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  Subjects -> EDUCATION (Total: 1675 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (21 journals)
    - EDUCATION (1395 journals)
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    - SCHOOL ORGANIZATION (12 journals)

EDUCATION (1395 journals)                  1 2 3 4 5 6 7 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
About Campus     Hybrid Journal   (Followers: 6)
Academic Medicine     Full-text available via subscription   (Followers: 58)
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: 47)
Accounting & Finance     Hybrid Journal   (Followers: 41)
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: 228)
Actualidades Pedagógicas     Open Access  
Administration & Society     Hybrid Journal   (Followers: 11)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 134)
Adult Education Quarterly     Hybrid Journal   (Followers: 132)
Advanced Education     Open Access   (Followers: 4)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 23)
Advances in High Energy Physics     Open Access   (Followers: 21)
Advances in School Mental Health Promotion     Partially Free   (Followers: 9)
AERA Open     Open Access   (Followers: 2)
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  
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: 129)
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: 151)
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)
Annual Review of Economics     Full-text available via subscription   (Followers: 29)
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: 29)
Arts Education Policy Review     Hybrid Journal   (Followers: 4)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 13)
Asia Pacific Education Review     Hybrid Journal   (Followers: 9)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 17)
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: 11)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 6)
ASp     Open Access   (Followers: 1)
Assessing Writing     Hybrid Journal   (Followers: 10)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 117)
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: 11)
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: 18)
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: 372)
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: 176)
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)
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 2)
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 6)
BMC Medical Education     Open Access   (Followers: 40)
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: 155)
British Journal of Educational Studies     Hybrid Journal   (Followers: 128)
British Journal of Educational Technology     Hybrid Journal   (Followers: 118)
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: 36)
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, 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: 97)
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: 22)
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie     Open Access   (Followers: 12)
Canadian Journal of School Psychology     Hybrid Journal   (Followers: 9)
Canadian Journal of Science, Mathematics and Technology Education     Hybrid Journal   (Followers: 18)
Career Development and Transition for Exceptional Individuals     Hybrid Journal   (Followers: 7)
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: 8)
Chi'e : Journal of Japanese Learning and Teaching     Open Access   (Followers: 1)
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: 9)
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: 16)
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)
Computer Science Education     Hybrid Journal   (Followers: 12)
Computers & Education     Hybrid Journal   (Followers: 123)
Computers in the Schools     Hybrid Journal   (Followers: 7)
Conhecimento & Diversidade     Open Access  
CONJECTURA : filosofia e educação     Open Access  

        1 2 3 4 5 6 7 | Last

Journal Cover Australian Educational Researcher
  [SJR: 0.377]   [H-I: 17]   [18 followers]  Follow
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 0311-6999 - ISSN (Online) 2210-5328
   Published by Springer-Verlag Homepage  [2340 journals]
  • Special issue: Indigenous educational research
    • Authors: Tracey Bunda
      Pages: 1 - 4
      PubDate: 2017-03-01
      DOI: 10.1007/s13384-017-0227-x
      Issue No: Vol. 44, No. 1 (2017)
  • What predicts health students’ self-reported preparedness to work in
           Indigenous health settings?
    • Authors: Jonathan Bullen; Lynne Roberts; Julie Hoffman
      Pages: 71 - 87
      Abstract: Abstract Australian undergraduate programs are implementing curriculum aimed at better preparing graduates to work in culturally diverse settings, but there remains uncertainty over the role of extant student attitudes towards Indigenous Australians. To begin to address this, we obtained baseline data on student attitudes upon entry to tertiary education. 1175 health science first-year students (275 males, 897 females) completed an anonymous in-class paper questionnaire. On average, students reported positive attitudes towards Indigenous Australians, with female students reporting more positive attitudes than male and domestic students more positive than international. Hierarchical multiple regression analyses indicated that after controlling for demographic variables, interactional diversity experiences and attitudes accounted for significant variance in a range of measures of preparedness to work in Indigenous health contexts. The knowledge gained will inform the development of, and alignment between, curriculum and pedagogical approaches, leading to an improved facilitation model for educators in the Indigenous Studies context.
      PubDate: 2017-03-01
      DOI: 10.1007/s13384-017-0230-2
      Issue No: Vol. 44, No. 1 (2017)
  • Transnational secondary schooling and im/mobile international students
    • Authors: Mark Rahimi; Christine Halse; Jill Blackmore
      Abstract: Abstracts Schools and school education systems within nations are vying to increase international student enrolments in secondary schools. This analysis of the change over a decade in the enrolment of international secondary students in Victoria, Australia, indicates how the processes of internationalisation and commercialisation of education have affected both public and private school sectors. Four factors have impacted on international senior student enrolments over a decade: global economic fluctuations; the growth of international schools globally targeting home country students; the emergence of overseas campuses for elite private schools and policies encouraging internationalisation. We propose that these forces, among others, are working in concert to reshape the nature of international student populations and international schooling in both home and host countries. These factors, together with an overarching instrumentalist policy approach underpinning the engagement of Australian schools with the international education market, provide new opportunities for less socio-economically advantaged schools to enter the international education market. It argues that the common idea of international students attending only elite schools no longer captures the phenomenon and raises questions as to how we understand what it means to be an ‘international’ school or student.
      PubDate: 2017-03-27
      DOI: 10.1007/s13384-017-0235-x
  • Professional aspirations among pre-service teachers: personal
           responsibility, time perspectives, and career choice satisfaction
    • Authors: Altay Eren
      Abstract: Abstract Exploring the direct and indirect effects of pre-service teachers’ sense of personal responsibility on their professional aspirations through affective (i.e., career choice satisfaction) and cognitive (i.e., time perspectives) variables may enable teacher educators and policy makers to better describe the factors influencing teacher development in an era of teacher accountability. Indeed, current teacher accountability movements rather neglect the ‘teacher’ as a person who has professional aspirations, a sense of personal responsibility, career choice satisfaction and time perspectives within which these professional aspirations are contextualized and/or interpreted/reinterpreted. This indicates that it is important to consider pre-service teachers’ professional intentions together with their sense of responsibility, professional satisfaction, and time perspectives in order to inform current accountability movements more comprehensively. Thus, the current study examined whether pre-service teachers’ sense of personal responsibility, time perspectives, and career choice satisfaction were significantly related to their professional aspirations, with a particular focus on the mediating roles of their time perspectives and career choice satisfaction. A total of 511 pre-service teachers voluntarily participated in the study. Correlation, multiple regression, and structural equation modeling analyses were conducted in order to analyze the data in a comprehensive manner. The results showed that aspects of pre-service teachers’ sense of personal responsibility were significantly and positively related to their professional aspirations, career choice satisfaction, and future time perspective. The results also showed that career choice satisfaction and future time perspective played significant mediating roles in the relationships between personal responsibility and professional aspirations. Notably, the mediating role of career choice satisfaction was stronger than that of the mediating role of future time perspective. Overall, the results of the study reveal that the correlational patterns, derived from the links between pre-service teachers’ sense of personal responsibility, career choice satisfaction, future time perspective, and professional aspirations, have clear potential to inform teacher educators and policy makers regarding the factors influencing pre-service teachers’ engagement with the teaching profession and professional development aspirations.
      PubDate: 2017-03-27
      DOI: 10.1007/s13384-017-0234-y
  • Other ways of being: challenging dominant financial literacy discourses in
           Aboriginal Context
    • Authors: Levon Ellen Blue; Laura Elizabeth Pinto
      Abstract: Abstract Financial literacy education (FLE) continues to gain momentum on a global scale. FLE is often described as essential learning for all citizens, despite the bulk of initiatives outside the compulsory school classrooms focussed on educating economically disadvantaged individuals. Informed by Indigenous ways of knowing, being and doing a critical discourse analysis of FLE facilitators resources used in train-the-trainer workshops in/for a Canadian Aboriginal community was conducted to identify dominant discourses. An uncomfortable space was uncovered as the ubiquitous focus on individual wealth accumulation contradicted Indigenous ways of knowing, being and doing, underscoring the challenges of embedding Indigenous epistemologies in highly institutionalised charitable organisations’ attempts to help Indigenous (and non-Indigenous) peoples in poverty. Although this research is based on a Canadian program, the explosion of FLE as a “solution” to collective problems such as poverty lends itself to other—including Australian—contexts.
      PubDate: 2017-02-15
      DOI: 10.1007/s13384-017-0226-y
  • Speaking back to the deficit discourses: a theoretical and methodological
    • Authors: Melitta Hogarth
      Abstract: Abstract The educational attainment of Aboriginal and Torres Strait Islander students is often presented within a deficit view. The need for Aboriginal and Torres Strait Islander researchers to challenge the societal norms is necessary to contribute to the struggle for self-determination. This paper presents a theoretical and methodological approach that has enabled one researcher to speak back to the deficit discourses. Exemplification of how Indigenous Critical Discourse Analysis (in: Hogarth, Addressing the rights of Indigenous peoples’ in education: A critical analysis of Indigenous education policy, Queensland University of Technology, Brisbane, 2016) identifies the power of language to maintain the inequitable positioning of Aboriginal and Torres Strait Islander peoples within Australian society is provided. Particular focus is placed on the Aboriginal and Torres Strait Islander Education Action Plan 2010–2014 (in: MCEECDYA, Aboriginal and Torres Strait Islander Education Action Plan (2010–2014), 2011) and how policy discourses ignore the historical, political, cultural and social factors that influence the engagement and participation of Indigenous peoples in education today. The paper argues for the need to personalise methodological approaches to present the standpoint of the researcher and, in turn, deepens their advocacy for addressing the phenomenon. In turn, the paper presents the need to build on existing Indigenous research frameworks to continue advocating for the position of Indigenous research methodologies within the Western institution.
      PubDate: 2017-02-14
      DOI: 10.1007/s13384-017-0228-9
  • Walanbaa warramildanha: The impact of authentic Aboriginal community and
           school engagement on teachers’ professional knowledge
    • Authors: Kevin Lowe
      Abstract: Abstract The conundrum of Indigenous education in Australia is that there are multiple, highly contested and polarising narratives that vie to inform both public and policy debate about how to construct effective schooling of Aboriginal students. Two of these contested discourses, which are seen to drive much of this debate, highlight the complexity of concerns—one which is essentially aspirational in its intent but unperceptive to the realities of Aboriginal student achievement and a second data focused discourse that is managerial and evaluative in its focus to disclose policy and pedagogic failures on student outcomes. The first has posed the politically more palatable proposition that there has been a slow, sometimes faltering but inexorable improvement in Aboriginal education, while the second highlights a mounting body of qualitative data that document an overall failure by school systems to lift Aboriginal student education achievement. The author recognises the complex and historical nature of the multilayered ‘issues’ that sit at the heart of Aboriginal underachievement. He argues that one of those underpinning issues that has plagued Aboriginal education centres on the depth of the socio-cultural disconnect between Aboriginal students and their communities, and teachers. He also argues that, too often, teachers are appointed to schools with limited social, political and professional knowledge about the particular needs and aspirations of Aboriginal students such that it impacts on their capacity to establish authentic connections to students. The research on which this article is based sets out to provide an understanding of both the nature and dynamics of community and school engagement in sites with high proportions of Aboriginal students. The study aimed to investigate teachers’ capacity to develop authentic pedagogic practices that are responsive to the educational, cultural and aspirational needs of Aboriginal students. In particular, the research highlights how the relational dynamics between schools and Aboriginal people have been deeply affected by colonial histories of exclusion and systemic disadvantage, pervasive school discourses of marginalisation and in particular an ignorance about holistic needs of Aboriginal students at school and the resultant negative relational interactions between schools and Aboriginal families. This multisite ethnographic study was undertaken with Aboriginal community members, teachers and school principals in 2012 as doctoral research. It was conducted within a relational landscape characterised by an enduring socio-cultural dissonance between schools and their Aboriginal communities. The study focused on examples of authentic collaboration and purposeful interactions between Aboriginal communities and schools that were shown to support teachers in building deeper understanding that enhanced their cognisance of the wider needs of Aboriginal students. The findings in this article highlight that when authentic engagement between Aboriginal people and schools occurred, it appeared to positively impact the teachers’ professional knowledge and created a consequent interest within these communities to engage with their schools. The research further identified that in each site the Aboriginal participants articulated an interest in developing authentic school collaborations that would enhance student outcomes. These findings suggested that teachers need to honour, understand and actively reflect on community history, contexts and aspirations to develop the skills and knowledge to address the particular socio-cultural and educational needs of Aboriginal students.
      PubDate: 2017-02-14
      DOI: 10.1007/s13384-017-0229-8
  • Conducting Indigenous research in Western knowledge spaces: aligning
           theory and methodology
    • Authors: Myra Singh; Jae Major
      Abstract: Abstract Walking simultaneously in two worlds as an Indigenous researcher, navigating Indigenous and Western epistemologies/methodologies can have its challenges. Indigenous methodologies have become an important element of qualitative research and have been increasingly taken up by both Indigenous and non-Indigenous researchers. Indigenous methodologies seek to ensure that the research is culturally safe and culturally respectful through recognition of Indigenous worldviews, respect, and accountability. It is no longer research on or about Indigenous people, rather it is becoming research for and with Indigenous people. In this paper, we reflect on the experiences of an Indigenous researcher working with a non-Indigenous supervisor within an overarching Western theoretical framework of poststructuralism while also using Indigenous methodologies. We discuss the tensions and points of connection that emerged in the research design process. We suggest that Indigenous and Western epistemologies/methodologies do not have to be used to the exclusion of each other; they can be used effectively to complement and support each other.
      PubDate: 2017-02-14
      DOI: 10.1007/s13384-017-0233-z
  • It’s special and it’s specific: understanding the early childhood
           education experiences and expectations of young Indigenous Australian
           children and their parents
    • Authors: Karen L. Martin
      Abstract: Abstract Whilst early childhood education is regarded as important for young Indigenous Australians and it has been a feature of policy since the 1960s, it does not receive the same attention as compulsory schooling for Indigenous Australian students. A serious lack of large-scale research contributes to the devaluing of early childhood education for young Indigenous Australians by some stakeholders such as governments, academics and research, but not for the main stakeholders, namely young Indigenous Australian children and their parents. This paper aims to address this by drawing on large-scale qualitative and quantitative data from the Longitudinal Study of Indigenous Children. First, it will analyse data pertaining to the experiences of Indigenous Australian children to uncover what they believe to be special about their early childhood education. Second, it will analyse data pertaining to the specific choices made by their parents regarding their early childhood education. The paper concludes by discussing the role of research in strengthening areas within Indigenous Australian early childhood education and identifying areas where it is valued to the same level as compulsory schooling.
      PubDate: 2017-02-14
      DOI: 10.1007/s13384-017-0231-1
  • Aboriginal identity in education settings: privileging our stories as a
           way of deconstructing the past and re-imagining the future
    • Authors: Marnee Shay; Judi Wickes
      Abstract: Abstract From Aboriginal Australian perspectives and experiences, Aunty Judi Wickes and Marnee Shay bring a cross-generational, critical race analysis of Aboriginal identities and how they are implicated in the schooling experiences of Aboriginal young people. Using autoethnography, Aunty Judi and Marnee discuss their educational experiences in the Australian education systems from primary schooling experiences to university settings. These narratives bring forth the dominant discourses that continue to subjugate and subordinate Aboriginal Australians and Aboriginal Australian identities in Education settings. The paper distinguishes the narratives of two Aboriginal women and how on-going colonial and racialised constructions of Aboriginal identity continue to impact upon the educational experiences of Aboriginal peoples and consequently the engagement of Aboriginal young people in school settings. Moreover, we will use the process of critical self-reflection to re-imagine educational approaches to reconstruct our own experiences and consider what changes might improve the outcomes of Indigenous young people for future generations.
      PubDate: 2017-02-14
      DOI: 10.1007/s13384-017-0232-0
  • Representations of childcare in the Australian print media: An exploratory
           corpus-assisted discourse analysis
    • Authors: Marianne Fenech; David P. Wilkins
      Abstract: Abstract While an increasing body of Australian and international research has explored the relationship between media and education, few studies have examined this relationship in the context of early childhood education. This paper contributes to this research gap by reporting on a corpus-assisted discourse analysis of how childcare is represented in 801 newspaper texts from six Australian newspapers. As a foundational paper of a broader study investigating public and political influences on parents’ childcare choices, the paper details the use and utility of corpus linguistic tools for exploring the discourse construction of childcare in a large corpus of media texts. It also highlights the value of analysing media corpora via media ownership, focusing on the two dominant Australian media organisations, Fairfax and News Corp. Analyses reveal similarities but also key differences in the representation of childcare in Fairfax and News Corp newspapers. In Australia, print media still sets the daily media agenda and reflects the dominant discourse constructions surrounding major public issues. Accordingly, the beliefs, practices and decision-making of current and potential parent users of formal childcare may be differentially influenced depending not just on their (direct or indirect) access to print media, but by the format (tabloid or broadsheet) and thus ownership (Fairfax or News Corp).
      PubDate: 2017-02-02
      DOI: 10.1007/s13384-016-0225-4
  • Valuing epistemic diversity in educational research: an agenda for
           improving research impact and initial teacher education
    • Authors: Debra Hayes; Catherine Doherty
      Abstract: Abstract Research in education draws upon a wide range of epistemological traditions due in part to the wide range of problems that are investigated. While this diversity might be considered a strength of the field, it also makes researchers who work within it vulnerable to being divided into those worth listening to and those who should be ignored by ‘end-users’. These people and groups who are interested in the outcomes of educational research, such as policy makers and system providers, increasingly expect research findings to be accessible, and to inform questions of the ‘what works’ variety. Under this imperative, research processes that elaborate the complexity of educational problems, and the provisional, partial and contingent nature of solutions, tend to be dismissed as unnecessarily complex and inaccessible. Epistemological diversity in educational research also presents challenges for inducting teacher education students into the profession. We outline some of these challenges in a discussion of epistemological diversity in research in education. We also describe differences in how research traditions construct educational problems. We argue that crossing epistemic boundaries is a necessary condition of the educational practices of teachers and of those preparing to join their ranks. We compare and contrast knowledge-producing processes in education and identify the repertoires of capabilities and habits of mind associated with different epistemologies or ‘angles’. We suggest that the impact of educational research, including its contribution to teacher education programs, policy and public debate about issues in education, might be enhanced through a heuristic suite of four angles that are each understood to be necessary but not sufficient on their own. We provide a brief worked example of how such a heuristic might be applied to make sense of the diverse bodies of research regarding student engagement in school.
      PubDate: 2017-01-27
      DOI: 10.1007/s13384-016-0224-5
  • Wellbeing in schools: Examining the policy–practice nexus
    • Authors: Mary Ann Powell; Anne Graham
      Abstract: Abstract National concern regarding the social and emotional wellbeing of children and young people is now strongly reflected in a wide range of Australian policy initiatives. A considerable number of these target schools and point firmly to the role education is perceived to play in promoting student wellbeing. Given that wellbeing can be difficult to define and complex to measure, closer attention needs to be paid to whether and how the current wellbeing policy environment provides conceptual clarity and intelligible implementation pathways. This article explores some of the current policy ambiguity by drawing on findings from a large-scale, mixed methods study exploring student wellbeing at school. These findings emerged from an extensive analysis of wellbeing-related policy, together with policy-related data from in-depth interviews with teachers and principals. They suggest that approaches to supporting student wellbeing are constrained by an ad hoc policy environment characterised by competing discourses and a consequential lack of clarity regarding how wellbeing is understood and best facilitated within the context of schools. The implications of these findings are discussed with particular attention to the interface between policy and practice with regard to student wellbeing in schools in Australia.
      PubDate: 2017-01-27
      DOI: 10.1007/s13384-016-0222-7
  • Is SES really that important for educational outcomes in Australia? A
           review and some recent evidence
    • Authors: Gary N. Marks
      Abstract: Abstract This paper demonstrates that the emphasis on students’ socioeconomic status (SES) in research and policy circles in Australia is unwarranted. The bivariate relationships between SES and educational outcomes are only moderate and the effects of SES are quite small when taking into account cognitive ability or prior achievement. These two influences have much stronger relationships with students’ outcomes than SES and their effects cannot be attributed to the influence of SES at earlier points of time. The theoretical explanations for socioeconomic inequalities in education (e.g. schools and cultural factors) are problematic and are not supported by empirical work. The much weaker than assumed effects of SES has implications for research and policy.
      PubDate: 2016-12-10
      DOI: 10.1007/s13384-016-0219-2
  • Riding the rapids of classroom-based research
    • Authors: Robyn Lonergan; Therese M. Cumming
      Abstract: Abstract Conducting classroom-based research can be difficult, often fraught with challenges, analogous to riding a canoe down the rapids. The dynamics of classroom-based research often require flexibility on the parts of both the researcher and school personnel. Classroom-based research is viewed here through a framework of problem-based methodology as developed by Robinson and adapted to real-world research in the classroom. A simple and adaptable model of the nature of schools as organisations is discussed, and problem-based methodology is used to explore how such complex and dynamic institutions maintain the ability to function effectively. Problem-based methodology is then applied to the development of a theoretical framework to clarify the processes of recruiting participant schools and of conducting the research. The framework is operationalised through a brief account of one researcher’s experiences.
      PubDate: 2016-12-08
      DOI: 10.1007/s13384-016-0223-6
  • Erratum to: Polarisation of high-performing and low-performing secondary
           schools in Victoria, Australia: an analysis of causal complexities
    • Authors: Bandara Bandaranayake
      PubDate: 2016-10-12
      DOI: 10.1007/s13384-016-0220-9
  • Secondary school students’ attitudes towards numeracy: an Australian
           investigation based on the National Assessment Program—Literacy and
           Numeracy (NAPLAN)
    • Authors: Amanda J. Parnis; Peter Petocz
      Abstract: Abstract International and national testing of numerical and language skills has become a regular part of educational systems in many countries. In Australia, the National Assessment Program—Literacy and Numeracy (NAPLAN) has been used since 2008 to carry out regular tests of literacy and numeracy amongst school students nationally. Since the numeracy components of this program are based on work carried out in school mathematics classes, it seems reasonable that tests represent an evaluation of mathematical ability, albeit at the simpler and introductory levels. However, there has been little investigation of students’ ideas about numeracy, and the role that their attitudes towards numeracy may have on their results on the numeracy components of NAPLAN tests. This study carries out an empirical investigation of ideas about and attitudes towards numeracy, and their relation to NAPLAN scores for a sample of 735 lower secondary students from two schools in New South Wales, Australia. Attitudes are measured using a modified form of the Students’ Attitudes Towards Statistics, (SATS-36) test (Schau in Survey of attitudes towards statistics,, 2003), and conceptions of numeracy are obtained from phenomenographic analysis of an open-ended response item. The overall conclusion, that students’ understanding of the concept of numeracy and their attitudes towards numeracy are related to their performance in numeracy tests, represents a potentially important result both for students and their teachers.
      PubDate: 2016-10-07
      DOI: 10.1007/s13384-016-0218-3
  • Focusing on what counts: using exploratory focus groups to enhance the
           development of an electronic survey in a mixed-methods research design
    • Authors: Natal’ya Galliott; Linda J. Graham
      Abstract: Abstract This paper illustrates the use of exploratory focus groups to inform the development of a survey instrument in a sequential phase mixed-methods study investigating differences in secondary students’ career choice capability. Five focus groups were conducted with 23 Year 10 students in the state of New South Wales, Australia. Analysis of the focus group data helped inform the design of the instrument for the second phase of the research project: a large-scale cross-sectional survey. In this paper, we discuss the benefits of using focus groups as an initial exploratory phase in a sequential phase mixed-method design and demonstrate how the findings from this initial exploratory phase informed the development of the survey questionnaire to be used in the main phase of the research. The paper will be of interest to researchers considering the use of exploratory qualitative methods to enhance the quantitative phase in a mixed-methods study.
      PubDate: 2016-10-06
      DOI: 10.1007/s13384-016-0216-5
  • University academics’ experiences of learning through mentoring
    • Authors: Trudy Ambler; Marina Harvey; Jayde Cahir
      Abstract: Abstract The use of mentoring for staff development is well established within schools and the business sector, yet it has received limited consideration in the higher education literature as an approach to supporting learning for academics. In this study located at one metropolitan university in Australia, an online questionnaire and one-on-one semi-structured interviews were used to explore academics’ experiences of mentoring, with a view to understanding the broader benefits mentoring might offer to the academic community. Findings from the study highlight that in an era where change is pervasive tertiary education providers should consider implementing mentoring as a valuable approach for supporting the work of academics. The academics in this research explained that through mentoring, they learnt how to build professional relationships and friendships; it helped them develop a sense of personal satisfaction; acted as a catalyst for career and leadership enhancement; expanded understandings of teaching and research and as a consequence of engaging in self-reflection it opened up new ways of thinking about their work.
      PubDate: 2016-09-17
      DOI: 10.1007/s13384-016-0214-7
  • Polarisation of high-performing and low-performing secondary schools in
           Victoria, Australia: an analysis of causal complexities
    • Authors: Bandara Bandaranayake
      Abstract: Abstract Applying qualitative comparative analysis (QCA), this study explores the configurations of conditions that contribute to the polarisation of high-performing and low-performing secondary schools in Victoria, Australia. It is argued that the success and failure of schools can be understood in terms of causal complexity, where one or several configurations of conditions can cause a given outcome. The study identifies that there is no single condition alone that produces high or low performance. However, the study does reveal the existence of multiple configurations or causal relations that tend to produce school success or school failure. Relative to the dataset considered in this study, three configurations related to success and almost twice that many configurations underpinning failure are identified. The polarisation of the high-performing and low-performing schools and persistent inequality are complex phenomena. This study presents QCA as a useful and alternative methodology for researchers to uncover such complex phenomena over and above large-scale quantitative and classical analysis.
      PubDate: 2016-08-19
      DOI: 10.1007/s13384-016-0213-8
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