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Australian Educational Researcher最新文献

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Researching teachers’ time use: Complexity, challenges and a possible way forward 研究教师的时间使用：复杂性、挑战和可能的前进道路
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-09-08 DOI: 10.1007/s13384-023-00657-1
Greg Thompson, Sue Creagh, M. Stacey, Anna Hogan, Nicole Mockler
{"title":"Researching teachers’ time use: Complexity, challenges and a possible way forward","authors":"Greg Thompson, Sue Creagh, M. Stacey, Anna Hogan, Nicole Mockler","doi":"10.1007/s13384-023-00657-1","DOIUrl":"https://doi.org/10.1007/s13384-023-00657-1","url":null,"abstract":"","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46422295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
A National Study Exploring Factors Promoting Adolescent College Readiness in Math and Science (STEM-CR) 促进青少年数学和科学大学入学准备因素的全国性研究(STEM-CR)
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-09-06 DOI: 10.3102/0013189x231193309
Robert R. Martinez, James M. Ellis
{"title":"A National Study Exploring Factors Promoting Adolescent College Readiness in Math and Science (STEM-CR)","authors":"Robert R. Martinez, James M. Ellis","doi":"10.3102/0013189x231193309","DOIUrl":"https://doi.org/10.3102/0013189x231193309","url":null,"abstract":"Numerous national and state endeavors have advocated for approaches, funding, and programs focused on expanding the science, technology, engineering, and mathematics (STEM) workforce of the nation and investing in education to cultivate a more diverse and impactful cohort of students who pursue STEM pathways. Educators, support personnel, and policymakers are in a position to engage in discussions about expanding STEM college readiness (STEM-CR) and participation. However, few are cognizant that STEM-CR is a progression that students strive for in developing skills, behaviors, and attitudes that spans over time. The current study established and validated a measurement model of student STEM-CR in mathematics and science utilizing the High School Longitudinal Study of 2009. The model was created based on a multidimensional and theoretical perspective of college readiness using a confirmatory factor analysis and modeling approach that accounted for measurement invariance. The sample ( N = 16,044) comes from a racialized/ethnoracial and socioeconomically diverse high school population in the United States. The findings confirmed that STEM-CR involves four related yet distinct dimensions of Think, Know, Act, and Go. Results also demonstrated soundness of these STEM-CR dimensions by race and gender (key learning skills and techniques/Act). Academic self-efficacy was the strongest dimension of our STEM-CR model and strongly predicted academic achievement and college enrollment. Research and practice implications are discussed.","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86571255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
Academic work from the perspectives of aspiring academics: a study of doctoral candidates and recent graduates 有抱负的学者视角下的学术工作：对博士生和应届毕业生的研究
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-09-04 DOI: 10.1007/s13384-023-00653-5
Ai Tam Pham Le
{"title":"Academic work from the perspectives of aspiring academics: a study of doctoral candidates and recent graduates","authors":"Ai Tam Pham Le","doi":"10.1007/s13384-023-00653-5","DOIUrl":"https://doi.org/10.1007/s13384-023-00653-5","url":null,"abstract":"","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43023118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
Wealth-Based Inequalities in Higher Education Attendance: A Global Snapshot 高等教育出勤率中基于财富的不平等:全球快照
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-08-31 DOI: 10.3102/0013189x231194307
Elizabeth S. Buckner, Yara Abdelaziz
{"title":"Wealth-Based Inequalities in Higher Education Attendance: A Global Snapshot","authors":"Elizabeth S. Buckner, Yara Abdelaziz","doi":"10.3102/0013189x231194307","DOIUrl":"https://doi.org/10.3102/0013189x231194307","url":null,"abstract":"This study provides a comprehensive global snapshot of wealth-based inequalities in higher education attendance. We draw on data from 117 countries to describe cross-national patterns in higher education attendance rates, disaggregated by wealth quintile and country income group. We then calculate four different indicators to quantify the size of wealth-based inequality in higher education attendance and completion for each country. Our findings point to large wealth-based inequalities in higher education attendance cross-nationally, which are: substantially larger than inequalities in secondary completion, larger in low- and middle-income countries than high-income countries, and negatively associated with national wealth. The results serve as a foundation for future studies on how country-level factors and policies exacerbate or reduce wealth-based inequalities.","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90522904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
Transitional pathways through middle school for First Nations students in the Northern Territory of Australia 澳大利亚北领地原住民学生通过中学的过渡途径
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-08-29 DOI: 10.1007/s13384-023-00655-3
A. F. Dadi, V. He, J. Guenther, Jiunn-Yih Su, R. Ober, S. Guthridge
{"title":"Transitional pathways through middle school for First Nations students in the Northern Territory of Australia","authors":"A. F. Dadi, V. He, J. Guenther, Jiunn-Yih Su, R. Ober, S. Guthridge","doi":"10.1007/s13384-023-00655-3","DOIUrl":"https://doi.org/10.1007/s13384-023-00655-3","url":null,"abstract":"","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47638803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
Benefits of co-creating higher education learning resources: an industry participant perspective 共同创造高等教育学习资源的好处:一个行业参与者的视角
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-08-27 DOI: 10.1007/s13384-023-00656-2
Melinda Laundon, Penny Williams, Jannine Williams
{"title":"Benefits of co-creating higher education learning resources: an industry participant perspective","authors":"Melinda Laundon, Penny Williams, Jannine Williams","doi":"10.1007/s13384-023-00656-2","DOIUrl":"https://doi.org/10.1007/s13384-023-00656-2","url":null,"abstract":"","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46709146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
Suspensions in QLD state schools, 2016–2020: overrepresentation, intersectionality and disproportionate risk 2016-2020年昆士兰州公立学校停学:过度代表性、交叉性和不成比例的风险
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-08-24 DOI: 10.1007/s13384-023-00652-6
Linda J. Graham, Callula Killingly, Matilda Alexander, Sophie Wiggans
{"title":"Suspensions in QLD state schools, 2016–2020: overrepresentation, intersectionality and disproportionate risk","authors":"Linda J. Graham, Callula Killingly, Matilda Alexander, Sophie Wiggans","doi":"10.1007/s13384-023-00652-6","DOIUrl":"https://doi.org/10.1007/s13384-023-00652-6","url":null,"abstract":"","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42267011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
Towards an Indigenous literature re-view methodology: Aboriginal and Torres Strait islander boarding school literature 原住民文学回顾方法论:原住民与托雷斯海峡岛民寄宿学校文学
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-08-24 DOI: 10.1007/s13384-023-00654-4
Jessa Rogers
{"title":"Towards an Indigenous literature re-view methodology: Aboriginal and Torres Strait islander boarding school literature","authors":"Jessa Rogers","doi":"10.1007/s13384-023-00654-4","DOIUrl":"https://doi.org/10.1007/s13384-023-00654-4","url":null,"abstract":"","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47003119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
International Trauma-Informed Practice Principles for Schools (ITIPPS): expert consensus of best-practice principles 国际学校创伤知情实践原则(ITIPPS):专家共识的最佳实践原则
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-08-18 DOI: 10.1007/s13384-023-00648-2
K. Martin, M. Dobson, Kate Fitzgerald, Madeleine Ford, S. Lund, Helen Egeberg, Rebecca Walker, H. Milroy, K. Wheeler, Amanda Kasten-Lee, Lisa Bayly, Angela Gazey, Sarah E Falconer, M. Platell, E. Berger
{"title":"International Trauma-Informed Practice Principles for Schools (ITIPPS): expert consensus of best-practice principles","authors":"K. Martin, M. Dobson, Kate Fitzgerald, Madeleine Ford, S. Lund, Helen Egeberg, Rebecca Walker, H. Milroy, K. Wheeler, Amanda Kasten-Lee, Lisa Bayly, Angela Gazey, Sarah E Falconer, M. Platell, E. Berger","doi":"10.1007/s13384-023-00648-2","DOIUrl":"https://doi.org/10.1007/s13384-023-00648-2","url":null,"abstract":"","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41354957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
Adding Color to My Tears: Toward a Theoretical Framework for Antiblackness in School Discipline 给我的眼泪增添色彩:学校纪律中反黑人的理论框架
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-08-17 DOI: 10.3102/0013189x231191448
Neharika Sobti, Richard O. Welsh
{"title":"Adding Color to My Tears: Toward a Theoretical Framework for Antiblackness in School Discipline","authors":"Neharika Sobti, Richard O. Welsh","doi":"10.3102/0013189x231191448","DOIUrl":"https://doi.org/10.3102/0013189x231191448","url":null,"abstract":"Persistent racial disparities in students’ disciplinary outcomes have been one of the most concerning educational policy and equity topics for decades. Despite the hypervisibility of Black students in school discipline conversations, research and practice evade a focus on anti-Black racism. In this essay, we draw from Black Critical Theory (BlackCrit) to present a theoretical framework that researchers and educational stakeholders can use to specify, study, and understand antiblackness in school discipline. We outline and discuss six interrelated theoretical constructs of the Antiblackness in School Discipline framework: (a) “Trading Away the Black,” (b) “Whites as Propertied,” (c) Intersecting Blackness, (d) Racial Neoliberalism, (e) La Petite Misère, and (f) Internalized Racism. Examples of studies providing empirical support for these theoretical tenets are also discussed, and suggestions for utilizing this framework in scholarship, policy, and practice are also offered.","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85451864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
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