Australian Journal of Education最新文献_第6页

An empirically based practical learning progression for generalisation, an essential element of algebraic reasoning 基于经验的泛化实践学习进展，代数推理的基本要素

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2021-09-30 DOI: 10.1177/00049441211044798

M. Stephens, L. Day, Marj Horne

引用次数: 1

Designing a developmental progression to assess students’ conceptual understandings by focusing on the language demands in Science 设计一种发展性的递进法，以评估学生在科学课程中的概念理解

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2021-08-12 DOI: 10.1177/00049441211036518

D. Panizzon, J. Pegg, D. Arthur, G. McCloughan

{"title":"Designing a developmental progression to assess students’ conceptual understandings by focusing on the language demands in Science","authors":"D. Panizzon, J. Pegg, D. Arthur, G. McCloughan","doi":"10.1177/00049441211036518","DOIUrl":"https://doi.org/10.1177/00049441211036518","url":null,"abstract":"Few would argue the value of learning progressions in providing useful structures for selecting and sequencing in a developmental manner the key components of an ‘intended curriculum’. Yet, there are pervading issues around what is meant by a developmental sequence, along with how they are used to assess what learners know, understand and can do. One key oversight in Science is recognising the role of technical and non-technical language in student conceptual development. This article reports on the construction of a hypothesised learning progression that identifies students’ progress in understanding essential concepts in the Chemical Sciences from Foundation to Year 6. It is based upon an extensive analysis of the technical and non-technical language of the Australian Curriculum: Science. The progression was constructed by focusing upon learner-appropriate language and scientific understanding with the Structure of the Observed Learning Outcome model (Pegg, 2018) providing the theoretical basis for ensuring systematic and objective rigour in the resultant developmental progression.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"65 1","pages":"265 - 279"},"PeriodicalIF":1.3,"publicationDate":"2021-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42883693","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 and the Australian curriculum mathematics: The case of statistics and probability 学习进展与澳大利亚数学课程：以统计学和概率论为例

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2021-08-09 DOI: 10.1177/00049441211036521

Rosemary Callingham, Jane Watson, G. Oates

引用次数: 4

Using partial knowledge to inform the creation of learning progressions 使用部分知识来创建学习进度

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2021-08-05 DOI: 10.1177/00049441211037409

Joan Burfitt

引用次数: 0

Developing reasoning within a geometric learning progression: Implications for curriculum development and classroom practices 在几何学习过程中发展推理:对课程发展和课堂实践的启示

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2021-08-05 DOI: 10.1177/00049441211036532

R. Seah, Marj Horne

{"title":"Developing reasoning within a geometric learning progression: Implications for curriculum development and classroom practices","authors":"R. Seah, Marj Horne","doi":"10.1177/00049441211036532","DOIUrl":"https://doi.org/10.1177/00049441211036532","url":null,"abstract":"Promoting reasoning is the goal of mathematics education. While reasoning behaviours can be observed, how to characterise them and nurture their growth remains ambiguous. In this article, we report our effort in drafting a learning progression and geometric thinking model and using them to investigate Australian students’ geometric reasoning abilities. The data were taken from a large-scale study into the development of mathematical reasoning. Rasch analysis resulted in eight thinking zones being charted. Using a mixed method, we analysed 446 Year 7 to 10 students’ responses on a task that requires them to enlarge a logo, state its coordinates and calculate the enlarged area. In-depth, fine-grained analysis of students’ explanations revealed the range of skills and techniques students used to reason about the situation. The findings suggest that higher level reasoning was characterised by evidence of increased visualisation skills and proficient use of mixed mediums to communicate intent. The implications of the findings for curriculum and classroom practice are discussed.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"359 ","pages":"248 - 264"},"PeriodicalIF":1.3,"publicationDate":"2021-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/00049441211036532","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41309831","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

Kilderry A and Raban B (eds), Strong foundations. Evidence informing practice in early childhood education and care Kilderry A和Raban B（eds），坚实的基础。幼儿教育和护理中的循证实践

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2021-08-01 DOI: 10.1177/00049441211031014

J. Page

引用次数: 0

The effects of demography, expectations and student attitudes on Australian secondary school teachers’ homework practices 人口学、期望和学生态度对澳大利亚中学教师家庭作业实践的影响

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2021-08-01 DOI: 10.1177/00049441211030728

J. Bowd, T. Bowles, V. McKenzie

{"title":"The effects of demography, expectations and student attitudes on Australian secondary school teachers’ homework practices","authors":"J. Bowd, T. Bowles, V. McKenzie","doi":"10.1177/00049441211030728","DOIUrl":"https://doi.org/10.1177/00049441211030728","url":null,"abstract":"Homework has been associated with a range of academic and cognitive benefits for secondary students. Research has also revealed that students’ homework behaviours can vary with demographic traits. An important factor that may account for some of this variation is the role played by teachers and schools in homework allocation. It is hypothesised that some of the demographic variables that have been found to predict individual students’ homework practices are also related to teachers’ practices in terms of the frequency and volume of homework allocated at the classroom level. To test this hypothesis, Australian data from the 2015 Trends in International Mathematics and Science Study are analysed in the current study. Results show that the frequency of mathematics homework allocated by teachers is related to some variables that have commonly predicted the differences in student achievement such as socioeconomic status, valuing of and confidence in mathematics, teaching experience and school location. The implications of these findings for schools and education systems are explored as suggestions for ensuring that homework policies and practices do not exacerbate demographic differences in school outcomes.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"65 1","pages":"195 - 218"},"PeriodicalIF":1.3,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47956312","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: 1

Editorial 编辑

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2021-08-01 DOI: 10.1177/00049441211032122

Petra Lietz, Kylie Hillman

引用次数: 0

PISA 2012: Examining the influence of prior knowledge, time-on-task, school-level effects on achievements in mathematical literacy processes – Interpret, employ and formulate PISA 2012：研究先验知识、任务时间、学校水平对数学识字过程成绩的影响——解释、使用和制定

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2021-08-01 DOI: 10.1177/00049441211031674

S. Alagumalai, N. Buchdahl

{"title":"PISA 2012: Examining the influence of prior knowledge, time-on-task, school-level effects on achievements in mathematical literacy processes – Interpret, employ and formulate","authors":"S. Alagumalai, N. Buchdahl","doi":"10.1177/00049441211031674","DOIUrl":"https://doi.org/10.1177/00049441211031674","url":null,"abstract":"Recent studies reiterate the importance of mathematical literacy and the identification of skills, knowledge and cognitive processes which contribute to composite test scores to facilitate targeted remediation and extension activities. To this end, the current article examines data from the 2012 cycle of the Programme for International Student Assessment (PISA), using multilevel modelling techniques to explore the relationship between selected student-level and teacher/school-level factors and the three processes of interpret, employ and formulate which were measured as the skills underlying mathematical literacy in that assessment. Results of the analyses indicate that boys outperform girls significantly (p < 0.001) in all three processes whereby formulate invokes relatively more inter- and intra-level influences compared with interpret. Apart from the relatively higher item-difficulties of formulate, an increase in the complexity of contextual effects at the student and the teacher/school-level emerges as mathematical processes move from interpret to employ to formulate. Findings also reveal that students taught by teachers who had mathematics as a major in their undergraduate studies and who work in relatively smaller classes or groups show higher performance in all three mathematical literacy processes. Use of ICT in mathematics lessons is negatively associated with the three mathematical literacy processes. The additional negative effect of mathematical extracurricular activities at school on the processes highlights the need to rethink how technology and extracurricular lessons are to be used, designed/structured and delivered to optimise the learning of mathematical processes, and ultimately improve mathematical literacy.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"65 1","pages":"173 - 194"},"PeriodicalIF":1.3,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44130563","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: 5

Peak bodies: Indigenous representation in the Australian higher education sector 高峰机构:澳大利亚高等教育部门的土著代表

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2021-04-23 DOI: 10.1177/00049441211011178

M. Trudgett, Susan Page, S. K. Coates

引用次数: 1