| Title | Author | Year | Add to Folder |
| Collectively engaging with theory in environmental education research.
| Nakagawa, Yoshifumi
Verlie, Blanche
Kim, Misol | 2020 |
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Title: Collectively engaging with theory in environmental education research.
Author(s): Nakagawa, Yoshifumi | Verlie, Blanche | Kim, Misol |
Journal Details: Australian Journal of Environmental Education v.36 n.1 p.1-19
Published: March 2020
ISSN: 0814-0626
Abstract: In this article, we collectively explore the significance of engaging with theory in environmental education research. Inspired by Jackson and Mazzei's (2011) postqualitative research methodology, each researcher provides a short sample of engaging with his/her chosen theoretical concept for one shared data source. Through our three individual theoretical engagements with a short video, we collectively demonstrate that the data may be enacted in different ways, based on the theoretical concept that is engaged. This may potentially actualise multiple different and partial realities of the researched, and by decentring the researcher, this can also rework humanist epistemologies. We suggest that non-researcher-centred and/or non-anthropocentric actualising may contribute to more sustainable relationships in environmental education and its research, not only between the researcher and the researched, but also among the researchers. [Author abstract]
URL (conditional access) : https://www.cambridge.org/core/journals/australian-journal-of-environmental-education/article/collectively-engaging-with-theory-in-environmental-education-research/3D6CDA45146DB5B60F7C6780E759DA9F
Record No: 226477 From EdResearch online
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| A practical, iterative framework for secondary data analysis in educational research.
| Logan, Tracy | 2020 |
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Title: A practical, iterative framework for secondary data analysis in educational research.
Author(s): Logan, Tracy |
Journal Details: Australian Educational Researcher v.47 n.1 p.129-148
Published: March 2020
ISSN: 0311-6999
Abstract: Secondary data analysis in educational research has been an established research method for many years. Yet, few publications outline the "how to" of undertaking the process. This paper presents an analysis framework suitable for undertaking secondary data analysis within the field of education. The framework is a modification and an application of a pre-existing data mining research process known as Knowledge Discovery in Databases (KDD). The KDD process is interactive and generative and involves a series of sequential steps and decision-making processes. The modified KDD process is described to show how it supports secondary data analysis and provides an example of how the modified KDD process was applied across a secondary analysis in mathematics education. This paper provides educational researchers with a practical and iterative framework through which to undertake secondary analysis that enhances flexibility and encourages depth and saturation. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1007/s13384-019-00329-z
Record No: 225722 From EdResearch online
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| Can Secondary Teaching Graduates Support Literacy in the Classroom? Evidence from Undergraduate Assignments.
| Moon, Brian
Harris, Barbara
Hays, Anne-Maree | 2019 |
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Title: Can Secondary Teaching Graduates Support Literacy in the Classroom? Evidence from Undergraduate Assignments.
Author(s): Moon, Brian | Harris, Barbara | Hays, Anne-Maree |
Journal Details: Australian Journal of Teacher Education v.44 n.8 p.74-101
Published: August 2019
ISSN: 0313-5373
Abstract: Education policy in Australia and comparable countries requires that all secondary content teachers actively teach the literacy of their learning area and support the literacy development of students in their classes. In this paper we present evidence on the capacity of graduating teachers to meet that obligation. We review assessment data from 393 Initial Teacher Education students who completed a core unit in secondary curriculum literacy prior to graduation. We report that while the majority met the unit requirements, approximately 30% graduated as teachers with marginal or inadequate capacity to teach the literacy of their subject or support student learning through literacy. Approximately 12% of the sampled cohort failed the unit on their first attempt; yet 76% of those who failed went on to graduate. We show that such performance is consistent across the secondary disciplines included in the survey. We pose the questions as to whether secondary teachers with a marginal command of literacy strategies and poor literacy knowledge can be expected to provide effective literacy support, and whether education policy goals and provision of training in this area are therefore realistic. [Author abstract]
URL (open access) : https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=4243&context=ajte
URL (conditional access) : https://library.acer.edu.au/document/?document_id=225439
Record No: 225439 From EdResearch online
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| Literacy intervention provision in Victorian primary education : An analysis of online data.
| Quick, Joanne | 2019 |
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Title: Literacy intervention provision in Victorian primary education : An analysis of online data.
Author(s): Quick, Joanne |
Journal Details: Issues in Educational Research v.29 n.1 p.261-281
Published: 2019
ISSN: 1837-6290
Abstract: Literacy intervention programs are a common approach to improve children's literacy achievement. A previous study (Rohl, Milton and Brady, 2000; Rohl and Milton, 2002) identified a range of literacy intervention programs offered across Australia, including Victoria. Contemporary Victorian education policies have shifted towards greater school choice in literacy intervention provision, suggesting that up to date research about schools' use of these programs is timely. This article outlines and discusses an online data collection protocol for gathering information about literacy intervention use in Victorian primary education settings in 2014. Data on 150 schools' intervention provision, together with their demographic and average reading achievement information, were gathered from schools' websites, annual reports, and the My School website (ACARA, n.d., a). Descriptive statistics and Pearson's chi-square tests were used to explore differences in reported literacy intervention offerings between schools from different sectors; and of differing enrolment sizes, and levels of socio-educational advantage and reading achievement. The results showed that literacy interventions were commonly offered across schools, with a range of programs identified. School sector showed a highly significant association, and enrolment size showed a moderate association; with whether or not schools offered one or more literacy interventions; but no significant associations were identified for either schools' socio-educational status or mean reading achievement. Implications of these findings are discussed with reference to sector policies and research literature. The potential and challenges in utilising online data in educational research are also explored. This paper contributes recent empirical data on literacy intervention provision in Victoria and explores the utility of online data methodologies to answer questions about schools' programs. [Author abstract]
URL (open access) : http://www.iier.org.au/iier29/quick.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=223908
Record No: 223908 From EdResearch online
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| Performative practices and 'authentic accountabilities' : Targeting students, targeting learning?
| Hardy, Ian J.
Reyes, Vicente
Hamid, M. Obaid | 2019 |
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Title: Performative practices and 'authentic accountabilities' : Targeting students, targeting learning?
Author(s): Hardy, Ian J. | Reyes, Vicente | Hamid, M. Obaid |
Journal Details: International Education Journal : Comparative Perspectives v.18 n.1 p.20-33
Published: 2019
ISSN: 2202-493X
Abstract: This paper critiques recent practices in schooling, particularly efforts to enhance student learning outcomes for more performative purposes. Such practices have become increasingly prevalent as part of a broader trend towards results-oriented accountability practices, with concomitant pressures upon teachers and students to achieve particular outcomes as evidence of improvement—and often in relation to various forms of local, national, and international standardized tests. The research draws upon experiences of teachers in one school in Australia as they grappled with various reform initiatives as part of their overall School Improvement Plan to enhance educational outcomes for students. This paper draws upon theorizing and research into specific practices of performativity, particularly how children, data and teachers' learning processes are all constituted as "targets" for continuous intervention. As well as revealing the problematic effects of more performative accountabilities, the research also shows how alternative more "authentic" forms of accountability were in evidence and enacted by those constituted through these processes. This paper seeks to provide insights into how teachers' work and learning are heavily influenced by performative pressures, but also how teachers might contest the more instrumental and technicist influences of such practices. [Author abstract]
URL (open access) : https://openjournals.library.sydney.edu.au/index.php/IEJ/article/view/13354
URL (conditional access) : https://openjournals.library.sydney.edu.au/index.php/IEJ/article/view/13354
Record No: 224506 From EdResearch online
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| Post-school aspirations in regional Australia : an examination of the role of cultural and social capital.
| Cuervo, Hernan
Chesters, Jenny
Aberdeen, Lucinda | 2019 |
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Title: Post-school aspirations in regional Australia : an examination of the role of cultural and social capital.
Author(s): Cuervo, Hernan | Chesters, Jenny | Aberdeen, Lucinda |
Journal Details: Australian Educational Researcher v.46 n.5 p.843-861
Published: November 2019
ISSN: 0311-6999
Abstract: The Australian Government's efforts to increase the proportion of Australians with university-level qualifications has placed educational aspirations at the forefront of education policy. Despite increasing numbers of young Australians enrolling in higher education, regional and rural students continue to be underrepresented in university populations. Previous research shows that levels of social capital are positively associated with educational aspirations; therefore, in this paper, we examine the associations between access to various forms of social capital and aspirations for post-school study and employment. We conduct analysis of data collected from 460 students attending government secondary schools located in and around Shepparton in regional Victoria. Of the various measures of social capital, we focus on parent-derived social capital, discussions with parents; student-derived social capital, participation in extracurricular activities and peer-derived social capital, aspirations of their friends. We explore how measures of social capital can be used to critically make sense and engage with the post-school aspirations of young people in the increasingly precarious landscape of youth employment in the twenty-first century. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1007/s13384-019-00305-7
Record No: 224719 From EdResearch online
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| Ring, ring. Who's still there? An analysis of callers to the Reading Writing Hotline.
| Iles, Vanessa
Osmond, Pamela | 2019 |
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Title: Ring, ring. Who's still there? An analysis of callers to the Reading Writing Hotline.
Author(s): Iles, Vanessa | Osmond, Pamela |
Journal Details: Fine Print v.42 n.2 p.3-7
Published: July 2019
ISSN: 0159-3978
Abstract: The first report of the Reading Writing Hotline (Riordan, 1994) was titled 'Ring, Ring - Who's There?'. In this 25th anniversary year for the Hotline it is timely to ask, 'Who's still there?' and 'Who has been there for the past 25 years?' In addressing these questions, this paper draws on information from a recent research project undertaken by the Reading Writing Hotline on behalf of the Commonwealth Department of Education and Training. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=225741
Record No: 225741 From EdResearch online
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| Young person's well-being : Exploring material, subjective and relational factors.
| Rawsthorne, Margot
Kinsela, Grace
Paxton, Karen
Luscombe, Georgina | 2019 |
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Title: Young person's well-being : Exploring material, subjective and relational factors.
Author(s): Rawsthorne, Margot | Kinsela, Grace | Paxton, Karen | Luscombe, Georgina |
Journal Details: Children Australia v.44 n.1 p.13-22
Published: March 2019
ISSN: 1035-0772
Abstract: Young people's well-being has attracted significant policy and research attention in Australia and internationally for at least three decades. Despite this, there is no consensus about what it means, how it can be measured or, most importantly, what supports young people's well-being. This paper adopts a definition of well-being as a multidimensional process, comprising subjective, material and relational factors. Drawing on self-report data collected at two time points from young people (aged 9–14 years) living in rural and regional New South Wales (N = 342 at baseline and N = 217 Wave 2), this paper seeks to identify the salience of these factors to well-being, measured through Perceived Self-Efficacy. Our analysis suggests that a sense of belonging, safety and the presence of supportive adults all appear to support enhanced well-being. The paper concludes with recommendations for policy makers and communities wishing to better support the development of young people's well-being. [Author abstract]
URL (conditional access) : https://doi.org/10.1017/cha.2018.53
Record No: 223409 From EdResearch online
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| Data Praxis : Teacher educators using data to inform and enhance pre-service teacher mathematics.
| Sellings, Peter
Brandenburg, Robyn | 2018 |
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Title: Data Praxis : Teacher educators using data to inform and enhance pre-service teacher mathematics.
Author(s): Sellings, Peter | Brandenburg, Robyn |
Journal Details: Mathematics Teacher Education and Development v.20 n.3 p.61-79
Published: 2018
ISSN: 1442-3901
Abstract: This paper explores how data can shape and enhance mathematics learning and teaching in an initial teacher education Learning and Teaching Mathematics Course for First Bachelor of Education Students in a Regional University. The implementation of a 'data praxis' approach to research, required the development of a custom-designed suite of data gathering tools and approaches to inform our mathematics teaching and enhance pre-service teacher mathematical learning, underpinned the conduct of the study. Praxis required the teacher educators to constantly and systematically interact with the data sets and refine the pedagogical approaches to mathematics teaching and learning. The results of this research highlight the gains that students made and the challenges for teacher educators who choose a data based approach. [Author abstract]
URL (open access) : https://mted.merga.net.au/index.php/mted/article/view/465/331
URL (conditional access) : https://library.acer.edu.au/document/?document_id=222198
Record No: 222198 From EdResearch online
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| Data walls : The state of the evidence.
| Harris, Lois
Wyatt-Smith, Claire
Adie, Lenore | 2018 |
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Title: Data walls : The state of the evidence.
Author(s): Harris, Lois | Wyatt-Smith, Claire | Adie, Lenore |
Journal Details: Independent Education v.48 n.3 p.18-20
Published: 2018
ISSN: 1320-9825
Abstract: What is the evidence that shows the effectiveness of data walls in schools? Under what conditions might data walls be most effective in informing teachers' decisions and actions to improve learning? This article explores these questions, providing guidance to school leaders and teachers who may be considering implementing data walls or reviewing their own current practices. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=221748
Record No: 221748 From EdResearch online
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| A DIY, Project-based Approach to Teaching Data Journalism.
| Graham, Caroline | 2018 |
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Title: A DIY, Project-based Approach to Teaching Data Journalism.
Author(s): Graham, Caroline |
Journal Details: Asia Pacific Media Educator v.28 n.1 p.67-77
Published: June 2018
ISSN: 1326-365X
Abstract: As a case study, this article will illustrate how a project-based approach has addressed some of the challenges of embedding data journalism content into courses at a small Australian university. It will also identify some of the associated limitations and difficulties. Since 2013, Bond journalism students have undertaken five collaborative data-driven investigations, with a sixth underway in 2018. The project-based approach encourages resilience, creative problem-solving and minimizes students' aversion to maths and statistics while empowering students to produce industry-standard work in an area of inexperience and discomfort. However, it is a reasonably resource-intensive approach and would be difficult to replicate in a larger cohort. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1177/1326365X18768308
Record No: 221480 From EdResearch online
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| Enthusiasm for Making a Difference : Adapting Data Journalism Skills for Digital Campaigning.
| Fuller, Glen | 2018 |
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Title: Enthusiasm for Making a Difference : Adapting Data Journalism Skills for Digital Campaigning.
Author(s): Fuller, Glen |
Journal Details: Asia Pacific Media Educator v.28 n.1 p.112-123
Published: June 2018
ISSN: 1326-365X
Abstract: Journalism is conventionally taught through a 'teaching hospital' type model involving a set of tacit professional skills largely developed through experience (Anderson, Glaisyer, Smith, & Rothfeld, 2011). This article reports on the approach taken to adapt data journalism pedagogy for a digital campaigning unit in a journalism course. The main focus is building confidence with developing relevant technical skills in what Davies and Cullen (2016) describe as 'quantitative literacy'. Although there is a range of ways to approach the turn to 'data journalism' (Coddington, 2015), teaching aspects of data and computational journalism with students can be difficult as the focus on technical and math skills contravenes the self-identity of journalism students as writers or similar (Nguyen & Lugo-Ocando, 2015). Meyer and Land's (2005) pedagogical theory of the 'threshold concept' is used to think through the affective aspects of a practical exercise for developing 'data confidence'. Journalism has long attracted students with a social justice orientation and who want to 'make a difference' (Vromen, 2016), and challenging students to appreciate the social change context of online engagement is often sufficient to enthuse a student into developing technical skills. The example explored here should be useful for journalism educators in other contexts approaching the common challenge of working with students to develop 'data confidence'. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1177/1326365X18768134
Record No: 221479 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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| Immigrant-born workers and quality early childhood education and care in the Northern Territory, Australia.
| Golebiowska, Kate
Boyle, Alicia
Pennec, Sophie
Horvath, Denise | 2018 |
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Title: Immigrant-born workers and quality early childhood education and care in the Northern Territory, Australia.
Author(s): Golebiowska, Kate | Boyle, Alicia | Pennec, Sophie | Horvath, Denise |
Journal Details: International Journal of Training Research v.16 n.2 p.103-121
Published: August 2018
ISSN: 1448-0220
Abstract: This paper focuses on the growing immigrant-born population of early childhood education and care (ECEC) workers in the Northern Territory of Australia, who represent a committed but poorly understood group within this workforce. The recent reforms to the ECEC workforce in Australia aim to achieve high-quality ECEC services by (a) growing this workforce size to meet the demand for services; (b) meeting the higher educator-to-children ratios; and (c) raising the overall level of qualifications of ECEC workers. By combining the statistical data in an innovative way, this paper shows that even when the growing numbers in this group are combined with newly qualified, immigrant-born and Australian-born entrants, the total number of workers may still be too small to fully implement recent reforms. It concludes by identifying data quality issues and future research directions that would help inform and develop a new strategy for the Northern Territory ECEC workforce. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/14480220.2018.1444666
Record No: 222903 From EdResearch online
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| Informing learning design through analytics : Applying network graph analysis.
| Ifenthaler, Dirk
Gibson, David
Dobozy, Eva | 2018 |
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Title: Informing learning design through analytics : Applying network graph analysis.
Author(s): Ifenthaler, Dirk | Gibson, David | Dobozy, Eva |
Journal Details: Australasian Journal of Educational Technology v.34 n.2 p.117-132
Published: 2018
ISSN: 1449-5554
Abstract: Learning design has traditionally been thought of as an activity occurring prior to the presentation of a learning experience or a description of that activity. With the advent of near real-time data and new opportunities of representing the decisions and actions of learners in digital learning environments, learning designers can now apply dynamic learning analytics information on the fly in order to evaluate learner characteristics, examine learning designs, analyse the effectiveness of learning materials and tasks, adjust difficulty levels, and measure the impact of interventions and feedback. In a case study with 3550 users, the navigation sequence and network graph analysis demonstrate a potential application of learning analytics design. Implications based on the case study show that integration of analytics data into the design of learning environments is a promising approach. [Author abstract]
URL (open access) : https://ajet.org.au/index.php/AJET/article/view/3767
URL (conditional access) : https://library.acer.edu.au/document/?document_id=220079
Record No: 220079 From EdResearch online
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| Practice performance and performance anxiety : Preparing osteopathic students for practice.
| Grace, Sandra
Streckfuss, Julie | 2018 |
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Title: Practice performance and performance anxiety : Preparing osteopathic students for practice.
Author(s): Grace, Sandra | Streckfuss, Julie |
Journal Details: Focus on Health Professional Education v.19 n.1 p.38-51
Published: 2018
ISSN: 1442-1100
Abstract: During clinical training, osteopathy students are required to develop skills and attitudes that challenge their capabilities and viewpoints. The aim of this project was to inform pedagogical processes that could reduce the stress associated with beginning clinical practice. Data were collected from two sources: (1) semi- structured interviews and (2) audiovisual material prepared by students for other purposes but which also shed light on their experiences of clinical placement. With participants' consent, data were thematically analysed using constant comparison. Osteopathic students entering clinical practice experienced high levels of performance anxiety that caused physical and psychological stress. Despite achieving objectively-measured competencies in clinical assessments, students perceived they were not ready to perform as practitioners (e.g., appear confident, overcome nervousness and manage the consultation time). To reduce performance anxiety associated with the transition to beginning practitioner, professional education needs to expand to include timely opportunities to learn practice performance skills. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=221613
Record No: 221613 From EdResearch online
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| Promoting flexible and adaptive use of data representations.
| Baroutsis, Aspa
White, Sonia L. J.
Jones, Madeline
Hamilton, Annette
Waters, Rayelene | 2018 |
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Title: Promoting flexible and adaptive use of data representations.
Author(s): Baroutsis, Aspa | White, Sonia L. J. | Jones, Madeline | Hamilton, Annette | Waters, Rayelene |
Journal Details: Australian Primary Mathematics Classroom v.23 n.4 p.10-15
Published: 2018
ISSN: 1326-0286
Abstract: Reporting on one learning activity, as part of a larger research project, demonstrates how Year 2 students carry out a class survey and then transfer the data collected in tabular form to a different representation of their choice. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=222999
Record No: 222999 From EdResearch online
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| When the Numbers Don't Add Up : Accommodating Data Journalism in a Compact Journalism Programme.
| Green, Sue | 2018 |
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Title: When the Numbers Don't Add Up : Accommodating Data Journalism in a Compact Journalism Programme.
Author(s): Green, Sue |
Journal Details: Asia Pacific Media Educator v.28 n.1 p.78-90
Published: June 2018
ISSN: 1326-365X
Abstract: Journalism educators recognise the need to prioritise teaching data journalism to ensure their students are industry-ready, particularly given the exponential growth in data, data availability, collection and analysis. However, research indicates that falling staff numbers and skill levels, lack of available sessional expertise and insufficient room in existing course curricula are among the problems faced in accommodating data journalism. This article outlines the efforts of Swinburne University of Technology's journalism program to meet these challenges and the solutions implemented. The program staff sought expertise through their existing international contacts and within their own university but also reached beyond the silos of their own department and faculty into computer science disciplines. The outcome means students in a program which promotes its practical nature and industry- experienced staff will be taught by staff with data analytics expertise but limited journalism experience. This has, however, opened up the possibilities for collaboration between the analytics and journalism staff members and a team approach to the teaching of data journalism. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1177/1326365X18766767
Record No: 221478 From EdResearch online
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| Australia's supervising teachers : motivators and challenges to inform professional learning.
| Nielsen, Wendy
Mena, Juanjo
Clarke, Anthony
O'Shea, Sarah
Hoban, Garry
Collins, John | 2017 |
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Title: Australia's supervising teachers : motivators and challenges to inform professional learning.
Author(s): Nielsen, Wendy | Mena, Juanjo | Clarke, Anthony | O'Shea, Sarah | Hoban, Garry | Collins, John |
Journal Details: Asia-Pacific Journal of Teacher Education v.45 n.4 p.346-368
Published: September 2017
ISSN: 1359-866X
Abstract: This paper offers an overview of what motivates and challenges Australian supervising teachers to work with preservice teachers in their classrooms. In the contemporary Australian context of new National Professional Standards for Teachers, a new national curriculum and new standards for Initial Teacher Education programs, what motivates and challenges supervising teachers becomes a focus for professional learning through analysis presented in this paper. Data are reported from a national data set that includes 314 responding supervising teachers who took the Mentoring Perspectives Inventory from 2012–2014. The MPI data are aggregated in this paper to suggest that the wider system of teacher education could benefit from attention at various levels of interest to develop the underlying knowledge base of supervising teachers and our understanding of how they are challenged and motivated in their work with preservice teachers. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/1359866X.2017.1304527
Record No: 216275 From EdResearch online
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| Can we detect contract cheating using existing assessment data? Applying crime prevention theory to an academic integrity issue.
| Clare, Joseph
Walker, Sonia
Hobson, Julia | 2017 |
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Title: Can we detect contract cheating using existing assessment data? Applying crime prevention theory to an academic integrity issue.
Author(s): Clare, Joseph | Walker, Sonia | Hobson, Julia |
Journal Details: International Journal for Educational Integrity v.13 article 4
Published: 2017
ISSN: 1833-2595
Abstract: Building on what is known about the non-random nature of crime problems and the explanatory capacity of opportunity theories of crime, this study explores the utility of using existing university administrative data to detect unusual patterns of performance consistent with a student having engaged in contract cheating (paying a third-party to produce unsupervised work on their behalf). Results from an Australian university were analysed (N = 3798 results, N = 1459 students). Performances on unsupervised and supervised assessment items were converted to percentages and percentage point differences analysed at the academic discipline-, unit-, and student-level, looking for non-random patterns of unusually large differences. Non-random, unusual patterns, consistent with contract cheating, were found at the academic discipline-, unit-, and student-level, with approximately 2.1% of students producing multiple unusual patterns. These findings suggest it may be possible to use existing administrative data to identify assessment items that provide suitable opportunities for contract cheating. This approach could be used in conjunction with targeted problem-prevention strategies (based on situational crime prevention) to reduce the vulnerability of academic assessment items to contract cheating. This approach is worthy of additional research as it has the potential to help academic institutions around the world manage contract cheating; a problem that currently threatens the validity and integrity of tertiary qualifications. [Author abstract, ed]
URL (open access) : http://dx.doi.org/10.1007/s40979-017-0015-4
URL (conditional access) : http://dx.doi.org/10.1007/s40979-017-0015-4
Record No: 220339 From EdResearch online
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| Designing for student-facing learning analytics.
| Kitto, Kirsty
Lupton, Mandy
Davis, Kate
Waters, Zak | 2017 |
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Title: Designing for student-facing learning analytics.
Author(s): Kitto, Kirsty | Lupton, Mandy | Davis, Kate | Waters, Zak |
Journal Details: Australasian Journal of Educational Technology v.33 n.5 p.152-168
Published: 2017
ISSN: 1449-5554
Abstract: Despite a narrative that sees learning analytics (LA) as a field that aims to enhance student learning, few student-facing solutions have emerged. This can make it difficult for educators to imagine how data can be used in the classroom, and in turn diminishes the promise of LA as an enabler for encouraging important skills such as sense-making, metacognition, and reflection. We propose two learning design patterns that will help educators to incorporate LA into their teaching protocols: do-analyse-change-reflect, and active learning squared. We discuss these patterns with reference to a case study utilising the Connected Learning Analytics (CLA) toolkit, in three trials run over a period of 18 months. The results demonstrate that student-facing learning analytics is not just a future possibility, but an area that is ripe for further development. [Author abstract]
URL (open access) : https://ajet.org.au/index.php/AJET/article/view/3607/1473
https://doi.org/10.14742/ajet.3607
URL (conditional access) : https://library.acer.edu.au/document/?document_id=217439
Record No: 217439 From EdResearch online
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| Field education : Strengthening the evidence base.
| Hill, Nicole | 2017 |
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Title: Field education : Strengthening the evidence base.
Author(s): Hill, Nicole |
Journal Details: Advances in Social Work and Welfare Education v.19 n.1 p.113-120
Published: August 2017
ISSN: 1329-0584
Abstract: Field education is integral to the professional education of social work students preparing to enter the profession. Despite its importance, and the emphasis on evidence-informed practice in the wider social work curriculum, the evidence base that informs the quality and effectiveness of this core component of training is varied. This brief article describes the beginning stages of a program of research to utilise anonymised administrative data to better understand student experiences, pathways, progress and performance in social work field education. It is argued that informing the evidence base through better utilisation of administrative data has the potential to strengthen program and curriculum development. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=221455
Record No: 221455 From EdResearch online
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| The heat is on! Using a stylised graph to engender understanding.
| Fitzallen, Noleine
Watson, Jane
Wright, Suzie | 2017 |
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Title: The heat is on! Using a stylised graph to engender understanding.
Author(s): Fitzallen, Noleine | Watson, Jane | Wright, Suzie |
Journal Details: Australian Primary Mathematics Classroom v.22 n.2 p.3-7
Published: 2017
ISSN: 1326-0286
Abstract: When working within a meaningful context quite young students are capable of working with sophisticated data. Year 3 students investigate thermal insulation and the transfer of heat in a STEM inquiry, developing skills in measuring temperature by conducting a statistical investigation, and using a stylised graph to interpret their data. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=218954
Record No: 218954 From EdResearch online
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| Improving student learning outcomes : Using data walls and case management conversations.
| Bishop, Kay
Bishop, Kevin | 2017 |
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Title: Improving student learning outcomes : Using data walls and case management conversations.
Author(s): Bishop, Kay | Bishop, Kevin |
Journal Details: Literacy Learning : the Middle Years v.25 n.1 insert
Published: February 2017
ISSN: 1320-5692
Abstract: The importance of data and evidence in school improvement agendas is now driving change in educational practice. Schools, however, are frequently challenged by the questions about 'which data' and what to do with it. A number of schools in Queensland have been strongly influenced by the notion of putting faces on the data and the importance of teachers knowing students well. In this section of Practical Strategies, we share the story of how one Queensland metropolitan secondary school has worked with data to build teacher knowledge of students and their learning. The process involves visual displays through data walls and case management meetings around selected students. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=215164
Record No: 215164 From EdResearch online
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| The logic of data-sense : thinking through Learning Personalisation.
| Thompson, Greg
Cook, Ian | 2017 |
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Title: The logic of data-sense : thinking through Learning Personalisation.
Author(s): Thompson, Greg | Cook, Ian |
Journal Details: Discourse v.38 n.5 p.740-754
Published: October 2017
ISSN: 0159-6306
Abstract: Big Data and Learning Analytics' promise to revolutionise educational institutions, endeavours, and actions through more and better data is now compelling. Multiple, and continually updating, data sets produce a new sense of 'personalised learning'. A crucial attribute of the datafication, and subsequent profiling, of learner behaviour and engagement is the continual modification of the learning environment to induce greater levels of investment on the parts of each learner. The assumption is that more and better data, gathered faster and fed into ever-updating algorithms, provide more complete tools to understand, and therefore improve, learning experiences through adaptive personalisation. The argument in this paper is that Learning Personalisation names a new logistics of investment as the common 'sense' of the school, in which disciplinary education is 'both disappearing and giving way to frightful continual training, to continual monitoring'. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/01596306.2016.1148833
Record No: 216365 From EdResearch online
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| Novel research approaches to gauge global teacher familiarity with game-based teaching in physical education : an exploratory #Twitter analysis.
| Pill, Shane
Harvey, Stephen
Hyndman, Brendon | 2017 |
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Title: Novel research approaches to gauge global teacher familiarity with game-based teaching in physical education : an exploratory #Twitter analysis.
Author(s): Pill, Shane | Harvey, Stephen | Hyndman, Brendon |
Journal Details: Asia-Pacific Journal of Health, Sport and Physical Education v.8 n.2 p.161-178
Published: July 2017
ISSN: 1837-7122
Abstract: This paper examines the use of the microblogging platform Twitter as a tool for research in physical education. The research examined teacher use of game-based approaches (GBAs). A rolling Twitter conversation hosted over the course of 12 hours provided the data for the study. Participants were from 18 countries and they contributed on average 11.80 Tweets per person, and the Twitter conversation had a reach of 110,000 people. Two types of data analysis occurred. The first involved quantitative analysis using Twitter metrics. The second involved qualitative analysis using Leximancer software. The analysis showed 'teacher' and 'questions' as prominent themes. Although GBAs are proposed as student-centred the teacher remains the pedagogical gate-keeper as the choice to use a GBA was largely based on the feeling of the teacher about the use of the approach. The present study showcases a unique contribution to the literature by sharing a process of mixed method research using a contemporary communication platform. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/18377122.2017.1315953
Record No: 215540 From EdResearch online
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| Preparing to fail : the lack of classroom management instruction in teacher training.
| Lawless, Ben | 2017 |
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Title: Preparing to fail : the lack of classroom management instruction in teacher training.
Author(s): Lawless, Ben |
Journal Details: Australian Educational Leader v.39 n.3 p.74-77
Published: September 2017
ISSN: 1832-8245
Abstract: Teacher quality is of major political concern in Australia. Research suggests teacher quality is the most important in-school factor in determining student outcomes (Hattie, 2009, 2012), so the concern is warranted. With Australia's results in national (NAPLAN) and international (PISA, TIMSS) assessments dropping at an alarming rate, finding ways to improve teacher quality is paramount. This article details a research project that examined how much classroom management instruction exists in Victorian teacher training. First, a discussion of the reasons for the project are given. Next, a literature review will determine the importance of classroom management instruction, and training in it. Third, data from Victorian universities will be examined, to see how much classroom management training is provided to secondary teacher trainees. Finally, recommendations will be presented. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=219751
Record No: 219751 From EdResearch online
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| Using predictive analytics to target and improve first year student attrition.
| Seidel, Ewa
Kutieleh, Salah | 2017 |
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Title: Using predictive analytics to target and improve first year student attrition.
Author(s): Seidel, Ewa | Kutieleh, Salah |
Journal Details: Australian Journal of Education v.61 n.2 p.200-218
Published: August 2017
ISSN: 0004-9441
Abstract: This article reports on the development and implementation of the Student Success Program, a strategic, University-wide, consistent approach to increasing the success and retention of first year students, during 2014. To this end, a centrally coordinated process integrated historic student, application, enrolment, academic performance and learning management data in a data warehouse. These data were used to build chi-squared automatic iterative detection (CHAID) decision tree models aimed at predicting each student's risk of attrition. Predictions were made multiple times per year before peak attrition time points to allow for changes in student behaviour and availability of new data. An intervention using peer-to-peer phone-call communication targeted students with the largest predicted risks, to offer support, foster retention and enable a successful outcome in higher education. The accuracy of the chi-squared automatic iterative detection models benefited most from the inclusion of data representing first year student study behaviours. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=216759
Record No: 216759 From EdResearch online
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| What constitutes data in the average school and what does data-driven decision making look like?
| Sieben, Rob | 2017 |
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Title: What constitutes data in the average school and what does data-driven decision making look like?
Author(s): Sieben, Rob |
Journal Details: Australian Educational Leader v.39 n.3 p.56-60
Published: September 2017
ISSN: 1832-8245
Abstract: In recent times, there has been a considerable push for improvement in academic achievement at both international and national levels and for those involved in education to make greater use of data to inform practice. This 'increased attention on 'what works' in education has led to an emphasis on developing policy from evidence based on comparing and combining a particular statistical summary of intervention studies: the standardised effect size' (Simpson, 2017). [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=219754
Record No: 219754 From EdResearch online
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| Data Journalism Classes in Australian Universities : Educators Describe Progress to Date.
| Davies, Kayt
Cullen, Trevor | 2016 |
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Title: Data Journalism Classes in Australian Universities : Educators Describe Progress to Date.
Author(s): Davies, Kayt | Cullen, Trevor |
Journal Details: Asia Pacific Media Educator v.26 n.2 p.132-147
Published: December 2016
ISSN: 1326-365X
Abstract: This article examines the extent to which data journalism (DJ) is being taught in Australian universities. It presents the results of interviews with 35 journalism academics about how they are incorporating data journalism into their courses. It includes details about the types of data journalism skills they are teaching, the resources they are using and the hindrances that have met or are making it difficult to teach data journalism. These hindrances include low and varied levels of quantitative literacy and math aversion among students, lack of time for upskilling and limited room in their courses for new material. The study found that at least nine Australian universities have semester-long units dedicated to data journalism and that at least a further nine are teaching it via some lectures and activities. Almost all respondents thought more should be done to incorporate data journalism into the curricula. This article lays a foundation for future exploration of how data journalism could be incorporated into journalism programmes where the staff requires upskilling. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1177/1326365X16668969
Record No: 219707 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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| The Emperor's perfect map : leadership by numbers.
| Heffernan, Amanda | 2016 |
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Title: The Emperor's perfect map : leadership by numbers.
Author(s): Heffernan, Amanda |
Journal Details: Australian Educational Researcher v.43 n.3 p.377-391
Published: July 2016
ISSN: 0311-6999
Abstract: This paper establishes that system-generated data profiles are influencing the work of principals in three Queensland state schools. Drawing upon Foucault's notions of governance, as well as research emphasising performative cultures and the importance placed upon numbers and data in education, this paper uses the tale of the Emperor's map as a metaphor to explore the way principals' work is being influenced by specific sets of data compiled by the department. These data profiles are representative of external accountabilities and high stakes testing regimes, as seen in systems that have adopted neoliberal policies which attempt to quantify the work being undertaken in schools. The paper demonstrates that principals are being constructed in part by discourses from a system that emphasises these system-generated performance data as a driver for school improvement. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1007/s13384-016-0206-7
Record No: 212324 From EdResearch online
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| Korean EFL teachers' perceptions of the impact of EFL teacher education upon their classroom teaching practices.
| Yook, Cheongmin
Lee, Yong-hun | 2016 |
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Title: Korean EFL teachers' perceptions of the impact of EFL teacher education upon their classroom teaching practices.
Author(s): Yook, Cheongmin | Lee, Yong-hun |
Journal Details: Asia-Pacific Journal of Teacher Education v.44 n.5 p.522-536
Published: November 2016
ISSN: 1359-866X
Abstract: This study employed qualitative data collection and analysis methods to investigate the influence of English as a foreign language teacher education program on Korean teachers' classroom teaching practices. Six in-service secondary-school teachers participated in semi-structured interviews. Thematic analysis was applied to the data collected from these interviews. Findings from the analysis included that: a) most of the teachers were dissatisfied with the largely theory-oriented pre-service teacher education programs that they attended; b) a major source of influence on their teaching was their experience of in-service teacher training programs with practical curricula; c) observation of other fellow teachers' teaching had the strongest impact upon the teachers' teaching practices; and d) the teachers' low English proficiency and the washback effect of the Korea Scholastic Aptitude Test hindered the maintenance of the changes brought about by in-service teacher education programs. This study ends with a discussion of the implications of these findings. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/1359866X.2016.1144171
Record No: 213325 From EdResearch online
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| PISA Data : Raising concerns with its use in policy settings.
| Gillis, Shelley
Polesel, John
Wu, Margaret | 2016 |
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Title: PISA Data : Raising concerns with its use in policy settings.
Author(s): Gillis, Shelley | Polesel, John | Wu, Margaret |
Journal Details: Australian Educational Researcher v.43 n.1 p.131-146
Published: March 2016
ISSN: 0311-6999
Abstract: This article considers the role played by policy makers, government organisations, and research institutes (sometimes labelled 'think tanks') in the analysis, use and reporting of PISA data for the purposes of policy advice and advocacy. It draws on the ideas of Rizvi and Lingard (Globalizing Education Policy, 2010), Bogdandy and Goldmann (Governance by Indicators/ Global Power through Quantification and Rankings, 2012) and others to explore the ways in which such 'agents of change' can interpret, manipulate and disseminate the results of data arising from large scale assessment survey programs such as PISA to influence and determine political and/or educational research agendas. This article illustrates this issue by highlighting the uncertainty surrounding the PISA data that have been used by a number of prominent, high profile agents of change to defend policy directions and advice. The final section of this paper highlights the need for policy makers and their advisors to become better informed of the technical limitations of using international achievement data if such data are to be used to inform policy development and educational reforms. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1007/s13384-015-0183-2
Record No: 210496 From EdResearch online
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| Questioning oral English as a curriculum goal.
| Du, Hui | 2016 |
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Title: Questioning oral English as a curriculum goal.
Author(s): Du, Hui |
Journal Details: Journal of Educational Enquiry v.15 n.1 p.1-14
Published: 2016
ISSN: 1444-5530
Abstract: In English language classrooms across the globe, the goals and methods of Communicative Language Teaching (CLT) are firm policy priorities. CLT prioritises the language used by native speakers and makes oral language competence a primary goal. This paper reports on a study of English language teaching at three national universities in China where recent policy reforms have taken up CLT and prioritised listening and speaking over reading. This study investigates the attitudes of teachers and students towards the policy and their views on English language teaching. While generally supportive of the goal of improving oral language competence, concerns are raised about the policy in terms of the context in which the learning takes place and the kind of English young professionals need for their future work, concerns that are supported in the literature. The article argues that, in countries like China where English functions as a foreign language, written English needs to remain a priority for English education of future professionals who must participate in a global English context for the exchange of ideas about their work. [Author abstract]
URL (open access) : http://www.ojs.unisa.edu.au/index.php/EDEQ/article/view/952/861
http://www.ojs.unisa.edu.au/index.php/EDEQ/article/download/952/861
URL (archived) : http://nla.gov.au/nla.arc-14288
Record No: 213006 From EdResearch online
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| An area-based measure of risk of social exclusion for Australian school-age children.
| Miranti, Riyana
Daly, Anne
Tanton, Robert | 2015 |
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Title: An area-based measure of risk of social exclusion for Australian school-age children.
Author(s): Miranti, Riyana | Daly, Anne | Tanton, Robert |
Journal Details: Australasian Journal of Regional Studies v.21 n.1 p.26-49
Published: 2015
ISSN: 1324-0935
Abstract: This article discusses results of a spatial index of social exclusion for school-aged children at a small area level in Australia. Using data from the 2006 Census, at the height of the mining boom, the index is calculated to examine how the children aged 5-15 years in different states were faring at a time when there were significant differences in the performance of state economies. We analyse the regional distribution of the risk of child social exclusion, examining differences between states, urban and rural areas and by remoteness category. The results show that Tasmania and the Northern Territory are the states with the highest risk of social exclusion for school-aged children. There is a higher proportion of rural small areas which fell into the most at risk category compared to urban areas. Further analysis of results for the education domain and a comparison to child poverty rates are also presented. [Author abstract]
URL (open access) : http://anzrsai.org/assets/Uploads/PublicationChapter/Miranti-et-al-final.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=211080
Record No: 211080 From EdResearch online
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| Broadening units to broadened horizons : The impact of New Courses 2012 on enrolments in Italian at the University of Western Australia.
| Caruso, Marinella
Brown, Joshua | 2015 |
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Title: Broadening units to broadened horizons : The impact of New Courses 2012 on enrolments in Italian at the University of Western Australia.
Author(s): Caruso, Marinella | Brown, Joshua |
Journal Details: Babel v.50 n.1 p.24-37
Published: April 2015
ISSN: 0005-3503
Abstract: New Courses 2012 refers to a new course structure adopted by the University of Western Australia, which has established a three-year general Bachelor degree followed by professional degrees. Since its introduction, enrolments in languages have increased, in a context in which languages across Australia have found themselves 'under threat' or indeed in 'permanent crisis'. This study explores the impact this new structure has had on enrolments in Italian and considers the challenge of how to maintain student numbers. After a brief discussion of the new degree structure, we consider how it has affected language enrolments at UWA, and then Italian in particular. Using enrolment data from 2011 to 2014 and student surveys, we provide substantial evidence to suggest that language enrolments are directly related to issues of access and degree structure. We also show how a large percentage of students studying Italian at UWA are not from the Faculty of Arts, how this new degree structure has impacted on student cohort and the implications this may have for pedagogy. The study concludes by offering suggestions for further research and considers the implications this model may have for language teaching in universities around Australia and beyond. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=215159
Record No: 215159 From EdResearch online
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| Catholic Teachers' Postgraduate Qualifications and Students' End of Schooling Outcomes : A Large Scale Queensland Based Comparative Study.
| Smeed, Judy
Exley, Beryl | 2015 |
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Title: Catholic Teachers' Postgraduate Qualifications and Students' End of Schooling Outcomes : A Large Scale Queensland Based Comparative Study.
Author(s): Smeed, Judy | Exley, Beryl |
Journal Details: eJournal of Catholic Education in Australasia v.2 n.1
Published: 2015
ISSN: 2204-2504
Abstract: A key feature of the current era of Australian schooling is the dominance of publically available student, school and teacher performance data. Our paper examines the intersection of data on teachers' postgraduate qualifications and students' end of schooling outcomes in 26 Catholic Systemic Secondary Schools and 18 Catholic Independent Secondary Schools throughout the State of Queensland. We introduce and justify taking up a new socially-just measurement model of students' end of schooling outcomes, called the 'Tracking and Academic Management Index', otherwise known as 'TAMI'. Additional analysis is focused on the outcomes of top-end students vis-à-vis all students who are encouraged to remain in institutionalised education of one form or another for the two final years of senior secondary schooling. These findings of the correlations between Catholic teachers' postgraduate qualifications and students' end of schooling outcomes are also compared with teachers' postgraduate qualifications and students' end of schooling outcomes across 174 Queensland Government Secondary Schools and 58 Queensland Independent Secondary Schools from the same data collection period. The findings raise important questions about the transference of teachers' postgraduate qualifications for progressing students' end of schooling outcomes as well as the performance of Queensland Catholic Systemic Secondary Schools and Queensland Catholic Independent Secondary Schools during a particular era of education. [Author abstract]
URL (open access) : https://researchonline.nd.edu.au/cgi/viewcontent.cgi?article=1012&context=ecea
Record No: 221164 From EdResearch online
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| Childhood Disability Risk Factors in Kenya : Impact of Poverty and Other Socio-demographics.
| Mugoya, George C. T.
Mutua, Kagendo N. | 2015 |
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Title: Childhood Disability Risk Factors in Kenya : Impact of Poverty and Other Socio-demographics.
Author(s): Mugoya, George C. T. | Mutua, Kagendo N. |
Journal Details: International Journal of Disability, Development and Education v.62 n.5 p.501-517
Published: September 2015
ISSN: 1034-912X
Abstract: The overarching purpose of this study was to ascertain the prevalence of maternal and infant/child health indices that have an established link to childhood disability (CHD) and their association with socio-economic status (SES) in Kenya. Data were drawn from the 2008/2009 Kenya Demographic and Health Survey. Descriptive and weighted Pearson's chi-square tests were conducted to determine the characteristics of respondents and differences in the proportion of the disability risk factors by place of residence. Logistic regression analyses were then conducted to evaluate the association between SES and select CHD-related factors. Results showed that almost all the disability risk factors were more prevalent and statistically significant among rural residents compared to their urban counterparts. Stratified univariate and multivariate analyses showed differential associations between SES and several disability risk factors by area of resident. This study has provided empirical evidence connecting poverty with several known disability risk factors, i.e. maternal and infant/child health indices. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/1034912X.2015.1048670
Record No: 208612 From EdResearch online
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| Effectiveness of a satellite educational television program for Ethiopian secondary education.
| Kim, Sung-Wan | 2015 |
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Title: Effectiveness of a satellite educational television program for Ethiopian secondary education.
Author(s): Kim, Sung-Wan |
Journal Details: Distance Education v.36 n.3 p.419-436
Published: November 2015
ISSN: 0158-7919
Abstract: This study examined the actual practice and effectiveness of a satellite educational TV program in Ethiopian secondary schools. Participants in the survey were 228 students and 63 teachers from secondary schools. The results of the data analysis indicate that Ethiopian students and teachers scored highly in the evaluation areas. Levels of students' general satisfaction with the satellite educational TV program were not equal for the variables of location and gender. It was also found that for students, learning demand, learning content, and class management were factors affecting their satisfaction with the satellite educational TV programs. For teachers, learning content and class management were the factors. The statistical mean difference in the satisfaction with the satellite educational TV program was between students and teachers. These findings suggest that the satellite educational TV program has the possibility of improving the quality of education in Ethiopian secondary schools. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/01587919.2015.1019966
Record No: 210083 From EdResearch online
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| Engaging business students in quantitative skills development.
| Cronin, Anthony
Carroll, Paula | 2015 |
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Title: Engaging business students in quantitative skills development.
Author(s): Cronin, Anthony | Carroll, Paula |
Journal Details: e-Journal of Business Education and Scholarship of Teaching v.9 n.1 p.119-131
Published: 2015
ISSN: 1835-9132
Abstract: The restructuring of undergraduate business degree programmes at University College Dublin, Ireland in 2011 identified quantitative and analytical skills as central to the holistic education of business students. One key aim was to foster sound decision-making practices based on data analysis and this skill was viewed as essential to the business leaders of the future. In this article the complex problems of developing quantitative and analytical skills in undergraduate first year, first semester business students are addressed. An action research project, detailing how first year business students perceive the relevance of data analysis and inferential statistics in light of the economic downturn and the challenges society faces is discussed. Students' attitudes were evaluated via an online survey consisting of both quantitative and qualitative responses. While two thirds of respondents do acknowledge the relevance of such a course for future business roles, it is shown that more work must be done to distinguish between why data analysis is relevant and how data analysis is performed. Also discussed are findings related to student learning, their intellectual development, and their motivation and expectations upon enrolling on the 'Data Analysis for Decision Makers (DADM)' module. The challenges in teaching such a mandatory module to Business students are discussed and a pedagogical framework for promoting deeper student engagement through active learning, regular continuous assessment and technology are also examined. [Author abstract, ed]
URL (open access) : http://www.ejbest.org/upload/eJBEST-Cronin_Carroll_-_9(1)_2015.pdf
Record No: 208330 From EdResearch online
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| The evolution of VET in Schools Project : editorial introduction.
| Harreveld, Bobby | 2015 |
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Title: The evolution of VET in Schools Project : editorial introduction.
Author(s): Harreveld, Bobby |
Journal Details: Vocal : The Australian Journal of Vocational Education and Training in Schools v.10 p.9-12
Published: 2015
ISSN: 1445-5080
Abstract: This introductory overview has established the parameters of the 'Evolution of VETiS' project. It has set out the design of the project, its data types and sources, their generation as well as the process/methodology used to analyse this richly diverse data set. The sections that now follow are: cross case analysis; individual case studies (Mike Frost and Lori Hocking); literature review (NCVER) and conclusion (key messages from cross-case analysis). [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=211493
Record No: 211493 From EdResearch online
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| Examining the language factor in mathematics assessments.
| Kan, Adnan
Bulut, Okan | 2015 |
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Title: Examining the language factor in mathematics assessments.
Author(s): Kan, Adnan | Bulut, Okan |
Journal Details: Education Research and Perspectives v.42 p.582-606
Published: 2015
ISSN: 0311-2543
Abstract: This study investigates whether word problems and mathematically expressed items can be used interchangeably regardless of their linguistic complexities. A sample of sixth grade students was given two forms of a mathematics assessment. The first form included mathematics items with mathematical terms, expressions, and equations whereas the second form included the same items as word problems. Explanatory item response modeling was used for examining the impact of item type and gender on difficulty levels of items and test scores. The results showed that word problems were easier than mathematically expressed items. Gender and its interaction with the linguistic complexity of mathematics items did not seem to have any impact on student performance on the test. [Author abstract]
URL (open access) : http://www.erpjournal.net/wp-content/uploads/2020/01/7_ERPV42_Bulut_2015_Language-Factor-in-Mathematics-Assessments.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=212693
Record No: 212693 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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| The influence of test mode and visuospatial ability on mathematics assessment performance.
| Logan, Tracy | 2015 |
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Title: The influence of test mode and visuospatial ability on mathematics assessment performance.
Author(s): Logan, Tracy |
Journal Details: Mathematics Education Research Journal v.27 n.4 p.423-441
Published: December 2015
ISSN: 1033-2170
Abstract: Mathematics assessment and testing are increasingly situated within digital environments with international tests moving to computer-based testing in the near future. This paper reports on a secondary data analysis which explored the influence the mode of assessment—computer-based (CBT) and pencil-and-paper based (PPT)—and visuospatial ability had on students' mathematics test performance. Data from 804 grade 6 Singaporean students were analysed using the knowledge discovery in data design. The results revealed statistically significant differences between performance on CBT and PPT test modes across content areas concerning whole number algebraic patterns and data and chance. However, there were no performance differences for content areas related to spatial arrangements geometric measurement or other number. There were also statistically significant differences in performance between those students who possess higher levels of visuospatial ability compared to those with lower levels across all six content areas. Implications include careful consideration for the comparability of CBT and PPT testing and the need for increased attention to the role of visuospatial reasoning in student's mathematics reasoning. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1007/s13394-015-0143-1
Record No: 221045 From EdResearch online
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| Introducing the practice of statistics : are we environmentally friendly?
| Watson, Jane M.
English, Lyn D. | 2015 |
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Title: Introducing the practice of statistics : are we environmentally friendly?
Author(s): Watson, Jane M. | English, Lyn D. |
Journal Details: Mathematics Education Research Journal v.27 n.4 p.585-613
Published: December 2015
ISSN: 1033-2170
Abstract: The practice of statistics is the focus of the world in which professional statisticians live. To understand meaningfully what this practice is about, students need to engage in it themselves. Acknowledging the limitations of a genuine classroom setting, this study attempted to expose four classes of year 5 students (n=91) to an authentic experience of the practice of statistics. Setting an overall context of people's habits that are considered environmentally friendly, the students sampled their class and set criteria for being environmentally friendly based on questions from the Australian Bureau of Statistics CensusAtSchool site. They then analysed the data and made decisions, acknowledging their degree of certainty, about three populations based on their criteria: their class, year 5 students in their school and year 5 students in Australia. The next step was to collect a random sample the size of their class from an Australian Bureau of Statistics 'population', analyse it and again make a decision about Australian year 5 students. At the end, they suggested what further research they might do. The analysis of students' responses gives insight into primary students' capacity to appreciate and understand decision-making, and to participate in the practice of statistics, a topic that has received very little attention in the literature. Based on the total possible score of 23 from student workbook entries, 80 % of students achieved at least a score of 11. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1007/s13394-015-0153-z
Record No: 221049 From EdResearch online
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| 'It's complicated' : Children learning about other people's lives through a critical digital literacies project.
| Pandya, Jessica Zacher
Pagdilao, Kathleah Consul | 2015 |
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Title: 'It's complicated' : Children learning about other people's lives through a critical digital literacies project.
Author(s): Pandya, Jessica Zacher | Pagdilao, Kathleah Consul |
Journal Details: Australian Journal of Language and Literacy v.38 n.1 p.38-45
Published: February 2015
ISSN: 1038-1562
Abstract: In this paper the authors share the results of an analysis of a set of multimodal, digital videos created by nine-year old children in a critical digital literacies project. These digital compositions, made in honour of Cesar Chavez Day, were meant to be about a day in the life of a worker and were meant to allow children to use school and home community members' lives as curricular content. The authors focused on the ways that children represented other people's work and personal lives, what they said they learned, and the affordances of the multimodal composing platform. Ultimately, they argue that such assignments foreground the school community as a source of curricular material and position children as designers of powerful texts. [Author abstract]
URL (open access) : http://www.alea.edu.au/documents/item/1072
URL (conditional access) : https://library.acer.edu.au/document/?document_id=206514
Record No: 206514 From EdResearch online
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| Late Start with Extra Schooling : The Effect of Increase in School Entry Age and Preschool Provision.
| Jha, Nikhil | 2015 |
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Title: Late Start with Extra Schooling : The Effect of Increase in School Entry Age and Preschool Provision.
Author(s): Jha, Nikhil |
Journal Details: Economic Record v.91 n.S1 p.54-77
Published: June 2015
ISSN: 0013-0249
Abstract: This paper analyses the combined effect of school entry-age increase and the changes in preschool provision on educational achievement using a difference-in-difference specification. Achievement is assessed using the score on national standardised tests across a range of subjects. The analysis uses the changes in policy in different years across two states in Australia. I find positive effects for several subjects across different grades. Results are robust to falsification tests. In one state, however, cohorts starting school during the policy transition period are adversely affected, possibly due to disruption in preschool education. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1111/1475-4932.12191
Record No: 223385 From EdResearch online
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| Leadership through meaning making : using school review data to lead school communities.
| Dawson, Mark | 2015 |
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Title: Leadership through meaning making : using school review data to lead school communities.
Author(s): Dawson, Mark |
Journal Details: Australian Educational Leader v.37 n.3 p.28-30
Published: Term 3, 2015
ISSN: 1832-8245
Abstract: School reviews are essential for the evaluation of school performance and to inform processes of school improvement. Most schools undertake the review process with improvement in mind and the collection and analysis of relevant data usually heralds the beginning of the school improvement process. This article argues that sustainable school improvement is the collective responsibility of the entire school community and the while principals and educators should lead school improvement processes, collective meaning making is the process through which leadership is realised and sustainable school improvement results.
URL (conditional access) : https://library.acer.edu.au/document/?document_id=209359
Record No: 209359 From EdResearch online
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| A multi-level simultaneous analysis of how student and school characteristics are related to students' English language achievement.
| Guvendir, Emre | 2015 |
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Title: A multi-level simultaneous analysis of how student and school characteristics are related to students' English language achievement.
Author(s): Guvendir, Emre |
Journal Details: Education Research and Perspectives v.42 p.491-527
Published: 2015
ISSN: 0311-2543
Abstract: This study examines how student and school characteristics are related to Turkish students' English language achievement in Evaluation of Student Achievement Test (OBBS) of 2009. The participants of the study involve 43707 ninth year students who were required to take OBBS in 2009. For data analysis two level hierarchical linear modeling was conducted. The findings of the study show that many variables that fall outside of the domain of language related variables influence the foreign language performance of students. Since it creates an awareness of student and school characteristics that are related to English language achievement, the study is significant for foreign language teachers and language teaching policy makers. [Author abstract]
URL (open access) : https://www.erpjournal.net/wp-content/uploads/2020/01/4_ERPV42_Gu%CC%88vendir_2015_Multilevel-simultaneous-analysis.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=212699
Record No: 212699 From EdResearch online
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