| Title | Author | Year | Add to Folder |
| Indigenous (and all) students' school attendance : Investigating data collection methods.
| Baxter, Lindy P.
Meyers, Noel M. | 2019 |
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Title: Indigenous (and all) students' school attendance : Investigating data collection methods.
Author(s): Baxter, Lindy P. | Meyers, Noel M. |
Journal Details: Issues in Educational Research v.29 n.4 p.1068-1088
Published: October 2019
ISSN: 1837-6290
Abstract: Indigenous students, a subgroup of the Australian student population, produce poorer educational outcomes and continue to produce persistently lower attendance rates than non- Indigenous peers. Currently, governments collect and monitor student attendance as an indicator of students' educational achievement and a key performance measure of schools for attributing school funding, and to inform future educational policy and practice. Researching urban Indigenous students' attendance, we sought comparative attendance data from previous research and government collections. Reaching back 30 years, the investigation identified a lack of complete, valid data with verified integrity at all levels of data aggregation, providing researchers with sources of often incomplete, unsuitable, or compromised attendance data. While Australian schools collect students' attendance every school day, the national attendance collection continues to collect and aggregate part-year attendance samples. Improvements in the national attendance collection are urgently needed from which robust analyses and evaluations can accurately inform policy and practice. [Author abstract]
URL (open access) : http://www.iier.org.au/iier29/baxter.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=225388
Record No: 225388 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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| The practice of statistics for STEM : Primary students and pre-service primary teachers exploring variation in seed dispersal.
| Smith, Caroline
Fitzallen, Noleine
Watson, Jane
Wright, Suzie | 2019 |
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Title: The practice of statistics for STEM : Primary students and pre-service primary teachers exploring variation in seed dispersal.
Author(s): Smith, Caroline | Fitzallen, Noleine | Watson, Jane | Wright, Suzie |
Journal Details: Teaching Science v.65 n.1 p.38-47
Published: March 2019
ISSN: 1449-6313
Abstract: STEM education is becoming more common in schools and provides a range of exciting real-world contexts in which students can engage. However, a gap in most approaches to STEM remains the collection and use of data that can be used concurrently to develop statistical literacy and science literacy. This paper describes a STEM activity carried out with Year 5 students. The context originated in science and asked students to collect data to find the answer to a question, then present and interpret their data using TinkerPlots software. Elements of the same activity were also carried out by 4th-year Bachelor of Education (primary) pre-service teachers (PSTs) as part of a unit in science education. The activity provided the opportunity for the PSTs to experience an authentic STEM activity that had been conducted with primary students. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=222720
Record No: 222720 From EdResearch online
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| What does evidence-based practice mean in education in 2019?
| Snow, Pamela | 2019 |
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Title: What does evidence-based practice mean in education in 2019?
Author(s): Snow, Pamela |
Journal Details: Nomanis n.8 p.7-9
Published: October 2019
ISSN: 2207-0478
Abstract: It is important to acknowledge that in many classrooms, evidence-based practice (EBP) refers to the collection of data on the performance of individual students, so that teachers can (a) monitor their progress and (b) make educational adjustments, such as the provision of extra supports if needed. This take on EBP is neither better nor worse than what health researchers mean when they use the term, but it is certainly different, and different in key ways. [Author abstract]
URL (open access) : https://static.wixstatic.com/ugd/81f204_7efb2ba5e66541aba03d6442984d833f.pdf
URL (conditional access) : https://www.nomanis.com.au/post/what-does-evidence-based-practice-mean-in-education-in-2019
Record No: 226253 From EdResearch online
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| Assessment and engagement in music classes : Are they mutually exclusive?
| Barlow, Sarah | 2018 |
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Title: Assessment and engagement in music classes : Are they mutually exclusive?
Author(s): Barlow, Sarah |
Journal Details: Australian Journal of Music Education v.52 n.1 p.19-27
Published: 2018
ISSN: 0004-9484
Abstract: Education in Australia is driven by measurement of progress. Music education, however, requires students to engage in creative and experiential tasks. This article will address the inevitable conflicts between these two by suggesting that measurements of student work in fine detail can be made within a practical and engaging classroom without resorting to traditional summative testing as the only means of data collection. The pedagogical approach addressed in this article will benefit from further systematic research; however, the initial anecdotal evidence shows that a wide range of data can be collected from a mixture of assessment types that are also engaging, therefore addressing both sides of the conflict. The added benefit is that these data collection tools are simple and quick to operate, even for those who are not formally trained in education. This means that all involved can focus on the important task of music-making, without spending class time recording and analysing data. The data collection tools may have positive impacts at an individual level to track student and teacher progress; at a curriculum level to develop best instruction; at a teaching cohort level to measure consistency; and at a policy level to fulfill the requirements of transparency and accountability. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=222801
Record No: 222801 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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| Diversifying methods in educational research : what we learned at Winter School.
| Matemba, Esther
Parker, Lyndal
Jolly, Lesley | 2018 |
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Title: Diversifying methods in educational research : what we learned at Winter School.
Author(s): Matemba, Esther | Parker, Lyndal | Jolly, Lesley |
Journal Details: Australasian Journal of Engineering Education v.23 n.1 p.15-24
Published: 2018
ISSN: 2205-4952
Abstract: Australasian Association for Engineering Education (AAEE) has been sponsoring a Winter School in Engineering Education Research Methods since 2011. This paper describes how in 2017 attendees at the School applied what they had learned about a little-used data-gathering technique: observation. Starting with a Program Logic analysis, which identifies what an intervention ought to be doing, and hence what kind of evidence needs to be collected to describe its effect, some participants who had attended prior Winter Schools, were given the chance to collect the evidence. They found observation to be much harder to do well than one would think. This paper describes their experience and argues for the use of observational techniques in order to triangulate our data-gathering methods and improve the quality of our educational research. However, we also learned that a great benefit of observation comes from sustained reflection on the process and the data collected. Without such reflection, we argue observation is likely to produce rather thin results. [Author abstract]
URL (conditional access) : https://doi.org/10.1080/22054952.2018.1503779
Record No: 221252 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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| 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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| What does effective STEM integration look like in schools?
| Rich, Claire | 2018 |
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Title: What does effective STEM integration look like in schools?
Author(s): Rich, Claire |
Journal Details: Science Education News v.67 n.3 p.30-32
Published: September 2018
ISSN: 0048-9603
Abstract: What does effective STEM integration look like in schools? Inclusion of the word 'effective' indicates the requirement for data collection and analysis. Any new direction for a school must have flexible parameters designed from intentional data collection and analysis. Inclusion of the word 'integration' denotes a move away from the current trend of having a separate subject for STEM - but instead embedding the principles, skills and strategies into the current curriculum. Current data clearly indicates that the future workforce will be vastly different from the one we have today (Dr Linda Pfeiffer, 2017). The students we are working with today will be entering that workforce - it is imperative that we equip them with the skills, strategies and knowledge to be able to participate effectively in the workforce. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=224971
Record No: 224971 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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| 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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| Kapati Time : Storytelling as a Data Collection Method in Indigenous Research.
| Ober, Robyn | 2017 |
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Title: Kapati Time : Storytelling as a Data Collection Method in Indigenous Research.
Author(s): Ober, Robyn |
Journal Details: Learning Communities: International Journal of Learning in Social Contexts v.22 p.8-15
Published: December 2017
ISSN: 1329-1440
Abstract: There is currently a strong movement among First Nations researchers in Australia and globally to draw on their own epistemologies, ontologies and axiologies in academic research. It is evident that Indigenous researchers are pushing back the boundaries in the research academy to make space for a new, fresher way to do research by drawing on old traditional Indigenous ways. Our Indigenous ways of working, being and making-meaning appeal to me as a researcher, because these are my strength, these are familiar to me, these are what I know. By drawing on my own epistemologies, ontologies and axiologies, I am bringing my own thought process, ethical considerations, and culturally appropriate ways of carrying out research with Aboriginal and Torres Strait people. [Author abstract]
URL (open access) : https://www.cdu.edu.au/sites/default/files/the-northern-institute/10.18793-lcj2017.22.02.pdf
URL (conditional access) : https://doi.org/10.18793/LCJ2017.22.02
Record No: 221415 From EdResearch online
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| What constitutes data in the average classroom and what does data-driven decision making look like?
| Sieben, Rob | 2017 |
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Title: What constitutes data in the average classroom and what does data-driven decision making look like?
Author(s): Sieben, Rob |
Journal Details: Australian Educational Leader v.39 n.4 p.36-39
Published: December 2017
ISSN: 1832-8245
Abstract: For as long as most readers have been involved with education, the 'Mark Book' has been fundamental to a teacher's professional practice and as long as admission to tertiary studies is still based on the traditional public examination system, albeit with school moderations and cross-subject scaling factored in, it seems inevitable that the dependence on achievement recording will persist. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=219395
Record No: 219395 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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| Academic leaders' perspectives on adopting ePortfolios for developing and assessing professional capabilities in Australian business education.
| Holt, Dale
McGuigan, Nicholas
Kavanagh, Marie
Leitch, Shona
Ngo, Leanne
Salzman, Scott
Watty, Kim
McKay, Jade | 2016 |
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Title: Academic leaders' perspectives on adopting ePortfolios for developing and assessing professional capabilities in Australian business education.
Author(s): Holt, Dale | McGuigan, Nicholas | Kavanagh, Marie | Leitch, Shona | Ngo, Leanne | Salzman, Scott | Watty, Kim | McKay, Jade |
Journal Details: Australasian Journal of Educational Technology v.32 n.5 p.1-18
Published: 2016
ISSN: 1449-3098
Abstract: This paper represents a major stage of data collection and reporting on an Australian Office for Learning and Teaching Innovation and Development grant investigating the adoption of ePortfolios for developing and assessing professional capabilities in Australian undergraduate business education. Assessing desired capabilities with and through ePortfolios does not have strong traction in business education courses and disciplines. The status of ePortfolio use in business education in the sector is profiled through the perspectives of academic business leaders. The reasons why ePortfolio use is limited are explored, along with the possible benefits through greater and more systematic use in the curriculum. Various technological, training and support implementation issues are highlighted. The framing of key elements of effective implementation are summarised at the end of the paper. [Author abstract]
URL (open access) : https://ajet.org.au/index.php/AJET/article/view/2666/1373
URL (conditional access) : https://library.acer.edu.au/document/?document_id=214040
Record No: 214040 From EdResearch online
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| Engaging Students With Autism Spectrum Disorder in Research Through Participant-Driven Photo-Elicitation Research Technique.
| Danker, Joanne
Strnadová, Iva
Cumming, Therese M. | 2016 |
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Title: Engaging Students With Autism Spectrum Disorder in Research Through Participant-Driven Photo-Elicitation Research Technique.
Author(s): Danker, Joanne | Strnadová, Iva | Cumming, Therese M. |
Journal Details: Australasian Journal of Special Education v.41 n.1 p.35-50
Published: 2016
ISSN: 1030-0112
Abstract: Participant-driven photo-elicitation, a visual research technique, is commonly used with marginalised and vulnerable groups of individuals. Reflections on the use of this technique are illustrated through a study examining the conceptualisation of student wellbeing from the perspectives of teachers, parents, and students with autism spectrum disorder. Interviews were used to collect data from teachers and parents, while photovoice, a community and participatory action research strategy, was used as a data collection method for students. Although participant-driven photo-elicitation (a component of photovoice) requires much planning, resources, collaboration with teachers, and the flexibility of the researcher, it empowers and engages students with autism spectrum disorder, helps develop social, communication, and self-awareness skills, enables the collection of rich data, and enables the voices of these students to be heard. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1017/jse.2016.7
Record No: 219092 From EdResearch online
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| Evaluation and Use of an Online Data Acquisition and Content Platform for Physiology Practicals and Tutorials.
| King, Dane A.
Arnaiz, Isabel A.
Gordon-Thomson, Clare
Randal, Nicholas
Herkes, Sharon M. | 2016 |
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Title: Evaluation and Use of an Online Data Acquisition and Content Platform for Physiology Practicals and Tutorials.
Author(s): King, Dane A. | Arnaiz, Isabel A. | Gordon-Thomson, Clare | Randal, Nicholas | Herkes, Sharon M. |
Journal Details: International Journal of Innovation in Science and Mathematics Education v.24 n.5 p.24-34
Published: 2016
ISSN: 2200-4270
Abstract: The blended learning approach to teaching allows educators to incorporate multiple learning resources whilst making courseware available to students outside the traditional classroom setting. An online platform that interfaces easily with a range of biological and clinical equipment for real-time data acquisition was introduced for laboratory-based practicals and associated tutorials for all intermediate/second year undergraduate physiology courses. The traditional paper-based notes across the intermediate physiology curriculum were converted to custom interactive, online modules delivered using a blended approach to learning. An advantage of incorporating online elements, particularly in the practical/laboratory context, was the opportunity to collect learning analytics to gauge student engagement with practical learning. Online delivery of content also facilitated the delivery of evaluation surveys to gauge student satisfaction with converted courseware. The purpose of this study was twofold: (1) to examine the usage pattern of students during delivery of one module of the online practical courseware, 'Electrophysiology of the Nerve', over the first two years of its implementation; and (2) to gather evidence of the impact of the platform on student engagement and learning outcomes. Data analysis and positive student feedback from surveys demonstrate that the new online system improved student engagement and active participation in practical activities. [Author abstract]
URL (open access) : https://openjournals.library.sydney.edu.au/index.php/CAL/article/view/10669/10770
Record No: 219129 From EdResearch online
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| Going Live : a youth research project.
| Woods, Karen
Mullin, Deborah | 2016 |
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Title: Going Live : a youth research project.
Author(s): Woods, Karen | Mullin, Deborah |
Journal Details: Australian Journal of Middle Schooling v.16 n.2 p.48-52
Published: November 2016
ISSN: 1445-2928
Abstract: Mathilda Joubert, a consultant on youth research, who works for Swan Christian Education Association (SCEA) in Western Australia, initiated the Going Live Project. She was commissioned by the Ear Science Institute of Australia (ESIA) to collect data from young West Australians on what the general public knows about preventing Noise Induced Hearing Loss. Mathilda approached Scotch College with the proposal of incorporating all of our Year 7 students, across 8 classes, into the Youth Research Project. Over the course of one term Mathilda spent five days working with our 200 Year 7 students to teach them how to conduct a research project. The boys were taught the skills needed to collect, analyse and interpret data for an external organisation. Each of the 8 lasses took on a different project with one of the classes focusing on collection of data for the Ear Science Institute of Australia. The primary goal of the Going Live - Action Research Project was to give young people a voice about issues that impact and affect them. [Author abstract]
URL (open access) : https://adolescentsuccess.org.au/resources/Pictures/Adolescent%20Success%20Nov%20Volume%2016-2.pdf
https://adolescentsuccess.wildapricot.org/resources/Pictures/Adolescent%20Success%20Nov%20Volume%2016-2.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=216593
Record No: 216593 From EdResearch online
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| Going pro : point of view cameras in adventure sports research.
| French, Graham | 2016 |
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Title: Going pro : point of view cameras in adventure sports research.
Author(s): French, Graham |
Journal Details: Journal of Outdoor and Environmental Education v.19 n.1 p.2-9
Published: April 2016
ISSN: 2206-3301
Abstract: The role of the adventure sports coach was first identified by Collins and Collins (2012) who suggested that the sports coaching process is significantly different in an adventurous context. Whilst there is a growing body of literature surrounding coaching pedagogy, investigation of coaching pedagogy within adventure sports is less common. Video ethnography is a well-documented field, with a broad base in the literature across many fields of study, and as technology progresses, new applications of that technology become apparent and require investigation. This paper details the development of a new method of data capture for qualitative analysis in the field of adventure sports research/adventure sports coaching pedagogy, using point of view (POV) video camera as the primary means of data capture. Ethical and philosophical concerns are considered with a brief evaluation of the technique and suggestions for future use and development. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=210679
Record No: 210679 From EdResearch online
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| The Landmarks Project : Designing a quality tool using student experience.
| Beattie, Scott | 2016 |
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Title: The Landmarks Project : Designing a quality tool using student experience.
Author(s): Beattie, Scott |
Journal Details: Sensoria : a Journal of Mind, Brain, and Culture v.12 n.1 p.21-27
Published: 2016
ISSN: 2203-8469
Abstract: It can be difficult to discern the place of student experience in the present academic quality framework that focuses on the alignment of designed unit and course outcomes with abstract quality standards through the collection of curriculum profile data. The problem may be fundamentally one of information design and this paper explores the use of Edward Tufte's work to critique current practices and build interpretive tools which make the connection between governance frameworks and lived student experience. Reflecting on the establishment of the CQ University Business and Law School's Landmarks Project, this paper suggests that an interpretive layer might be used to balance micro and macro concerns, to find a balance in the tension between quality objectives of standardisation and specification and to create a space where students might engage with and participate in the process. [Author abstract]
URL (archived) : http://pandora.nla.gov.au/pan/147390/20170524-0951/sensoria.swinburne.edu.au/index.php/sensoria/article/download/428/383.pdf
URL (conditional access) : http://dx.doi.org/10.7790/sa.v12i1.428
Record No: 212515 From EdResearch online
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| Standing up to be counted : Data quality challenges in Aboriginal and Torres Strait Islander higher education statistics.
| Drew, Neil
Wilks, Judith
Wilson, Katie
Kennedy, Gillian | 2016 |
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Title: Standing up to be counted : Data quality challenges in Aboriginal and Torres Strait Islander higher education statistics.
Author(s): Drew, Neil | Wilks, Judith | Wilson, Katie | Kennedy, Gillian |
Journal Details: Australian Aboriginal Studies n.2 p.104-120
Published: 2016
ISSN: 0729-4352
Abstract: Data quality and availability in relation to Aboriginal and Torres Strait Islander students' higher education participation and pathways remains a persistent challenge. In this paper we identify that, to date, there has been no systematic attempt to conceptualise and summarise many important aspects of data quality. The research reported in this paper, enabled through funding from an Office for Learning and Teaching seed grant, redresses this and proposes a conceptual framework for identifying and understanding the impacts of matters of data quality. We argue that the pursuit of a shared statistical literacy is best viewed through the dual lens of whiteness and Aboriginal and Torres Strait Islander terms of reference. Borrowing from the health sector, we conceptualise data quality issues as upstream, midstream and downstream. This framework identifies the locus of responsibility and intervention as a catalyst for purposeful action to address data quality challenges at the national, sectoral and institutional levels. The benefits of applying the proposed framework include a conceptual lens through which cultural issues may be unmasked; enhanced sector-wide critical statistical literacy; and a systematic accountability framework for assessing efforts to improve data quality. Finally, it is proposed that key elements from this framework might be usefully applied to the development of sector-wide guidelines for the collection, interpretation, use and storage of quality data and statistics to enhance the transition, participation and retention experiences of Aboriginal and Torres Strait Islander higher education students. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=213997
Record No: 213997 From EdResearch online
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| Student data protection in a South African ODL university context : risks, challenges and lessons from comparative jurisdictions.
| Singh, Divya
Ramutsheli, Mashamaite Peterlia | 2016 |
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Title: Student data protection in a South African ODL university context : risks, challenges and lessons from comparative jurisdictions.
Author(s): Singh, Divya | Ramutsheli, Mashamaite Peterlia |
Journal Details: Distance Education v.37 n.2 p.164-179
Published: August 2016
ISSN: 0158-7919
Abstract: Personal information is among the most significant assets for businesses today, and clear transactional rules are becoming increasingly important. Organisations, including universities, are charged with more responsibility than ever to protect the personal information used during the course of their business, specifically student data. The paper provides a broad contextual overview of the effects of data protection rules and presents a succinct, easy to digest introduction to the complex, often technical arena of student data management for universities. It highlights specific legal and ethical considerations on which universities, and particularly open distance learning institutions, will need to focus in order to ensure legislative and ethical compliance. Given the absence of precedent in South Africa, a comparative policy and practice review was applied to analyse available international legislation governing data privacy and protection to establish some of the trends, risks, and best practices. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/01587919.2016.1184397
Record No: 213075 From EdResearch online
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| Collecting the Evidence : Improving Access to Grey Literature and Data for Public Policy and Practice.
| Lawrence, Amanda
Thomas, Julian
Houghton, John
Weldon, Paul | 2015 |
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Title: Collecting the Evidence : Improving Access to Grey Literature and Data for Public Policy and Practice.
Author(s): Lawrence, Amanda | Thomas, Julian | Houghton, John | Weldon, Paul |
Journal Details: Australian Academic and Research Libraries v.46 n.4 p.229-249
Published: December 2015
ISSN: 0004-8623
Abstract: The internet has profoundly changed how we produce, use and collect research and information for public policy and practice, with grey literature and data playing an increasingly important role. Reports, discussion papers, briefings and many other resources produced and published by organisations, without recourse to the commercial or scholarly publishing industry, are a key part of the evidence used for public policy and practice. Yet finding and accessing this material can be a time-consuming task made harder by poor production and management of resources and the lack of digital collecting services. Even knowing what is being collected and what collections exist is a difficult task. Based on research conducted as part of the Grey Literature Strategies ARC Linkage project, this article reports on the results of online surveys of users, producers and collectors of policy and research information with a particular focus on the results for collecting services. It discusses the state of collecting digital grey literature in Australia and the issues that need to be addressed to maximise the value of this public asset. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/00048623.2015.1081712
Record No: 212994 From EdResearch online
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| The design and validation of an early childhood STEM classroom observational protocol.
| Milford, Todd
Tippett, Christine | 2015 |
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Title: The design and validation of an early childhood STEM classroom observational protocol.
Author(s): Milford, Todd | Tippett, Christine |
Journal Details: International Research in Early Childhood Education v.6 n.1 p.24-37
Published: 2015
ISSN: 1838-0689
Abstract: Across K-12 education, there has been recent attention to the learning opportunities available to students in science, technology, engineering, and mathematics (STEM) learning. Early childhood education (ECE) has been excluded from this process. The scholarly literature contains good evidence for including science teaching and learning at the ECE level, however, little is currently known about how a STEM curriculum might best be implemented in the early years. Additionally, data collection tools specifically developed for ECE STEM are limited. This paper outlines the steps taken to design and validate a classroom observation protocol intended to capture aspects of STEM instruction in an early childhood setting and to help educators envision and adjust their own teaching practices. The detailed explanation of the development and validation of this data collection tool offers other educators and researchers a path for collecting evidence of STEM practices in their own classrooms and/or research environments. [Author abstract, ed]
URL (open access) : https://doi.org/10.4225/03/5817cdcd6b1e8
URL (conditional access) : https://doi.org/10.4225/03/5817cdcd6b1e8
Record No: 208411 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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| Grow beasts : Growing mathematical understanding.
| Roddy, Mark
Behrend, Kat | 2015 |
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Title: Grow beasts : Growing mathematical understanding.
Author(s): Roddy, Mark | Behrend, Kat |
Journal Details: Australian Mathematics Teacher v.71 n.2 p.24-31
Published: June 2015
ISSN: 0045-0685
Abstract: What do you do when you want to get your Stage 3 students authentically and enthusiastically engaged in the active construction of their understanding and fluency with measurement, data collection, representation and interpretation? How do you enable them to make choices about their learning, to measure with purpose, to record and organise the data they produce, to plot the points and to understand that the emerging line tells a story about something real, something changing. Here's one way to approach all of these objectives in an integrative and motivational context. Call in the Grow Beast! [Author abstract]
URL (open access) : http://files.eric.ed.gov/fulltext/EJ1093224.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=214967
Record No: 214967 From EdResearch online
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| Hunting and gathering : new imperatives in mapping and collecting student learning data to assure quality outcomes.
| Lawson, Romy
Taylor, Tracy
French, Erica
Fallshaw, Eveline
Hall, Cathy
Kinash, Shelley
Summers, Jane | 2015 |
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Title: Hunting and gathering : new imperatives in mapping and collecting student learning data to assure quality outcomes.
Author(s): Lawson, Romy | Taylor, Tracy | French, Erica | Fallshaw, Eveline | Hall, Cathy | Kinash, Shelley | Summers, Jane |
Journal Details: Higher Education Research & Development v.34 n.3 p.581-595
Published: June 2015
ISSN: 0729-4360
Abstract: Assurance of learning (AOL) is a quality enhancement and quality assurance process used in higher education. It involves a process of determining program learning outcomes and standards, and systematically gathering evidence to measure students' performance on these. The systematic assessment of whole-of-program outcomes provides a basis for curriculum development and management, continuous improvement, and accreditation. To better understand how AOL processes operate, a national study of university practices across one discipline area, business and management, was undertaken. To solicit data on AOL practice, interviews were undertaken with a sample of business school representatives (n=25). Two key processes emerged: (1) mapping of graduate attributes and (2) collection of assurance data. External drivers such as professional accreditation and government legislation were the primary reasons for undertaking AOL outcomes but intrinsic motivators in relation to continuous improvement were also evident. The facilitation of academic commitment was achieved through an embedded approach to AOL by the majority of universities in the study. A sustainable and inclusive process of AOL was seen to support wider stakeholder engagement in the development of higher education learning outcomes. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/07294360.2014.911249
Record No: 208139 From EdResearch online
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| Should All Lab Books Be Treated as Vital Records? An Investigation into the Use of Lab Books by Research Scientists.
| Calvert, Philip | 2015 |
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Title: Should All Lab Books Be Treated as Vital Records? An Investigation into the Use of Lab Books by Research Scientists.
Author(s): Calvert, Philip |
Journal Details: Australian Academic and Research Libraries v.46 n.4 p.291-304
Published: December 2015
ISSN: 0004-8623
Abstract: Scientists use lab books to record information about experiments. They are used to review work done in the lab, to replicate experiments, and are critical to intellectual property (IP) claims. Organisations must keep the lab books as records, but the question is asked if lab books are vital records. Because the practice of using lab books varies widely amongst scientists, a qualitative method was used to discover practices and opinions from individual scientists. Two research institutions in New Zealand were used for data collection, with nine scientists, two records managers and two IP managers being interviewed. The conclusion is that not all lab books are vital records but most of them are until they are more than 10 years old, and even then they might be necessary to support IP claims. The storage of lab books in some organisations does not match the status of lab books as vital records and needs improving, perhaps by the use of fire-resistant safes. Data saved on computers is often hard to match with experiments recorded in lab books, so the filenames and metadata links used by scientists need more standardisation. Organisations could occasionally audit the location of lab books. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/00048623.2015.1108897
Record No: 215482 From EdResearch online
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| Small data : Working with qualitative information in the literacy classroom.
| Honan, Eileen | 2015 |
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Title: Small data : Working with qualitative information in the literacy classroom.
Author(s): Honan, Eileen |
Journal Details: Literacy Learning : the Middle Years v.23 n.3 p.57-68
Published: October 2015
ISSN: 1320-5692
Abstract: This paper describes the current emphasis on collecting and using quantitative data that encourages the 'quantification of everything' (Mayer-Schonberger and Cukier, 2013). The author argues that qualitative data provides more complex and nuanced understandings of how young people engage with literacy teaching and learning opportunities in classrooms. Some useful examples of methods that teachers can use to collect and analyse qualitative data in their literacy classrooms are provided. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=208903
Record No: 208903 From EdResearch online
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| Tracking students through senior schooling : a successful case study.
| Smeed, Judy
Troyahn, Wayne
Nickerson, Julie | 2015 |
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Title: Tracking students through senior schooling : a successful case study.
Author(s): Smeed, Judy | Troyahn, Wayne | Nickerson, Julie |
Journal Details: Australian Educational Leader v.37 n.4 p.45-48
Published: Term 4, 2015
ISSN: 1832-8245
Abstract: With society now recognising that senior schooling is about flexibility in credentialing rather than a one size fits all academic education, it has become necessary to track students through numerous pathways. This case study describes how Nambour State High School put into place a senior schooling tracking program which brought about cultural change throughout the school. Using the Tracking and Academic Management Index as a cohort tracking tool, the school has monitored its senior schooling academic and nonacademic performance over the past four years. The school experienced improvement in several areas. In relation to staff, there has been an increase in knowledge and skills, improved pedagogical focus and a dissipation of responsibility for performance from senior to senior and middle managers. From a relationship perspective, an existing connection with a university was strengthened and relations with the local community improved. Strategically, the school's published data has improved. However, most importantly, students have benefited from continuous tracking over their years in senior schooling and from much improved outcomes.
URL (conditional access) : https://library.acer.edu.au/document/?document_id=209741
Record No: 209741 From EdResearch online
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| Constructing and Using Multimodal Narratives to Research in Science Education : Contributions Based on Practical Classroom.
| Lopes, J. B.
Silva, A. A.
Cravino, J. P.
Santos, C. A.
Cunha, A.
Pinto, A.
Silva, A.
Viegas, C.
Saraiva, E.
Branco, M. J. | 2014 |
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Title: Constructing and Using Multimodal Narratives to Research in Science Education : Contributions Based on Practical Classroom.
Author(s): Lopes, J. B. | Silva, A. A. | Cravino, J. P. | Santos, C. A. | Cunha, A. | Pinto, A. | Silva, A. | Viegas, C. | Saraiva, E. | Branco, M. J. |
Journal Details: Research in Science Education v.44 n.3 p.415-438
Published: June 2014
ISSN: 0157-244X
Abstract: This study deals with the problem of how to collect genuine and useful data about science classroom practices, and preserving the complex and holistic nature of teaching and learning. Additionally, it looks for an instrument that would allow comparability and verifiability for teaching and research purposes. Given the multimodality of teaching and learning processes, a multimodal narrative (MN) was developed, which describes what happens during a task and incorporates data such as examples of students' work, photos and diagrams. Also, it describes teachers' intentions, preserving the nature of teaching practice in natural settings and it is verifiable and comparable. This paper shows how the MN was developed and presents the protocol that was used for its construction. It identifies the main characteristics of the MN and place it in the context of international research. It explores the potential of the MN for research purposes, illustrating its use in a research study that the authors carried out. It finds that the MN provides a way to gather, organise and transform data, avoiding confusing and time-consuming manipulation of data, while minimising the natural subjectivity of the narrator. The same MN can be used by the same or by different researchers for different purposes. Furthermore, the same MN can be used with different analysis techniques. It is also possible to study research practices on a large scale using MNs from different teachers and lessons. It proposes that MNs can also be useful for teachers' professional development. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=205469
http://dx.doi.org/10.1007/s11165-013-9381-y
Record No: 205469 From EdResearch online
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| Even trees can talk : the internet of things in education.
| Selinger, Michelle | 2014 |
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Title: Even trees can talk : the internet of things in education.
Author(s): Selinger, Michelle |
Journal Details: Education Technology v.62 p.40-44
Published: October 2014
ISSN: 1835-209X
Abstract: The Internet of Things is about smart objects – interconnected things in which the line between the physical object and digital information about that object is blurred. At the simplest level, IoT focuses on sensor networks – machines communicating with other machines, and the data created as a result. As things add capabilities such as context-awareness, increased processing power, and energy independence, and, as more people and new information are connected, we have a network of networks where billions, or even trillions, of connections create unprecedented opportunities, as well as new risks. There are a lot of examples of how IoT will impact our daily lives. Websites such as Postscape's Internet of Things give some clear examples, but how will IoT impact what is taught both in the use of technology and across subject areas? What benefits could adopting IoT bring to education and what will educators need to know in order to exploit IoT to benefit learners? [Author excerpt]
URL (archived) : http://web.archive.org/web/20141021003848/http://educationtechnologysolutions.com.au/2014/10/13/issue-62-cover-story-even-trees-can-talk-the-internet-of-things-in-education/
Record No: 206352 From EdResearch online
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| Footprints in Time : The Longitudinal Study of Indigenous Children : Up and running.
| Skelton, Fiona
Barnes, Sharon
Kikkawa, Deborah
Walter, Maggie | 2014 |
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Title: Footprints in Time : The Longitudinal Study of Indigenous Children : Up and running.
Author(s): Skelton, Fiona | Barnes, Sharon | Kikkawa, Deborah | Walter, Maggie |
Journal Details: Family Matters n.95 p.30-40
Published: 2014
ISSN: 1030-2646
Abstract: Five waves of data from Footprints in Time became available in April 2014. This article provides an overview of the study including : the Indigenous area-based interviewers; high retention rates; and the study's repeating and changing content. There is also information about the release of participants' own words, whereby data users and readers can see quotes from study children and their families in response to some questions. The article includes features from Professor Maggie Walter, who summarises the keynote speech she delivered at the Longitudinal Study of Australian Children/Longitudinal Study of Indigenous Children conference in November 2013, and Sharon Barnes, who currently manages the interviewers and has been with the study since its inception. There are key findings from the study relating to school attendance, English reading, child health, languages, life events, and social and emotional well being. [Author abstract, ed]
URL (open access) : https://aifs.gov.au/sites/default/files/fm95d.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=205858
Record No: 205858 From EdResearch online
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| Growing Up in Australia : The Longitudinal Study of Australian Children : Entering adolescence and becoming a young adult.
| Edwards, Ben | 2014 |
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Title: Growing Up in Australia : The Longitudinal Study of Australian Children : Entering adolescence and becoming a young adult.
Author(s): Edwards, Ben |
Journal Details: Family Matters n.95 p.5-14
Published: 2014
ISSN: 1030-2646
Abstract: Growing Up in Australia: The Longitudinal Study of Australian Children has now produced five waves of data, capturing information on young children growing up and now entering adolescence. This article explains the design and methodology of the study, and how it has enhanced the capacity to understand the lives of Australian children and their families. Now that the K cohort children are 12-13 years old, they are being asked new questions about this time of transition, such as conflict with authority and antisocial behaviour, after-school time use and supervision, and pocket money, an important aspect in the development of financial literacy. [Author abstract, ed]
URL (open access) : https://aifs.gov.au/sites/default/files/fm95a.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=205857
Record No: 205857 From EdResearch online
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| Is big data the new statistics?
| Champion, Robert
Chan, Ka
Martin, Mary
Mackay, Mark
Masman, Kevin
Mills, Terry | 2014 |
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Title: Is big data the new statistics?
Author(s): Champion, Robert | Chan, Ka | Martin, Mary | Mackay, Mark | Masman, Kevin | Mills, Terry |
Journal Details: Vinculum v.51 n.3 p.8-10
Published: 2014
ISSN: 0157-759X
Abstract: Statistics is a major part of the mathematics secondary curriculum in Australian schools. The aim of this paper is to describe a relatively new development in statistics, namely the rise of 'big data'. There are many definitions of this but generally speaking the term is applied to situations in which there is a large quantity of data, often collected automatically and perhaps without people's realisation. There is now the computing capacity to store and manage such collections. Health care offers the potential for many applications of big data; the article provides illustrations from hospitals and discusses what happens in hospitals, understanding patient flow in hospitals, electronic health records and privacy concerns. We are now entering a new period for data analysis in which we will see innovations, new insights and methods. How can education best prepare students for taking part in such developments? The responsibility does not rest solely with schools but, as a first step, educators could make students aware of big data. Seeing big data all around us enhances a general interest in the potential application of statistical methods. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=204969
Record No: 204969 From EdResearch online
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| A leap of trust : Qualitative research in a musical community of practice.
| Godwin, Louise | 2014 |
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Title: A leap of trust : Qualitative research in a musical community of practice.
Author(s): Godwin, Louise |
Journal Details: Victorian Journal of Music Education n.1 p.38-45
Published: 2014
ISSN: 1036-6318
Abstract: This article explores the process of determining an approach to the analysis of qualitative data collected as part of a case study research project involving children and teenagers from a community of musical practice an all ages community-based fiddle group in central Scotland. The researcher's overarching goal is to find ways to increase ongoing participation in playing a musical instrument by people of all ages. The article does not present the findings of the study, but instead explores the notion of the reciprocal leap of trust that occurs between researcher and case study group, and the effects the arising mutual obligations and responsibilities have on research decisions regarding data analysis. The author describes her experience of data collection in the field and suggests that decisions regarding data analysis are influenced equally by the research participants and herself, as researcher. Theirs is a shared narrative. The research itself a reciprocal leap of trust. [Author abstract]
URL (open access) : http://files.eric.ed.gov/fulltext/EJ1115421.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=206301
Record No: 206301 From EdResearch online
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| Pathways of Care : longitudinal study on children and young people in out-of-home care in New South Wales.
| Paxman, Marina
Tuly, Lucy
Burke, Sharon
Watson, Johanna | 2014 |
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Title: Pathways of Care : longitudinal study on children and young people in out-of-home care in New South Wales.
Author(s): Paxman, Marina | Tuly, Lucy | Burke, Sharon | Watson, Johanna |
Journal Details: Family Matters n.94 p.15-28
Published: 2014
ISSN: 1030-2646
Abstract: 'Pathways of Care' is a longitudinal study on the well being of children and young people placed in out of home care in New South Wales and the factors that influence their well being. It will provide a strong evidence base to inform policy and practice, and in turn improve decision making about how best to support children and young people who have experienced abuse and neglect. Data collection commenced in May 2011 and will be completed by June 2016. This article introduces the study and describes its research objectives, sample frame, retention strategies, and methodology. [Author abstract]
URL (open access) : https://aifs.gov.au/sites/default/files/fm94b.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=204065
Record No: 204065 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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| What would you like? Identifying the required characteristics of an industry-wide incident reporting and learning system for the led outdoor activity sector.
| Goode, Natassia
Finch, Caroline F.
Cassell, Erin
Lenne, Michael G.
Salmon, Paul M. | 2014 |
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Title: What would you like? Identifying the required characteristics of an industry-wide incident reporting and learning system for the led outdoor activity sector.
Author(s): Goode, Natassia | Finch, Caroline F. | Cassell, Erin | Lenne, Michael G. | Salmon, Paul M. |
Journal Details: Australian Journal of Outdoor Education v.17 n.2 p.2-15
Published: 2014
ISSN: 1324-1486
Abstract: The aim of this study was to identify the characteristics that led outdoor activity providers agree are necessary for the development of a new industry-wide incident reporting and learning system (UPLOADS). The study involved: 1) a literature review to identify a set of characteristics that are considered to be hallmarks of successful reporting and learning systems in other safety-critical domains; and (2) the presentation of these characteristics to 25 Australian led outdoor activity providers using a two round modified-Delphi technique to obtain consensus views on their relative importance in this domain. Thirteen out of 30 characteristics were endorsed as 'essential' for developing an incident reporting and learning system for the led outdoor activity sector, and a further 13 were endorsed as 'required'. 'Essential' characteristics primarily related to operational or practical characteristics of the system, while 'required' characteristics primarily related to system infrastructure, data quality and the basis for developing of countermeasures to address identified injury risks. The findings indicate that although led outdoor activity providers are primarily concerned that the demands of reporting do not adversely impact on their day to day operations, they also recognise that data collection methods and countermeasure development need to be of high quality. The article concludes by highlighting some potential strategies for implementing the characteristics considered 'essential' and 'required'. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=203525
Record No: 203525 From EdResearch online
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| Applications of the iPad and Drone in the middle-school geography classroom.
| Dodson, Andrew | 2013 |
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Title: Applications of the iPad and Drone in the middle-school geography classroom.
Author(s): Dodson, Andrew |
Journal Details: Interaction v.41 n.2 p.47-49
Published: June 2013
ISSN: 0310-7949
Abstract: The technological revolution is now well advanced: it is into its fifth decade and pervades all aspects of the developed human landscape. Young people are now required to have an additional skill-set in addition to literacy and numeracy: a high level of digital skills and familiarity with the digital world, in order to succeed educationally and socially. This new skill-set requires each learner to construct his/her own path in prioritising and ordering which online information should be read. Through blogging, messaging and texting, readers can interact with online text and this feedback keeps the text itself relevant and up-to-date for the users. Young people are active constructors of new knowledge and Australian students are highly engaged by working in online environments. Engaging with a computer is largely autonomous; students thus do not feel pressured when they realise they have made mistakes: they can always 'undo' their work. As a consequence, the ability to learn from mistakes makes the iPad an excellent educational tool. Do these observations do enough to quell fears that by incorporating technology into the classroom it is just simply to keep educators at the forefront of one part of their profession - to entertain? If that is so, there is a danger that using so much technology in classrooms of the future could diminish learning to a 'fascination with gadgetry' and a distraction to the teaching. Or, does a rapid uptake of technology have its place in the modern classroom? This paper examines the literature surrounding the positive and negative aspects of mobile technology within the geography classroom and how some applications can specifically add to the learning of middle school students in geography. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=201040
Record No: 201040 From EdResearch online
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| Assigning a socio-economic status value to student records : a useful tool for planning, reporting and institutional research.
| Delaney, Julie
Tangtulyangkul, Ploy
McCormack, Robert | 2013 |
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Title: Assigning a socio-economic status value to student records : a useful tool for planning, reporting and institutional research.
Author(s): Delaney, Julie | Tangtulyangkul, Ploy | McCormack, Robert |
Journal Details: Journal of Institutional Research v.18 n.1 p.13-25
Published: August 2013
ISSN: 1443-2110
Abstract: In an educational context, the accurate determination of each student's socioeconomic status (SES) is important for planning, reporting and general institutional research. This article describes a project undertaken to develop the means to derive a proxy measure of students' SES, based on home address location and Australian Bureau of Statistics (ABS) data, using free Geographic Information System (GIS) software. [Author abstract]
URL (open access) : http://www.aair.org.au/app/webroot/media/pdf/JIR/Journal%20of%20Institutional%20Research%20in%20Australasia%20and%20JIR/Volume%2018,%20No.1/JIR18-1Delaneyetal.pdf
Record No: 199942 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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| 'Burning the midnight oil' : time and date stamps on email for a conference publishing activity.
| Atkinson, Roger | 2013 |
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Title: 'Burning the midnight oil' : time and date stamps on email for a conference publishing activity.
Author(s): Atkinson, Roger |
Journal Details: HERDSA News v.35 n.1 p.26-28
Published: April 2013
ISSN: 0157-1826
Abstract: Many academic staff work long hours and spend time after a day teaching working on writing up their research for presentations to conferences or submissions to journals. This article questions whether time and date stamps on email messages that submitted files for journal and conference publication could be used to measure academic staff workload and the nature and timing of academic work. It contains a summarised analysis of time and date stamps for submissions of 'full papers' and 'abstract only' proposals to Teaching and Learning Forum during the years 2005-2013, classifying the submissions into 'office hours' (0830-1730) workdays and 'after hours' (any other time). It found that around twenty five percent of submissions were made after hours. Whilst this is not conclusive the author concludes that there is a need to persist in exploring the contribution that technologically generated data can make to research into academic workloads and the nature and time of academic work.
URL (open access) : http://herdsa.org.au/sites/default/files/HERDSANews20133501.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=199054
Record No: 199054 From EdResearch online
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| Data generation in the discovery sciences : learning from the practices in an advanced research laboratory.
| Roth, Wolff-Michael | 2013 |
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Title: Data generation in the discovery sciences : learning from the practices in an advanced research laboratory.
Author(s): Roth, Wolff-Michael |
Journal Details: Research in Science Education v.43 n.4 p.1617-1644
Published: August 2013
ISSN: 0157-244X
Abstract: General scientific literacy includes understanding the grounds on which scientific claims are based. The measurements scientists make and the data that they produce from them generally constitute these grounds. However, the nature of data generation has received relatively little attention from those interested in teaching science through inquiry. To inform curriculum designers about the process of data generation and its relation to the understanding of patterns as these may arise from graphs, this 5-year ethnographic study in one advanced research laboratory was designed to investigate how natural scientists make decisions about the inclusion/exclusion of certain measurements in/from their data sources. The study shows that scientists exclude measurements from their data sources even before attempting to mathematisise and interpret the data. The excluded measurements therefore never even enter the ground from and against which the scientific phenomenon emerges and therefore remain invisible to it. This paper concludes by encouraging science educators to squarely address this aspect of the discovery sciences in their teaching, which has both methodological and ethical implications. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=199375
http://dx.doi.org/10.1007/s11165-012-9324-z
Record No: 199375 From EdResearch online
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| A distributed national stored collection : testing the possibilities.
| Genoni, Paul | 2013 |
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Title: A distributed national stored collection : testing the possibilities.
Author(s): Genoni, Paul |
Journal Details: Australian Academic and Research Libraries v.44 n.2 p.75-89
Published: 2013
ISSN: 0004-8623
Abstract: This paper reports on a study of the holdings of a single discipline (Design) by a single institution (RMIT University Library) in order to test for the possibility of a form of distributed national storage in Australia. The study was undertaken using OCLC Collection Analysis software and the WorldCat database. The collection of RMIT University Library is compared with two 'groups' of libraries, the first consisting of seven Victorian academic library collections, and the second of three Melbourne-based non-academic libraries considered to have strong Design collections. Conclusions indicate that for this discipline a form of distributed storage is already in place, with the RMIT University Library collection making a considerable and complementary contribution to the state-wide holdings. [Author abstract]
URL (open access) : http://dx.doi.org/10.1080/00048623.2013.795474
URL (conditional access) : http://dx.doi.org/10.1080/00048623.2013.795474
Record No: 199859 From EdResearch online
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| Female Leadership Framework : developing adolescent girls as future women leaders through the formation of a Female Leadership Identity.
| Archard, Nicole | 2013 |
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Title: Female Leadership Framework : developing adolescent girls as future women leaders through the formation of a Female Leadership Identity.
Author(s): Archard, Nicole |
Journal Details: Leading & Managing v.19 n.1 p.51-71
Published: Autumn/Winter 2013
ISSN: 1329-4539
Abstract: This article proposes a Female Leadership Framework for the formation of Female Leadership Identity in order to aid the development of adolescent girls as future women leaders. In devising this framework, numerous qualitative studies have been conducted using a variety of data collection methods. Firstly, school documents from Australian and New Zealand girls' schools were analysed, followed by the electronic survey of educational staff from these same regions. Data were then collected through the use of student focus groups, each group comprised female students from across Australia, with one school located in South Africa. Finally, interviews with women leaders from both Australia and the United Kingdom were carried out. From a synthesis of these findings and current literature, a Female Leadership Framework has been developed. It is recommended that this framework and associated strategies be used in order to holistically prepare girls for the challenges that they may face in their acquisition of leadership skills and leadership positions in their adult life. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=197904
Record No: 197904 From EdResearch online
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| Independent public schools : boards in transition.
| Gray, Jan
Campbell-Evans, Glenda
Leggett, Bridget | 2013 |
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Title: Independent public schools : boards in transition.
Author(s): Gray, Jan | Campbell-Evans, Glenda | Leggett, Bridget |
Journal Details: Leading & Managing v.19 n.1 p.72-88
Published: Autumn/Winter 2013
ISSN: 1329-4539
Abstract: In 2009 the West Australian Government announced its intention to introduce a new Independent Public Schools (IPS) program, presenting it as a significant change in state educational policy. The IPS program signalled greater autonomy in four areas: compliance and legislative requirements, delivery and performance agreement, public accountability, and governance. The research reported in this article was focused on this transition from school councils to school boards in a sample of four West Australian government primary schools new to the IPS status. The purpose of this research was to explore these board members' perspectives on, and experiences of, school governance during the transition to IPS. A qualitative case study approach was taken, with data collected from 38 board members from four schools and analysed with reference to the literature on good governance and the roles of school boards. Key findings related to board members' capacity to identify and use relevant expertise in board membership, and their capacity to fully understanding the roles and responsibilities of boards and their members. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=197905
Record No: 197905 From EdResearch online
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| Intentions and behaviours : record-keeping practices of pre-service teachers during professional experience.
| Shaw, Simon G.
Pedersen, Scott
Cooley, Dean
Callingham, Rosemary A. | 2013 |
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Title: Intentions and behaviours : record-keeping practices of pre-service teachers during professional experience.
Author(s): Shaw, Simon G. | Pedersen, Scott | Cooley, Dean | Callingham, Rosemary A. |
Journal Details: Australian Journal of Teacher Education v.38 n.6 p.71-87
Published: 2013
ISSN: 0313-5373
Abstract: The current expectation of teachers in Australia is that they are able to collect, interpret, and use data related to teaching and learning. Digital technologies in schools, such as electronic methods of record-keeping, offer enhanced opportunities for teachers to perform this skill, and its application has been growing steadily in education. This exploratory study examines fourth-year preservice teachers' behaviour in record-keeping whilst on their final professional experience placement. Using Ajzen's 1992 theory of planned behaviour, this study found that most preservice teachers exhibited positive attitudes toward the behaviour of recording, using, and analysing classroom data. Despite this positive attitude, many preservice teachers were unable to maintain any system of record-keeping whilst on placement. For many, this was due to a number of external influences or perceived external influences, which acted as a constraint to their behaviour. [Author abstract, ed]
URL (open access) : http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1905&context=ajte
URL (conditional access) : https://library.acer.edu.au/document/?document_id=198955
Record No: 198955 From EdResearch online
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| The iterative design of a mobile learning application to support scientific inquiry.
| Marty, Paul F.
Mendenhall, Anne
Douglas, Ian
Southerland, Sherry A.
Sampson, Victor
Kazmer, Michelle
Alemanne, Nicole
Clark, Amanda
Schellinger, Jennifer | 2013 |
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Title: The iterative design of a mobile learning application to support scientific inquiry.
Author(s): Marty, Paul F. | Mendenhall, Anne | Douglas, Ian | Southerland, Sherry A. | Sampson, Victor | Kazmer, Michelle | Alemanne, Nicole | Clark, Amanda | Schellinger, Jennifer |
Journal Details: Journal of Learning Design v.6 n.2 p.41-66
Published: 2013
ISSN: 1832-8342
Abstract: The ubiquity of mobile devices makes them well suited for field-based learning experiences that require students to gather data as part of the process of developing scientific inquiry practices. The usefulness of these devices, however, is strongly influenced by the nature of the applications students use to collect data in the field. To increase student success and satisfaction with these experiences, mobile learning applications must be intuitive and functional for students, and support a systematic approach to the complex process of collecting data during a scientific inquiry. This article examines how developers can take an iterative, user-centred design approach to developing mobile learning applications that scaffold the process of data collection by documenting the evolution of an iPad application called Habitat Tracker. This application was created as part of an integrated curriculum that includes online and mobile computing technologies and was designed to help students learn about the nature of science and scientific inquiry on field trips to a natural science museum. The results of this research include principles that developers can use to guide the design of future applications used to support scientific inquiry during field-based learning experiences. [Author abstract]
URL (open access) : https://www.jld.edu.au/article/view/124/132
Record No: 203991 From EdResearch online
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