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Authors:Petra Lietz, Kylie Hillman Pages: 119 - 121 Abstract: Australian Journal of Education, Volume 65, Issue 2, Page 119-121, August 2021.
Citation: Australian Journal of Education PubDate: 2021-08-02T05:25:08Z DOI: 10.1177/00049441211032122 Issue No:Vol. 65, No. 2 (2021)
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Authors:Sivakumar Alagumalai, Nicholas Buchdahl Pages: 173 - 194 Abstract: Australian Journal of Education, Volume 65, Issue 2, Page 173-194, August 2021. Recent studies reiterate the importance of mathematical literacy and the identification of skills, knowledge and cognitive processes which contribute to composite test scores to facilitate targeted remediation and extension activities. To this end, the current article examines data from the 2012 cycle of the Programme for International Student Assessment (PISA), using multilevel modelling techniques to explore the relationship between selected student-level and teacher/school-level factors and the three processes of interpret, employ and formulate which were measured as the skills underlying mathematical literacy in that assessment. Results of the analyses indicate that boys outperform girls significantly (p Citation: Australian Journal of Education PubDate: 2021-08-02T05:25:07Z DOI: 10.1177/00049441211031674 Issue No:Vol. 65, No. 2 (2021)
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Authors:Max Stephens, Lorraine Day, Marj Horne Abstract: Australian Journal of Education, Ahead of Print. Generalisation is a key feature of learning algebra, requiring all four proficiency strands of the Australian Curriculum: Mathematics (AC:M): Understanding, Fluency, Problem Solving and Reasoning. From a review of the literature, we propose a learning progression for algebraic generalisation consisting of five levels. Our learning progression is then elaborated and validated by reference to a large range of assessment tasks acquired from a previous project Reframing Mathematical Futures II (RMFII). In the RMFII project, Rasch modelling of the responses of over 5000 high school students (Years 7–10) to algebra tasks led to the development of a Learning Progression for Algebraic Reasoning (LPAR). Our learning progression in generalisation is more specific than the LPAR, more coherent regarding algebraic generalisation, and enabling teachers to locate students’ performances within the progression and to target their teaching. In addition, a selection of appropriate teaching resources and marking rubrics used in the RMFII project is provided for each level of the learning progression. Citation: Australian Journal of Education PubDate: 2021-09-30T07:10:39Z DOI: 10.1177/00049441211044798
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Authors:Debra Panizzon, John Pegg, Dagmar Arthur, Gerry McCloughan Abstract: Australian Journal of Education, Ahead of Print. Few would argue the value of learning progressions in providing useful structures for selecting and sequencing in a developmental manner the key components of an ‘intended curriculum’. Yet, there are pervading issues around what is meant by a developmental sequence, along with how they are used to assess what learners know, understand and can do. One key oversight in Science is recognising the role of technical and non-technical language in student conceptual development. This article reports on the construction of a hypothesised learning progression that identifies students’ progress in understanding essential concepts in the Chemical Sciences from Foundation to Year 6. It is based upon an extensive analysis of the technical and non-technical language of the Australian Curriculum: Science. The progression was constructed by focusing upon learner-appropriate language and scientific understanding with the Structure of the Observed Learning Outcome model (Pegg, 2018) providing the theoretical basis for ensuring systematic and objective rigour in the resultant developmental progression. Citation: Australian Journal of Education PubDate: 2021-08-12T10:46:19Z DOI: 10.1177/00049441211036518
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Authors:Rosemary Callingham, Jane Watson, Greg Oates Abstract: Australian Journal of Education, Ahead of Print. Mathematics curricula have traditionally focused on content knowledge, often in the form of a scope and sequence of increasingly difficult mathematics. The importance of using and applying mathematics is recognised in the current Australian Curriculum Mathematics (AC: M) as ‘proficiencies’ that are intended to be integrated with the content. There is little support for teachers to develop these proficiencies – reasoning, understanding, problem solving and fluency. Learning progressions are sequences of learning that focus on cognitive processes, and thus provide a useful basis for curriculum development. Using an empirical Statistical Reasoning Learning Progression as an exemplar, a new approach to curriculum development is suggested that links content knowledge with the proficiencies. The outcome is a zone-based, rather than year level based, curriculum that allows teachers to target their teaching, so that students develop increasingly sophisticated understanding of statistics and probability. Citation: Australian Journal of Education PubDate: 2021-08-09T07:04:09Z DOI: 10.1177/00049441211036521
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Authors:Joan Burfitt Abstract: Australian Journal of Education, Ahead of Print. The aim of this study was to show that some of the errors made by students when responding to mathematics assessment items can indicate progress in the development of conceptual understanding. By granting partial credit for specific incorrect responses by early secondary students, estimates of the difficulty of demonstrating full and partial knowledge of skills associated with the development of proportional reasoning were determined using Rasch analysis. The errors were confirmed as indicators of progress, and hence partial knowledge, when the thresholds of achievement followed a logical order: The greater the proficiency of the students, the more likely they were to receive a higher score. Consideration of this partial knowledge can enhance the descriptions of the likely behaviours of students at the various levels of learning progressions and this can be informative for teachers in their planning of learning activities. Citation: Australian Journal of Education PubDate: 2021-08-06T03:59:12Z DOI: 10.1177/00049441211037409
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Authors:Rebecca Seah, Marj Horne Abstract: Australian Journal of Education, Ahead of Print. Promoting reasoning is the goal of mathematics education. While reasoning behaviours can be observed, how to characterise them and nurture their growth remains ambiguous. In this article, we report our effort in drafting a learning progression and geometric thinking model and using them to investigate Australian students’ geometric reasoning abilities. The data were taken from a large-scale study into the development of mathematical reasoning. Rasch analysis resulted in eight thinking zones being charted. Using a mixed method, we analysed 446 Year 7 to 10 students’ responses on a task that requires them to enlarge a logo, state its coordinates and calculate the enlarged area. In-depth, fine-grained analysis of students’ explanations revealed the range of skills and techniques students used to reason about the situation. The findings suggest that higher level reasoning was characterised by evidence of increased visualisation skills and proficient use of mixed mediums to communicate intent. The implications of the findings for curriculum and classroom practice are discussed. Citation: Australian Journal of Education PubDate: 2021-08-05T10:56:06Z DOI: 10.1177/00049441211036532
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Authors:Michelle Trudgett, Susan Page, Stacey K Coates Abstract: Australian Journal of Education, Ahead of Print. The number of Indigenous Australians engaged in the higher education has risen steadily in recent years. Since the 1970s, several groups have been established to represent issues impacting Indigenous staff and students across the Australian higher education sector. Despite the deep passion and commitment by Indigenous leaders to advance Indigenous education in general, no single group currently provides adequate representation and advocacy on these issues. This article reports on findings from an Australian Research Council-funded study on Indigenous leadership in higher education. In doing so, it shares the perspectives of senior Indigenous leaders, university executive such as Vice-Chancellors and Indigenous academics. Ultimately, this article purports that it is necessary for the Federal Government and Universities Australia to work collaboratively with Indigenous People if we are going to see collective advancement across the sector and that this needs to occur in a more meaningful way than currently exercised. Citation: Australian Journal of Education PubDate: 2021-04-23T09:57:34Z DOI: 10.1177/00049441211011178
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Authors:Tebeje Molla Abstract: Australian Journal of Education, Ahead of Print. For young people, the end of secondary school represents a critical transition point. This article aims at understanding how schools support a particular group of disadvantaged students to transition into education, training, or employment. Drawing on a life-course perspective and with refugee-background African students as an empirical focus, this qualitative case study documents career support practices in nine government schools in the State of Victoria. The findings show that schools provide transition opportunities that support African students to envision their post-school educational and career trajectories. The arrangements include career planning, alternative pathways, and employment of community engagement officers. However, there are persisting challenges that impede this group of students from fully benefiting from these arrangements. The main barriers identified here are academic disengagement, doxic aspirations, misconceptions about qualifications, and low self-efficacy. The article also argues that the persistence of these challenges is attributable at least in part to such overlooked factors of engagement as institutional practices, student agency, and home environment. Citation: Australian Journal of Education PubDate: 2021-03-09T04:13:36Z DOI: 10.1177/0004944121997468
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Authors:Lucy Corbett, Philayrath Phongsavan, Louisa R Peralta, Adrian Bauman First page: 139 Abstract: Australian Journal of Education, Ahead of Print. Professional development (PD) provides an opportunity to promote the psychological, social, and physical health tools teachers require to maintain teacher wellbeing. Despite their potential, little is known about PD programs targeting the health and wellbeing of Australian teachers. This study aimed to summarize the characteristics of Australian PD programs targeted at teacher wellbeing, identify gaps in existing PD and make recommendations for future research and practice. Three search strategies, (1) search engine results, (2) a manual search of known Australian education websites, and (3) requests for information from Australian education organizations, were combined to ensure a comprehensive inventory of PD programs was compiled. This study found 63 PD programs promoting health and wellbeing that currently exist for Australian teachers. Of these, only three provided evidence of their evaluation indicating programs are advertised and implemented without evidence of their effectiveness. Future PD should be evaluated with findings of the evaluations reported publicly so evidence-based programs promoting teacher’s health and wellbeing can be recommended and implemented. Citation: Australian Journal of Education PubDate: 2021-03-27T09:08:20Z DOI: 10.1177/00049441211003429
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Authors:Margaret K Merga, Catherine Ferguson First page: 153 Abstract: Australian Journal of Education, Ahead of Print. Reading for pleasure is an undervalued but highly beneficial practice conferring a range of educative and socio-emotional advantages. School librarians may play a key role in supporting reading for pleasure and associated literature advocacy; however, relatively little is known about how reading for pleasure may be valued within the job description of contemporary school librarians. It cannot be assumed that reading for pleasure is positioned as a valued aspect of the school librarians’ educative role in the United States and Australia, given factors such as evolving demands placed on the profession. Through hybrid content analysis of job description documents, this article explores which aspects of the current school librarian role are related to supporting reading for pleasure, comparing expectations between nations. While there are some similarities in the nature of the reading for pleasure role in the United States and Australia, Australian school librarians are far more likely to be expected to foster reading for pleasure. Citation: Australian Journal of Education PubDate: 2021-02-16T04:43:58Z DOI: 10.1177/0004944121991275
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Authors:Justin Bowd, Terry Bowles, Vicki McKenzie First page: 195 Abstract: Australian Journal of Education, Ahead of Print. Homework has been associated with a range of academic and cognitive benefits for secondary students. Research has also revealed that students’ homework behaviours can vary with demographic traits. An important factor that may account for some of this variation is the role played by teachers and schools in homework allocation. It is hypothesised that some of the demographic variables that have been found to predict individual students’ homework practices are also related to teachers’ practices in terms of the frequency and volume of homework allocated at the classroom level. To test this hypothesis, Australian data from the 2015 Trends in International Mathematics and Science Study are analysed in the current study. Results show that the frequency of mathematics homework allocated by teachers is related to some variables that have commonly predicted the differences in student achievement such as socioeconomic status, valuing of and confidence in mathematics, teaching experience and school location. The implications of these findings for schools and education systems are explored as suggestions for ensuring that homework policies and practices do not exacerbate demographic differences in school outcomes. Citation: Australian Journal of Education PubDate: 2021-07-13T04:03:31Z DOI: 10.1177/00049441211030728
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Authors:Jane Page First page: 219 Abstract: Australian Journal of Education, Ahead of Print.
Citation: Australian Journal of Education PubDate: 2021-07-12T04:43:30Z DOI: 10.1177/00049441211031014
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Authors:Alison Willis, Peter Grainger, Stephanie Menzies, Rachael Dwyer, Sue Simon, Catherine Thiele First page: 122 Abstract: Australian Journal of Education, Ahead of Print. Many Australian young people experience mental health concerns, academic and study-related stresses, and socio-economic pressures. Phenomenological research conducted among primary and secondary schoolteachers in four Australian states investigated how teachers manage student wellbeing concerns and academic pressures and stresses. Findings identify key stresses that affect students’ performance and how teachers respond to these stresses to progress student learning. Creating space, finding margin, mitigating and reducing pressures and stresses, while upholding academic rigour, are the salient capabilities described by teachers in this study for simultaneously managing student wellbeing concerns and academic performance. Citation: Australian Journal of Education PubDate: 2020-12-24T04:33:56Z DOI: 10.1177/0004944120982756
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