Australian Journal of Education最新文献_第2页

Book Review: Empowering Teachers and Democratising Schooling: Perspectives from Australia 书评:《教师赋权与教育民主化:来自澳大利亚的视角》

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2023-09-01 DOI: 10.1177/00049441231199553

Alison Bedford

引用次数: 0

Invisible women: Gender representation in high school science courses across Australia 隐形女性：澳大利亚高中科学课程中的性别代表性

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2023-08-28 DOI: 10.1177/00049441231197245

K. Ross, Shanika Galaudage, Tegan Clark, N. Lowson, Andrew Battisti, Helen Adam, A. Ross, Nici Sweaney

引用次数: 0

Relations between early childhood educators’ qualifications and experience and their beliefs about mathematics education for babies and toddlers 幼儿教育者的素质和经验与幼儿数学教育信念的关系

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2023-08-11 DOI: 10.1177/00049441231193776

A. MacDonald, James Deehan, P. Lee

{"title":"Relations between early childhood educators’ qualifications and experience and their beliefs about mathematics education for babies and toddlers","authors":"A. MacDonald, James Deehan, P. Lee","doi":"10.1177/00049441231193776","DOIUrl":"https://doi.org/10.1177/00049441231193776","url":null,"abstract":"Cognition research has demonstrated that babies, from birth, can detect numerical correspondences and abstract properties of objects and events. However, this limited existing research is often distant from educational practice, and thus, this information may be inaccessible to early childhood educators; most of whom hold pre-Bachelor level qualifications. This quantitative study reports on a survey of 466 Australian early childhood educators to examine what relationships may exist between educators’ qualifications and experience in the profession, and their beliefs about mathematics education for babies and toddlers. Findings show that although most educators have strong, positive beliefs about mathematics education for very young children, there are significant differences in beliefs about when mathematical ideas develop in children found between educators without Bachelor level qualifications and those with Bachelor and post-graduate qualifications. Our findings lend support to Australia’s sustained quality improvement agenda for the early childhood educator sector and point to the benefits of Bachelor level teaching qualifications for establishing strong foundations in mathematics education.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48698519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

University Students' Motivation and Engagement During the COVID-19 Pandemic: The Roles of Lockdown, Isolation, and Remote and Hybrid Learning. COVID-19大流行期间大学生的动机和参与:封锁、隔离、远程和混合学习的作用

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2023-08-01 Epub Date: 2023-06-01 DOI: 10.1177/00049441231179791

Andrew J Martin

{"title":"University Students' Motivation and Engagement During the COVID-19 Pandemic: The Roles of Lockdown, Isolation, and Remote and Hybrid Learning.","authors":"Andrew J Martin","doi":"10.1177/00049441231179791","DOIUrl":"10.1177/00049441231179791","url":null,"abstract":"This investigation comprised two studies that sought to identify the role of COVID-related disruptions in Australian university students' academic motivation and engagement. Study 1 involved a dataset of 500 university students and examined the links between COVID-19 pandemic disruptions (remote and hybrid learning modes, lockdown, isolation) and students' adaptive (e.g., planning and monitoring) and maladaptive (e.g., disengagement) dimensions of the Motivation and Engagement Scale (MES). Study 2 compared the mean motivation and engagement of Study 1 participants with mean levels from four published pre-COVID-19 Australian studies (N = 55, N = 233, N = 420, N = 941 university students) that also used the MES. Study 1 showed that lockdown and isolation (and not remote/hybrid learning) were associated with problematic motivation and engagement-with lockdown and isolation effects particularly noteworthy for maladaptive motivation and engagement. Study 2 showed that relative to the four pre-COVID-19 samples, the COVID-19 pandemic sample experienced difficulties with motivation and engagement, and again particularly so on maladaptive dimensions.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"67 1","pages":"163-180"},"PeriodicalIF":1.3,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10240303/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43887213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Worry About COVID-19 and Other Extreme Events Amongst Educators in Australia. 澳大利亚教育工作者对新冠肺炎和其他极端事件的担忧

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2023-08-01 Epub Date: 2023-04-26 DOI: 10.1177/00049441231168447

Tamara Van Der Zant, Katherine L Dix

{"title":"Worry About COVID-19 and Other Extreme Events Amongst Educators in Australia.","authors":"Tamara Van Der Zant, Katherine L Dix","doi":"10.1177/00049441231168447","DOIUrl":"10.1177/00049441231168447","url":null,"abstract":"The significant disruption of COVID-19 on schooling has heightened concerns about its impact on educators' wellbeing. The current study examined how educators' worry regarding the COVID-19 pandemic compared to their worry about other extreme events, such as natural disasters and critical incidents (a death or suicide of a child, young person, or colleague). Educators report that they were most worried about COVID-19. Educators working in preschools were more worried about COVID-19 and natural disasters than those in primary and secondary schools. However, worry regarding critical incidents increased with the age of students taught. Worry was influenced by socio-economic advantage (SEIFA), whereby educators working in higher SEIFA communities were less worried about natural disasters and critical incidents but shared similar levels of worry about COVID-19 as educators in lower SEIFA communities. With a better understanding about how different types of worry and levels of worry vary across different educator groups and different contexts, more effective supports can be developed and offered.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"67 1","pages":"143-162"},"PeriodicalIF":1.3,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10133864/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49405172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teachers' Experiences of Emergency Remote Schooling During the Pandemic: Drivers for Student and Teacher Wellbeing. 大流行期间教师的应急远程教育经验:学生和教师幸福感的驱动因素

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2023-08-01 Epub Date: 2023-04-18 DOI: 10.1177/00049441231159666

Paul F Burke, Sandy Schuck, Matthew Kearney

{"title":"Teachers' Experiences of Emergency Remote Schooling During the Pandemic: Drivers for Student and Teacher Wellbeing.","authors":"Paul F Burke, Sandy Schuck, Matthew Kearney","doi":"10.1177/00049441231159666","DOIUrl":"10.1177/00049441231159666","url":null,"abstract":"This article discusses findings from a recent survey (n = 297) of teachers' views of both their own and their students' experiences during the 2021 enforced emergency remote schooling period occurring in New South Wales Australia, due to the COVID-19 pandemic. The quantitative analysis reported here explores teachers' views regarding teaching and learning during this challenging period. It identifies three latent constructs, learning, assessment, and interaction, and then uses structural equation modelling to identify the perceived impact of these constructs on student and teacher wellbeing. The remote schooling period had a significant negative impact for teachers and their students across a range of elements of teaching and learning, as well as wellbeing. Student learning experiences and their peer interactions were found to be strong predictors of students' wellbeing outcomes. Assessment design and teachers' feedback to students were significant in predicting levels of teacher wellbeing. Future research directions are also provided.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"67 1","pages":"124-142"},"PeriodicalIF":1.3,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10113903/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47114000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Anticipating Controversy: What’s the Problem Represented to Be in Australian Policies for the Selection of Learning Resources? 预见争议:澳大利亚学习资源选择政策中所代表的问题是什么?

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2023-06-12 DOI: 10.1177/00049441231182452

R. Cairns

引用次数: 0

Creative Self-Beliefs Among Children and Adolescents 儿童和青少年的创造性自我信念

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2023-05-21 DOI: 10.1177/00049441231177097

Paul Ginns, Andrew J. Martin, Kelly Freebody, Michael Anderson, Peter O’Connor

{"title":"Creative Self-Beliefs Among Children and Adolescents","authors":"Paul Ginns, Andrew J. Martin, Kelly Freebody, Michael Anderson, Peter O’Connor","doi":"10.1177/00049441231177097","DOIUrl":"https://doi.org/10.1177/00049441231177097","url":null,"abstract":"Young people’s confidence in their creative abilities, as well as their beliefs about whether these abilities are fixed or malleable, play potentially important roles in educators’ efforts to foster creativity. This study explores a multidimensional model of young people’s creative self-beliefs that comprises creative self-efficacy, growth-creative mindsets, and fixed-creative mindsets. It operationalizes and tests this model via a new three-factor instrument appropriate for young samples. Drawing on data from 2980 children and adolescents (mean age 12–13 years), confirmatory factor analysis established the construct validity of the scales, and hence, the multidimensional concepts underpinning creative self-beliefs. All measures evinced suitable levels of reliability, and invariance analysis supported configural, metric, and scalar invariance across gender, language background, and school type. Findings supported the convergent and divergent validity of scales against Big Five (openness and conscientiousness) personality measures. Implications of this three-factor creative self-beliefs model for researchers, educational practitioners, and youth are discussed.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"67 1","pages":"181 - 195"},"PeriodicalIF":1.3,"publicationDate":"2023-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42786214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Applying the Rasch Growth Model for the Evaluation of Achievement Trajectories 应用Rasch成长模型评价成就轨迹

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2023-04-21 DOI: 10.1177/00049441231165300

Leigh Cameron Patterson

引用次数: 0

Teaching the Arts in testing times: A Western Australian perspective on COVID impacts. 测试时代的艺术教学：西澳大利亚州对新冠肺炎影响的看法

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2023-04-01 Epub Date: 2022-12-06 DOI: 10.1177/00049441221137074

Lisa F Paris, Geoffrey M Lowe, Christina Gray, Angela Perry, Lara Warwick

{"title":"Teaching the Arts in testing times: A Western Australian perspective on COVID impacts.","authors":"Lisa F Paris, Geoffrey M Lowe, Christina Gray, Angela Perry, Lara Warwick","doi":"10.1177/00049441221137074","DOIUrl":"10.1177/00049441221137074","url":null,"abstract":"Expert secondary Arts teachers are highly trained specialists well versed in face-to-face individual and group teaching pedagogies. Given the highly personalised nature of Arts teaching practice, the shift to online teaching resulting from COVID-19 lockdowns presented many with challenges for which they had little or no formal training. Many teachers felt stressed, isolated and unsure about where to turn for help. As there are demonstrated links between stress and attrition, it is important to reflect upon the experiences of these teachers with the aim of developing future mitigation strategies. The research reported here synthesises the online teaching experiences of 15 expert Arts specialists in Western Australia and revealed that being a digital native was not in itself sufficient to ameliorate online teaching challenges. Rather, the study found that teachers with deep pedagogical practice knowledge and a reflexive/flexible approach fared better than those with high levels of technology familiarity. The importance of collegiality and mentoring in an online setting, along with a reappraisal of teaching priorities emerged as key findings and serve as a timely reminder of the importance of collaboration, especially in testing times.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"67 1","pages":"46-61"},"PeriodicalIF":1.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9729720/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48021255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0