Australian Journal of Education最新文献_第5页

Shaping science, technology, engineering and mathematics curriculum in Australian schools: An ecological systems analysis 塑造澳大利亚学校的科学、技术、工程和数学课程：生态系统分析

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2022-04-17 DOI: 10.1177/00049441221083347

Garry Falloon, Markus Powling, Sharon Fraser, V. Hatisaru

{"title":"Shaping science, technology, engineering and mathematics curriculum in Australian schools: An ecological systems analysis","authors":"Garry Falloon, Markus Powling, Sharon Fraser, V. Hatisaru","doi":"10.1177/00049441221083347","DOIUrl":"https://doi.org/10.1177/00049441221083347","url":null,"abstract":"Improving young people’s engagement in science, technology, engineering and mathematics (STEM) is being promoted worldwide as a means of addressing projected shortfalls in expertise needed to further nations’ economic, social and environmental goals. Responding to this, schools are reforming traditional discipline-based curricula into interdisciplinary approaches based on problem and project-based designs, to make STEM learning more relevant and meaningful for students. This study drew on a dataset of 449 Australian principal and teacher interviews, to identify factors influencing STEM curriculum in their schools. It utilised Ecological Systems Theory to build understanding relating to the influence of activities and outputs originating at macro, exo and meso system levels, on STEM curriculum and practices in classrooms. Results demonstrated how many innovative schools were able to successfully leverage community, business and national resources to enhance their STEM curriculum, while others struggled due to limitations imposed by geographic or socio-economic factors, or limited access to resources, expertise or advice. Central to achieving this was the powerful influence of principals’ and teachers’ proximal processes and developmental assets in establishing effective and engaging interdisciplinary STEM curricula, despite constraints imposed by, at best, ambiguous national and state curriculum and policies, rigid assessment regimes and compliance-focused reporting requirements.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"66 1","pages":"171 - 195"},"PeriodicalIF":1.3,"publicationDate":"2022-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43007821","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

Editorial 编辑

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2022-02-09 DOI: 10.1177/00049441211069206

Kylie Hillman

{"title":"Editorial","authors":"Kylie Hillman","doi":"10.1177/00049441211069206","DOIUrl":"https://doi.org/10.1177/00049441211069206","url":null,"abstract":"on development of self-ef ﬁ cacy among pre-service teachers over the ﬁ nal months of their initial teacher education programmes. Kang Ma, Anne McMaugh and Michael Cavanagh report on their longitudinal study of the changes in self-ef ﬁ cacy for teaching reported by 201 pre-service teachers in the ﬁ nal 2 years of preparation. Data were collected at three time points (after the initial professional placement, before the ﬁ nal placement and again after completion of the ﬁ nal professional placement), and multilevel models were applied to analyse changes in self-ef ﬁ cacy over time. Scores in the domains of classroom management and student engagement decreased in between students completing their ﬁ rst placement and before beginning their ﬁ nal placement. Students reported a consistently higher level of self-ef ﬁ cacy in instructional strategies over the same period (between placements). Scores increased in all three domains of self-ef ﬁ cacy over the course of the ﬁ nal placement, highlighting the importance of these experiences in assisting pre-service teachers feel prepared for their new career and its challenges. student attitudes towards and perceptions of tests. Over 200 secondary students (Years 7 and 9) were surveyed about their experiences participating in the National Assessment Program (Literacy and Numeracy) (NAPLAN) assessments and internal school tests in mathematics and English. Students placed more value on doing well in internal tests than doing well in NAPLAN, had higher ex-pectations of doing well in internal tests than in NAPLAN, and reported putting in more effort for internal tests of both English and mathematics. Fewer students reported feeling nervous or stressed before NAPLAN than for internal tests, but more students reported feeling bored in response to NAPLAN than for their school tests. While most students reported low levels of negative emotional responses to NAPLAN, a small group of students reported strong negative emotional responses to both NAPLAN and internal school tests, suggesting that negative responses to national testing programmes may be dependent on the individual student.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"66 1","pages":"3 - 4"},"PeriodicalIF":1.3,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42669493","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

Factors contributing to reading comprehension in children with varying degrees of word-level proficiency 影响不同词汇水平儿童阅读理解的因素

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2022-02-07 DOI: 10.1177/00049441211062941

Nicola Bell, K. Wheldall

{"title":"Factors contributing to reading comprehension in children with varying degrees of word-level proficiency","authors":"Nicola Bell, K. Wheldall","doi":"10.1177/00049441211062941","DOIUrl":"https://doi.org/10.1177/00049441211062941","url":null,"abstract":"The present study was conducted to explore how the relationships between reading comprehension constructs change according to word reading accuracy, as measured in a large convenience sample (n = 857) of school-aged students (Years 3–6) with reading difficulties. Multiple regression analyses containing interaction variables were conducted, to determine whether word reading accuracy moderated the relationships between the dependent variable (i.e. reading comprehension) and independent variables (i.e. each of vocabulary and nonword reading accuracy). The interaction variable between word reading accuracy and receptive vocabulary was significant, with steeper slopes evident among more skilled readers compared to less skilled readers. Conversely, the interaction variable between word reading accuracy and nonword reading accuracy was also significant, but with steeper slopes evident among the less skilled reader groups. These patterns align with what has been found in typically developing children: as word reading ability improves, reading comprehension depends more so on language comprehension skills than lower-level decoding skills.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"66 1","pages":"73 - 91"},"PeriodicalIF":1.3,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42700871","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: 2

What attracts teachers to rural and remote schools? Incentivising teachers’ employment choices in New South Wales 是什么吸引教师到农村和偏远的学校？激励新南威尔士州教师的就业选择

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2022-01-31 DOI: 10.1177/00049441211066357

Paul F. Burke, J. Buchanan

引用次数: 6

Changes in pre-service teacher self-efficacy for teaching in relation to professional experience placements 职前教师教学自我效能感的变化与专业经验安置的关系

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2022-01-03 DOI: 10.1177/00049441211060474

Kang Ma, A. Mcmaugh, M. Cavanagh

引用次数: 4

Comparing student motivations for and emotional responses to national standardised tests and internal school tests: The devil in the detail 比较学生对国家标准化考试和学校内部考试的动机和情绪反应:细节中的魔鬼

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2022-01-03 DOI: 10.1177/00049441211061889

Mark Dowley, S. Rice

{"title":"Comparing student motivations for and emotional responses to national standardised tests and internal school tests: The devil in the detail","authors":"Mark Dowley, S. Rice","doi":"10.1177/00049441211061889","DOIUrl":"https://doi.org/10.1177/00049441211061889","url":null,"abstract":"National testing of students has become an increasingly prevalent policy tool, often implemented to drive improvement through increased accountability and heightened competition between schools. Such testing has been found to generate negative emotional responses among students, including increased stress and anxiety . However, there is little examining whether such responses are associated specifically with national testing regimes or are more general responses to testing situations. This study surveyed 206 students in Australian secondary schools to compare responses to NAPLAN and internal school tests. Students reported higher expectations for their performance in internal school tests than for NAPLAN, higher levels of boredom for NAPLAN and greater levels of confidence for their internal school tests. While most students reported low levels of negative emotional responses to NAPLAN, a small group of students reported strong negative emotional responses to both NAPLAN and internal school tests, suggesting that negative responses to national testing programs may be more dependent on the individual student.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"95 12","pages":"92 - 110"},"PeriodicalIF":1.3,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41284629","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: 2

Gender Bias in New South Wales Higher School Certificate (HSC) Physics 新南威尔士州高等学校证书(HSC)物理中的性别偏见

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2021-12-15 DOI: 10.1177/00049441211059239

V. Keast

引用次数: 3

Learning progressions/trajectories in mathematics: Supporting reform at scale 学习数学进阶/轨迹:支持大规模改革

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2021-11-01 DOI: 10.1177/00049441211045745

D. Siemon

引用次数: 2

The case for a sub-element ‘measuring matter’ within the Australian national numeracy learning progression 澳大利亚国家算术学习进程中“测量问题”的子元素的案例

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2021-11-01 DOI: 10.1177/00049441211041855

H. McMaster, C. Preston, Hailan Wang, Mersini Perivolarellis

{"title":"The case for a sub-element ‘measuring matter’ within the Australian national numeracy learning progression","authors":"H. McMaster, C. Preston, Hailan Wang, Mersini Perivolarellis","doi":"10.1177/00049441211041855","DOIUrl":"https://doi.org/10.1177/00049441211041855","url":null,"abstract":"Australia has a National Numeracy Learning Progression (NNLP) that is strongly aligned with the Australian Curriculum: Mathematics. This article examines how a sub-element within this progression could be impacting students’ learning of Science. This sub-element is firmly based on Mathematics education research as to how students build their understanding of geometric measurement (the structure of length, area and volume). Mathematics educators subsequently researched children’s measurement of mass and included it within the same sub-element of the NNLP. The contexts in which mass and volume are measured in Mathematics are different to those used in teaching Science. This article presents two studies that used variation theory and task-based interviews of children in Years 5 and 6, to explore their thinking about mass and volume in a Science context. The findings suggest that mathematical constructs in geometric measurement could be constraining the development of scientific ideas about matter. This research has implications for furthering the development of the NNLP to encompass scientific aspects of measuring matter.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"65 1","pages":"280 - 298"},"PeriodicalIF":1.3,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44474468","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

Learning progressions/trajectories in mathematics and science education: A case for evidence-based curricula reform? Guest editorial 数学和科学教育中的学习进阶/轨迹:循证课程改革的案例?客人编辑

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2021-11-01 DOI: 10.1177/00049441211055521

G. Oates, R. Seah

引用次数: 4