The Australian Educational Researcher最新文献_第3页

Narratives of high school teachers’ identity renewal through teaching a new intercultural curriculum subject 高中教师通过教授新的跨文化课程科目更新身份的叙述

The Australian Educational Researcher Pub Date : 2024-06-13 DOI: 10.1007/s13384-024-00734-z

David Browning, J. Kriewaldt, Julie McLeod

引用次数: 0

Leveraging students' voices: understanding ways university support services can strengthen student support 利用学生的声音：了解大学支持服务如何加强对学生的支持

The Australian Educational Researcher Pub Date : 2024-06-12 DOI: 10.1007/s13384-024-00731-2

Elizabeth Hitches, Stuart Woodcock, Kerry-Ann O’Sullivan, John Ehrich

引用次数: 0

‘Sky’s the limit’: a case study in fostering young children’s creativity during STEM online learning experiences 天空的极限"：在 STEM 在线学习体验中培养幼儿创造力的案例研究

The Australian Educational Researcher Pub Date : 2024-06-12 DOI: 10.1007/s13384-024-00739-8

K. Maslin, Karen Murcia, S. Blackley, Geoff Lowe

引用次数: 0

The impact of Learning from Country on teachers’ understandings of place and community: insights from the Culturally Nourishing Schooling project 从乡村学习 "对教师理解地方和社区的影响："文化滋养学校教育 "项目的启示

The Australian Educational Researcher Pub Date : 2024-06-11 DOI: 10.1007/s13384-024-00735-y

David Coombs, Shanna Langdon, Zana Jabir, Cathie Burgess, Rose Amazan

引用次数: 0

Indigenous student voice: the astute witnesses of schooling 原住民学生的声音：学校教育的精明见证人

The Australian Educational Researcher Pub Date : 2024-06-07 DOI: 10.1007/s13384-024-00730-3

Camilla Highfield, Melinda Webber, Rachel Woods

引用次数: 0

The things students don’t say: theorising Narrative Identity to understand non-traditional students’ experiences in higher education 学生不说的话：通过叙事身份理论理解非传统学生的高等教育经历

The Australian Educational Researcher Pub Date : 2024-06-05 DOI: 10.1007/s13384-024-00732-1

Myfanwy Tilley

引用次数: 0

The school-wide pedagogical framework at an Australian primary school: experiences and perspectives of teachers 澳大利亚一所小学的全校教学框架：教师的经验和观点

The Australian Educational Researcher Pub Date : 2024-05-30 DOI: 10.1007/s13384-024-00727-y

Wendi Beamish, Kathy Gibbs, Anh Hai Le

{"title":"The school-wide pedagogical framework at an Australian primary school: experiences and perspectives of teachers","authors":"Wendi Beamish, Kathy Gibbs, Anh Hai Le","doi":"10.1007/s13384-024-00727-y","DOIUrl":"https://doi.org/10.1007/s13384-024-00727-y","url":null,"abstract":"Teachers play a pivotal role in the implementation of school-based pedagogical reforms. The study reported here explored how participating teachers (n = 54) viewed the pedagogical framework developed at their Australian primary school to improve teaching and learning. Responses to an online survey revealed that teachers understood the pedagogical components of the framework, were confident implementers of the framework, and strongly endorsed its use throughout their school. Strength-based properties were associated with school-wide consistency, increased learning, and the monitoring of student progress while implementation challenges were related to (a) time constraints and teacher performance demands, and (b) catering for the needs of specific student groups. Additionally, a list of improvements was offered, including practical ideas to address the identified challenges and recommendations related to increasing professional flexibility, professional wellbeing, and professional development. While these findings are site specific, they provide directions for further research into pedagogical reforms for school improvement.","PeriodicalId":501129,"journal":{"name":"The Australian Educational Researcher","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141193388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Academic literacy in enabling education programs in Australian universities: a shared pedagogy 澳大利亚大学赋能教育课程中的学术素养：共享教学法

The Australian Educational Researcher Pub Date : 2024-05-28 DOI: 10.1007/s13384-024-00729-w

Charmaine Davis, Kathryn Lawson, Lisa Duffy

引用次数: 0

Student voice and agency for transformative change in matters that matter: Impactful inquiry in primary science 在重要问题上，学生的发言权和推动变革的能力：有影响力的小学科学探究

The Australian Educational Researcher Pub Date : 2024-05-08 DOI: 10.1007/s13384-024-00721-4

Melinda Kirk

{"title":"Student voice and agency for transformative change in matters that matter: Impactful inquiry in primary science","authors":"Melinda Kirk","doi":"10.1007/s13384-024-00721-4","DOIUrl":"https://doi.org/10.1007/s13384-024-00721-4","url":null,"abstract":"In an era of socio-ecological challenges and uncertain times, it is imperative that student voice is supported to enable student transformative agency and desired positive change in their lives and community. Although international policy, the Australian Curriculum, School Strategic Plans, communities, teachers, and students often advocate for student voice, authentic enactment remains a challenge. This paper illustrates a transformative curriculum enactment of student voice and agency as impactful inquiry that resulted in student-desired transformative whole-school change. Conducted in a Melbourne metropolitan primary school following multiple Covid-19 pandemic lockdowns, a contextually responsive Year 6 Microorganisms Learning sequence is reported. A student-identified health risk and high microbial load in a Lost Property Box resulted in the students' collective agentic pursuit and implementation of scientifically grounded solutions, processes, and policy changes in the school community. Students, teachers, and school leadership reported student voice and agency as key outcomes of the student-driven inquiry that followed student voice and concerns for positive change. It is argued that it is a critical educative responsibility to support student voice in establishing bearing, which encompasses recognised positioning, direction, and path forward to make a difference in matters that matter to students. This paper seeks to inform and inspire further student voice-responsive impactful inquiry, which develops students' capacity and efficacy for their desired positive impact in their community now and possibly in the future.","PeriodicalId":501129,"journal":{"name":"The Australian Educational Researcher","volume":"101 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140931670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Understanding Australia’s teacher shortage: the importance of psychosocial working conditions to turnover intentions 了解澳大利亚教师短缺问题：社会心理工作条件对教师离职意向的重要性

The Australian Educational Researcher Pub Date : 2024-05-08 DOI: 10.1007/s13384-024-00720-5

Mark Rahimi, Ben Arnold

{"title":"Understanding Australia’s teacher shortage: the importance of psychosocial working conditions to turnover intentions","authors":"Mark Rahimi, Ben Arnold","doi":"10.1007/s13384-024-00720-5","DOIUrl":"https://doi.org/10.1007/s13384-024-00720-5","url":null,"abstract":"Australian policymakers are currently attempting to address an ‘unprecedented teacher shortage’. Through a survey of 905 teachers in Australian government schools, this paper examines some of the key factors influencing the career intentions of teachers in Australian government schools. Drawing upon the concept of the psychosocial work environment from the field of occupational health, this analysis examines the relationship between key workplace demands, workplace resources, teachers’ experiences and attitudes towards work, teachers’ mental health outcomes, and their intentions to either remain in or leave their roles. The results reveal significant relationships between teachers’ intentions to leave their roles and challenging working conditions, adverse work experiences, as well as heightened levels of stress, burnout, and depressive symptoms. In contrast, remaining in their role was associated with factors indicative of a supportive psychosocial work environment, such as job recognition, trust in management, organisational justice, positive work experiences, and lower levels of mental health difficulties. The study underscores the urgent need to understand and assess the psychosocial work environments of teachers, and for multi-level strategies that address both protective and risk factors.","PeriodicalId":501129,"journal":{"name":"The Australian Educational Researcher","volume":"142 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140931664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0