The Australian Educational Researcher最新文献_第9页

Correction: Reducing racism in education: embedding Indigenous perspectives in curriculum 更正：减少教育中的种族主义：在课程中纳入土著观点

The Australian Educational Researcher Pub Date : 2023-12-22 DOI: 10.1007/s13384-023-00681-1

Gabrielle Murray, Stacey Campton

引用次数: 0

Effect sizes of writing modality on K-6 students’ writing and reading performance: a meta-analysis 写作模式对幼儿园至 6 年级学生写作和阅读能力的影响大小：一项荟萃分析

The Australian Educational Researcher Pub Date : 2023-12-18 DOI: 10.1007/s13384-023-00676-y

Anabela Abreu Malpique, Debora Valcan, Deborah Pino-Pasternak, Susan Ledger, Margaret Merga

{"title":"Effect sizes of writing modality on K-6 students’ writing and reading performance: a meta-analysis","authors":"Anabela Abreu Malpique, Debora Valcan, Deborah Pino-Pasternak, Susan Ledger, Margaret Merga","doi":"10.1007/s13384-023-00676-y","DOIUrl":"https://doi.org/10.1007/s13384-023-00676-y","url":null,"abstract":"In many classrooms across the globe, students are expected to comprehend and produce handwritten and computer-generated texts as soon as they start school. As we progress towards digitalisation in education, it has become necessary to understand the effects of writing modality on students’ literacy performance and development. The current meta-analysis integrates findings from 22 international studies involving 6168 participants, comparing the effects of handwriting and keyboarding on the writing and reading performance of primary-aged students. Moderator analyses were executed to determine if grade level, keyboarding experience, timed measurement of letter writing, types of tasks measuring letter writing fluency, and study design moderated modality effects on writing outcomes. Results revealed a significant effect size when comparing writing quality between handwriting and keyboarding, with students producing better quality passages via handwriting than keyboarding (ES = 0.53). Results also revealed that only grade level significantly moderated the effect size for letter writing fluency and written word production. Findings indicated that handwriting and keyboarding practices are associated with improvements on specific reading skills in primary education, with no clear superiority of modality. We discuss implications for literacy research and teaching both locally and globally.","PeriodicalId":501129,"journal":{"name":"The Australian Educational Researcher","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138714422","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

From fragmentation to coherence: student experience of assessment for learning 从零散到连贯：学生对学习评价的体验

The Australian Educational Researcher Pub Date : 2023-12-16 DOI: 10.1007/s13384-023-00668-y

Julie Arnold, Jill Willis

{"title":"From fragmentation to coherence: student experience of assessment for learning","authors":"Julie Arnold, Jill Willis","doi":"10.1007/s13384-023-00668-y","DOIUrl":"https://doi.org/10.1007/s13384-023-00668-y","url":null,"abstract":"Student experience of Assessment for Learning (AfL) pedagogies ideally provides multiple entry points for students to take past learning forward into future learning. In practice, points of disconnection may confound the accessibility of AfL’s repertoire of practices. This paper investigates the AfL experiences of students with likely language and attentional difficulties and their peers in three Australian secondary schools. Ninety-two students shared their insights in interviews and focus groups, with data analysed abductively through a conceptual frame of six dimensions. Common practical effects for students included recognition and value of a range of teacher practices. Students with language and attentional difficulties indicated more uneven recall of processes, especially when teacher practice of AfL was fragmented and classroom routines prioritised summative assessment. Fragmentation in turn compromised the emotional and evaluative dimensions of experience that catalyse continuity in learning. Critical insights from students about how they searched for and secured cohesive experiences points to how AfL offers agentic possibilities for learning beyond the immediate activities of the classroom.","PeriodicalId":501129,"journal":{"name":"The Australian Educational Researcher","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138688395","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

Positive education, Aristotelian eudaimonia, and adolescent notions of the ‘good’ life 积极教育、亚里士多德的 "幸福 "和青少年的 "美好 "生活理念

The Australian Educational Researcher Pub Date : 2023-12-13 DOI: 10.1007/s13384-023-00674-0

Kylie Trask-Kerr, Tan-Chyuan Chin, Dianne A. Vella-Brodrick

{"title":"Positive education, Aristotelian eudaimonia, and adolescent notions of the ‘good’ life","authors":"Kylie Trask-Kerr, Tan-Chyuan Chin, Dianne A. Vella-Brodrick","doi":"10.1007/s13384-023-00674-0","DOIUrl":"https://doi.org/10.1007/s13384-023-00674-0","url":null,"abstract":"The educational approach known as positive education emerged from positive psychology and frequently attributes its conception of flourishing to Aristotelian eudaimonia. This is a point of contention between scholars who see positive psychology’s flourishing as an epithet of Aristotelian virtues and others who have identified critical divergences between the philosophical foundations of positive psychology and Aristotle’s normative ethics. Few scholars have examined whether adolescent understandings of flourishing reflect Aristotelian eudaimonia, and whether this is different in positive education students. This paper explores notion of the good life through the writings of 226 adolescents, 93 of whom attend a school that has implemented positive education. These are analysed through an Aristotelian lens, finding more similarities than differences between the groups. Both groups discussed relationships, emotions, and accomplishments, but moral goodness and virtue were not prominent. Conclusions are drawn about the implications of this for ‘positive’ education and the role it plays in nurturing flourishing.","PeriodicalId":501129,"journal":{"name":"The Australian Educational Researcher","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138629639","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

Sexisms and Un/welcome Diversity in Australian Universities 澳大利亚大学中的性别歧视和不受欢迎的多样性

The Australian Educational Researcher Pub Date : 2023-12-11 DOI: 10.1007/s13384-023-00673-1

Emily M. Gray, And Pasley, Mindy Blaise, Jacqueline Ullman, Emma Fishwick

引用次数: 0

Mediating teachers’ assessment work 调解教师的评估工作

The Australian Educational Researcher Pub Date : 2023-12-07 DOI: 10.1007/s13384-023-00675-z

Lenore Adie, Jeanine Gallagher, Claire Wyatt-Smith, Nerida Spina, Christopher DeLuca

{"title":"Mediating teachers’ assessment work","authors":"Lenore Adie, Jeanine Gallagher, Claire Wyatt-Smith, Nerida Spina, Christopher DeLuca","doi":"10.1007/s13384-023-00675-z","DOIUrl":"https://doi.org/10.1007/s13384-023-00675-z","url":null,"abstract":"This paper presents research that examined teacher talk about moderation of English, mathematics and science assessment across Years 4, 6 and 8 as part of a broader inquiry into the use of scaled exemplars to support consistency of teacher judgement. The paper draws on Dorothy E Smith’s sociological work, including the process of mapping textual connections to research everyday practices. We illustrate how moderation activities were shaped by systemic policy and related documents. We further illustrate how teachers used artefacts that they were created as part of the research project to leverage the value of moderation discussions. In the project, teachers generated artefacts that were written commentaries or texts explicating their judgement decisions (cognitive commentaries). Our analysis demonstrates how teachers then took these cognitive commentaries and independently embedded them into their everyday work. Teachers described how they used the artefacts in their moderation discussions as a means of improving their own practice, as well as their students’ learning. We argue that when teachers are provided with the time and space to share their assessment and pedagogic knowledge and practice with school colleagues, including via cognitive commentaries, they are able to expand their field of professional impact and build their professional knowledge and practice.","PeriodicalId":501129,"journal":{"name":"The Australian Educational Researcher","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138546279","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

Enacting everyday democratic pedagogies in a birth-five early years setting 在出生-五岁的早期环境中制定日常民主教学法

The Australian Educational Researcher Pub Date : 2023-11-20 DOI: 10.1007/s13384-023-00664-2

Victoria Whitington, Jamie Sisson, Anne-Marie Shin

{"title":"Enacting everyday democratic pedagogies in a birth-five early years setting","authors":"Victoria Whitington, Jamie Sisson, Anne-Marie Shin","doi":"10.1007/s13384-023-00664-2","DOIUrl":"https://doi.org/10.1007/s13384-023-00664-2","url":null,"abstract":"The Australian Early Years’ Learning Framework aspires to put democratic participation at the centre of policy and practice by positioning children and families as able, and children as contributing citizens from birth. Examination of current pedagogical efforts to achieve this aspiration are needed to expand knowledge of the supports and challenges experienced in positioning early childhood education settings as democratic learning spaces. This paper contributes to this endeavour by exploring the participatory pedagogies exercised by adults and children to re-imagine mealtimes in an Australian birth-five setting. The research employed relevant aspects of Dewey’s experiential education theory, case study and multiple perspectives to provide a holistic view of participants’ various lived experiences. The paper critically examines elements within early childhood educators’ professional identities and discourses that enabled and constrained one setting’s reimagining and transformation of their micro-everyday practice of mealtime. Findings demonstrated how bringing multiple perspectives into dialogue was significant to participants’ journey in prioritising democracy in mealtime experiences. This research also highlights the importance of recognising the pedagogical role of the physical environment, and the leveraging of positional leadership.","PeriodicalId":501129,"journal":{"name":"The Australian Educational Researcher","volume":"13 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138511891","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

The curriculum of privilege: elite private boys’ school alumni’s engagements with gender justice 特权课程:精英私立男校校友参与性别正义

The Australian Educational Researcher Pub Date : 2023-11-16 DOI: 10.1007/s13384-023-00665-1

Claire E. Charles, George Variyan, Lucinda McKnight

引用次数: 0