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  Subjects -> EDUCATION (Total: 1696 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (22 journals)
    - EDUCATION (1413 journals)
    - HIGHER EDUCATION (114 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (27 journals)
    - SCHOOL ORGANIZATION (12 journals)
    - SPECIAL EDUCATION AND REHABILITATION (34 journals)
    - TEACHING METHODS AND CURRICULUM (37 journals)

EDUCATION (1413 journals)                  1 2 3 4 5 6 7 8 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
#Tear : Revista de Educação, Ciência e Tecnologia     Open Access   (Followers: 1)
(Pensamiento), (palabra) y obra     Open Access  
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
About Campus     Hybrid Journal   (Followers: 5)
Academic Medicine     Full-text available via subscription   (Followers: 56)
Academic Psychiatry     Full-text available via subscription   (Followers: 22)
Academic Questions     Hybrid Journal   (Followers: 7)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 52)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 48)
Accounting & Finance     Hybrid Journal   (Followers: 44)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 13)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 3)
Across the Disciplines     Open Access   (Followers: 7)
Acta Didactica Norge     Open Access  
Acta Scientiarum. Education     Open Access  
Acta Technologica Dubnicae     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 54)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 38)
Action Research     Hybrid Journal   (Followers: 38)
Active Learning in Higher Education     Hybrid Journal   (Followers: 236)
Actualidades Pedagógicas     Open Access  
Administration & Society     Hybrid Journal   (Followers: 11)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 143)
Adult Education Quarterly     Hybrid Journal   (Followers: 136)
Advanced Education     Open Access   (Followers: 4)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 23)
Advances in High Energy Physics     Open Access   (Followers: 20)
Advances in School Mental Health Promotion     Partially Free   (Followers: 9)
AERA Open     Open Access   (Followers: 4)
Africa Education Review     Partially Free   (Followers: 24)
African Journal of Chemical Education     Open Access   (Followers: 2)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 5)
African Journal of Health Professions Education     Open Access   (Followers: 4)
African Journal of Research in Mathematics, Science and Technology Education     Full-text available via subscription   (Followers: 8)
Agora     Full-text available via subscription   (Followers: 3)
AGORA Magazine     Open Access  
Ahmad Dahlan Journal of English Studies     Open Access   (Followers: 1)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 7)
Akadémiai Értesítö     Full-text available via subscription  
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 1)
Al Ibtida : Jurnal Pendidikan Guru MI     Open Access  
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alsic     Open Access   (Followers: 18)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 11)
American Biology Teacher     Full-text available via subscription   (Followers: 12)
American Educational Research Journal     Hybrid Journal   (Followers: 132)
American Journal of Business Education     Open Access   (Followers: 10)
American Journal of Distance Education     Hybrid Journal   (Followers: 28)
American Journal of Education     Full-text available via subscription   (Followers: 156)
American Journal of Educational Research     Open Access   (Followers: 53)
American Journal of Health Education     Hybrid Journal   (Followers: 25)
American Journal of Physics     Full-text available via subscription   (Followers: 55)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 1)
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 9)
Annals of Modern Education     Full-text available via subscription   (Followers: 3)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 2)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 13)
Applied Measurement in Education     Hybrid Journal   (Followers: 9)
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 20)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 32)
Arts Education Policy Review     Hybrid Journal   (Followers: 4)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 14)
Asia Pacific Education Review     Hybrid Journal   (Followers: 9)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 18)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 11)
Asia-Pacific Journal of Health, Sport and Physical Education     Hybrid Journal   (Followers: 9)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 18)
Asian Association of Open Universities Journal     Open Access  
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 12)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 6)
ASp     Open Access   (Followers: 1)
Assessing Writing     Hybrid Journal   (Followers: 11)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 123)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 14)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 35)
Assessment Update     Hybrid Journal   (Followers: 4)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Tajdid : Jurnal Ilmu Tarbiyah     Open Access   (Followers: 2)
At-Turats     Open Access  
Athenea Digital     Open Access  
Aula Abierta     Open Access   (Followers: 1)
Australasian Journal of Educational Technology     Open Access   (Followers: 13)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 4)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 8)
Australian Art Education     Full-text available via subscription   (Followers: 6)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 6)
Australian Educational Computing     Open Access  
Australian Educational Researcher     Hybrid Journal   (Followers: 19)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 12)
Australian Journal of Career Development     Hybrid Journal   (Followers: 2)
Australian Journal of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian Journal of Education     Hybrid Journal   (Followers: 28)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 4)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 3)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 386)
Australian Journal of Teacher Education     Open Access   (Followers: 21)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 2)
Australian Screen Education Online     Full-text available via subscription   (Followers: 2)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 2)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 3)
Autism     Hybrid Journal   (Followers: 186)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 1)
BELIA : Early Childhood Education Papers     Open Access   (Followers: 4)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 5)
Berkeley Review of Education     Open Access   (Followers: 4)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 2)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access  
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 7)
BMC Medical Education     Open Access   (Followers: 42)
BMJ Simulation & Technology Enhanced Learning     Full-text available via subscription   (Followers: 7)
BoEM - Boletim online de Educação Matemática     Open Access  
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 166)
British Journal of Educational Studies     Hybrid Journal   (Followers: 130)
British Journal of Educational Technology     Hybrid Journal   (Followers: 122)
British Journal of Religious Education     Hybrid Journal   (Followers: 8)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 45)
British Journal of Special Education     Hybrid Journal   (Followers: 37)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 10)
Brookings Trade Forum     Full-text available via subscription   (Followers: 3)
Business, Management and Education     Open Access   (Followers: 17)
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno Intersabares     Open Access  
Cadernos CEDES     Open Access   (Followers: 1)
Cadernos de Educação     Open Access  
Cadernos de Educação, Tecnologia e Sociedade     Open Access  
Cadernos de Pesquisa     Open Access  
Cadernos de Pesquisa     Open Access   (Followers: 2)
Cadernos de Pesquisa em Educação     Open Access  
Cadmo     Full-text available via subscription  
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 4)
Calidad en la educación     Open Access   (Followers: 1)
Cambridge Journal of Education     Hybrid Journal   (Followers: 99)
Campus Legal Advisor     Hybrid Journal   (Followers: 2)
Campus Security Report     Hybrid Journal  
Canadian and International Education     Open Access   (Followers: 8)
Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation     Open Access   (Followers: 7)
Canadian Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 13)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 5)
Canadian Journal of Higher Education     Open Access   (Followers: 23)
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie     Open Access   (Followers: 14)
Canadian Journal of School Psychology     Hybrid Journal   (Followers: 9)
Canadian Journal of Science, Mathematics and Technology Education     Hybrid Journal   (Followers: 17)
Career Development and Transition for Exceptional Individuals     Hybrid Journal   (Followers: 7)
Catalejos. Revista sobre lectura, formación de lectores y literatura para niños     Open Access  
Catharsis : Journal of Arts Education     Open Access  
CELE Exchange, Centre for Effective Learning Environments     Full-text available via subscription   (Followers: 1)
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Change: The Magazine of Higher Learning     Hybrid Journal   (Followers: 14)
Changing English: Studies in Culture and Education     Hybrid Journal   (Followers: 6)
Charrette     Open Access  
Chemical Engineering Education     Full-text available via subscription  
Chemistry Education Research and Practice     Free   (Followers: 5)
Chemistry in Education     Open Access   (Followers: 9)
Chi'e : Journal of Japanese Learning and Teaching     Open Access   (Followers: 2)
Child Language Teaching and Therapy     Hybrid Journal   (Followers: 25)
Child Psychiatry & Human Development     Hybrid Journal   (Followers: 9)
Childhood Education     Hybrid Journal   (Followers: 15)
Children's Literature in Education     Hybrid Journal   (Followers: 8)
Chinese Education & Society     Full-text available via subscription   (Followers: 2)
Christian Higher Education     Hybrid Journal   (Followers: 2)
Christian Perspectives in Education     Open Access   (Followers: 6)
Ciência & Educação (Bauru)     Open Access  
Ciência & Saúde Coletiva     Open Access   (Followers: 2)
Ciencia en Desarrollo     Open Access  
Ciencias Sociales y Educación     Open Access   (Followers: 2)
Citizenship, Social and Economics Education     Full-text available via subscription   (Followers: 5)
Classroom Discourse     Hybrid Journal   (Followers: 8)
Clinical Child and Family Psychology Review     Hybrid Journal   (Followers: 7)
Clio y Asociados     Open Access  
CME     Hybrid Journal   (Followers: 1)
Coaching: An International Journal of Theory, Research and Practice     Hybrid Journal   (Followers: 8)
Cogent Education     Open Access   (Followers: 1)
College Athletics and The Law     Hybrid Journal   (Followers: 1)
College Teaching     Hybrid Journal   (Followers: 12)
Colóquio Internacional de Educação e Seminário de Estratégias e Ações Multidisciplinares     Open Access  
Communication Disorders Quarterly     Hybrid Journal   (Followers: 14)
Communication Education     Hybrid Journal   (Followers: 19)
Communication Methods and Measures     Hybrid Journal   (Followers: 11)
Community College Journal of Research and Practice     Hybrid Journal   (Followers: 8)
Community College Review     Hybrid Journal   (Followers: 7)
Community Development     Hybrid Journal   (Followers: 17)
Community Literacy Journal     Partially Free   (Followers: 2)
Comparative Education     Hybrid Journal   (Followers: 27)
Comparative Education Review     Full-text available via subscription   (Followers: 32)
Comparative Professional Pedagogy     Open Access   (Followers: 2)
Compare: A journal of comparative education     Hybrid Journal   (Followers: 19)
Computer Applications in Engineering Education     Hybrid Journal   (Followers: 6)

        1 2 3 4 5 6 7 8 | Last

Journal Cover Australian Journal of Teacher Education
  [SJR: 0.496]   [H-I: 12]   [21 followers]  Follow
    
  This is an Open Access Journal Open Access journal
   ISSN (Print) 0313-5373
   Published by Edith Cowan University Homepage  [5 journals]
  • “I Learned Quite a Lot of the Maths Stuff Now That I Think of It”:
           Māori Medium Students Reflecting on Their Initial Teacher Education

    • Authors: Ngārewa Hāwera et al.
      Abstract: Research involving preservice or initial teacher education (ITE) indicates that mathematics education is a vital component of study. Little is known however, of indigenous student views of their compulsory mathematics education courses for a teaching degree. This research contributes to that knowledge space as it explores Māori medium ITE students’ perceptions of mathematics education in Aotearoa New Zealand. A thematic and qualitative analysis of a focused group discussion provides insights into key factors that students reported as significant links between their university and practicum experiences (teaching practice in schools). Some suggestions for strengthening that programme were also expressed. Findings indicate that factors linked to teacher ‘cultural competencies’, including an ethic of care, respectful relationships, revision of content knowledge, language learning, assessment practices, exposure to different ideas and planning and pedagogy were important. Navigating student-mentor teacher tensions as well as clarifying the significance of ideas in texts were highlighted as areas for strengthening. Mathematics educators preparing students for indigenous primary school settings may find this study useful.
      PubDate: Tue, 16 May 2017 20:10:33 PDT
       
  • Participant Perspectives and Critical Reflections on Language Teacher
           Education by Distance

    • Authors: John S. Knox
      Abstract: Language teaching is a profession which is international in character. Language teachers often work and study in foreign countries, and distance education has become very important in the education of language teachers. Drawing on two international surveys, this paper explores language teacher education by distance from the perspective of students (i.e. trainee or practicing language teachers) and teacher-educators in such distance programs. There are significant educational advantages for language teachers who choose to study by distance, and e-learning technologies have enhanced these benefits. This paper also includes an in-depth analysis of the qualitative survey responses from two individual students, highlighting an individualized perspective on the data that complements the ‘collective’ analysis, and provides additional insights into how student experiences of such programs can vary widely, and how such disparities may be addressed.

      PubDate: Tue, 16 May 2017 20:10:29 PDT
       
  • Teachers’ Perceptions of Financial Literacy and the Implications for
           Professional Learning

    • Authors: Carly M. Sawatzki et al.
      Abstract: Consumer, economic and financial literacy education at school is central to active and informed citizenship. Over the past decade, the Australian Securities and Investments Commission has led various policy initiatives and influenced curriculum and resource development in this area. However, there remains a paucity of research exploring how Australian teachers make sense of and approach their work as financial literacy educators or their professional learning needs and interests in this interdisciplinary field. This article reports research exploring practising teachers’ perceptions of the opportunities for financial literacy teaching and learning. Data were collected from 35 teachers in 16 Victorian primary schools. The findings suggest a need to educate teachers to: reflect upon the knowledge, skills and capabilities required to make informed financial decisions; identify and interpret the possibilities for financial literacy teaching and learning in the Australian Curriculum; and enact sophisticated pedagogical practice.
      PubDate: Tue, 16 May 2017 20:10:25 PDT
       
  • Teaching for ‘Historical Understanding’: What Knowledge(s) do Teachers
           Need to Teach History?

    • Authors: Mallihai M. Tambyah
      Abstract: Recent curriculum reform in history in Australia promotes ‘historical understanding’ through discipline-based teaching practice. However, many middle school teachers are new to the scope of historical knowledge and skills required. This paper reports on a case study of five Queensland teachers in one secondary school who undertook a school-based trial of the Year 8 Australian Curriculum: History in 2012 - 2013. Drawing on notions of historical consciousness and frameworks for curriculum alignment, the case study indicates that the intent of the stated curriculum to develop concepts of ‘historical understanding’ is undermined by two factors – first, teachers' inadequate knowledge of the scope of the curriculum and second, a patchy understanding of how key substantive and procedural historical concepts contribute to ‘historical understanding’. The research identified significant gaps in the disciplinary knowledge of history teachers and makes recommendations for pre-service and in-service history teacher education.
      PubDate: Tue, 16 May 2017 20:10:21 PDT
       
  • Attitudes of Classroom Teachers to Cultural Diversity and Multicultural
           Education in Country New South Wales, Australia

    • Authors: James Forrest et al.
      Abstract: Views of country school teachers towards multicultural education and anti-racism policy directives are examined against a background of a largely ‘white’ landscape but increasing numbers of language background other than English (LBOTE) immigrants. A 10 per cent response from a self-administered online survey of government primary and secondary classroom teachers in country New South Wales examines their attitudes to cultural diversity, goals of multicultural education, and anti-racist strategies. Though strongly supportive of attempts to combat racism, implementation in some schools lags behind intention. Whether on cultural diversity, multiculturalism or acknowledgement of racism, teacher attitudes are more tolerant than those in the wider communities the schools serve. But while among teachers and the wider community there is some level of intolerance and discrimination towards Aboriginal and LBOTE Australians, such attitudes do not vary significantly across country areas with different cultural diversity mixes, except for recognition of the needs of Aboriginal students among teachers.
      PubDate: Tue, 16 May 2017 20:10:16 PDT
       
  • Thinking with/through The Contradictions of Social Justice in Teacher
           Education: Self-Reflection on NETDS Experience

    • Authors: Keita Takayama et al.
      Abstract: Improving teacher quality has become the hallmark of Australian education reform with a plethora of measures introduced in teacher education to improve future teachers’ instructional competencies. This policy focus has also changed the discussion of strategies for addressing disadvantages in schools; improving teacher quality, as opposed to addressing structural inequalities in the system and larger society, has become the “solution.” This paper looks at the National Exceptional Teaching for Disadvantaged Schools (NETDS), which aims to channel high performing teacher education students to disadvantaged schools. Using the taxonomy of conservative, liberal and critical approaches to education reform, the paper first identifies the ideological contradictions inherent in the program, and then discusses, drawing on post-qualitative research literature, how the program coordinators negotiated the tensions and the moral/ethical dilemmas as we designed and implemented the program for a group of external students at University of New England.

      PubDate: Thu, 13 Apr 2017 00:20:46 PDT
       
  • The Western Sydney Rustbelt: Recognizing and Building on Strengths in
           Pre-service Teacher Education

    • Authors: Loshini Naidoo et al.
      Abstract: Preparing pre-service teachers to address the disparities in educational attainment that occur in settings with complex demographics such as high poverty and super diversity (Vertovec, 2007) require a theoretically driven contextual and spacial (Soja, 1996) understanding of disadvantage. This understanding highlights the structural and systemic inequalities that exist between the rich and the poor and limit social and economic mobility for disadvantaged students in schools. This paper uses a conceptual and spacial understanding to focus on the strategies implemented by a primary and secondary pre-service teacher program to support and improve pre-service teacher learning of disadvantaged schools. We detail approaches to learning that support pre-service teachers in attempting to consider how their own ethnicity and culture shapes practice and may disrupt the effects of poverty on educational outcomes to make a difference in the lives of their students.
      PubDate: Thu, 13 Apr 2017 00:20:41 PDT
       
  • Becoming Exceptional: Exploring selves and assemblages in the National
           Exceptional Teaching in Disadvantaged Schools program

    • Authors: Jo Ailwood et al.
      Abstract: This paper explores the work of ‘becoming exceptional’ amongst a group of preservice teachers taking part in the National Exceptional Teaching for Disadvantaged Schools program (NETDS). The NETDS program is directed towards mentoring and supporting outstanding preservice teachers to transition into the schools where they can make a significant difference. For us, as teacher educators leading the teaching of our University’s NETDS program, the most important questions became ones of self and transformation for the participating preservice teachers. To begin these explorations we make use of concepts provided by Deleuze and Guattari, and expanded upon by Braidotti; the notions of ‘becoming’ and ‘collective assemblages’. These concepts help us explore the work of becoming exceptional within the collective assemblage and space of the NETDS program.
      PubDate: Thu, 13 Apr 2017 00:20:35 PDT
       
  • Teacher Education in Schools as Learning Communities: Transforming
           High-Poverty Schools through Dialogic Learning

    • Authors: Rocio Garcia- Carrion et al.
      Abstract: : Teachers’ professional development in Schools as Learning Communities may become a key process for the sustainability and transferability of this model worldwide. Learning Communities (LC) is a community-based project that aims to transform schools through dialogic learning and involves research-grounded schools that implement Successful Educational Actions (SEAs). More than 600 such schools in Europe and South America, many of them located in high poverty areas, have shown a reduction in drop-out rates and an increase in school quality and attainment. This article analyses how teachers’ professional development is built in these schools. Following a communicative methodology approach, we analyse the implementation of the programme in four schools in South America. The main features are grounded in transformative theories and socially responsive research and provide evidence-based arguments and practical knowledge for effective implementation built upon egalitarian relationships and communication within the entire community.
      PubDate: Thu, 13 Apr 2017 00:20:31 PDT
       
  • The Politics of Quality Teacher Discourses: Implications for Pre-service
           Teachers in High Poverty Schools

    • Authors: Laura Scholes et al.
      Abstract: Improving the quality of education for young people growing up in high poverty and culturally diverse communities is an escalating problem in affluent nations with increasing gaps between the wealthy and the poor. Improving the quality of teachers and improving the quality of teaching are amongst the prominent solutions offered to redress the differences between student academic performances related to socio-economic family circumstances. This article examines the different discourses of ‘quality’ in relation to the preparation of pre-service teachers to work in high poverty schools such as graduates of the National Exceptional Teaching for Disadvantaged Schoolspre-service teacher education program. Key tenets of ‘quality teacher’ and ‘quality teaching’ solutions are summarized along with their critiques. An alternative approach starting from a position of social justice is considered. This approach situates the work of teaching within high poverty school communities and considers what pre-service teachers need to understand and learn to do with respect to context.
      PubDate: Thu, 13 Apr 2017 00:20:27 PDT
       
  • School Leaders’ Perspectives on Educating Teachers to Work in Vulnerable
           Communities: New Insights from the Coal Face

    • Authors: Lynette Longaretti et al.
      Abstract: Classroom teacher quality can significantly impact student learning outcomes. Increased access to skilled teachers in low socioeconomic status (SES) schools could substantially improve the learning outcomes and engagement levels of young people. The National Exceptional Teaching for Disadvantaged Schools (NETDS) programme is a university based Teacher Education programme that has been implemented by Deakin University in the Geelong/Werribee area. It seeks to prepare high achieving pre-service teachers (PSTs) to teach in low SES school settings. This project investigated the views of school leadership teams in low SES schools including their views of an exemplary teacher, and the understandings and skills deemed necessary for pre-service teachers undertaking placements in low SES schools. These findings will be used to develop and enhance the NETDS programme at Deakin University, build new models of collaborative professional learning and guide schools in mentoring new graduates for a longer-term commitment to disadvantaged school communities.
      PubDate: Thu, 13 Apr 2017 00:20:19 PDT
       
  • Forward to Special Issue: Teacher Education for High Poverty Schools

    • Authors: Jo Lampert et al.
      Abstract: The six papers in this special issue are all related, in one way or another, to the National Exceptional Teaching for Disadvantaged Schools program (NETDS). NETDS began in 2009 at Queensland University of Technology (QUT) in Brisbane, Australia, and with the support of philanthropy expanded to another six universities nationally. Although the papers in this issue are all related to NETDS, they are not necessarily about NETDS; rather, they reflect the range of scholarship taking place within this emerging network and provide a window on how teacher education for high poverty schools within mainstream Initial Teacher Education (ITE) programs can be done differently. Together, the papers draw on the scholarship of researchers who were already respected experts in the field of teacher education and high poverty schools prior to involving themselves in the program. The first five papers are written by scholars from the seven Australian universities who now deliver NETDS programs. The remaining paper is by researchers who are part of the extended international NETDS network, in this case, from Spain. Collectively, these papers represent a broad coalition of scholars with whom we collaborate and who are engaged with the NETDS program at both theoretical and practical levels. Importantly, all contributing authors share the common goal of shifting how teachers work with students who have been historically marginalised and disadvantaged.
      PubDate: Thu, 13 Apr 2017 00:20:16 PDT
       
  • Designing for Diverse Learning: Case study of place-based learning in
           Design and Technologies pre-service teacher education

    • Authors: Marnie Best et al.
      Abstract: Place-based learning experiences in Design and Technologies education connect people and place with design processes and products. Drawing on place-based learning, this case study shares the experiences of eight final year pre-service Design and Technologies education students from the University of South Australia as they collaborated with in-service teachers and learners within a secondary special education setting. This study reports on the design and development processes that pre-service teachers adopted to produce a sensory teaching resource to stimulate interaction, coordination and fine motor skills for students with diverse learning needs. Qualitative data, incorporating a survey and group design folio, were collected from pre-service teachers to capture how design-based decisions were influenced through place-based experiences. Findings suggest that place-based learning facilitated opportunities for meaningful educational and social connections between people and communities. Through engagement in an authentic special education context, place-based experiences enabled pre-service teachers to develop an enhanced sense of civic responsibility and valuing of communities and citizens at a local level. Importantly, engagement in place-based learning scaffolded a deeper and richer understanding of the role that education can play in supporting individuals and communities to create preferred futures. This study suggests that higher education place-based learning experiences are valuable in providing opportunities for Design and Technologies pre-service teachers to foster knowledge, awareness and understanding of the relationship between design processes and products and the needs of people and place.

      PubDate: Wed, 12 Apr 2017 18:35:19 PDT
       
  • Purpose-built, Web-based Professional Portfolios: Reflective,
           Developmental and Showcase

    • Authors: Susan Blackley et al.
      Abstract: This pilot study examined student engagement with a web-based digital professional portfolio through the 3C process of collect-critique-curate. To overcome common problems associated with electronic portfolios, including cost; specificity; lifelong access; and ease of use, the study used Weebly as its portfolio platform. The creation and use of the portfolio was embedded into the first professional studies unit in the second year of an undergraduate initial teacher education degree, and technical seminars ensured that the base portfolio was created. As students reflected on possible sources of evidence to demonstrate achievement of the Australian Professional Standards for Teachers (AITSL, 2011) and crafted their capacity statements to preface their CVs, they began to clarify their present selves and to envisage their possible future selves as graduate teachers. The study tested strategies, based on the notion of self-authorship that assisted the students’ transition from aligning with a personal student identity to demonstrating a burgeoning professional teacher identity.
      PubDate: Tue, 11 Apr 2017 00:45:41 PDT
       
  • Investigating Knowledge Exchange amongst School Teachers, University
           Teacher Educators and Industry Partners.

    • Authors: Damian Maher et al.
      Abstract: This article reports on a study in which teachers, university teacher educators and a software company formed a learning community which provided a mechanism for knowledge exchange regarding pedagogical approaches using mobile technologies. The study employed an interpretivist methodology. The findings indicated that the collaboration promoted reflection on practice and facilitated development of innovative pedagogies. All partners benefited through this knowledge exchange: the teachers developed new approaches and ways of thinking about teaching; the teacher educators gained insights informing their practice and feedback on theory-practice alignment; and the industry partner derived insights on how to support other schools in technology knowledge exchange.
      PubDate: Tue, 11 Apr 2017 00:45:36 PDT
       
  • Improving the Computational Thinking Pedagogical Capabilities of School
           Teachers

    • Authors: Matt Bower et al.
      Abstract: The idea of computational thinking as skills and universal competence which every child should possess emerged last decade and has been gaining traction ever since. This raises a number of questions, including how to integrate computational thinking into the curriculum, whether teachers have computational thinking pedagogical capabilities to teach children, and the important professional development and training areas for teachers. The aim of this paper is to address the strategic issues by illustrating a series of computational thinking workshops for Foundation to Year 8 teachers held at an Australian university. Data indicated that teachers' computational thinking understanding, pedagogical capabilities, technological know-how and confidence can be improved in a relatively short period of time through targeted professional learning.
      PubDate: Tue, 11 Apr 2017 00:45:31 PDT
       
  • Teacher Emotion and Learning as Praxis: Professional Development that
           Matters

    • Authors: Joanne Yoo et al.
      Abstract: This ethnographic study analyses the diverse emotions emerging within one teacher professional development workshop that engaged teachers as creative writers. Participating teachers revealed a vibrant range of positive and negative emotions as they worked within institutional discourses that conflicted with their intrinsic beliefs about effective teaching. They revealed their emotional investment in their roles and their desires for meaningful practice in spite of pressures to abide by managerial practices. Researchers documented high levels of vulnerability, engagement and hope as participants engaged in writing as ‘praxis’ to experience their beliefs about effective pedagogy firsthand. These findings suggest that since teaching and learning is inherently an emotional experience, professional development needs to acknowledge a teacher’s complex emotional identity and to cultivate positive emotional growth. This study is relevant to teacher educators, preservice and practising teachers as it explores meaningful learning opportunities as a basis for effective teaching practice.

      PubDate: Tue, 11 Apr 2017 00:45:26 PDT
       
  • Makerspace and Reflective Practice: Advancing Pre-service Teachers in STEM
           Education

    • Authors: Susan Blackley et al.
      Abstract: The Makerspace phenomenon has morphed into three readily identifiable types characterised by accessibility: dedicated, distributed, and mobile. The research presented in this paper describes a type of Makerspace that is defined by its purpose: to improve the confidence and ability of primary education students in STEM education. This approach is innovative and timely given the renewed interest and investment of the federal and state governments into STEM education. A new model of professional learning that is currently being validated in an extended, funded project framed this research that involved 9 female teacher education students and 71 schoolgirls in Years 5 and 6. Whilst a large set of qualitative data was collected, this paper reports on the progress and reflections of the teacher education students, and shares insights into their personal learning and development as teachers.
      PubDate: Tue, 11 Apr 2017 00:45:22 PDT
       
  • The Changing Roles of Science Specialists during a Capacity Building
           Program for Primary School Science

    • Authors: Sandra Herbert et al.
      Abstract: Science education starts at primary school. Yet, recent research shows primary school teachers lack confidence and competence in teaching science (Prinsley & Johnston, 2015). A Victorian state government science specialist initiative responded to this concern by providing professional learning programs to schools across Victoria. Drawing on cultural historical activity theory (CHAT), this paper reports the analysis of transcripts of interviews with 17 science specialists from eleven schools. It presents the various perceived and enacted science specialist roles, and how they changed over time. The CHAT analysis of the transcripts revealed seven different stages describing trajectories of the science specialism. The variation in the trajectories indicate the importance of the influence of the community in the enactment of the science specialism. Affordances, constraints and challenges of implementing the science specialist role are discussed.
      PubDate: Tue, 11 Apr 2017 00:45:16 PDT
       
  • Children with Speech Sound Disorders at School: Challenges for Children,
           Parents and Teachers

    • Authors: Graham R. Daniel et al.
      Abstract: Teachers play a major role in supporting children’s educational, social, and emotional development although may be unprepared for supporting children with speech sound disorders. Interviews with 34 participants including six focus children, their parents, siblings, friends, teachers and other significant adults in their lives highlighted challenges for these children in school, and challenges for their parents and teachers in meeting these children’s developmental and educational needs. These challenges were centred on the need for specific expertise in the school setting, and access to additional classroom and professional services to support these students’ engagement in the learning and social environments of school. This research identifies frustrations that impact these families and teachers as they attempt to navigate the bureaucracies to which they are beholden.
      PubDate: Sun, 05 Mar 2017 20:00:34 PST
       
 
 
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