The Australian Educational Researcher最新文献_第6页

Australian teachers’ adoption of critical and creative thinking as curriculum 澳大利亚教师将批判性和创造性思维作为课程的情况

The Australian Educational Researcher Pub Date : 2024-04-26 DOI: 10.1007/s13384-024-00714-3

Kylie Murphy, Steve Murphy, Nathaniel Swain

{"title":"Australian teachers’ adoption of critical and creative thinking as curriculum","authors":"Kylie Murphy, Steve Murphy, Nathaniel Swain","doi":"10.1007/s13384-024-00714-3","DOIUrl":"https://doi.org/10.1007/s13384-024-00714-3","url":null,"abstract":"Critical and creative thinking (CCT) was introduced as a General Capability in the Australian Curriculum in 2010, heralded as a call for more explicit teaching of CCT. This study was an online survey of 259 Australian teachers, exploring how they have adopted CCT as curriculum, including how confident they feel about this area of their teaching and what aspects of Australia’s CCT curriculum they teach and how. Most respondents believed it was important to teach CCT, but only a minority could recall professional learning in this area, and their confidence levels tended to be only moderate. The teachers were asked to provide examples of what they ‘say’ and ‘do’ in their teaching that best reflect their ‘typical’ approaches to teaching CCT. The examples indicated that they typically incorporated CCT into their teaching of other learning areas. However, the examples were mostly focused on only a few of the CCT General Capability sub-elements and were mostly of teachers providing students opportunities to engage in CCT skills, rather than explaining, modelling, scaffolding, or reinforcing the skills. For teachers to teach CCT more confidently and impactfully, improved professional learning and a more conducive CCT curriculum would assist.","PeriodicalId":501129,"journal":{"name":"The Australian Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140803006","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}

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A study of virtual reality and the empathetic experience in Australian secondary students 虚拟现实与澳大利亚中学生的移情体验研究

The Australian Educational Researcher Pub Date : 2024-04-17 DOI: 10.1007/s13384-024-00708-1

Emma Phillips, Aaron Jarden, Terence Bowles

{"title":"A study of virtual reality and the empathetic experience in Australian secondary students","authors":"Emma Phillips, Aaron Jarden, Terence Bowles","doi":"10.1007/s13384-024-00708-1","DOIUrl":"https://doi.org/10.1007/s13384-024-00708-1","url":null,"abstract":"Empathy is a key contributor to moral, pro-social behaviour and an important element of socio-emotional learning (SEL). Schools deliver SEL programmes during adolescence to develop a range of skills including empathy. As education becomes increasingly digital, more research is needed to understand the role digital technologies may play in students’ empathy development. Virtual reality (VR) has been touted as a possible way to provide more realistic experiences to enhance empathy. To investigate this, an intervention of an empathy-provoking documentary (Clouds over Sidra) was shown to adolescents aged 13 to 15 years using either virtual reality (n = 63) or 2D projection (n = 53). Participants completed the Adolescent Measure of Empathy and Sympathy (AMES survey) before (time 1), immediately (time 2) and two weeks (time 3) after viewing the documentary. There was no difference in empathy between the 2D and VR conditions. However, for both conditions, there was an increase in empathy immediately after viewing the documentary but not at the two week follow-up. The results suggest that while empathy could temporarily increase when one is exposed to a novel emotive experience, a one-time intervention does not appear to produce a lasting change. This is an important consideration for schools in considering virtual reality technology for use in SEL.","PeriodicalId":501129,"journal":{"name":"The Australian Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140614706","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

‘I want to scream it from the rooftops now […] there are other pathways’: What young people learned from a co-designed post-secondary transition programme 我现在想在屋顶上大喊[......]还有其他途径"：年轻人从共同设计的中学后过渡计划中学到了什么

The Australian Educational Researcher Pub Date : 2024-04-10 DOI: 10.1007/s13384-024-00709-0

Juliana Ryan, Carla Luguetti, Bill Eckersley, Amy Howard, Chloe Hansen, Chloe Ford, Sarah Craig, Claire Brown

{"title":"‘I want to scream it from the rooftops now […] there are other pathways’: What young people learned from a co-designed post-secondary transition programme","authors":"Juliana Ryan, Carla Luguetti, Bill Eckersley, Amy Howard, Chloe Hansen, Chloe Ford, Sarah Craig, Claire Brown","doi":"10.1007/s13384-024-00709-0","DOIUrl":"https://doi.org/10.1007/s13384-024-00709-0","url":null,"abstract":"This paper uses the framework of transition as becoming to explore what young people learned from participating in a post-secondary transition program that was co-designed by young people. The 9-week youth participatory action research (YPAR) involved six staff collaborators (SCs) and seven youth collaborators (YCs). Data comprised recordings of weekly group meetings, group interviews, reflections and artefacts such as planning documents, graphic organisers and writing. We discuss the findings using two themes that we identified together as a team of YCs and SCs. The first represents how YCs became aware of and vocalised understandings of life after secondary school as a diverse and fluid process. The second describes and interrogates how YCs became more confident and empowered, showing the importance of critical consciousness, reflection and action in seeking transformation. We conclude that conceptualising transition as becoming enables us to collectively make sense of the diverse ways we co-construct life experiences and directions.","PeriodicalId":501129,"journal":{"name":"The Australian Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140564562","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

What’s the use of educational research? Six stories reflecting on research use with communities 教育研究有什么用？反映社区使用研究成果的六个故事

The Australian Educational Researcher Pub Date : 2024-04-05 DOI: 10.1007/s13384-024-00693-5

Sophie Rudolph, Eve Mayes, Tebeje Molla, Sophie Chiew, Natasha Abhayawickrama, Netta Maiava, Danielle Villafana, Rosie Welch, Ben Liu, Rachel Couper, Iris Duhn, Al Fricker, Archie Thomas, Menasik Dewanyang, Hayley McQuire, Sophie Hashimoto-Benfatto, Michelle Spisbah, Zach Smith, Tarneen Onus-Browne, Emma Rowe, Joel Windle, Fazal Rizvi

{"title":"What’s the use of educational research? Six stories reflecting on research use with communities","authors":"Sophie Rudolph, Eve Mayes, Tebeje Molla, Sophie Chiew, Natasha Abhayawickrama, Netta Maiava, Danielle Villafana, Rosie Welch, Ben Liu, Rachel Couper, Iris Duhn, Al Fricker, Archie Thomas, Menasik Dewanyang, Hayley McQuire, Sophie Hashimoto-Benfatto, Michelle Spisbah, Zach Smith, Tarneen Onus-Browne, Emma Rowe, Joel Windle, Fazal Rizvi","doi":"10.1007/s13384-024-00693-5","DOIUrl":"https://doi.org/10.1007/s13384-024-00693-5","url":null,"abstract":"The question of how education research can be ‘useful’ is an enduring and challenging one. In recent years, this question has been approached by universities through a widespread ‘impact’ agenda. In this article, we explore the tensions between usefulness and impact and present six stories that reflect on research use with communities. These stories engage issues of the risk of usefulness, the time that is needed to work collaboratively for research usefulness, whether theories developed in universities can be useful to communities for understanding the problems they face, who has the power to steer research to serve their purposes, and how community collective action can enhance the usefulness of research. The article concludes with a section that reflects on the importance of continuing to engage with the debates about research use in often highly commercially oriented university environments. This article brings together diverse voices that wrestle with the politics of research use beyond the neat, linear narratives of change that impact agendas tend to portray. These illustrations of the ethical dilemmas encountered through navigating research use with communities contribute to an ongoing conversation about refusing capitalist and colonialist logics of research extraction while working within institutions often driven by such logics.","PeriodicalId":501129,"journal":{"name":"The Australian Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140564561","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 the reasons why career changers pursue or pass on a STEM teaching career: a Best–Worst Scaling (BWS) approach 了解职业转换者从事或放弃科学、技术、工程和数学教学职业的原因：最佳-最差比例（BWS）方法

The Australian Educational Researcher Pub Date : 2024-04-02 DOI: 10.1007/s13384-024-00712-5

引用次数: 0

Positioning theory as a framework for understanding the facilitation of professional development for educational leaders 将定位理论作为理解促进教育领导者专业发展的框架

The Australian Educational Researcher Pub Date : 2024-03-23 DOI: 10.1007/s13384-024-00700-9

Jenny Martin, J. Nuttall, Elizabeth Wood, Linda Henderson

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‘I am not alone’: enabling factors for Aboriginal and Torres Strait Islander PhD success 我并不孤单"：土著居民和托雷斯海峡岛民博士生成功的有利因素

The Australian Educational Researcher Pub Date : 2024-03-23 DOI: 10.1007/s13384-024-00694-4

Leanne Holt, Cara Cross, Tamika Worrell, Connie Henson

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STEM in the classroom: a scoping review of emerging research on the integration of STEM education within Australian schools 课堂中的科学、技术、工程与数学：对澳大利亚学校中科学、技术、工程与数学教育整合的新兴研究进行范围界定审查

The Australian Educational Researcher Pub Date : 2024-03-22 DOI: 10.1007/s13384-024-00691-7

James Deehan, L. Danaia, S. Redshaw, L. Dealtry, K. Gersbach, R. Bi

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‘I want to make a difference’: Students co-researching school cultures of gender and sexuality 我想有所作为学生共同研究学校的性别和性文化

The Australian Educational Researcher Pub Date : 2024-03-21 DOI: 10.1007/s13384-024-00701-8

Victoria Rawlings

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Collaborating and distributing leading: mosaics of leading practices 协作和传播领导力：领导力实践的镶嵌画

The Australian Educational Researcher Pub Date : 2024-03-18 DOI: 10.1007/s13384-024-00690-8

Jennifer Charteris, Dianne Smardon, Stephen Kemmis

{"title":"Collaborating and distributing leading: mosaics of leading practices","authors":"Jennifer Charteris, Dianne Smardon, Stephen Kemmis","doi":"10.1007/s13384-024-00690-8","DOIUrl":"https://doi.org/10.1007/s13384-024-00690-8","url":null,"abstract":"A mosaic approach to leading practices leverages collaboration and makes it possible to renew the social fabric of a school. In this article, the authors use the notion of a ‘mosaic of leading practices’ to unsettle top-down, hierarchical, positional conceptions of leadership that focus on participants. The latter invites questions about participants’ responsibilities for leadership; the former invites questions about what leaders do (their practices) in and for an organisation. We report on research conducted with Aotearoa New Zealand school leaders that explored perceptions of leading practices that support or constrain communities of learning. Drawing on interviews with leaders and teachers who were working to build Communities of Learning |Kāhui Ako (CoL) in their schools and across school communities, the article re-imagines sites of collaboration by viewing them through the lens of practices, not just participants. A theoretical framework is proposed to illustrate mosaics of leading. Patterns of leadership and the concepts of connective enactment and collective accomplishment highlight different degrees of educator collaboration. The article re-imagines sites of collaboration as a means to foster a grassroots approach to culture and community building, rather than as a means for the delivery of school improvement alone.","PeriodicalId":501129,"journal":{"name":"The Australian Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140155282","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