| Title | Author | Year | Add to Folder |
| Teachers' beliefs related to secondary school completion : associations with socio-educational advantage and school level.
| Beswick, Kim
Wright, Suzie
Watson, Jane
Hay, Ian
Allen, Jeanne
Cranston, Neil | 2019 |
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Title: Teachers' beliefs related to secondary school completion : associations with socio-educational advantage and school level.
Author(s): Beswick, Kim | Wright, Suzie | Watson, Jane | Hay, Ian | Allen, Jeanne | Cranston, Neil |
Journal Details: Australian Educational Researcher v.46 n.5 p.751-774
Published: November 2019
ISSN: 0311-6999
Abstract: This research used the responses of 187 Tasmanian teachers to a questionnaire comprising 52-Likert-type items, two multiple-choice items, and two open-response items to investigate differences in teachers' beliefs about aspects of schooling related to students' secondary school completion. Exploratory factor analysis of responses to the Likert-type items identified 3 factors underpinning teachers' responses. These were (1) Student and parent aspirations, (2) Teacher and school quality and support, and (3) Expectations for continuing education. Two-way ANOVAs showed that primary school teachers scored higher on average than secondary teachers for student and parent aspirations, and that there was an interaction between level of schooling and Index of Community Socio-Educational Advantage (ICSEA) for this factor. Descriptive statistics were used to compare responses to the multiple-choice items of teachers at different levels of ICSEA and schooling. Open-response items were categorised in two ways (1) as related to pastoral, academic, or engagement matters, and (2) as negative or positive in relation to each of students, parents, and teachers. The results highlighted less academic and more pastorally focussed cultures in Year 7–10 schools compared with Year 11–12 schools and relatively low expectations for university study across the levels of schooling. The findings implicate teachers' beliefs about students and their families as crucial to influencing educational aspirations and attainment. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1007/s13384-019-00317-3
Record No: 224716 From EdResearch online
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| Cyberbullying and the role of the law in Australian schools : Views of senior officials.
| Young, Hannah
Campbell, Marilyn
Spears, Barbara
Butler, Des
Cross, Donna
Slee, Phillip | 2016 |
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Title: Cyberbullying and the role of the law in Australian schools : Views of senior officials.
Author(s): Young, Hannah | Campbell, Marilyn | Spears, Barbara | Butler, Des | Cross, Donna | Slee, Phillip |
Journal Details: Australian Journal of Education v.60 n.1 p.86-101
Published: April 2016
ISSN: 0004-9441
Abstract: This study examined the opinions of influential, authoritative employees from the education and legal systems, regarding their perceptions of the role of the law and cyberbullying in Australian schools. Participants were asked whether they thought a specific law for cyberbullying should be introduced, what particular behaviours, if any, should be criminalised and who should be involved. Participants were located across three Australian States. Thematic analysis was used to identify eight main themes within the data, namely (1) uses of the law in general, (2) introduction of a law for cyberbullying, (3) benefits and difficulties of criminalising cyberbullying for young people, (4) conditions for a cyberbullying law for young people, (5) who should be involved in a cyberbullying law, (6) legal sanctions thought to be appropriate, (7) educational and legal solutions and (8) educational interventions for student cyberbullying. Implications include increasing the awareness of how existing legislative responses can be used as deterrents, working towards more effective cooperation of education and legal systems. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=212659
http://dx.doi.org/10.1177/0004944115627557
Record No: 212659 From EdResearch online
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| Internet sites and apps available to students seeking counselling, and what school counsellors should know about them.
| Furlonger, Brett
Budisa, Sonja | 2016 |
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Title: Internet sites and apps available to students seeking counselling, and what school counsellors should know about them.
Author(s): Furlonger, Brett | Budisa, Sonja |
Journal Details: Journal of Psychologists and Counsellors in Schools v.26 n.1 p.68-83
Published: June 2016
ISSN: 1037-2911
Abstract: Consumers are increasingly turning to both the internet and apps for mental health assistance. Mobile technologies such as smart phones and tablets offer swift and anonymous access for students to internet sites and app environments. Availability, however, does not guarantee quality or credibility. This web-based pilot study was undertaken to evaluate internet sites and apps on their ability to provide quality and credible information about counselling and counsellors. Of the 69 internet sites identified, only five met the inclusion criteria, and of the 30 apps identified, only eight met the inclusion criteria for quality and credibility. Inter-observer agreement was found to be 95.6% for the inclusion processes and 93% for quality and credibility. The findings strongly suggested that while there was a vast amount of information on the web, both internet sites and apps rarely met criteria for quality and credibility. The role of school counsellors in helping students use web-based counselling tools was discussed. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1017/jgc.2015.22
Record No: 212265 From EdResearch online
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| School Belonging : A Review of the History, Current Trends, and Future Directions.
| Slaten, Christopher D.
Ferguson, Jonathan K.
Allen, Kelly-Ann
Brodrick, Dianne-Vella
Waters, Lea | 2016 |
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Title: School Belonging : A Review of the History, Current Trends, and Future Directions.
Author(s): Slaten, Christopher D. | Ferguson, Jonathan K. | Allen, Kelly-Ann | Brodrick, Dianne-Vella | Waters, Lea |
Journal Details: Educational and Developmental Psychologist v.33 n.1 p.1-15
Published: July 2016
ISSN: 2059-0776
Abstract: School belonging, at both a school and university level, has been well documented as a predictor of academic and psychosocial success. The construct has been examined by scholars in a variety of different professional disciplines (e.g., education, psychology, sociology) and continues to be consistently researched. Although significant contributions have been made in the field, there are still additional areas of investigation needed, as well as interventions that need to be designed and explored. The current article was designed to review the theoretical foundations of belonging, conceptualise school belonging with respect to how it is presented in the literature, discuss the key variables related to school belonging, present a summary of the predictors of school belonging, discuss school belonging in a university setting, and posit future directions for research. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1017/edp.2016.6
Record No: 213592 From EdResearch online
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| 'Be a Gumby and mind the gap, Dexter!'
| Box, Annette | 2015 |
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Title: 'Be a Gumby and mind the gap, Dexter!'
Author(s): Box, Annette |
Journal Details: Drama Queensland Says v.38 p.42-47
Published: 2015
ISSN: 0727-4432
Abstract: This article provides valuable 'matchmaking' insights for arts organisations, school educators and young people as the theatre stakeholders of the future. It claims that performing arts educators and performing arts companies and industry professionals are better off together but they need to be mindful of the differences between what they do know about each other, what they think they know, what they don't know and what they should know. Ultimately, they need to mind the gap! This will allow the performing arts to not just create 'theatre goes and makers for the future' but to satisfy young people as the audiences of today.
URL (conditional access) : http://library.acer.edu.au/document/?document_id=210300
Record No: 210300 From EdResearch online
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| Exploring the travel patterns, preferences and recommendations of Chinese university students living in Australia.
| Hughes, Karen
Wang, Jie
Shu, Mengya | 2015 |
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Title: Exploring the travel patterns, preferences and recommendations of Chinese university students living in Australia.
Author(s): Hughes, Karen | Wang, Jie | Shu, Mengya |
Journal Details: Journal of Hospitality and Tourism Management v.23 p.12-22
Published: 2015
ISSN: 1447-6770
Abstract: China is an important and growing market for the Australian tourism industry, yet our understanding of what Chinese independent tourists seek in the way of experiences is limited. Studies in Europe, USA and Australia show that Chinese international students tend to travel extensively while studying overseas, and consequently are able to provide insights into the needs, preferences and perceptions of the emerging Chinese independent market. Using Chinese tertiary students studying in Australia as participants, this research explores their preferences for, and perceptions of, Australian tourism products. Responses from surveys and follow-up focus group interviews reveal that iconic attractions, nature-based activities and photography are particularly attractive to this market. The Internet and word-of-mouth advertising are important sources of information; while costs, distances and lack of time are barriers to travel. Personal safety is also a key concern in natural environments. Students' travel plans for visiting friends and family and their suggestions for tailoring tourism products to meet the needs of independent Chinese visitors are also discussed. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1016/j.jhtm.2015.03.002
Record No: 206128 From EdResearch online
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| How do virtual world experiences bring about learning? A critical review of theories.
| Loke, Swee-Kin | 2015 |
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Title: How do virtual world experiences bring about learning? A critical review of theories.
Author(s): Loke, Swee-Kin |
Journal Details: Australasian Journal of Educational Technology v.31 n.1 p.112-122
Published: 2015
ISSN: 1449-3098
Abstract: While students do learn real-world knowledge and skills in virtual worlds, educators have yet to adequately theorise how students' virtual world experiences bring about this learning. This article critically reviewed theories currently used to underpin empirical work in virtual worlds for education. In particular, it evaluated how applicable these theories' learning mechanisms are to virtual world-based learning. Eleven theories were identified from 80 journal papers. Four learning mechanisms were found to be applicable to virtual worlds: that students learn through reflection, verbal interactions, mental operations, and vicarious experiences. However, one commonly implied learning mechanism was found to be inapplicable to virtual worlds: that students undergo a physical sensorimotor experience of the real-world phenomenon through their virtual world actions. An alternative theory is needed to explain how students' virtual world actions might bring about learning, so as to help educators determine what exactly students can learn by performing virtual world actions. [Author abstract]
URL (open access) : http://ajet.org.au/index.php/AJET/article/download/2532/1252
URL (conditional access) : http://library.acer.edu.au/document/?document_id=206455
Record No: 206455 From EdResearch online
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| Teacher perspectives of challenges within the Norwegian educational system.
| Anderson, Sarah K.
Terras, Katherine L. | 2015 |
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Title: Teacher perspectives of challenges within the Norwegian educational system.
Author(s): Anderson, Sarah K. | Terras, Katherine L. |
Journal Details: International Education Journal : Comparative Perspectives v.14 n.3 p.1-16
Published: 2015
ISSN: 1443-1475
Abstract: This research examines teacher perspectives' of educational challenges in Norway. Norway is one of the most well-resourced, prosperous, social welfare states in the world, yet the OECD (2011) recognised students' weak basic skills and insufficient teacher ability in content and pedagogy, along with engagement and imbalanced resources as points for educational improvement. An open-ended questionnaire was administered to 138 teachers practicing in Norway to explore challenges from their perspective. Teachers reported the following challenges: completing government paperwork with competing pedagogical demands, adapting teaching to each student due to large class sizes, motivating students, managing social and emotional problems of students, and meeting society's increasingly unrealistic expectations. Teachers perceived their challenges to be a result of a poorly built educational system, not from deficits in their teaching skills. The authors concluded from this study that teacher voice and participation in improvement decisions are needed, given some discrepancy in perceived challenges among these findings, international surveys, and policy-related reports. [Author abstract]
URL (open access) : http://openjournals.library.usyd.edu.au/index.php/IEJ/article/view/6882/10214
Record No: 209814 From EdResearch online
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| Using information and communication technologies to promote participation and peer co-operation during collaborative literacy tasks for English-language learners.
| Downes, Callum | 2015 |
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Title: Using information and communication technologies to promote participation and peer co-operation during collaborative literacy tasks for English-language learners.
Author(s): Downes, Callum |
Journal Details: Journal of Student Engagement: Education Matters v.5 n.1 p.2-11
Published: 2015
Abstract: Collaborative learning tasks have been used extensively to enhance the literacy development of English language learners for many years. In some cases, however, peer-assisted activities stifle language learning due to dominant– passive interaction patterns and the onset of performance anxiety. The proliferation of web-based information and communication technologies has provided an alternative to face-to-face interactions that can potentially overcome these limitations of collaborative literacy tasks. This article investigates the use of applications such as Google Docs, Facebook, Internet blogs and wikis in both school and home environments. The benefits of using such technology to increase the participation, co-operation and literacy development of English language learners during collaborative learning tasks is discussed. [Author abstract]
URL (open access) : http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1035&context=jseem
Record No: 209291 From EdResearch online
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| Using student knowledge to enhance inquiry : a theoretical and practical view of negotiation in a science classroom.
| Kuhn, Mason Albert | 2015 |
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Title: Using student knowledge to enhance inquiry : a theoretical and practical view of negotiation in a science classroom.
Author(s): Kuhn, Mason Albert |
Journal Details: Journal of Educational Enquiry v.14 n.3 p.37-50
Published: 2015
ISSN: 1444-5530
Abstract: This article discusses the role of negotiation in a science classroom, specifically how teachers can improve their students' ability to construct a scientific claim by focusing on their students' knowledge and how it changes throughout the unit. The article defines key aspects of negotiation, the students' role in negotiation, the teacher's role in promoting negotiation, and how negotiation can potentially increase the opportunity for conceptual change in students. Negotiation is discussed as a notion of assimilation, accommodation, and a relationship of construction and critique. [Author abstract]
URL (open access) : http://www.ojs.unisa.edu.au/index.php/EDEQ/article/view/976/796
URL (archived) : http://nla.gov.au/nla.arc-14288
Record No: 209271 From EdResearch online
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| Acceleration : dispelling the myths with research and reality.
| Maher, Lynne
Geeves, Jonathon | 2014 |
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Title: Acceleration : dispelling the myths with research and reality.
Author(s): Maher, Lynne | Geeves, Jonathon |
Journal Details: Australasian Journal of Gifted Education v.23 n.1 p.39-48
Published: June 2014
ISSN: 1323-9686
Abstract: Acceleration, the practice of moving students through an educational program at a faster rate than usual, is an educational intervention for gifted students that is underutilised, largely due to the wealth of unsubstantiated myths and beliefs that both educators and parents attach to this practice. This article identifies a range of accelerative options and explores the arguments that are often posed as reasons for not utilising these options. The beliefs and myths surrounding acceleration are categorised into those based on academic, social and emotional outcomes; on administrative issues; and on underpinning values held by individuals. The evidence from decades of research is presented to counter the myths and beliefs and to demonstrate that acceleration achieves positive gains in academic benefits and outcomes for the student and no harm socially or emotionally. An individual student's experience in Tasmanian schools is shared as illustrative of the broader research. [Author abstract, ed]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=203921
Record No: 203921 From EdResearch online
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| ADHD and adaptability : the roles of cognitive, behavioural, and emotional regulation.
| Burns, Emma
Martin, Andrew J. | 2014 |
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Title: ADHD and adaptability : the roles of cognitive, behavioural, and emotional regulation.
Author(s): Burns, Emma | Martin, Andrew J. |
Journal Details: Australian Journal of Guidance and Counselling v.24 n.2 p.227-242
Published: December 2014
ISSN: 1037-2911
Abstract: Adaptability has been recently proposed as cognitive, behavioural, and emotional regulation assisting individuals to effectively respond to change, uncertainty and novelty. Given students with attention-deficit/hyperactivity disorder (ADHD) have known impairments with regulatory functions, they may be at particular disadvantage as they seek to navigate change, uncertainty, and novelty in their academic lives. This discussion summarises current research of adaptability as relevant to students with ADHD. It also presents preliminary exploration of data from the first study to administer the Adaptability Scale to a large sample of high school students that included a subsample of students with ADHD (as most large comprehensive samples of students will) that suggests evidence for the difficulties students with ADHD face with regards to adaptability (particularly in regards to cognitive and behavioural regulation). The article concludes with suggestions for counselling, psychological, and educational practices aimed at enhancing the adaptability of students with ADHD. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.1017/jgc.2014.17
Record No: 205722 From EdResearch online
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| Children's participation as neo-liberal governance?
| Raby, Rebecca | 2014 |
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Title: Children's participation as neo-liberal governance?
Author(s): Raby, Rebecca |
Journal Details: Discourse v.35 n.1 p.77-89
Published: February 2014
ISSN: 0159-6306
Abstract: Children's participation initiatives have been increasingly introduced within various institutional jurisdictions around the world, partly in response to Article 12 of the United Nations Convention on the Rights of the Child. Such initiatives have been critically evaluated from a number of different angles. This article engages with an avenue of critique which argues that children's participatory initiatives resonate with a neoliberal economic and political context that prioritises middle class, western individualism and ultimately fosters children's deeper subjugation through self-governance. Respecting these as legitimate concerns, this article draws on two counter-positions to argue that while children's participation can certainly be conceptualised and practised in ways that reflect neo-liberal, individualised self-governance, it does not necessarily do so. To make this argument the author engages, on the one hand, with Foucault's work on the care of the self, and on the other, with more collective approaches to participation. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/01596306.2012.739468
Record No: 204207 From EdResearch online
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| Creativity in Hong Kong : current contexts and issues.
| Tam, Cecilia S. Y.
Phillipson, Shane N.
Phillipson, Sivanes | 2014 |
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Title: Creativity in Hong Kong : current contexts and issues.
Author(s): Tam, Cecilia S. Y. | Phillipson, Shane N. | Phillipson, Sivanes |
Journal Details: Australasian Journal of Gifted Education v.23 n.1 p.28-38
Published: June 2014
ISSN: 1323-9686
Abstract: The development of creativity is one of three 'priority generic skills' in Hong Kong's educational reforms. Despite these reforms dating from 2000, Hong Kong's students are often criticised in the media for their lack of creativity. On the other hand, the research that examines students' creativity is more equivocal with some authors claiming that creativity has been enhanced while others that creativity has diminished. In examining this research more closely, the authors find that there is a general lack of understanding between the aims of creativity development, the way that creativity is defined, and the instruments used to assess creativity. They argue that conceptions of creativity amongst the Hong Kong Chinese differ from Western conceptions of creativity. In particular, they conclude that attempts to measure the development of creativity are hampered by instruments that do not reflect Chinese conceptions of creativity. As a way forward, the authors suggest that a socio-cultural perspective may be a better way to study creativity in the Hong Kong context. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=203920
Record No: 203920 From EdResearch online
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| Digital Spring? New media and new politics on the campus.
| Bessant, Judith | 2014 |
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Title: Digital Spring? New media and new politics on the campus.
Author(s): Bessant, Judith |
Journal Details: Discourse v.35 n.2 p.249-265
Published: May 2014
ISSN: 0159-6306
Abstract: Whilst the dynamics informing processes have taken time to become clear, civic resistance initiated by young people using new media began in Egypt in 2010 against the Mubarak regime, soon widened to Tunisia, Yemen and Libya. Known as the 'Arab Spring', this phenomenon re-ignited discussion about the political role of digital space and its democratic potential. While parallels between authoritarian regimes and universities and educational institutions might seem overdrawn to some readers, the author suggests there is value in considering the 'Digital Spring' (apropos the 'Arab Spring') as a metaphor to suggest the possibility that similar processes are taking place in schools and universities. This invites discussion about the political significance of digital space and its democratic potential in those institutions. To assess how some young people engage in digitally mediated politics within schools and universities, the author identifies five propositions which amalgamate descriptive and normative elements derived from Habermas and Dahlgren. These propositions offer an ideal taxonomy of normative and descriptive elements to establish whether digital technology promotes participation and debate in ways that sustain democratic practice. The author evaluates how well these propositions illuminate aspects of new online deliberative political processes using two case studies involving exercises in democratising educational institutions which are base on material accessed in the public domain : the websites RateMyTeacher, and RateMyProfessor; and student action in a professional degree course. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.1080/01596306.2012.745734
Record No: 202378 From EdResearch online
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| Do schools promote social inclusion? The experiences of intercountry adoptees in Australia.
| Scarvelis, Beverly
Crisp, Beth
Goldingay, Sophie | 2014 |
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Title: Do schools promote social inclusion? The experiences of intercountry adoptees in Australia.
Author(s): Scarvelis, Beverly | Crisp, Beth | Goldingay, Sophie |
Journal Details: Journal of Social Inclusion v.5 n.1 p.61-77
Published: 2014
ISSN: 1836-8808
Abstract: Intercountry adoption programs have brought children from racially and culturally diverse backgrounds to live as Australians, including 30 children from Rangsit Children's Home who arrived in South Australia in the late 1980s and early 1990s. As part of a project which explored the life experiences of 12 adults who had arrived as children aged between 4 and 9 from Rangsit, this article explores the role of schools in facilitating their inclusion into life in Australia. The school experience was often critical in learning English and was a pre-requisite for acceptance in the school yard but also a place in which most of these Thai-born intercountry adoptees experienced racism. More than half of the participants did not complete secondary school but all had employment. However, many of these jobs were low-paying and this precluded them from participating in opportunities to return to Thailand to learn more about their Thai origins or participating as adoptive parents in intercountry adoption programs. Hence, while schools can play an important role in facilitating social inclusion, the school system alone may be unable to address the multiple dimensions of exclusion experienced by intercountry adoptees. [Author abstract]
URL (open access) : https://josi.org.au/articles/10.36251/josi.69/galley/72/download/
URL (conditional access) : https://doi.org/10.36251/josi.69
Record No: 204687 From EdResearch online
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| Educators' attitudes towards gifted students and their education in a regional Queensland school.
| Bartley, Vanessa | 2014 |
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Title: Educators' attitudes towards gifted students and their education in a regional Queensland school.
Author(s): Bartley, Vanessa |
Journal Details: TalentEd v.28 p.24-31
Published: 2014
ISSN: 0815-8150
Abstract: As the primary providers in meeting the educational needs of gifted students, educators are pivotal in the provision of positive experiences for these students. The Gagne–Nadeau Attitude Scale for measuring opinions about the gifted and their education, was used to determine the attitudes of educators in a regional independent Queensland school toward gifted students and their education. Educators at the school were also asked to provide information pertaining to their preservice and professional learning in regard to gifted education. Results indicated that educators at the school are, overall, ambivalent in their attitudes towards gifted students and their education. There is no indication that specialised pre-service education or isolated professional learning experiences affect teacher attitudes in this area. Future research could include the development of an attitudinal survey drawn from the Australian educational context along with research into how to improve educators' attitudes and practice in this area. [Author abstract]
URL (open access) : http://www.talented.org.au/download/559/
URL (conditional access) : http://library.acer.edu.au/document/?document_id=203814
Record No: 203814 From EdResearch online
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| An exploratory study of aggression in school-age children : underlying factors and implications for treatment.
| Priddis, Lynn E.
Landy, Sarah
Moroney, Darren
Kane, Robert | 2014 |
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Title: An exploratory study of aggression in school-age children : underlying factors and implications for treatment.
Author(s): Priddis, Lynn E. | Landy, Sarah | Moroney, Darren | Kane, Robert |
Journal Details: Australian Journal of Guidance and Counselling v.24 n.1 p.18-35
Published: June 2014
ISSN: 1037-2911
Abstract: Aggressive behaviour in school-aged children presents a significant challenge for society. If not managed, it can result in adverse academic, social, emotional, and behavioural outcomes for the child. In addition, it can create stress for families and become a significant burden for the community as these children reach adolescence and adulthood, and engage in antisocial behaviours. Using a three-step exploratory analytical strategy, this study explored parent and child reports of a diverse range of underlying developmental and clinical variables that have been identified in the literature as predictors of aggressive child behaviour, and which could be addressed within an Australian school or community context. A total of 57 children and their parents were recruited from a referral-based Western Australian child mental health service, and the wider community. A group of 31 clinically aggressive children were identified and compared to a group of 26 non-aggressive children. The aggressive group was reported as having a greater prevalence of internalising symptoms, including anxiety and depression, and their aggressive behaviour was more likely to be of the callous/unemotional type, relative to their non-aggressive counterparts. Significant predictors of belonging to the aggressive group included child social problems, thought problems, attention problems, affective problems, narcissism, symptoms of ADHD and PTS, and low maternal self-esteem. Findings are presented and discussed in the context of established theories. Recommendations for principles of treatment for aggressive children and their families are suggested. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1017/jgc.2013.12
Record No: 203139 From EdResearch online
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| The next generation of school library.
| Gordon, Carol A. | 2014 |
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Title: The next generation of school library.
Author(s): Gordon, Carol A. |
Journal Details: Synergy v.12 n.1
Published: 2014
ISSN: 1448-5176
Abstract: This article addresses two questions: Where are we in the development of the school library concept? What are the trends that indicate where we are going? Teacher-librarians are facing critical questions about the increasingly important work they are doing to educate digital youth. Their instructional role is particularly relevant for identifying seminal questions that will define the mission of the emerging school library. What it means to be information literate has shifted from teaching the mechanics of searching, finding, and retrieving information to supporting critical reading/literacy and critical thinking skills that involve the use of knowledge gained from information processing. Youth need time to practice, revise, review, and repeat the types of learning tasks that challenge them to think. Shouldn't all children have these learning experiences? Shouldn't the school library be a stable, guaranteed, sustainable part of every child's education? [Author excerpt, ed]
URL (open access) : http://www.slav.vic.edu.au/synergy/volume-12-number-1-2014/perspectives-global/369-the-next-generation-of-school-library-.html
URL (conditional access) : http://library.acer.edu.au/document/?document_id=206123
Record No: 206123 From EdResearch online
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| The relationship between social-emotional difficulties and underachievement of gifted students.
| Blaas, Sabrina | 2014 |
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Title: The relationship between social-emotional difficulties and underachievement of gifted students.
Author(s): Blaas, Sabrina |
Journal Details: Australian Journal of Guidance and Counselling v.24 n.2 p.243-255
Published: December 2014
ISSN: 1037-2911
Abstract: Gifted students are a diverse minority group with high intelligence and talent whose needs are often unrecognised and unmet. It is believed that this group of students, from a range of backgrounds, socio-economic statuses and abilities, may experience a range of social-emotional difficulties, including peer exclusion, isolation, stress, anxiety, depression and destructive perfectionism. Literature also reveals that gifted and talented students are underachieving at school. Many educators do not recognise or meet the needs of gifted students as there is a false perception that they can look after themselves. As research indicates, there is a positive correlation between poor social-emotional development and scholastic underachievement in gifted students While this may be true, there is limited understanding of how these variables influence one another. Many researchers believe that social-emotional difficulties cause school underachievement, whereas others argue that school underachievement results in social and emotional problems. Furthermore, many researchers dispute these arguments altogether, and believe that these problems are a result of external factors, including family, school, and community environments. Given these contrasting viewpoints, critical investigation is necessary in order to develop a more conclusive understanding of this relationship. This article critically analyses the scope of the current literature, and provides recommendations for further research, as this may result in better development of programs to further support the social-emotional and academic needs of gifted students. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1017/jgc.2014.1
Record No: 205723 From EdResearch online
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| Student wellbeing and the therapeutic turn in education.
| Wright, Katie | 2014 |
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Title: Student wellbeing and the therapeutic turn in education.
Author(s): Wright, Katie |
Journal Details: Australian Educational and Developmental Psychologist v.31 n.2 p.141-152
Published: December 2014
ISSN: 0816-5122
Abstract: This article considers current concerns with promoting student mental health and wellbeing against the backdrop of critiques of the 'therapeutic turn' in education. It begins by situating accounts of 'therapeutic education' within broader theorisation of therapeutic culture. In doing so, the importance of this work is acknowledged, but key assumptions are questioned. The emergence of concerns about self-esteem and wellbeing are then examined through an analysis of changing educational aims in Australia. This enables consideration of the broader context for policy reforms and emergent ideas about the importance of fostering wellbeing and attending to the social and emotional aspects of learning. Finally, the article argues for the salience of historicising both educational policy and scholarly critiques of therapeutic education in order to: (1) situate the contemporary emphasis on student wellbeing within a longer history of educational reforms aimed at supporting young people; (2) unsettle taken-for-granted ways in which mental health and wellbeing are currently foregrounded in contemporary schooling; and (3) develop new perspectives on the therapeutic turn in education. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1017/edp.2014.14
Record No: 205775 From EdResearch online
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| Supervision of school and youth groups on lift-service ski slopes : a research perspective.
| Brookes, Andrew
Holmes, Peter | 2014 |
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Title: Supervision of school and youth groups on lift-service ski slopes : a research perspective.
Author(s): Brookes, Andrew | Holmes, Peter |
Journal Details: Australian Journal of Outdoor Education v.17 n.2 p.30-42
Published: 2014
ISSN: 1324-1486
Abstract: Supervised practice is a common feature of many snow sports excursions to downhill ski resorts by school or youth groups, often in combination with lessons from a ski school. The article considers the role of supervision in preventing mishaps, injury, or fatalities. It presents results of a search of published snow sports safety research for evidence and findings that have implications for supervision. The authors sought and examined published research that had the potential to inform supervision practice, with a particular emphasis on more recent publications and review articles. The premise was that insights into accident patterns and causes could improve injury prevention and safety decisions in organisations and in the field, should those insights be applied. The study examined: how death and serious injury arise in somewhat different circumstances than more common, less serious injury; use of helmets and other protection; the effectiveness of ski lessons in preventing injury; potential for monitoring the application of lessons; understanding environmental hazards and any relationship with slope classification. The authors noted that patterns and causes of injury in terrain parks are distinct enough to warrant separate treatment, and should not be regarded as part and parcel of overall supervision of skiing or snowboarding. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=203527
Record No: 203527 From EdResearch online
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| The unconscious allocation of cognitive resources to task-relevant and task-irrelevant thoughts.
| Kuldas, Seffetullah
Hashim, Shahabuddin
Ismail, Hairul Nizam
Samsudin, Mohd Ali
Bakar, Zainudin Abu | 2014 |
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Title: The unconscious allocation of cognitive resources to task-relevant and task-irrelevant thoughts.
Author(s): Kuldas, Seffetullah | Hashim, Shahabuddin | Ismail, Hairul Nizam | Samsudin, Mohd Ali | Bakar, Zainudin Abu |
Journal Details: Australian Journal of Educational and Developmental Psychology v.14 p.1-16
Published: 2014
ISSN: 1446-5442
Abstract: Conscious allocation of cognitive resources to task-relevant thoughts is necessary for learning. However, task-irrelevant thoughts often associated with fear of failure can enter the mind and interfere with learning. Effects like this prompt the question of whether or not learners consciously shift their cognitive resources from task-relevant to task-irrelevant thoughts. This review examines the effect of learners' unconscious cognitive and affective processes on their resource allocation. The review concludes by calling for further research into how learners unconsciously allocate cognitive resources to task-relevant and task-irrelevant thoughts. [Author abstract]
URL (open access) : http://www.newcastle.edu.au/__data/assets/pdf_file/0020/132842/V14_1_Seffetu_et_al.pdf
Record No: 203898 From EdResearch online
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| Why is diagnosing the gifted in Israel so problematic? On the problems of Israeli psychologists in diagnosing gifted children and the difficulties in deciphering such diagnoses.
| David, Hanna | 2014 |
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Title: Why is diagnosing the gifted in Israel so problematic? On the problems of Israeli psychologists in diagnosing gifted children and the difficulties in deciphering such diagnoses.
Author(s): David, Hanna |
Journal Details: Australasian Journal of Gifted Education v.23 n.1 p.49-58
Published: June 2014
ISSN: 1323-9686
Abstract: Diagnosing the gifted is quite problematic and results, many a time, in giving incorrect diagnoses and inappropriate recommendations. This article surveys the main reasons Israeli gifted children are referred to psychological diagnoses and describe in detail the common problems in these diagnoses. These include problems connected to the tests, as well as stemming from lack of either experience or awareness of the examiners, who are not always educated in the field of giftedness. The article contributes to the ability of professionals to give recommendations that are more suitable to the cognitive and emotional needs of the gifted child. The article discusses the problems occurring quite often in diagnosing gifted children in Israel and abroad. These problems might lead to erroneous diagnoses, and as a result, recommendations that do not give a proper response to the cognitive and emotional needs of the gifted child. After the list of the main reasons for which gifted children are referred to psychological diagnoses in each age group, the problems that might occur in these diagnoses are described. The problems are divided into two main groups: those connected to the tests and those to the examiners, who in most cases are not used to diagnosing gifted children, nor have knowledge in the area of giftedness. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=203922
Record No: 203922 From EdResearch online
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| Becoming a/r/tographers whilst contesting rationalist discourses of work.
| Wiebe, Sean
Morrison-Robinson, Diane | 2013 |
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Title: Becoming a/r/tographers whilst contesting rationalist discourses of work.
Author(s): Wiebe, Sean | Morrison-Robinson, Diane |
Journal Details: UNESCO Observatory Multi-Disciplinary Journal in the Arts v.3 n.2
Published: August 2013
ISSN: 1835-2766
Abstract: Extending critical perspectives which have problematised 'work', in this article the authors contest rationalist values of 'work' through a/r/tography, noting that a/r/tography is particularly suited to troubling the artificial divisions and correlative productivities between art and research, teacher and student, teacher and researcher, and so forth. The authors explore the notions of transmediation and pedagogical recognition to suggest that if educative systems, processes, and imaginations could more generatively attend to students as creative beings, and if students could be invited to a fuller activity in the world across multiple domains, then an increasing social tendency to accept economic values as trumping all others might be redressed. The authors argue that how adults value young people in the progress and process of their making art, making knowledge, and making a life, comes to affect the ontology and epistemology of work in all its social manifestations. [Author abstract]
URL (archived) : http://web.archive.org/web/1000/http://education.unimelb.edu.au/__data/assets/pdf_file/0008/1107971/006_WIEBE_PAPER.pdf
Record No: 212246 From EdResearch online
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| China's quest for world-class teachers : a rational model of national initiatives and institutional transformations.
| Li, Jun | 2013 |
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Title: China's quest for world-class teachers : a rational model of national initiatives and institutional transformations.
Author(s): Li, Jun |
Journal Details: Asia-Pacific Journal of Teacher Education v.41 n.3 p.316-330
Published: August 2013
ISSN: 1359-866X
Abstract: Teacher education has been undergoing significant transformations worldwide in recent decades, and China has made continuous efforts in its quest for world-class teachers. This article comprehensively investigates the complex policy process in China's national initiatives to nurture a world-class teaching force, with qualitative findings from a case study. It focuses on policy initiatives in China's unique socio-cultural context, system transformations and developmental challenges from a rational prospective. Meanwhile, the challenges of institutional change and the limitations to change are examined within two frames – the contextually less amenable to change and the institutionally remediable. Policy implications for teacher education reform in the future are illustrated within these two frames. Lastly, the article concludes that, along with its rising status, in terms of excellence in educational performance and students' academic achievement as shown in PISA 2009, China provides an alternative model for building a world-class teaching force and this may have multiple implications for the international community in an age of globalisation. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/1359866X.2013.809053
Record No: 199325 From EdResearch online
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| Dialectical features of students' argumentation : a critical review of argumentation studies in science education.
| Nielsen, Jan Alexis | 2013 |
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Title: Dialectical features of students' argumentation : a critical review of argumentation studies in science education.
Author(s): Nielsen, Jan Alexis |
Journal Details: Research in Science Education v.43 n.1 p.371-393
Published: February 2013
ISSN: 0157-244X
Abstract: This article explores the challenges of using the Toulmin model to analyse students' dialogical argumentation. The article presents a theoretical exposition of what is involved in an empirical study of real dialogic argumentation. Dialogic argumentation embodies dialectical features - i.e. the features that are operative when students collaboratively manage disagreement by providing arguments and engaging critically with the arguments provided by others. The article argues that while dialectical features cannot readily be understood from a Toulminian perspective, it appears that an investigation of them is a prerequisite for conducting Toulminian analysis. This claim is substantiated by a detailed review of five of the ten most significant papers on students' argumentation in science education. This leads to the surprising notion that empirical studies in the argumentation strand - even those studies that have employed non-dialectical frameworks such as the Toulmin model - have implicitly struggled to come to terms with the dialectical features of students' discourse. The article finally explores how some scholars have worked to attend directly to these dialectical features; and it presents five key issues that need to be addressed in a continued scholarly discussion. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=196608
http://dx.doi.org/10.1007/s11165-011-9266-x
Record No: 196608 From EdResearch online
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| Gender, sibling position and parental expectations : a study of Chinese college students.
| Found, Andrew
Sam, David | 2013 |
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Title: Gender, sibling position and parental expectations : a study of Chinese college students.
Author(s): Found, Andrew | Sam, David |
Journal Details: Journal of Family Studies v.19 n.3 p.285-296
Published: December 2013
ISSN: 1322-9400
Abstract: Differences in parental expectations related to cultural background, gender and sibling position were investigated among Chinese college students in Macau. 344 Chinese college students completed a questionnaire which included measures of parental expectations and psychological distress, as well as information about their gender, cultural background (Mainland China or Macau) and sibling position. Participants born in mainland China reported significantly higher perceived parental expectations compared with students from Macau. Contrary to predictions, there was no evidence of a difference in perceived parental expectations in relation to gender or being the first born sibling. These findings are discussed in terms of changes in family values and parental attitudes within Chinese society over the past few decades. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.5172/jfs.2013.19.3.285
Record No: 201594 From EdResearch online
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| Interest-divergence and the colour of cutbacks : race, recession and the undeclared war on Black children.
| Gillborn, David | 2013 |
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Title: Interest-divergence and the colour of cutbacks : race, recession and the undeclared war on Black children.
Author(s): Gillborn, David |
Journal Details: Discourse v.34 n.4 p.477-491
Published: October 2013
ISSN: 0159-6306
Abstract: Drawing on Critical Race Theory (CRT) and illustrating with examples from the English system, this article addresses the hidden racist dimension to contemporary education reforms and argues that this is a predictable and recurrent theme at times of economic crisis. Derrick Bell's concept of 'interest-convergence' argues that moments of racial progress are won when White power-holders perceive self-interest in accommodating the demands of minoritised groups; such moments are unusual and often short-lived. Presently, there is the reverse of this process; a period of pronounced interest-divergence, when White power-holders imagine that a direct advantage will accrue from the further exclusion and oppression of Black groups in society. Behind rhetoric that proclaims the need to improve educational standards for all and celebrates a commitment to closing the existing achievement gaps; in reality education reforms are being enacted that systematically disadvantage Black students and demonstrably widen educational inequalities. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/01596306.2013.822616
Record No: 202405 From EdResearch online
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| Library practice and Information Commons understandings.
| Whisken, Anne | 2013 |
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Title: Library practice and Information Commons understandings.
Author(s): Whisken, Anne |
Journal Details: Synergy v.11 n.2
Published: 2013
ISSN: 1448-5176
Abstract: In this article, the author discusses the role of the Learning Commons and Information Commons and the ways they enhance and evolve the library. Learning Commons and areas fitting that description but with different names, are being built in many academic institutions at present, to cater for the more social learning style apparently preferred by tertiary students. With digital collections taking over from physical book and journal collections, the necessity to be physically in a library has diminished and library teams are changing accordingly. On the other hand, Information Commons is the idea of having a particular location in or adjacent to the library where everyone comes to find, share, learn and use information for learning and knowledge creation, and the software and hardware used for that purpose. It is seen as complementary to the more specialist use of information for learning which occurs at deeper levels of research and learning, and which takes place in the library study spaces. [Author excerpt, ed]
URL (open access) : http://www.slav.vic.edu.au/synergy/volume-11-number-2-2013/learning-landscapes/332-library-practice-and-information-commons-understandings.html
URL (conditional access) : http://library.acer.edu.au/document/?document_id=206118
Record No: 206118 From EdResearch online
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| Parenting and the social-emotional development of gifted students in Hong Kong : a review of the literature based on the actiotope model of giftedness.
| Tam, Cecilia
Phillipson, Shane N. | 2013 |
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Title: Parenting and the social-emotional development of gifted students in Hong Kong : a review of the literature based on the actiotope model of giftedness.
Author(s): Tam, Cecilia | Phillipson, Shane N. |
Journal Details: Australasian Journal of Gifted Education v.22 n.1 p.51-61
Published: June 2013
ISSN: 1323-9686
Abstract: Hong Kong students are recognised internationally for their outstanding academic achievement. However, there is a growing recognition that many of these students are underachieving, including those with the potential for exceptional achievement. With the relationship between parental influences and the children's academic achievement under increasing scrutiny, to date, however, research relating to effective parenting and children's social and psychological development has lacked a broadly based theoretical framework. Using the actiotope model of giftedness as a theoretical framework, this review describes the relationship between the parenting styles of Hong Kong parents and the social-emotional development of their children. The authors' analysis of the research literature shows that Hong Kong parents' values and beliefs influence the development of students' actiotope toward achievement excellence; the employment of an authoritative parenting style in most Hong Kong Chinese parents favours the development of the students' actiotope. On the other hand, the psychological controlling methods that are employed by Hong Kong Chinese parents negatively affect the development of students' actiotope and thus should be avoided. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=198672
Record No: 198672 From EdResearch online
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| Social media and Web 2.0 : teacher-librarians, risk and inequity.
| Lupton, Mandy | 2013 |
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Title: Social media and Web 2.0 : teacher-librarians, risk and inequity.
Author(s): Lupton, Mandy |
Journal Details: Synergy v.11 n.1
Published: 2013
ISSN: 1448-5176
Abstract: In this article the author examines the perceptions of social media and Web 2.0 that influence the pedagogical practices of teacher-librarians. The author argues that for many teacher-librarians, use of social media is seen as risky. This perception is exacerbated by the blocking of a range of social media, Web 2.0 and cloud computing tools by Australian state education departments. The author also shows that teacher-librarians in some private schools are not subject to the same blocking practices and thus have more expansive views on the pedagogical affordances of social media and Web 2.0. [Author abstract, ed]
URL (open access) : http://www.slav.vic.edu.au/synergy/volume-11-number-1-2013/research/289-social-media-and-web-20-teacher-librarians-risk-and-inequity.html
URL (conditional access) : http://library.acer.edu.au/document/?document_id=206110
Record No: 206110 From EdResearch online
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| The story of schooling : critical race theory and the educational racial contract.
| Leonardo, Zeus | 2013 |
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Title: The story of schooling : critical race theory and the educational racial contract.
Author(s): Leonardo, Zeus |
Journal Details: Discourse v.34 n.4 p.599-610
Published: October 2013
ISSN: 0159-6306
Abstract: This article is an engagement of methodology as an ideologico-racial practice through Critical Race Theory's practice of storytelling. It is a conceptual extension of this practice as explained through Charles Mills' use of the 'racial contract (RC) as methodology' in order to explain the Herrenvolk Education - one standard for Whites, another for students of colour - that is in place in the United States. At its most general, the article introduces the full offerings of Mills' RC methodology for a study of educational research. Once deployed, the RC as methodology unveils a school system's foundation as deeply racial rather than universal or race-neutral. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/01596306.2013.822624
Record No: 202412 From EdResearch online
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| Strategy-oriented web-based English instruction.
| Chang, Mei-Mei
Lin, Mei-Chen | 2013 |
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Title: Strategy-oriented web-based English instruction.
Author(s): Chang, Mei-Mei | Lin, Mei-Chen |
Journal Details: Australasian Journal of Educational Technology v.29 n.2 p.203-216
Published: 2013
ISSN: 1449-3098
Abstract: In this meta-analysis study, a total of thirty-one studies related to strategy use of students in Taiwan in a web-based English context were identified, collected, and analysed. Three criteria for selecting the appropriate studies are (a) they must have applied web-based instruction; (b) they must be related to English learning; and (c) they had to provide one of the following data in order to calculate effect size (ES), including means and standard deviation (SD), F values, or t values. The characteristics were divided into three groups; that is, study characteristics, methodological characteristics, and design characteristics. The findings reveal that predicting, summarising, self-questioning and clarifying; text annotation with pictures, and glossing were strategies with higher effect size (ES > 0.920). Findings from the meta-analysis in this study could provide a basis for designing and developing a strategy-oriented web-based instruction. [Author abstract]
URL (open access) : http://ajet.org.au/index.php/AJET/article/view/67/52
URL (conditional access) : http://library.acer.edu.au/document/?document_id=197757
Record No: 197757 From EdResearch online
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| Using videos and multimodal discourse analysis to study how students learn a trade.
| Chan, Selena | 2013 |
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Title: Using videos and multimodal discourse analysis to study how students learn a trade.
Author(s): Chan, Selena |
Journal Details: International Journal of Training Research v.11 n.1 p.69-78
Published: 2013
ISSN: 1448-0220
Abstract: The use of video to assist with ethnographical-based research is not a new phenomenon. Recent advances in technology have reduced the costs and technical expertise required to use videos for gathering research data. Audio-visual records of learning activities as they take place, allow for many non-vocal and inter-personal communication interchanges to be collected. However, the use of video does add greater complexity to the research process. In this article, the use of video to collect data of trade-skill learners and the accompanying multimodal discourse analysis method used to derive meaning from these data are discussed. The adoption of video along with multimodal discourse analysis may facilitate future research into learning in a vocational context. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.5172/ijtr.2013.11.1.69
Record No: 200795 From EdResearch online
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| Diagnosis of self-regulated learning profiles.
| Ziegler, Albert
Stoeger, Heidrun
Vialle, Wilma
Wimmer, Bastian | 2012 |
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Title: Diagnosis of self-regulated learning profiles.
Author(s): Ziegler, Albert | Stoeger, Heidrun | Vialle, Wilma | Wimmer, Bastian |
Journal Details: Australasian Journal of Gifted Education v.21 n.2 p.62-74
Published: December 2012
ISSN: 1323-9686
Abstract: This article examines self-regulation and its role in the development of giftedness. The authors outline the development of a self-regulation instrument 'Questionnaire for Self-Regulated Learning – 7' (FSL-7), that can be used for research and practical purposes. In particular it can identify at what point the responsibility for the learning process can be passed on to individual learners, so that they can take charge of it just as competently as a professional teacher. This practically-tested instrument is in use at the authors' counselling location (The Statewide Counselling and Research Center at Ulm University, LBFH) as well as in research. The instrument must overcome two problems. The first is diagnosing the level of competence for self-regulated learning, and the second is the classification of the diagnosis results for the purpose of activating the various support measures. A further problem is that the capacity to self-regulate one's learning can vary with learning content and the student's level of subject-matter competency and interest. The article includes an overview of the FSL-7 theoretical model of self-regulated learning on which the question is based. The questionnaire is included as an appendix to the article and may be modified to suit the particular cohorts with which it is to be used. [Author abstract, ed]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=198175
Record No: 198175 From EdResearch online
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| The effect of parent–child function on physical activity and television viewing among adolescents with and without special healthcare needs.
| McManus, Beth M.
Mandic, Carmen Gomez
Carle, Adam C.
Robert, Stephanie A. | 2012 |
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Title: The effect of parent–child function on physical activity and television viewing among adolescents with and without special healthcare needs.
Author(s): McManus, Beth M. | Mandic, Carmen Gomez | Carle, Adam C. | Robert, Stephanie A. |
Journal Details: International Journal of Disability, Development and Education v.59 n.3 p.305-319
Published: September 2012
ISSN: 1034-912X
Abstract: Using the 2007 National Survey of Children's Health, the association between parent–child function and physical activity and television viewing was investigated among a national sample of adolescents in the United States. Parent–child function was measured using the National Survey of Children's Health 'Family Function' survey items and confirmatory factor analysis. Multivariable regression described the influence of parent–child function and having a special healthcare need (SHCN) on physical activity and television viewing, and described the differential influence of parent–child function on type of SHCN. Higher parent–child function was associated with more frequent physical activity (relative risk = 1.18, 95% confidence interval: 1.1, 1.3) and less frequent television viewing (relative risk = 0.91, 95% confidence interval: 0.86, 0.96). Controlling for parent–child function, having any SHCN was not associated with physical activity or television viewing. Controlling for type of SHCN, higher parent–child function influenced physical activity for adolescents with autism (p = 0.007) or a functional limitation (p = 0.001). Policy and programmatic efforts to bolster organised parent–child physical activities and reduce caregiver burden might ameliorate disparities in physical activity. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/1034912X.2012.697749
Record No: 193138 From EdResearch online
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| Gifted education in Hong Kong and Israel : a comparative study.
| David, Hanna
Wu, Echo H. | 2012 |
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Title: Gifted education in Hong Kong and Israel : a comparative study.
Author(s): David, Hanna | Wu, Echo H. |
Journal Details: Australasian Journal of Gifted Education v.21 n.2 p.81-89
Published: December 2012
ISSN: 1323-9686
Abstract: Hong Kong and Israel share many characteristics that might have influenced both of their education systems. These characteristics can be divided into two main kinds, first, cultural-traditional issues, and second, geopolitical-economic-historical issues. Meanwhile, there are distinctive differences between gifted education policy as well as students' academic performance in Hong Kong and Israel. The purpose of this paper is to review the main characteristics of gifted education in both Hong Kong and Israel, and at the same time, compare the similarities and differences of them. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=198177
Record No: 198177 From EdResearch online
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| Improving student learning in schools : exploring leadership for learning as a community activity.
| Marsh, Scott | 2012 |
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Title: Improving student learning in schools : exploring leadership for learning as a community activity.
Author(s): Marsh, Scott |
Journal Details: Leading & Managing v.18 n.1 p.107-121
Published: Autumn/Winter 2012
ISSN: 1329-4539
Abstract: School leadership positively influences student learning. Whilst scholars have highlighted this influence, they also lament the challenges that reduce the impact of leadership on learning in schools. Further, scholars note that whilst a plethora of leadership conceptions abound, often only superficial or traditional conceptions based on those holding leadership positions are evident in schools. This article explores a conception of Leadership for Learning (LfL) as a liberating process where whole school communities actively engage in purposeful interactions that nurture relationships focused on improving learning. Here community is defined as a relational and learning focused activity, involving anyone who has the potential to positively influence learning at the school. This article presents a scaffold that defines, characterises and directs leadership 'interactions' to advance leadership practice beyond traditional position-based conceptions in order to improve student learning in schools. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=194229
Record No: 194229 From EdResearch online
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| Not your average red-headed Irish Catholic : reflections of and by the person behind the byline.
| Harris, Kevin | 2012 |
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Title: Not your average red-headed Irish Catholic : reflections of and by the person behind the byline.
Author(s): Harris, Kevin |
Journal Details: Educational Philosophy and Theory v.44 n.5 p.450-463
Published: July 2012
ISSN: 0013-1857
Abstract: An autobiographical article by the author of his educational life. It follows his life at school as a Jewish bespectacled boy through training at a Teachers College to become a primary school teacher. It then describes his life as a bonded teacher and his experiences at university to upgrade his qualifications and become a 'proper' secondary school teacher. At university he became enthralled with educational philosophy and was involved with the Philosophy of Education Society of Australasia. Following divorce and a successful battle with cancer Harris started a new life as a lecturer in education at the University of New South Wales. A PhD, conference papers and published books and articles followed along with a progression from assistant professor to Chair in Education at Macquarie University and finally retirement.
URL (conditional access) : http://dx.doi.org/10.1111/j.1469-5812.2012.00863.x
Record No: 193726 From EdResearch online
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| On the relationship between Iranian EFL learners' learning style preference and their gender, proficiency level and achievement score.
| Aliakbari, Mohammad
Qasemi, Najva | 2012 |
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Title: On the relationship between Iranian EFL learners' learning style preference and their gender, proficiency level and achievement score.
Author(s): Aliakbari, Mohammad | Qasemi, Najva |
Journal Details: International Journal of Pedagogies and Learning v.7 n.3 p.275-283
Published: December 2012
ISSN: 1833-4105
Abstract: The present study intended to determine the learning style preference (LSP) of Iranian non-academic EFL students and examined if there was any relationship between their LSP and the three variables of gender, English proficiency level and final achievement scores. To this end, the Kolb Learning Style Inventory version 3.1, Oxford Placement Test 2 and a final achievement test were administered to 327 Iranian students in English language institutes. As for participants' LSP, descriptive statistics showed that 39% of the participants were characterised as Assimilators and 40% Divergers. Besides, results of the computed Pearson Contingency Coefficient and Cramer's V indicated that there was a low association between participants' learning style preference (LSP) and their gender, proficiency level and achievement scores. The results of the study, therefore, supported the need for further exploration of the teaching and learning situation and related factors to identify how best to take account of students' learning styles and what factors may have a stronger association with learners' LSP. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.5172/ijpl.2012.7.3.275
Record No: 207788 From EdResearch online
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| School-based management and the centralisation trap : an evidence-based perspective.
| Nir, Adam E. | 2012 |
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Title: School-based management and the centralisation trap : an evidence-based perspective.
Author(s): Nir, Adam E. |
Journal Details: Curriculum and Teaching v.27 n.2 p.29-45
Published: 2012
ISSN: 0726-416X
Abstract: This article assesses whether research benefits school empowerment, as argued by the evidence-based literature, or, whether an education system under centralised circumstances, may be another expression for the centralisation trap which undermines school empowerment. This study follows an official Call for Research initiated by the Chief Scientist's office at the Israeli Ministry of Education during the academic year 1999-2000, shortly after the implementation of a School-Based Management (SBM) policy began. The findings show that teachers' increased financial autonomy is the only positive effect found from the introduction of SBM. At the same time, however, teachers perceive that they have less authority in terms of the influence they have over schooling processes compared to teachers of the comparison group. No statistically significant differences are found between SBM schools and schools in the comparison group in students' academic achievements. It is suggested that an evidence-based orientation may be efficient when attempting to rationally establish a policy plan. However, at the same time, this may also serve those attempting to ensure that centralised power relations in the educational system are unchanged. The unique contextual implications created by centralised structures for evidence-based school empowerment policies are further discussed. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.7459/ct/27.2.03
Record No: 198164 From EdResearch online
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| Teaching English as a glocalised language in a globalised world.
| Bilgin, Gulistan Gursel
Goodman, Jesse | 2012 |
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Title: Teaching English as a glocalised language in a globalised world.
Author(s): Bilgin, Gulistan Gursel | Goodman, Jesse |
Journal Details: Curriculum and Teaching v.27 n.2 p.5-28
Published: 2012
ISSN: 0726-416X
Abstract: This article examines the role English now plays in international communication and examines a number of implications of this development for the teachers of English to non-English speaking students. In particular, it critiques the teaching of English in the context of the increasingly globalised world. For many scholars, globalisation is the defining idea of the times, and the spread of English as a 'world language' is a significant aspect of this phenomenon. Although the authors' focus is on the implications of teaching English as a global 'lingua franca', they begin with a brief review of some events that have given rise to the 'globalisation' of the world. The purpose of this review is to emphasise the contingent nature of English as a global language. Next, it explores the relationship between language, identity, and power. Specifically, it discusses the way in which language is a manifestation of power within a given 'collective identity' and among peoples who have differing identities. Building upon this discussion, it concludes with a focus on the teaching of English as a 'code of power', and the ways this approach can help students not only learn the grammar, vocabulary, and syntax of a language, but more importantly, understand the ways teaching of English as a foreign language can become more meaningful and beneficial for the planet and the people who share it. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.7459/ct/27.2.02
Record No: 198163 From EdResearch online
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| What the student does : teaching for enhanced learning.
| Biggs, John | 2012 |
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Title: What the student does : teaching for enhanced learning.
Author(s): Biggs, John |
Journal Details: Higher Education Research & Development v.31 n.1 p.39-55
Published: February 2012
ISSN: 0729-4360
Abstract: Many teachers see major difficulties in maintaining academic standards in today's larger and more diversified classes. The problem becomes more tractable if learning outcomes are seen as more a function of students' activities than of their fixed characteristics. The teacher's job is then to organise the teaching/learning context so that all students are more likely to use the higher order learning processes which 'academic' students use spontaneously. This may be achieved when all components are aligned, so that objectives express the kinds of understanding that we want from students, the teaching context encourages students to undertake the learning activities likely to achieve those understandings, and the assessment tasks tell students what activities are required of them, and tell us how well the objectives have been met. Two examples of aligned teaching systems are described: problem-based learning and the learning portfolio. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/07294360.2012.642839
Record No: 212401 From EdResearch online
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| Communities of inquiry : politics, power and group dynamics.
| Burgh, Gilbert
Yorshansky, Mor | 2011 |
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Title: Communities of inquiry : politics, power and group dynamics.
Author(s): Burgh, Gilbert | Yorshansky, Mor |
Journal Details: Educational Philosophy and Theory v.43 n.5 p.436-452
Published: July 2011
ISSN: 0013-1857
Abstract: The notion of a community of inquiry has been treated by many of its proponents as being an exemplar of democracy in action. The authors argue that the assumptions underlying this view present some practical and theoretical difficulties, particularly in relation to distribution of power among the members of a community of inquiry. The authors identify two presuppositions in relation to distribution of power that require attention in developing an educational model that is committed to deliberative democracy: (1) openness to inquiry and readiness to reason, and (2) mutual respect of students and teachers towards one another. The authors' contention is that these presuppositions, presented as preconditions necessary to the creation of a community of inquiry, are not without ideological commitments and dependent upon the ability of participants to share power. Using group dynamic theories and the ideas of Hannah Arendt, the authors argue that behaviours commonly interpreted as obstacles to dialogue or reflective inquiry could provide opportunities for growth. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1111/j.1469-5812.2007.00389.x
Record No: 187349 From EdResearch online
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| Differential disadvantage of Anglophone weak readers due to English orthographic complexity and cognitive processing weakness.
| Galletly, Susan A.
Knight, Bruce Allen | 2011 |
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Title: Differential disadvantage of Anglophone weak readers due to English orthographic complexity and cognitive processing weakness.
Author(s): Galletly, Susan A. | Knight, Bruce Allen |
Journal Details: Australasian Journal of Special Education v.35 n.1 p.72-96
Published: 2011
ISSN: 1030-0112
Abstract: The highly regular orthographies (spelling systems) of many nations expedite literacy development, and their children experience a rapid transition from early literacy (learning to read and write) to sophisticated literacy (reading and writing to learn). In contrast, English orthographic complexity impedes literacy development, particularly for weak readers. This article proposes a model of differential disadvantage of Anglophone weak readers due to cognitive processing weakness and the high cognitive load of learning to read and write English. The disadvantage is differential, first with Anglophone weak readers disadvantaged compared to weak readers in nations with regular orthographies, and second, with subgroups of Anglophone weak readers being more disadvantaged, depending on their levels of language skills and cognitive processing efficiency. Anglophone weak readers with pre-existing language disorder experience the highest levels of differential disadvantage. Weak cognitive processing and automisation in the face of continuing high cognitive load seems a basis for them frequently showing comorbidities, with features of multiple disorder categories, including autism spectrum disorder (ASD), attention deficit/hyperactivity disorder (ADHD), auditory processing disorder, motor weakness, and social and behavioural impairment. The model is a useful framework for considering the instructional needs of weak readers. Areas where research is needed for building ways forward in optimising literacy development are discussed. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1375/ajse.35.1.72
Record No: 187614 From EdResearch online
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| Digital citizenship : developing an ethical and responsible online culture.
| Oxley, Cathy | 2011 |
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Title: Digital citizenship : developing an ethical and responsible online culture.
Author(s): Oxley, Cathy |
Journal Details: Access v.25 n.3 p.5-9
Published: 2011
ISSN: 1030-0155
Abstract: Responsible and ethical use of the Internet is not something that teenagers, in particular, consider to be important, and serious consequences are beginning to emerge as a result of careless and offensive online behaviour. Teachers and teacher librarians have a duty of care to make students aware of the potentially devastating effects of thoughtless, inappropriate or malicious online behaviour, and to guide them into making wise choices when interacting in a digital world. The Australian Government recognises the valuable contribution educators make in this regard, and the Interim Report of the Joint Select Committee on Cyber-Safety, released in June 2011, outlines 12 out of 32 recommendations directly related to schools, teachers and education, commenting that, '... schools are the key places to encourage young people to improve their own safety and online ethics'. The Australian Government has set up a national cybersafety education program and Cybersmart website for children, parents and educators, and is providing free online tutorials for teachers wishing to help students deal with the challenges of an online world. [Author abstract]
URL (open access) : http://www.asla.org.au/publications/access/access-commentaries/digital-citizenship.aspx
URL (conditional access) : http://library.acer.edu.au/document/?document_id=189062
Record No: 189062 From EdResearch online
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| Digital citizenship : what's the drum?
| Gorrod, Tim | 2011 |
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Title: Digital citizenship : what's the drum?
Author(s): Gorrod, Tim |
Journal Details: Scan v.30 n.2 p.34-36
Published: May 2011
ISSN: 0726-4127
Abstract: This article outlines issues related to digital citizenship, including aspects of digital literacy. It offers an overview of a suite of resources with a focus on social networking produced in 2010 by the Digital Education Revolution – NSW team working with the Centre for Learning Innovation, which is now part of NSW Curriculum and Learning Innovation Centre, to support teachers and students. The 'Digital citizenship' web page addresses the six domains of digital citizenship in the context of two overarching themes – cybersafety and cyberbullying. The six domains are: digital conduct; digital relationships; digital footprint; digital health and wellbeing; digital law; digital financial literacy. Initially, resources were developed for Year 10, then for Year 7 to 9, and Kindergarten to Year 6.
URL (open access) : http://scan.realviewdigital.com/default.aspx?iid=59400
URL (conditional access) : http://library.acer.edu.au/document/?document_id=189076
Record No: 189076 From EdResearch online
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| Doing it differently : youth leadership and the arts in a creative learning programme.
| Bragg, Sara
Manchester, Helen | 2011 |
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Title: Doing it differently : youth leadership and the arts in a creative learning programme.
Author(s): Bragg, Sara | Manchester, Helen |
Journal Details: UNESCO Observatory Multi-Disciplinary Journal in the Arts v.2 n.2
Published: December 2011
ISSN: 1835-2766
Abstract: Notions of youth 'leadership', partnership or collaborating with young people as 'service users', are currently being endorsed and elaborated across a very broad spectrum of thinking, policymaking and provision. This article argues that if this phenomenon is to be understood, young people should not be looked to in the first instance as the prime source of commentary or agency: instead, it needs to be understood as a way of 'doing' – in this instance the arts or education - differently. The article draws on research into how one organisation, the flagship English 'creative learning' programme, Creative Partnerships, run in schools between 2002 and 2011, attempted to 'put young people at the heart' of its work. The article argues that youth leadership should be analysed as it is enacted within and through specific sites and practices, and in terms of the subjectivities, capacities and narratives it offers to teachers, students, artists and others involved. The result is a more ambivalent account of participatory approaches, acknowledging their dilemmas as well as their achievements, and observing that they reconfigure power relations in sometimes unexpected, and sometimes all-too-familiar, ways. [Author abstract]
URL (archived) : http://web.archive.org/web/1000/http://education.unimelb.edu.au/__data/assets/pdf_file/0014/1106222/008_BRAGG.pdf
Record No: 212241 From EdResearch online
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| Framing ICT, teachers and learners in Australian school education ICT policy.
| Jordan, Kathy | 2011 |
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Title: Framing ICT, teachers and learners in Australian school education ICT policy.
Author(s): Jordan, Kathy |
Journal Details: Australian Educational Researcher v.38 n.4 p.417-431
Published: November 2011
ISSN: 0311-6999
Abstract: It is well over 20 years since information and communication technologies (ICT) was first included as part of a future vision for Australia's schools. Since this time numerous national policies have been developed, which collectively articulate an official discourse in support of a vision for ICT to be embedded in schools, and routinely used by 'digital' learners and 'competent' teachers alike. This article critiques how ICT, teachers and learners are positioned in this vision by an analysis of national school-education ICT policies from 1989 to the present day, including the National Goals of Schooling policies, the Learning in an Online World suite of policies, several Ministerial Statements relating to ICT and the recent A Digital Education Revolution policy. The article suggests that determinist views of technology and a utopian vision underpin these representations, which creates a flawed, future vision for ICT in school education and its use by teachers and learners. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1007/s13384-011-0038-4
Record No: 189683 From EdResearch online
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