Australian Journal of Education最新文献_第7页

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

The oral language productive vocabulary profile of children starting school: A resource for teachers 初学儿童的口语生产性词汇概况：教师资源

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2021-04-01 DOI: 10.1177/0004944120982771

Clarence Green

引用次数: 2

Editorial 社论

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2021-04-01 DOI: 10.1177/0004944120985065

Kylie Hillman and, P. Lietz

引用次数: 0

Understanding the characteristics of professional development programs for teachers’ health and wellbeing: Implications for research and practice 了解教师健康和幸福的专业发展计划的特点:对研究和实践的启示

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2021-03-27 DOI: 10.1177/00049441211003429

Lucy Corbett, P. Phongsavan, L. Peralta, A. Bauman

{"title":"Understanding the characteristics of professional development programs for teachers’ health and wellbeing: Implications for research and practice","authors":"Lucy Corbett, P. Phongsavan, L. Peralta, A. Bauman","doi":"10.1177/00049441211003429","DOIUrl":"https://doi.org/10.1177/00049441211003429","url":null,"abstract":"Professional development (PD) provides an opportunity to promote the psychological, social, and physical health tools teachers require to maintain teacher wellbeing. Despite their potential, little is known about PD programs targeting the health and wellbeing of Australian teachers. This study aimed to summarize the characteristics of Australian PD programs targeted at teacher wellbeing, identify gaps in existing PD and make recommendations for future research and practice. Three search strategies, (1) search engine results, (2) a manual search of known Australian education websites, and (3) requests for information from Australian education organizations, were combined to ensure a comprehensive inventory of PD programs was compiled. This study found 63 PD programs promoting health and wellbeing that currently exist for Australian teachers. Of these, only three provided evidence of their evaluation indicating programs are advertised and implemented without evidence of their effectiveness. Future PD should be evaluated with findings of the evaluations reported publicly so evidence-based programs promoting teacher’s health and wellbeing can be recommended and implemented.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"65 1","pages":"139 - 152"},"PeriodicalIF":1.3,"publicationDate":"2021-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/00049441211003429","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43359517","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

Preparing African students with refugee backgrounds for transition: School practices 为有难民背景的非洲学生过渡做好准备：学校实践

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2021-03-08 DOI: 10.1177/0004944121997468

Tebeje Molla

{"title":"Preparing African students with refugee backgrounds for transition: School practices","authors":"Tebeje Molla","doi":"10.1177/0004944121997468","DOIUrl":"https://doi.org/10.1177/0004944121997468","url":null,"abstract":"For young people, the end of secondary school represents a critical transition point. This article aims at understanding how schools support a particular group of disadvantaged students to transition into education, training, or employment. Drawing on a life-course perspective and with refugee-background African students as an empirical focus, this qualitative case study documents career support practices in nine government schools in the State of Victoria. The findings show that schools provide transition opportunities that support African students to envision their post-school educational and career trajectories. The arrangements include career planning, alternative pathways, and employment of community engagement officers. However, there are persisting challenges that impede this group of students from fully benefiting from these arrangements. The main barriers identified here are academic disengagement, doxic aspirations, misconceptions about qualifications, and low self-efficacy. The article also argues that the persistence of these challenges is attributable at least in part to such overlooked factors of engagement as institutional practices, student agency, and home environment.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"66 1","pages":"5 - 25"},"PeriodicalIF":1.3,"publicationDate":"2021-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0004944121997468","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45440672","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: 4

School librarians supporting students’ reading for pleasure: A job description analysis 支持学生快乐阅读的学校图书馆员:职位描述分析

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2021-02-15 DOI: 10.1177/0004944121991275

M. Merga, C. Ferguson

引用次数: 4

The role of teachers in mitigating student stress to progress learning 教师在减轻学生压力以促进学习方面的作用

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2020-12-23 DOI: 10.1177/0004944120982756

A. Willis, P. Grainger, Stephanie Menzies, R. Dwyer, Sue Simon, Catherine Thiele

引用次数: 5

Sport and academic performance in Australian Indigenous children 澳大利亚土著儿童的体育和学业成绩

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2020-11-09 DOI: 10.1177/0004944120971373

D. Dumuid, Rachel Wilson, T. Olds, John R. Evans

{"title":"Sport and academic performance in Australian Indigenous children","authors":"D. Dumuid, Rachel Wilson, T. Olds, John R. Evans","doi":"10.1177/0004944120971373","DOIUrl":"https://doi.org/10.1177/0004944120971373","url":null,"abstract":"Objective Sport may promote academic performance through physiological and psychosocial mechanisms. We aimed to examine the association between sports participation and academic performance in Aboriginal and Torres Strait Islander children. Methods Participants were from four successive waves of Australia’s Longitudinal Study of Indigenous Children (n = 303, baseline age 5–6 y). Cumulative sports participation was regressed against academic performance from two standardised tests. Results Children participating in sport at all four waves performed significantly better than children participating in sport in 0, 2 or 3 waves in Progressive Achievement Test (PAT) Maths (110 vs. 103, 105 and 105, p = 0.007, 0.02 and 0.02, respectively), and better than children participating at two waves in National Assessment Program – Literacy and Numeracy (NAPLAN) numeracy (438 vs. 409, p = 0.006). There were no significant differences in PAT reading or NAPLAN literacy. Conclusion Sports participation appears to be associated with subsequent better numeracy (2–7 months of learning) in a sample of Australian indigenous children. Fostering sports participation among indigenous children may be an avenue for reducing disadvantage.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"65 1","pages":"103 - 116"},"PeriodicalIF":1.3,"publicationDate":"2020-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0004944120971373","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49493562","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

Examining Indigenous leadership in the academy: A methodological approach 考察学院中的土著领导:一种方法论方法

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2020-11-01 DOI: 10.1177/0004944120969207

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

{"title":"Examining Indigenous leadership in the academy: A methodological approach","authors":"S. K. Coates, M. Trudgett, Susan Page","doi":"10.1177/0004944120969207","DOIUrl":"https://doi.org/10.1177/0004944120969207","url":null,"abstract":"Formal Indigenous leadership within Australian universities has expanded significantly in the last decade. Given this advancement, understanding how to integrate Indigenous leadership into existing institutional governance structures is an area that requires investigation. Recognising the need to further examine Indigenous leadership in the higher education governance structure, the Walan Mayiny: Indigenous Leadership in Higher Education project commenced in 2018. This Australian Research Council funded project specifically aims to examine the roles and subsequent responsibilities of senior Indigenous appointments within the Australian higher education sector and senior Indigenous higher education roles across Canada, New Zealand and the United States. In doing so, it investigates the responsibilities, impacts, key advantages and barriers of senior Indigenous appointments within Australian universities from an Indigenous perspective. The article provides details of the theoretical framework and research methods adopted within the Walan Mayiny: Indigenous Leadership in Higher Education project. Preliminary findings and demographic information pertaining to the participants who have currently contributed to the study will be presented in order to help us gain a better understanding of the role and subsequent value of Indigenous leadership within the higher education sector.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"65 1","pages":"84 - 102"},"PeriodicalIF":1.3,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0004944120969207","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41404157","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