| Title | Author | Year | Add to Folder |
| Do academics and university administrators really know better? The ethics of positioning student perspectives in learning analytics.
| West, Deborah
Luzeckyj, Ann
Toohey, Danny
Vanderlelie, Jessica
Searle, Bill | 2020 |
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Title: Do academics and university administrators really know better? The ethics of positioning student perspectives in learning analytics.
Author(s): West, Deborah | Luzeckyj, Ann | Toohey, Danny | Vanderlelie, Jessica | Searle, Bill |
Journal Details: Australasian Journal of Educational Technology v.36 n.2 p.60-70
Published: 2020
ISSN: 1449-5554
Abstract: Increasingly learning analytics (LA) has begun utilising staff- and student-facing dashboards capturing visualisations to present data to support student success and improve learning and teaching. The use of LA is complex, multifaceted and raises many issues for consideration, including ethical and legal challenges, competing stakeholder views and implementation decisions. It is widely acknowledged that LA development requires input from various stakeholders. This conceptual article explores the LA literature to determine how student perspectives are positioned as dashboards and visualisations are developed. While the sector acknowledges the central role of students, as demonstrated here, much of the literature reflects an academic, teacher-centric or institutional view. This view reflects some of the key ethical concerns related to informed consent and the role of power translating to a somewhat paternalistic approach to students. We suggest that as students are the primary stakeholders – they should be consulted in the development and application of LA. An ethical approach to LA requires that we engage with our students in their learning and the systems and information that support that process rather than assuming we know we know what students want, what their concerns are or how they would like data presented. [Author abstract]
URL (open access) : https://ajet.org.au/index.php/AJET/article/view/4653/1616
URL (conditional access) : https://ajet.org.au/index.php/AJET/article/view/4653
http://cunningham.acer.edu.au/inted/fulltext_available_shortly.htm
Record No: 226468 From EdResearch online
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| Capitalism without capital : the intangible economy of education reform.
| Rowe, Emma | 2019 |
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Title: Capitalism without capital : the intangible economy of education reform.
Author(s): Rowe, Emma |
Journal Details: Discourse v.40 n.2 p.271-279
Published: April 2019
ISSN: 0159-6306
Abstract: This paper explores third-wave post-neoliberalism as an assemblage, fractured and dis/embodied, a mobile tool of governance articulated in various shapes across geopolitical sites. Post-neoliberalism is assembled alongside other key cultural shifts, such as post-truth, posthuman and the computational turn. In light of this Special Issue, this paper will argue that education reform is not only shaped by neoliberal drivers, such as marketisation, competition and decentralisation, but a central tenet of post-neoliberal reform is the presence of the intangible; 'big data' and data-fication, shaped by prominent globalised datasets such as OECD PISA, artificial intelligence, predictive software and complex algorithms. Measurement is far from new in the capitalist economy, but this economy seeks to measure the intangibles, that which does not necessarily exist in three-dimensional spaces. This is, as I will argue in this paper, the mark of capitalism without capital and the rise of the intangible economy in schooling. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/01596306.2019.1569883
Record No: 223272 From EdResearch online
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| The paradox of generic data, standardised testing and diverse learners.
| Matz, Lisa | 2019 |
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Title: The paradox of generic data, standardised testing and diverse learners.
Author(s): Matz, Lisa |
Journal Details: Practical Literacy v.24 n.1 p.20-22
Published: February 2019
ISSN: 2204-3667
Abstract: Lee and Watson (2015) state that when education policies are 'framed in terms of standardised test scores, with scant acknowledgement of their limitations, there is a risk that schools and systems will respond by teaching only what can be easily measured by these tests.' In this article I query why we are required to collect copious amounts of generic data and force standardised testing onto our students, particularly our students with additional needs, when it can come at a cost to their overall education and literacy learning. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=222868
Record No: 222868 From EdResearch online
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| Sort it out : Data and statistics in the early years.
| Clark, Alicia | 2019 |
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Title: Sort it out : Data and statistics in the early years.
Author(s): Clark, Alicia |
Journal Details: Prime Number v.34 n.2 p.20-22
Published: April 2019
ISSN: 0816-9349
Abstract: The question of how to teach data and statistics in the early years is often at the forefront of the minds of early childhood educators. It is a challenging one - how can children as young as 4 or 5 years collect data, organise it into some type of graph, and then interpret this data representation? The Victorian Curriculum contains content descriptors in this area from as early as Level A, which means we should be exploring these concepts with children before they begin their formal years of schooling. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=224401
Record No: 224401 From EdResearch online
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| The Trouble with NAPLAN.
| Mockler, Nicole | 2019 |
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Title: The Trouble with NAPLAN.
Author(s): Mockler, Nicole |
Journal Details: Professional Voice v.12 n.3 p.32-38
Published: Summer 2019
ISSN: 1445-4165
Abstract: In May this year, the NSW Minister for Education, Rob Stokes, called for the 'urgent dumping' of the National Assessment Program – Literacy and Numeracy (NAPLAN) (Baker, 2018). The surprise call was rejected by the then Federal Minister for Education, Simon Birmingham, who argued that 'parents like it'. One month later, the Education Council, comprised of all Ministers of Education from Australian states and territories, ordered a review of NAPLAN data presentation, and the publication of the 2018 NAPLAN data on the My School website has been delayed until after the presentation of an interim review report to the Council. A look at social media at the time of the release of results each year suggests that Minister Birmingham was right in his assessment, with many parents claiming that NAPLAN scores are one of the few precise indications they get of their children's performance at school. So, what's the trouble with NAPLAN? First, there's the question of accuracy. How 'precise' is the tool, really? While communication of results to parents suggests a very high level of precision, the technical report issued by ACARA each year suggests something quite different. Margaret Wu, a world-leading expert in educational measurement and statistics, has done excellent sustained work over a number of years on what national testing data can and cannot tell us. Her work demonstrates that while parents are provided with an indication of their child's performance that looks very precise, the real story is quite different. [Author abstract]
URL (open access) : https://www.aeuvic.asn.au/sites/default/files/PV12_3_Complete.pdf
URL (archived) : https://web.archive.org/web/20190410001334/https://www.aeuvic.asn.au/sites/default/files/PV12_3_Complete.pdf
Record No: 222477 From EdResearch online
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| First Things First : Teaching Data Journalism as a Core Skill.
| Burns, Lynette Sheridan
Matthews, Benjamin J. | 2018 |
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Title: First Things First : Teaching Data Journalism as a Core Skill.
Author(s): Burns, Lynette Sheridan | Matthews, Benjamin J. |
Journal Details: Asia Pacific Media Educator v.28 n.1 p.91-105
Published: June 2018
ISSN: 1326-365X
Abstract: When journalists publish work based on data, they often appear to be working with secondary sources, such as leaked internal corporate communications or information derived from publicly available Internet sources. However, they are relying on a source of information that varies greatly from other secondary sources. Among the differences is the process by which the data is verified, particularly given that datasets are often very large and unprocessed. How, for example, does a journalist determine the authenticity of data such as The Paradise Papers, the largest leak in history, where more than 13.4 million files revealed the workings of the tax haven industry? The issue of authenticity is further complicated by the processes journalists use to prepare data for delivery to a wide audience. In this article, the authors describe how the model of critical reflection (Sheridan Burns, 2002, 2013) can be used to develop data literacy in first year journalism students as the first step in developing their sense of efficacy in dealing with the complexities of data journalism. Using a scenario based on a large, easily accessible dataset, the authors provide a model through which students can come to understand working with data as a core journalism skill. The model draws on Schon's (1983) theory of reflective practice, which posits that professionals think by doing and on what Schon calls 'the conversations we have with ourselves'. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1177/1326365X18765530
Record No: 221477 From EdResearch online
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| Implementing lesson study as a form of collaborative professional learning.
| Whalan, Frances
Wallace, William
Harries, Andrea | 2018 |
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Title: Implementing lesson study as a form of collaborative professional learning.
Author(s): Whalan, Frances | Wallace, William | Harries, Andrea |
Journal Details: Australian Educational Leader v.40 n.2 p.62-66
Published: June 2018
ISSN: 1832-8245
Abstract: School-wide analysis of student performance data determined that changes were needed to drive improvement in the quality of teaching and learning and students' literacy performance at Lakes Grammar - An Anglican School. The alignment of professional development opportunities to focused literacy priorities in reading, comprehension and writing informed the design of systematic planning processes that engaged teachers in collaborative professional learning and made their classroom practice the site for transforming teaching and improving student learning. As a result, the Junior School executive selected a Lesson Study approach as the agreed structure for implementing focused and sustained collaborative professional learning. Research evidence suggested that Lesson Study, had the potential to transform teachers' classroom practice to address the identified gaps in students' conceptual learning across a range of literacy domains. Through successive cycles of Lesson Study, teachers became excited about opportunities to share and learn from their colleagues where the collective experience significantly contributed to their professional growth and confidence, and to the collaborative commitment to ongoing improvement opportunities for student learning. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=220757
Record No: 220757 From EdResearch online
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| Indigenous data sovereignty in higher education : Towards a decolonised data quality framework.
| Wilks, Judith
Kennedy, Gillian
Drew, Neil
Wilson, Katie | 2018 |
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Title: Indigenous data sovereignty in higher education : Towards a decolonised data quality framework.
Author(s): Wilks, Judith | Kennedy, Gillian | Drew, Neil | Wilson, Katie |
Journal Details: Australian Universities' Review v.60 n.2 p.4-14
Published: September 2018
ISSN: 0818-8068
Abstract: In the Australian higher education sector, the challenges to successful engagement and retention experienced by Aboriginal and/or Torres Strait Islander students and communities are considerable. They persist despite many well-intentioned attempts to address this issue and to strengthen equity in participation in the sector. Implicated in this is the absence of a culturally-informed data quality framework for the sector, and the resulting persistence of associated issues such as confusion with data ownership; consistency; standards; usage; and storage. In this paper we argue it is essential that rigorous inquiry be carried out into the type and nature of data required or sought in the higher education sector on, for and with Aboriginal and Torres Strait Islander peoples. This inquiry must involve Aboriginal and Torres Strait Islander educators, researchers, evaluators and communities to bring into effect their aspirations for data sovereignty including stewardship and ownership of data, and for culturally beneficial outcomes relating to the use and application of data. It also mandates a collaborative approach with existing government and independent organisations, and Indigenous and non-Indigenous researchers from higher education institutions, working together towards the development and implementation of an agreed-upon and decolonised Indigenous data framework for the sector. [Author abstract]
URL (open access) : https://www.nteu.org.au/library/download/id/9025
URL (conditional access) : https://library.acer.edu.au/document/?document_id=221000
Record No: 221000 From EdResearch online
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| Research data management compliance : is there a bigger role for university libraries?
| Shelly, Marita
Jackson, Margaret | 2018 |
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Title: Research data management compliance : is there a bigger role for university libraries?
Author(s): Shelly, Marita | Jackson, Margaret |
Journal Details: Journal of the Australian Library and Information Association v.67 n.4 p.394-410
Published: 2018
ISSN: 2475-0158
Abstract: This article explores how 13 Australian universities are assisting their researchers to manage the growing expectation to make research data more accessible. It identifies which university groups are supporting staff with research data management (RDM) activities and queries whether university libraries might have a bigger role to play in this space. We found that there was not a consistent approach to RDM at the 13 universities and that while there was generally strong encouragement to store research data securely during and after the project, there was overall a lack of practical support in how to undertake this activity. From our findings, a question of whether library staff have the appropriate experience, training and professional development to enable academic libraries in Australia to expand their RDM role arises and warrants further research. [Author abstract]
URL (conditional access) : https://doi.org/10.1080/24750158.2018.1536690
Record No: 221730 From EdResearch online
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| Enhancing the development of statistical literacy through the Robot bioglyph.
| Bragg, Leicha A.
Koch, Jessica
Willis, Ashley | 2017 |
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Title: Enhancing the development of statistical literacy through the Robot bioglyph.
Author(s): Bragg, Leicha A. | Koch, Jessica | Willis, Ashley |
Journal Details: Australian Primary Mathematics Classroom v.22 n.2 p.33-39
Published: 2017
ISSN: 1326-0286
Abstract: One way to heighten students' interest in the classroom is by personalising tasks. Through designing Robot Bioglyphs students are able to explore personalised data through a creative and engaging process. By understanding, producing and interpreting data, students are able to develop their statistical literacy, which is an essential skill in today's world. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=218953
Record No: 218953 From EdResearch online
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| 2014 Australian Association for Research in Education Presidential Address.
| Moss, Julianne | 2016 |
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Title: 2014 Australian Association for Research in Education Presidential Address.
Author(s): Moss, Julianne |
Journal Details: Australian Educational Researcher v.43 n.5 p.505-525
Published: November 2016
ISSN: 0311-6999
Abstract: The 2014, 41st Australian Association for Research in Education (AARE) presidential address is both inspired and guided by the discursive genres of presidential addresses and the role of the president in a member association such as AARE. In the address, typically the president speaks to the members on an issue or issues that are to shape or conclude their term of office, as it is in my case. Like many of the 40 AARE presidents who have gone before me, I will embed some things that are professional, personal and political—not in the interests of advancing my research agenda, but to add 'to the weave and pattern of the association's history'. Threads of my research since completing my PhD in 2000 will appear to support the broad argument. Also, I will draw on the outcomes of the 2014 Australian Research Council Discovery round to encapsulate my key argument that educational research and its (ex)changes are being reshaped: in a post human digital age, the tree of knowledge is mutating. To make my argument, I will review how the thinking and doing of educational research mid-way through the second decade of the twenty-first century is constructed and ask what research endeavours might be created to make the best possible worlds for our member community and the aspirations of the association. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.1007/s13384-016-0215-6
Record No: 215011 From EdResearch online
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| Big Data : Middle School Wider Reading in your School.
| Lawson, Margaret | 2016 |
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Title: Big Data : Middle School Wider Reading in your School.
Author(s): Lawson, Margaret |
Journal Details: Idiom v.52 n.3
Published: 2016
ISSN: 0046-8568
Abstract: Traditionally, the school library has been the epicentre of the wider reading program in schools. But with the ease of access to reading materials and the role of tablet devices in our classrooms, things are changing. Data that we once used from the school library, as evidence of reading engagement, is now no longer accurate or relevant. The way in which students are using our learning spaces is changing and our data gathering methods need to change as well. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=217402
Record No: 217402 From EdResearch online
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| Embedding meaningful data in the Performance and Development Process.
| Tascone, Philip | 2016 |
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Title: Embedding meaningful data in the Performance and Development Process.
Author(s): Tascone, Philip |
Journal Details: Idiom v.52 n.3
Published: 2016
ISSN: 0046-8568
Abstract: Data is certainly in demand these days. Any leader worthy of their position will espouse a myriad of reasons as to why we need to use data to drive our decisions and directions. It was not that long ago at all, in fact, that people were surprised by the DEECD Signposts report (Signposts: Paper No. 16 May 2009) that found the most frequent practice of schools who improved student learning was the use of data. It should be a no-brainer, but surprisingly, 'What does the data tell us?' is not always the first question asked by many practitioners. Having said that, my experience tells me that we have made in-roads into this understanding over recent years. I find that many teachers and leaders accept and understand the need to use data in guiding their practice. They are in the zone that change theory researchers describe as the first step to successful change. They use terms such as: having a sense of urgency, dissatisfied with the current situation, they have been triggered, they have bought in, are unfrozen or awakened. They are ready to move! The challenge we face, though, is how we use the virtual tsunami of data we have at our disposal. The volume of data and our ability to interpret or even connect with it can make any change to this way of operating overwhelming. Add to this the constraints of time and we are faced with solid resistant forces to the effective use of data. In this article I want to explore how our school, Ave Maria College, uses data to drive planning and practice. Feedback data in a variety of forms is actively sought and promoted from the whole school level through to the individual level. Over several years our College has engaged in a targeted and strategic journey of seeking and responding to feedback data for maximum impact on student learning. We introduced the Objectives for Improvement Plan (OIP) in 2012. Before going into the OIP in more detail, allow me to set scene for what the key drivers are that guided its design and the big picture view of what and how data fits into our improvement cycle. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=217400
Record No: 217400 From EdResearch online
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| Excel(ling) in Data.
| Francis, Luke | 2016 |
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Title: Excel(ling) in Data.
Author(s): Francis, Luke |
Journal Details: Idiom v.52 n.3
Published: 2016
ISSN: 0046-8568
Abstract: The demands on us to use data in the teaching profession seem to be growing and growing, with Performance and Development Plans, Annual Implementation and the ever increasing call for greater accountability. English is a subject in which we use data all the time, however, often don't think about it as such – instead we think of it as just knowing our students and their needs. To formalise this knowledge, I enjoy working with Excel or Excel style sheets to map out what students know, areas for improvement, but also to track how I am performing in terms of assessment development and course delivery. In this article, I aim to show a snippet of how I do this. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=217403
Record No: 217403 From EdResearch online
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| My tongue on your theory : the bittersweet reminder of every-thing unnameable.
| Holmes, Rachel | 2016 |
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Title: My tongue on your theory : the bittersweet reminder of every-thing unnameable.
Author(s): Holmes, Rachel |
Journal Details: Discourse v.37 n.5 p.662-679
Published: October 2016
ISSN: 0159-6306
Abstract: Across research in UK Higher Education, the most immanent demands for quality have taken the shape of the Research Assessment Exercise and the Research Excellence Framework (REF). The theorist, Martin, is cautious of the relationship academics have engendered with the process of the REF, asking are we actually creating a Frankenstein monster, becoming complicit in generating quality thresholds and standards that will become our own tormentors? I am taken by the idea of the monster when pursuing alternative discourses of childhood in educational research – fear of its potential to torment seduces me with the promise of dis-order, de-formity, chaos and mutation. The aim of this paper is to resist a fixed, knowable form of 'quality' (in) research, moving between the idea of 'monster' and the formlessness of 'monstrosity' to oppose the epistemological, ontological and ethical paradigms of reason. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/01596306.2015.1075704
Record No: 213739 From EdResearch online
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| Utilising Student Agency for Curriculum and Pedagogical Improvement.
| Loke, Elizabeth
Liang, Rocky Jian Luo
Shah, Mahek
Sharma, Prineeka
Tang, Alfred Mochen | 2016 |
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Title: Utilising Student Agency for Curriculum and Pedagogical Improvement.
Author(s): Loke, Elizabeth | Liang, Rocky Jian Luo | Shah, Mahek | Sharma, Prineeka | Tang, Alfred Mochen |
Journal Details: Idiom v.52 n.3
Published: 2016
ISSN: 0046-8568
Abstract: The Glen Waverley Secondary College Victorian Student Representative Council (VicSRC) English Curriculum Project was conducted in 2016. The project worked to obtain Years 7-10 data on the English curriculum and teacher pedagogy. As a student-led and driven project, the students developed a survey for Years 7-10 English students exploring their interest and preferences on the curriculum. Students then ran year-level specific focus groups to further interpret these results. The student leaders then reported their findings to staff at the end-of-year English meeting, providing input for staff members as they worked on improving the curriculum for 2017. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=217401
Record No: 217401 From EdResearch online
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| Common Mistakes in the Construction of Diagrams in Biological Contexts.
| Kotzebue, Lena
Gerstl, Mariele
Nerdel, Claudia | 2015 |
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Title: Common Mistakes in the Construction of Diagrams in Biological Contexts.
Author(s): Kotzebue, Lena | Gerstl, Mariele | Nerdel, Claudia |
Journal Details: Research in Science Education v.45 n.2 p.193-213
Published: April 2015
ISSN: 0157-244X
Abstract: Understanding diagrams plays an important role in everyday life, for example, if we want to understand the results of an election or properly interpret the graphic representation of news from the stock exchange. In order to prepare students for a future that will necessitate skills for using graphic representations, the German ministries of education have adjusted their requirements for students. Accordingly, in the German curricula and (national) educational standards, mathematics is no longer the only subject in which students are taught how to interact with diagrams—they play a growing role in science. In subjects such as physics, chemistry and biology, the ability to independently construct and evaluate graphic representations of data is defined as an educational objective. This study summarises and systematically describes common mistakes made by students entering university when they construct diagrams in a biological context. An empirically validated structural model of diagram competence is used as an instrument for diagnosing their ability to construct diagrams. Most studies in this area have focused on the abilities of primary or secondary students; in contrast, this study analyses the abilities of tertiary students to construct diagrams, so that it is possible to identify which previously recognised problems related to diagram construction persist into the tertiary years among students who self-select as science students. With this knowledge about students entering university, the authors are able to draw conclusions from the knowledge students have at the end of secondary school. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=206285
http://dx.doi.org/10.1007/s11165-014-9419-9
Record No: 206285 From EdResearch online
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| A feel for numbers : affect, data and education policy.
| Sellar, Sam | 2015 |
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Title: A feel for numbers : affect, data and education policy.
Author(s): Sellar, Sam |
Journal Details: Critical Studies in Education v.56 n.1 p.131-146
Published: February 2015
ISSN: 1750-8487
Abstract: This article explores the relationship between commensuration and affect in various contexts of education policy. Commensuration is the process through which disparate qualities are transformed into a common metric and is central to the production of performance data. The rise of governance through numbers in education has resulted in a proliferation of performance data, comparisons and rankings that influence political debate and policymaking. The efficacy of data as a governance mechanism depends on their usage to shift perceptions of performance, and this involves both conscious interpretation and affective sense-making of data and their representation in multiple forms. For example, performance data used within accountability systems in education are linked to sanctions and rewards, and their effects are partially due to the feelings that are provoked. The relationship between affect and data is also important in the mobility of policy ideas, which spread via meetings that enable affective proximity between participants. This article draws on a philosophical concept of affect, defined as the feeling of transition in bodily states, and topological concepts that are being taken up in social theory, to consider new perspectives on education policy research that these thinking tools may afford. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/17508487.2015.981198
Record No: 205603 From EdResearch online
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| What we really learn from My School.
| Bonnor, Chris
Shepherd, Bernie | 2015 |
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Title: What we really learn from My School.
Author(s): Bonnor, Chris | Shepherd, Bernie |
Journal Details: Journal of Professional Learning Semester 2
Published: 2015
ISSN: 2206-6128
Abstract: As former teachers and principals we have lived and worked through an incremental yet seismic change in our framework of schools. In more recent years we have progressively documented what has happened and why – and what our country must do to achieve a preferred future, rather than the unhappy one currently being created. Our main resource is the data which lies behind the My School website. My School has never lived up to its hype but the data that 'lies beneath' the website is gold. Until now most available data has only allowed general analysis of schools: state by state, by sector and location. My School not only provides much more information but it includes a measure of socio-educational advantage (SEA) for each school's enrolment. This is presented as a numerical Index of Socio-Educational Advantage (ICSEA), as well as in four SEA 'quarters' of the nation that are represented in each school. We can now answer questions which have eluded us for years: which students go where, how are their schools resourced, what does it cost and who benefits? Then bigger questions: What sort of school system are we creating, are we winning the battles for equity and achievement, on current trends what will our school future look like? The answers provided will inform, excite and concern – and along the way, bust quite a few urban myths. [Author abstract]
URL (open access) : http://cpl.asn.au/journal/semester-2-2015/what-we-really-learn-from-my-school
Record No: 217407 From EdResearch online
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| Pedagogical relations in the age of Big Data.
| McWilliam, Erica | 2014 |
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Title: Pedagogical relations in the age of Big Data.
Author(s): McWilliam, Erica |
Journal Details: Access v.28 n.1 p.6-12
Published: 2014
ISSN: 1030-0155
Abstract: A pedagogical relationship - the relationship produced through teaching and learning - is, according to phenomenologist Max van Maanen, 'the most profound relationship an adult can have with a child'. But what does it mean for a teacher to have a 'profound' relationship with a student in digital times? What, indeed, is an optimal pedagogical relationship at a time when the exponential proliferation and transformation of information across the globe is making for unprecedented social and cultural change? There is now ample evidence of a growing trend to displace face-to-face interaction by virtual connections. One effect of these technologically mediated relationships is that a growing number of young people experience relationships as 'mile-wide, inch-deep' phenomena. It is timely, in this context, to explore how pedagogical relationships are being transmuted by Big Data, and to ask about the implications this has for current and future generations of professional educators. The article discusses this issue by examining topics such as: the client as data; professionals as risk managers; Big Data, more to know; and, re-thinking relational priorities. In this paper the author comes some distance from Max van Maanen's framing of the pedagogical relationship as fundamentally one of adult-to-child. But much has changed in cultural terms in the 30 years since van Maanen expressed this idea. Big Data has made a big difference both to the nature of pedagogical work and to the types of relationships that may be forged within and through that work, for better and worse. Big Data may yet be a catalyst for big relational change across entire school communities. If we accept the evidence that 'alone together' is a sub-optimal mode of pedagogical engagement for both students and teachers most of the time, then perhaps it might be possible for all our pedagogical relationships to be re-shaped in more positive ways. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=204863
Record No: 204863 From EdResearch online
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| Beginning the year with data : a great way to get to know each other.
| Macardy, Heather | 2013 |
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Title: Beginning the year with data : a great way to get to know each other.
Author(s): Macardy, Heather |
Journal Details: Prime Number v.28 n.4 p.12-13
Published: 2013
ISSN: 0816-9349
Abstract: Normally, when thinking about primary mathematics, the natural place to start is with number and place value. However, this article reports an unusual trialling of a unit on data in term 1 of a Year 1/2 class. It was felt that a data unit was inherently interactive and the beginning of the school year was the perfect opportunity to get students talking to each other, learning names, finding out what they like and don't like or do they have things in common. Each day would start with a 'daily question'. This involved the students asking a question, and then as a whole class collecting data and representing it in different forms such as pictographs, bar charts, column graphs and pie charts. It was found that starting the school year with a unit exploring data was an engaging and rich way for students to both learn about each other and about concepts of data collection, representing data and analysing data.
URL (conditional access) : https://library.acer.edu.au/document/?document_id=202679
Record No: 202679 From EdResearch online
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| Digital geodata traces : new challenges for geographic education.
| Höhnle, Steffen
Michel, Boris
Glasze, Georg
Uphues, Rainer | 2013 |
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Title: Digital geodata traces : new challenges for geographic education.
Author(s): Höhnle, Steffen | Michel, Boris | Glasze, Georg | Uphues, Rainer |
Journal Details: International Research in Geographical and Environmental Education v.22 n.2 p.97-108
Published: May 2013
ISSN: 1038-2046
Abstract: Young people in modern societies consciously (via Facebook) or unconsciously (via some Google services) produce a vast amount of geodata. Using relational databases, private companies are capable of creating very precise profiles of the individual user and his/her spatial practices from this data. This almost inevitably prompts questions regarding data protection and privacy issues. In this paper, a conceptual approach is presented on how students can develop competencies regarding their personal geodata management and which challenges this subject matter implies for research in geographic education. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.1080/10382046.2013.778713
Record No: 197656 From EdResearch online
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| A model for managing data assurance in higher education.
| Hamblin, David J.
Phoenix, David A. | 2012 |
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Title: A model for managing data assurance in higher education.
Author(s): Hamblin, David J. | Phoenix, David A. |
Journal Details: Journal of Higher Education Policy and Management v.34 n.4 p.421-435
Published: August 2012
ISSN: 1360-080X
Abstract: There are increasing demands for higher levels of data assurance in higher education in the United Kingdom. These come from the traditional major stakeholders – funding agencies, government, media and employers, and, because of the transition in funding from public grant to student debt, increasing from students. This article explores some of the drivers for this trend, and then explains what stakeholders mean by the concept of data assurance, since this has not been well defined previously. The article captures insights from existing literature, stakeholders, auditors, and the university case experience of the authors to produce a logical model of data assurance. The model seeks to make the best use of scarce resources to deliver the stakeholders' assurance expectations, reducing redundancy and minimising the risks of omission. A logical and layered approach to the problem best delivers these outcomes. The article concludes with a consideration of implementation issues, and demonstrates how traditional differences between academics and administrators in this difficult area may be addressed. While the article is located in the English context, the principles will have wider applicability under other regulatory regimes. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.1080/1360080X.2012.689195
Record No: 193992 From EdResearch online
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| Use of propensity score matching for training research with observational data.
| Gemici, Sinan
Rojewski, Jay W.
Lee, In Heok | 2012 |
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Title: Use of propensity score matching for training research with observational data.
Author(s): Gemici, Sinan | Rojewski, Jay W. | Lee, In Heok |
Journal Details: International Journal of Training Research v.10 n.3 p.219-232
Published: 2012
ISSN: 1448-0220
Abstract: Evaluations of vocational education and training (VET) programs play a key role in informing training policy in Australia and elsewhere. Increasingly, such evaluations use observational data from surveys or administrative collections to assess the effectiveness of VET programs and interventions. The difficulty associated with using observational data is that they are inherently prone to selection bias, which results from individuals self-selecting into a given VET program based on differences in background characteristics or other external factors. The effects of the VET program on outcomes of interest are thus confounded with the effects of pre-existing systematic differences between program participants and non-participants. Propensity score matching (PSM) can mitigate selection bias in evaluation studies with observational data by statistically balancing program participants and non-participants post hoc on observed background characteristics. This article seeks to offer a general introduction to PSM and to provide interested VET researchers with an initial stepping stone for using the method in their own work. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.5172/ijtr.2012.10.3.219
Record No: 200801 From EdResearch online
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| Data feedback for school improvement : the role of researchers and school leaders.
| Geijsel, Femke P.
Kruger, Meta L.
Sleegers, Peter J. C. | 2010 |
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Title: Data feedback for school improvement : the role of researchers and school leaders.
Author(s): Geijsel, Femke P. | Kruger, Meta L. | Sleegers, Peter J. C. |
Journal Details: Australian Educational Researcher v.37 n.2 p.59-75
Published: August 2010
ISSN: 0311-6999
Abstract: The aim of this study is to better understand the role of researchers and school leaders in supporting school improvement through data feedback in the context of more responsive forms of accountability in the Netherlands. A process evaluation was conducted concerning the first three years of a collaborative project of a multi-management group of 18 primary schools and a group of researchers. The results show that implementing a system of data feedback starting from a shared vision on the need to learn from data, fostered processes in the school of learning from data for school improvement. The results also show a growing inquiry habit of mind amongst school principals, whereas the researchers learned how to take their role in the collaboration by providing conditions that enhance school improvement from data feedback. The results indicate that the collaborative process can be characterised by several learning functions and thus contribute to a better understanding of how the conditions for data feedback and school improvement can be enhanced. [Author abstract]
URL (archived) : https://web.archive.org/web/*/http://www.aare.edu.au/aer/online/1002/04.pdf
URL (conditional access) : http://dx.doi.org/10.1007/BF03216922
Record No: 183824 From EdResearch online
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| A knowledge-information-data concept model for engineering education.
| Brodie, Ian
Brodie, Lyn M. | 2009 |
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Title: A knowledge-information-data concept model for engineering education.
Author(s): Brodie, Ian | Brodie, Lyn M. |
Journal Details: Australasian Journal of Engineering Education v.15 n.3 p.137-144
Published: 2009
ISSN: 1324-5821
Abstract: Engineering is a knowledge-based industry. In order to produce job-ready engineering graduates, educators need to fully understand and differentiate fundamental terms of the information age such as 'data', 'information' and 'knowledge'. These are all familiar terms, but may have different meanings to different people. A simple model is provided in this paper as a common starting point to conceptualise, discuss and ultimately enhance the incorporation of knowledge-information-data (KID) within the engineering curricula. The application of the KID model in translating student feedback and to illustrate course content deficiencies is also described. [Author abstract]
URL (archived) : http://pandora.nla.gov.au/pan/10589/20100129-0009/www.engineersmedia.com.au/journals/aaee/pdf/AJEE_15_3_Brodie.pdf
URL (conditional access) : http://dx.doi.org/10.1080/22054952.2009.11464030
Record No: 182474 From EdResearch online
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| The real importance of student data : urban teachers using data to drive their instruction.
| Borreo, Noah | 2009 |
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Title: The real importance of student data : urban teachers using data to drive their instruction.
Author(s): Borreo, Noah |
Journal Details: Curriculum and Teaching v.24 n.1 p.5-14
Published: 2009
ISSN: 0726-416X
Abstract: This article describes the collaborative classroom practices of a group of teachers at an urban school in California. Berkeley Maynard Academy is an urban, public school that serves kindergarten through to sixth grade students. It is a charter school run by a non-profit charter management organisation that prepares students from low income areas for college, staring in kindergarten. Specifically, the author documents Cycle of Inquiry as a process whereby teachers utilise student data to directly inform their instruction. The details of Cycle of Inquiry are highlighted to show how a team of teachers can assess, teach, reflect, re-assess, and re-teach as a way to continually deliver quality instruction to diverse groups of students. An example of a 'Data Analysis Record' is included to show how teachers can document the Cycle of Inquiry process. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.7459/ct/24.1.02
Record No: 179073 From EdResearch online
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| Data wealth, data poverty, science and cyberinfrastructure.
| Sawyer, S. | 2008 |
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Title: Data wealth, data poverty, science and cyberinfrastructure.
Author(s): Sawyer, S. |
Journal Details: Prometheus v.26 n.4 p.355-371
Published: December 2008
ISSN: 0810-9028
Abstract: Changes in access to data are leading to rapid 'data wealth' in some scientific fields, even as others remain 'data-poor'. Furthermore, the current attention towards developing computer-based infrastructures and digital access to common data sets—the basics of scientific 'cyberinfrastructures'—are too-focused on fields of study characterised by data wealth. To better understand the implications of this twin pursuit of data wealth and cyberinfrastructure, the author articulates how data-poor scholarly fields differ from data-rich fields. He then suggests four actions that scholars in data-poor fields can take to improve their work's value to science and society in lieu of being data-rich and propose three design considerations for cyberinfrastructures that can better support data-poor scholarly endeavours. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/08109020802459348
Record No: 172174 From EdResearch online
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| Managing the soft issues in e-research : a role for libraries?
| Denison, T.
Kethers, S.
McPhee, N. | 2007 |
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Title: Managing the soft issues in e-research : a role for libraries?
Author(s): Denison, T. | Kethers, S. | McPhee, N. |
Journal Details: Australian Academic and Research Libraries v.38 n.1 p.1-14
Published: March 2007
ISSN: 0004-8623
Abstract: Within Australia there is a growing interest in e-research and the use of cyberinfrastructure. There is also increasing recognition that the use of cyberinfrastructure is often inhibited, not by technical issues, but by so-called 'soft' issues, such as those related to work practices, intellectual property issues, the nature of research collaboration, and institutional imperatives. This article reports on aspects of DART (Dataset Acquisition, Accessibility and Annotation e-Research Technologies), a current e-research project, specifically issues related to the broader questions of uptake and use of repositories by researchers. The paper concludes by discussing implications for libraries and for the design and promotion of repositories. [Author abstract]
URL (open access) : https://web.archive.org/web/20130418042836/http://alia.org.au/publishing/aarl/38/ARRL.Vol38.No1.2007.pdf
http://dx.doi.org/10.1080/00048623.2007.10721263
URL (conditional access) : http://dx.doi.org/10.1080/00048623.2007.10721263
Record No: 160732 From EdResearch online
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| Data rich, information poor?
| Roulston, J. | 2004 |
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Title: Data rich, information poor?
Author(s): Roulston, J. |
Journal Details: Educare News n.147 p.22-23
Published: May 2004
ISSN: 1327-8800
Abstract: In recent years, more and more education authorities and schools are coming to the conclusion that the careful selection and analysis of data represents the key to improvement in education. Number crunching provides information on what students are learning, where there are weaknesses and how schools need to work differently. A big challenge for schools is developing the professional culture and structures necessary to support data use. This article suggests educators need both the time and the tools to cycle through all the steps involved.
URL (conditional access) : https://library.acer.edu.au/document/?document_id=136464
Record No: 136464 From EdResearch online
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| Developing a numerate society.
| | 2004 |
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Title: Developing a numerate society.
Author(s):
Journal Details: Curriculum Support for Teaching in Mathematics 7-12 v.9 n.4 p.1-5
Published: 2004
Abstract: What teaching needs to be undertaken in mathematics to meet the demands of effective citizenship, asks the author? Both data and measurement are strands of the new years 7-10 syllabus. Within the data analysis and evaluation section of the new syllabus, students learn about making predictions from a sample that may apply to the whole population. They also learn to consider the size of the sample when making predictions about the population as well as learning to recognise that summary statistics may vary from sample to sample. This article presents a number of tasks which cover: sampling and variability, the law of large numbers, spreadsheet skills and dynamic graphing.
URL (conditional access) : https://library.acer.edu.au/document/?document_id=140814
Record No: 140814 From EdResearch online
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| Children's representation and organisation of data.
| Nisbet, S.
Jones, G.
Thornton, C.
Langrall, C.
Mooney, E. | 2003 |
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Title: Children's representation and organisation of data.
Author(s): Nisbet, S. | Jones, G. | Thornton, C. | Langrall, C. | Mooney, E. |
Journal Details: Mathematics Education Research Journal v.15 n.1 p.42-58
Published: May 2003
ISSN: 1033-2170
Abstract: This study investigated how children organised and represented data and also examined relationships between their organisation and representation of data. Two protocols, one involving categorical data and the other involving numerical data, were used to interview 15 students, 3 from each of Grades 1 through 5. Although there were differences between Grade 1 students and the rest, the study suggested that numerical data was significantly harder for children to organise and represent than categorical data. Children beyond Grade 1 could make connections between organising and representing data for categorical data but their connections for numerical data were more tenuous. The process of reorganising numerical data into frequencies was not intuitive for the children in this study but they showed greater readiness in recognising and interpreting data that had already been reorganised as a frequency representation. Given this latter result, a pedagogical approach that asks students to make links between raw data and a frequency representation of it may prepare students to create and construct their own frequency representations. [Author abstract]
URL (archived) : http://web.archive.org/web/1000/http://www.merga.net.au/documents/MERJ_15_1_Nisbett.pdf
URL (conditional access) : http://dx.doi.org/10.1007/BF03217368
Record No: 131493 From EdResearch online
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| A framework for characterizing middle school students' statistical thinking.
| Mooney, E. S. | 2002 |
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Title: A framework for characterizing middle school students' statistical thinking.
Author(s): Mooney, E. S. |
Journal Details: Mathematical Thinking and Learning v.4 n.1 p.23-63
Published: 2002
ISSN: 1098-6065
Abstract: People make use of quantitative information on a daily basis. Professional education organisations for mathematics, science, social studies, and geography recommend that students, as early as middle school, have experience collecting, organising, representing, and interpreting data. However, research on middle school students' statistical thinking is sparse. A cohesive picture of middle school students' statistical thinking is needed to better inform curriculum developers and classroom teachers. The purpose of this study was to develop and validate a framework for characterising middle school students' thinking across 4 processes: describing data, organising and reducing data, representing data, and analyzing and interpreting data. The validation process involved interviewing, individually, 12 students across Grades 6 through 8. Results of the study indicate that students progress through 4 levels of thinking within each statistical process. These levels of thinking were consistent with the cognitive levels postulated in a general developmental model by Biggs and Collis (1991). [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1207/S15327833MTL0401_2
Record No: 119667 From EdResearch online
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| Cola chemistry and data logging.
| Gipps, J. | 2001 |
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Title: Cola chemistry and data logging.
Author(s): Gipps, J. |
Journal Details: Australian Science Teachers Journal v.47 n.1 p.57-61
Published: March 2001
ISSN: 0045-0855
Abstract: Cola drinks can be complex mixtures of up to ten chemicals, some which are amendable to investigation by the use of data loggers. Looking at one brand of cola, the author selected the concentrations of carbon dioxide and sugar and the nature and concentration of food acid to be suitable subjects for experimentation. The activities described could be used as set-piece practicals, demonstrations or investigations, and I have included a number of questions as suggestions for further enquiry. [Author abstract. ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=118796
Record No: 118796 From EdResearch online
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| What's your favourite data? Data-handling activities.
| Griffiths, R. | 2001 |
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Title: What's your favourite data? Data-handling activities.
Author(s): Griffiths, R. |
Journal Details: Classroom v.21 n.4 p.34-35
Published: 2001
ISSN: 0727-1255
Abstract: This article provides activities that show one way of handling data in the early years of school.
URL (conditional access) : https://library.acer.edu.au/document/?document_id=109676
Record No: 109676 From EdResearch online
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| Come in spinner! Innovative assessment in the primary classroom.
| Callingham, R. | 2000 |
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Title: Come in spinner! Innovative assessment in the primary classroom.
Author(s): Callingham, R. |
Journal Details: Australian Primary Mathematics Classroom v.5 n.1 p.9-14
Published: 2000
ISSN: 1326-0286
Abstract: The author shows how a rubric may be used to assess children's understanding of chance and data concepts. It describes what happened when some Year 6 children were presented with a task that targeted underpinning mathematical concepts in chance and data.
URL (conditional access) : https://library.acer.edu.au/document/?document_id=101533
Record No: 101533 From EdResearch online
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| 'In god we trust...' : the use of data in monitoring school performance.
| Holmes, G. | 2000 |
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Title: 'In god we trust...' : the use of data in monitoring school performance.
Author(s): Holmes, G. |
Journal Details: Practising Administrator v.22 n.2 p.6-8,31
Published: 2000
ISSN: 0157-3357
Abstract: Data usage is becoming more pervasive in schools. This article explores the potential of a 'Dow Jones' type index as a school performance indicator, and concludes that data should not simply become the product. Instead, it should be used selectively and responsibly with the prime purpose of facilitating and promoting the learning process.
URL (conditional access) : https://library.acer.edu.au/document/?document_id=101092
Record No: 101092 From EdResearch online
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| Lessons from chance and data research for the classroom.
| Watson, J. M. | 2000 |
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Title: Lessons from chance and data research for the classroom.
Author(s): Watson, J. M. |
Journal Details: Teaching Mathematics v.25 n.4 p.3-9
Published: November 2000
ISSN: 0313-7767
Abstract: This paper presents several ideas for classroom lessons arising from recent research related to the chance and data part of the mathematics curriculum. Potential experiences for students in the middle and secondary years of schooling have arisen from interview protocols used with students in grades 3,6 and 9 and a media survey used with grades 6 and 9. These are associated with understanding issues of fairness and sample size in various settings, with understanding average as used in different contexts, and with representing data sets and relationships in graphical form.
URL (conditional access) : https://library.acer.edu.au/document/?document_id=106036
Record No: 106036 From EdResearch online
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| Putting the variation into chance & data.
| Torok, R. | 2000 |
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Title: Putting the variation into chance & data.
Author(s): Torok, R. |
Journal Details: Australian Mathematics Teacher v.56 n.2 p.25-31
Published: June 2000
ISSN: 0045-0685
Abstract: This paper examines the role of variation in statistics education and describes a chance and data unit with a focus on variation that has been conducted with three high school mathematics classes.
URL (conditional access) : https://library.acer.edu.au/document/?document_id=101875
Record No: 101875 From EdResearch online
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| A sample 'applications task' for mathematical methods unit 3 coursework assessment.
| Shallcross, D. | 2000 |
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Title: A sample 'applications task' for mathematical methods unit 3 coursework assessment.
Author(s): Shallcross, D. |
Journal Details: Vinculum v.37 n.3 p.4-5
Published: September 2000
ISSN: 0157-759X
Abstract: This discussion illustrates how data for a particular situation, presented in tabular and graphical forms, can be modelled and analysed using functions and calculus.
URL (conditional access) : https://library.acer.edu.au/document/?document_id=103152
Record No: 103152 From EdResearch online
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| Telling the whole of the maths story : how can we keep the plot with graphics calculators?
| Stacey, K. | 2000 |
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Title: Telling the whole of the maths story : how can we keep the plot with graphics calculators?
Author(s): Stacey, K. |
Journal Details: Australian Mathematics Teacher v.56 n.4 p.17-20
Published: October 2000
ISSN: 0045-0685
Abstract: This article makes two points and illustrates them with two examples. The first point is that new technology is providing new opportunities to improve the teaching and learning of mathematics. The second point is that the ease with which graphics calculators deal with numerical examples could lead to the empirical side of mathematics swamping its theoretical side in student activities. Data collection, presentation and interpretation is incomplete without mathematical reasoning and explanation. The two examples illustrate simple activities that provide greatly enhanced learning opportunities, and the author considers what makes these types of activities significant.
URL (conditional access) : https://library.acer.edu.au/document/?document_id=106033
Record No: 106033 From EdResearch online
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| Disciplining data: power and practice in educational research.
| Reid, J. | 1997 |
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Title: Disciplining data: power and practice in educational research.
Author(s): Reid, J. |
Journal Details: Australian Educational Researcher v.24 n.3 p.57-82
Published: Dec 1997
ISSN: 0311-6999
Abstract: This paper raises an issue that is becoming increasingly significant for many educational researchers - the problem of research relationships in education being always already disciplined within the discourses that constitute them in practice. This means that as educators researching education, we are ourselves often subject to and subjects of the discursive norms constituting us as professional practitioners, and that we need to become more explicit about the nature and effects of this in our research work. This implies that as a researcher I need to be alert to, and reflexive of, the relations of my research situation, and make explicit the situation of my own knowledge production. That is what I want to focus on here. My particular interest is with the question of 'data', and I argue that the data that drives much academic educational research needs to be seen as always a discursive construction, actively produced within the power relationships and norms of (educational) research practice.
URL (conditional access) : http://dx.doi.org/10.1007/BF03219655
Record No: 86778 From EdResearch online
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| Researching youth: a practical guide.
| White, R.
McDonnell, L.
Harris, A. | 1996 |
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Title: Researching youth: a practical guide.
Author(s): White, R. | McDonnell, L. | Harris, A. |
Journal Details: Youth Studies Australia v.15 n.3 p.18-25
Published: Sept 1996
ISSN: 1038-2569
Abstract: In this article the authors discuss their experiences of the 'nuts and bolts' issues of researching with young people - from the initial stages of designing a project to collecting data and processing the results. They look at specific problems such as the difficulties involved in using questionnaires and conducting interviews, and ethical issues of confidentiality and consent.
URL (open access) : http://www.acys.info/__data/assets/pdf_file/0007/63646/p18_-_R._White_et._al_-_September_1996.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=71649
Record No: 71649 From EdResearch online
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| Information services from numeric data bases : the US experience.
| Coxon, H. | 1983 |
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Title: Information services from numeric data bases : the US experience.
Author(s): Coxon, H. |
Journal Details: Australian Library Journal v.32 n.4 p.5-12
Published: November 1983
ISSN: 0004-9670
Abstract: The author examines the history of the data archive movement in the United States; looks at some of the principal generators of data; and discusses the role of the Inter- University Consortium for Political and Social Research, University of Michigan. The relationship between data archives and libraries is considered; and the role of libraries in the provision of information services from numeric data bases is commented upon. A final section discusses aspects of the present situation in Australia. (Original abstract)
URL (open access) : http://dx.doi.org/10.1080/00049670.1983.10755477
URL (conditional access) : http://dx.doi.org/10.1080/00049670.1983.10755477
Record No: 18014 From EdResearch online
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