (ACEL monograph ; 53)
Author(s): McCabe, Kath | Simons, Roland | Swayn, Natalie | Watterston, Jim | Australian Council for Educational Leaders
Published: Strawberry Hills NSW : Australian Council for Educational Leaders : April 2016
ISSN: 0813-5335
Abstract: In this paper the authors argue that the observed performance slump of Australian students in international evaluations needs to be viewed as only one measure of our education system and that local measures about school improvement and student achievement should be taken into consideration. Firstly, they critically examine the concept of productivity in relation to educational investment and performance. Secondly, they look at Australian students' performance in NAPLAN, ROGS and national benchmarking in addition to PISA, TIMSS and PIRLS. Finally, they propose shifting the focus of performance evaluation from international to national data sets.
URL (open access) : http://www.acel.org.au/acel/ACEL_docs/Publications/Monograph/Monograph_53_2016.pdf
URL (archived) : https://web.archive.org/web/20200502031637/http://www.acel.org.au/acel/ACEL_docs/Publications/Monograph/Monograph_53_2016.pdf
Call Number : P 373.94 WAT
Record No: 363574 from Cunningham Library Catalogue
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Cost of delivery of higher education : final report.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| | 2016 |
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Title: Cost of delivery of higher education : final report.
Author(s): Deloitte | Australia. Dept of Education and Training (DET)
Published: Canberra : Australia. Dept of Education and Training : December 2016
Abstract: Deloitte Access Economics was commissioned by the Australian Department of Education and Training to estimate and analyse the reasonable cost of higher education teaching and scholarship. This report contains the results of this research. The analysis in this report is based on cost data provided by 17 universities. This is more than twice the number in the 2011 exercise and represents half of the sector by enrolments. Participating universities were emailed a costing spreadsheet asking them to divide costs into salary and non-salary costs by field of education (FOE). [Executive summary, ed]
URL (open access) : https://docs.education.gov.au/system/files/doc/other/deloitte_access_economics_-_cost_of_delivery_of_higher_education_-_final_report.pdf
URL (archived) : http://webarchive.nla.gov.au/gov/20170817135833/https://docs.education.gov.au/system/files/doc/other/deloitte_access_economics_-_cost_of_delivery_of_higher_education_-_final_report.pdf
Call Number : Online Resource
Record No: 364683 from Cunningham Library Catalogue
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Developing graduate employability through partnerships with industry and professional associations : final report.
CALL NUMBER: 378.0130994 DEV More info Fulltext
| Jollands, Margaret
Clarke, Bronwyn
Grando, Danilla
Hamilton, Margaret
Smith, John
Xenos, Sofia
Brodie, Megan
Pocknee, Catherine
Carbone, Angela
Burton, Lorelle | 2016 |
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Title: Developing graduate employability through partnerships with industry and professional associations : final report.
Author(s): Brodie, Megan | Burton, Lorelle | Carbone, Angela | Clarke, Bronwyn | Grando, Danilla | Hamilton, Margaret | Jollands, Margaret | Pocknee, Catherine | Smith, John | Xenos, Sofia |
Published: Sydney : Office for Learning and Teaching : 2016
<b>ISBN:</b> 9781760287139 (print ed) | 9781760287146 (PDF) | 9781760287153 (DOCX)<br />Abstract: Students, employers and other stakeholders expect universities to help students maximise their potential to find suitable work, that is, to maximise their employability. For the purpose of this study 'employability' includes the skills required to obtain a new position and those required to maintain existing employment. The development of graduate employability within the student cohort is both complex and challenging for all stakeholders. In order to do this it is necessary to work in partnership with industry and professional bodies and to understand the changing market conditions for graduates across a range of disciplines. Students can best improve their generic skills when they and their teachers fully understand the employer and client (in the case of self-employment) needs and expectations. A framework is developed that maps the key influences on graduate employability as experienced by students, graduates, employers, employer representatives and teachers. Practice in fields experiencing lower employment outcomes are investigated alongside fields with higher employment outcomes. Areas of existing good practice and opportunities for innovation are identified. The research found that in recent years many frameworks have been developed to address graduate employability, but most become outdated as the notions of graduate employability evolve over time. Also, that conceptions of employability were remarkably similar among disciplines and stakeholders although some gaps were found between employer perceptions of employability and the perceptions of other stakeholders. A major gap concerns the importance of work experience. Contrary to the popular idea that work experience is the best way to develop graduate employability, employers in this study took a much broader view, indicating that experience in general was more valuable than just work experience. Short stories were written that showcase innovative approaches to developing graduate employability. These transcend discipline boundaries and are broadly applicable. [VOCED]
URL (open access) : https://ltr.edu.au/resources/SP13_3256_Jollands_Report_2015.pdf
Call Number : ONLINE RESOURCE
Record No: 363978 from Cunningham Library Catalogue
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Enhancements to the Longitudinal surveys of Australian Youth.
(NCVER discussion paper)
(TD/TNC 122.13)
CALL NUMBER: ONLINE RESOURCE More info Fulltext Fulltext
| | 2016 |
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Title: Enhancements to the Longitudinal surveys of Australian Youth.
Series: (NCVER discussion paper)(TD/TNC 122.13)
Author(s):
Published: Adelaide : NCVER : 2016
ISBN: 9781925173390
Abstract: The Commonwealth Department of Education commissioned the National Centre for Vocational Education Research (NCVER) to assess the value and implications of eight enhancements to the Longitudinal Surveys of Australian Youth (LSAY). The objective of LSAY is to track young Australians as they move from school into further study, work and other destinations to provide a meaningful dataset through which to understand youth transitions. Enhancements to LSAY are considered in this paper in the context of continuing to enable researchers to track young people over time and examine relationships between the variables that impact youth transitions. [VOCED, published abstract]
URL (open access) : http://www.ncver.edu.au/publications/2843.html
URL (archived) : http://www.ncver.edu.au/publications/2843.html
Call Number : ONLINE RESOURCE
Record No: 363507 from Cunningham Library Catalogue
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Equations and inequalities : making mathematics accessible to all.
(PISA)
CALL NUMBER: 510.71 EQU More info Fulltext
| Piacentini, Mario
Monticone, Chiara | 2016 |
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Title: Equations and inequalities : making mathematics accessible to all.
Series: (PISA)
Author(s): Monticone, Chiara | Piacentini, Mario | Organisation for Economic Co-operation and Development (OECD)
Published: Paris : OECD : 2016
ISBN: 9789264258488 (print ed)
<b>ISBN:</b> 9789264258495 (PDF) | 9789264259348 (EPUB)<br />ISSN: 1990-8539
<b>ISSN (online) :</b> 1996-3777<br /><b>DOI : </b> 10.1787/9789264258495-en<br />Abstract: More than ever, students need to engage with mathematical concepts, think quantitatively and analytically, and communicate using mathematics. All these skills are central to a young person’s preparedness to tackle problems that arise at work and in life beyond the classroom. But the reality is that many students are not familiar with basic mathematics concepts and, at school, only practice routine tasks that do not improve their ability to think quantitatively and solve real-life, complex problems. How can we break this pattern? This report, based on results from PISA 2012, shows that one way forward is to ensure that all students spend more “engaged” time learning core mathematics concepts and solving challenging mathematics tasks. The opportunity to learn mathematics content – the time students spend learning mathematics topics and practising maths tasks at school – can accurately predict mathematics literacy. Differences in students’ familiarity with mathematics concepts explain a substantial share of performance disparities in PISA between socio-economically advantaged and disadvantaged students. Widening access to mathematics content can raise average levels of achievement and, at the same time, reduce inequalities in education and in society at large. [Back cover]
<b>URL (conditional access) : </b> http://dx.doi.org/10.1787/9789264258495-en<br />Call Number : 510.71 EQU
Record No: 364081 from Cunningham Library Catalogue
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Fare go : Myki, transport, poverty and access to education in Melbourne's West.
CALL NUMBER: ONLINE RESOURCE More info Fulltext
| Robertson, Su | 2016 |
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Title: Fare go : Myki, transport, poverty and access to education in Melbourne's West.
Author(s): Robertson, Su |
Published: Melbourne : WEstjustice : March 2016
Abstract: WEstjustice Sunshine Youth Office client data and anecdotal reports show significant problems with public transport fares and fines for young people aged 14 to 17 years travelling to and from school. This paper argues that travel to and from school on the Victorian public transport system is too costly for a significant proportion of students in the west of Melbourne, resulting in law infringement and subsequent social hardship for young people, and that new thinking about young people and the public transport system is required. The paper reports on a project that: 1. Designed and delivered a curriculum package for students aged 14 to 17 years at schools in the west of Melbourne about the rights and responsibilities of young people in relation to public transport travel, fares and fines; 2. Interviewed professionals who have assisted young people aged 14 to 17 years with public transport travel, fares and infringements problems; 3. Investigated the Children and Young Person Infringement Notice System (‘CAYPINS’), including the outcome when an unpaid fine makes its way to the Children’s Court and a Magistrate orders the issue of a warrant. 4. Researched what underpins public transport fares and infringements systems and possible alternatives; and 5. Developed recommendations.
URL (archived) : http://nla.gov.au/nla.arc-157628-20160407-1006-www.footscrayclc.org.au/images/stories/Fare_Go_Report.pdf
Call Number : ONLINE RESOURCE
Record No: 363487 from Cunningham Library Catalogue
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Globalization opportunities for low socio-economic status and regional students.
CALL NUMBER: 378.0160994 GLO More info Fulltext
| Harvey, Andrew
Sellar, Sam
Molla, Tebeje Mekonnen
Baroutsis, Aspa
Cakitaki, Beni
Tellefson, Jenna
Luckman, Michael
Szalkowicz, Giovanna
Brett, Matt | 2016 |
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Title: Globalization opportunities for low socio-economic status and regional students.
Author(s): Harvey, Andrew | Sellar, Sam | Molla, Tebeje Mekonnen | Baroutsis, Aspa | Cakitaki, Beni | Tellefson, Jenna | Luckman, Michael | Szalkowicz, Giovanna | Brett, Matt | La Trobe University | La Trobe University. Access and Achievement Research Unit | University of Queensland
Published: Melbourne : La Trobe University. Access and Achievement Research Unit : March 2016
<b>ISBN:</b> 9780994610010<br />Abstract: Questions of student equity arise as globalisation becomes integral to the university experience. For example, to what extent are all Australian students being afforded opportunities to access outbound mobility and language learning experiences? In particular, what barriers do students from regional and low socio-economic status (SES) backgrounds face, and how might these barriers be overcome? To address these questions of the relationship between student equity and globalization in universities, the authors conducted a mixed methods study that included: an analysis of relevant international and national literature; a national geo-demographic map of students enrolled in foreign languages and accessing outbound mobility experiences; a survey of university leaders; and a series of interviews with students across two universities. [Executive summary, ed]
URL (open access) : http://www.latrobe.edu.au/__data/assets/pdf_file/0009/725283/La-Trobe-NPP-Globalization-Research-Report-2-June-2016.pdf
Record No: 363821 from Cunningham Library Catalogue
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