Subjects -> EDUCATION (Total: 2309 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1959 journals)
    - HIGHER EDUCATION (140 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

EDUCATION (1959 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: 2)
(Pensamiento), (palabra) y obra     Open Access   (Followers: 3)
21. Yüzyılda Eğitim Ve Toplum Eğitim Bilimleri Ve Sosyal Araştırmalar Dergisi     Open Access   (Followers: 1)
21st Century Pedagogy     Open Access   (Followers: 7)
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
ABDIMAS ALTRUIS : Jurnal Pengabdian Kepada Masyarakat     Open Access  
Abdimas Toddopuli : Jurnal Pengabdian Pada Masyarakat     Open Access  
About Campus     Hybrid Journal   (Followers: 7)
Academic Medicine     Hybrid Journal   (Followers: 81)
Academic Psychiatry     Full-text available via subscription   (Followers: 27)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 66)
Acción y Reflexión Educativa     Open Access   (Followers: 136)
Accounting & Finance     Hybrid Journal   (Followers: 41)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 16)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 12)
Acta Científica : Ciências Humanas     Open Access  
Acta Didactica Norge     Open Access   (Followers: 2)
Acta Educationis Generalis     Open Access   (Followers: 2)
Acta Paedagogica Vilnensia     Open Access  
Acta Scientiarum. Education     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 84)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 49)
Action Research     Hybrid Journal   (Followers: 48)
Active Learning in Higher Education     Hybrid Journal   (Followers: 224)
Actualidades Pedagógicas     Open Access  
Adelphi series     Hybrid Journal   (Followers: 13)
Administração Educacional     Open Access  
Administration & Society     Hybrid Journal   (Followers: 19)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 187)
Adult Education Quarterly     Hybrid Journal   (Followers: 94)
Advanced Education     Open Access   (Followers: 24)
Advances in Arts, Social Sciences and Education Research     Open Access   (Followers: 22)
Advances in Building Education     Open Access   (Followers: 6)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 38)
Advances in High Energy Physics     Open Access   (Followers: 27)
Advances in School Mental Health Promotion     Partially Free   (Followers: 13)
AERA Open     Open Access   (Followers: 11)
Africa Education Review     Hybrid Journal   (Followers: 26)
African Journal of Chemical Education     Open Access   (Followers: 6)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 9)
African Journal of Health Professions Education     Open Access   (Followers: 6)
African Journal of Research in Mathematics, Science and Technology Education     Hybrid Journal   (Followers: 14)
African Journal of Teacher Education     Open Access   (Followers: 4)
Agora     Full-text available via subscription   (Followers: 3)
AGORA Magazine     Open Access   (Followers: 2)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 10)
Ainedidaktiikka     Open Access  
AKSIOMATIK : Jurnal Penelitian Pendidikan dan Pembelajaran Matematika     Open Access  
Al-Athfaal : Jurnal Ilmiah Pendidikan Anak Usia Dini     Open Access  
Al-Idarah : Jurnal Kependidikan Islam     Open Access  
Al-Jabar : Jurnal Pendidikan Matematika     Open Access  
Al-Mudarris : Journal of Education     Open Access   (Followers: 5)
Al-Tadris : Jurnal Pendidikan Bahasa Arab     Open Access  
Al-Tadzkiyyah : Jurnal Pendidikan Islam     Open Access   (Followers: 1)
Al-Tanzim : Jurnal Manajemen Pendidikan Islam     Open Access  
Al.Qadisiya journal for the Sciences of Physical Education     Open Access  
Alberta Journal of Educational Research     Full-text available via subscription   (Followers: 2)
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alotrop     Open Access  
Alsic : Apprentissage des Langues et Systèmes d'Information et de Communication     Open Access   (Followers: 12)
Alteridad     Open Access  
Ambiente & Educação : Revista de Educação Ambiental     Open Access  
AMC Journal     Open Access   (Followers: 21)
American Annals of the Deaf     Full-text available via subscription   (Followers: 16)
American Educational Research Journal     Hybrid Journal   (Followers: 190)
American Journal of Business Education     Open Access   (Followers: 17)
American Journal of Distance Education     Hybrid Journal   (Followers: 32)
American Journal of Education     Full-text available via subscription   (Followers: 203)
American Journal of Educational Research     Open Access   (Followers: 63)
American Journal of Health Education     Hybrid Journal   (Followers: 36)
American Journal of Physics     Full-text available via subscription   (Followers: 54)
American String Teacher     Full-text available via subscription   (Followers: 2)
Ana Dili Eğitimi Dergisi / Journal of Mother Tongue Education     Open Access   (Followers: 1)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 1)
Anargya : Jurnal Ilmiah Pendidikan Matematika     Open Access  
Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova     Open Access  
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 10)
Annals of Modern Education     Full-text available via subscription   (Followers: 5)
Antistasis : An Open Educational Journal     Open Access   (Followers: 1)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 1)
Ápice : Revista de Educación Científica     Open Access  
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 17)
Applied Measurement in Education     Hybrid Journal   (Followers: 11)
Aprender     Open Access  
AR-RIAYAH : Jurnal Pendidikan Dasar     Open Access  
Arabia     Open Access   (Followers: 1)
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban     Open Access  
Arabiyatuna : Jurnal Bahasa Arab     Open Access   (Followers: 1)
Archivos de Ciencias de la Educación     Open Access   (Followers: 1)
Arrancada     Open Access  
Ars Educandi     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 22)
Art Education     Hybrid Journal   (Followers: 2)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 37)
Arts Education Policy Review     Hybrid Journal   (Followers: 4)
Artseduca : Revista electrónica de educación en las ARTES     Open Access  
ASHE Higher Education Reports     Hybrid Journal   (Followers: 22)
Asia Pacific Education Review     Hybrid Journal   (Followers: 13)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 25)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 17)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 30)
Asia-Pacific Science Education     Open Access   (Followers: 3)
Asian Association of Open Universities Journal     Open Access   (Followers: 2)
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian Journal of Distance Education     Open Access   (Followers: 2)
Asian Journal of Education and Social Studies     Open Access   (Followers: 1)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 17)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 3)
Asian-Pacific Journal of Second and Foreign Language Education     Open Access   (Followers: 9)
ASp     Open Access  
Assessing Writing     Hybrid Journal   (Followers: 18)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 166)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 14)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 46)
Assessment Update     Hybrid Journal   (Followers: 5)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 3)
At-Ta'dib Jurnal Kependidikan Islam     Open Access   (Followers: 1)
At-Taqaddum     Open Access  
At-Turats     Open Access  
ATENA Didaktik     Open Access  
Athenea Digital     Open Access  
ATIKAN : Jurnal Kajian Pendidikan (Journal of Educational Studies)     Open Access  
Aula Abierta     Open Access  
Aula de Encuentro     Open Access  
Australasian Journal of Educational Technology     Open Access   (Followers: 19)
Australasian Journal of Engineering Education     Hybrid Journal   (Followers: 3)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 5)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 4)
Australian Art Education     Full-text available via subscription   (Followers: 7)
Australian Educational Researcher     Hybrid Journal   (Followers: 29)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 15)
Australian Journal of Career Development     Hybrid Journal   (Followers: 6)
Australian Journal of Dyslexia and Other Learning Difficulties     Full-text available via subscription   (Followers: 10)
Australian Journal of Education     Hybrid Journal   (Followers: 54)
Australian Journal of Environmental Education     Full-text available via subscription   (Followers: 10)
Australian Journal of Indigenous Education, The     Full-text available via subscription   (Followers: 13)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 11)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 7)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 222)
Australian Journal of Teacher Education     Open Access   (Followers: 36)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 5)
Australian Screen Education     Full-text available via subscription   (Followers: 2)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 5)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Autism     Hybrid Journal   (Followers: 206)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 3)
Baltic Journal of Career Education and Management     Open Access   (Followers: 1)
Barn : Forskning om barn og barndom i Norden     Open Access  
Basastra : Jurnal Bahasa, Sastra, dan Pengajarannya     Open Access  
BC TEAL Journal     Open Access  
Becoming : Journal of the Georgia Middle School Association     Open Access   (Followers: 1)
Behavioural Sciences Undergraduate Journal     Open Access   (Followers: 2)
Beijing International Review of Education     Full-text available via subscription   (Followers: 1)
BELAJEA : Jurnal Pendidikan Islam     Open Access  
BELIA : Early Childhood Education Papers     Open Access   (Followers: 9)
Berkeley Review of Education     Open Access   (Followers: 11)
Beyond Behavior     Hybrid Journal   (Followers: 3)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 5)
Bio-Lectura     Open Access  
BIODIK : Jurnal Ilmiah Pendidikan Biologi     Open Access  
Bioeduca : Journal of Biology Education     Open Access   (Followers: 1)
Bioeduscience     Open Access   (Followers: 2)
Bioma : Jurnal Ilmiah Biologi     Open Access  
Biomedical Engineering Education     Hybrid Journal   (Followers: 1)
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 1)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
Biosfer : Jurnal Tadris Biologi     Open Access  
BISE : Jurnal Pendidikan Bisnis dan Ekonomi     Open Access  
Biuletyn Historii Wychowania     Open Access  
BMC Journal of Scientific Research     Open Access   (Followers: 6)
BMC Medical Education     Open Access   (Followers: 50)
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
Boletim Técnico do Senac     Open Access  
Bordón : Revista de Pedagogía     Open Access  
British (Jurnal Bahasa dan Sastra Inggris)     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 205)
British Journal of Educational Studies     Hybrid Journal   (Followers: 160)
British Journal of Educational Technology     Hybrid Journal   (Followers: 102)
British Journal of Music Education     Hybrid Journal   (Followers: 19)
British Journal of Religious Education     Hybrid Journal   (Followers: 9)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 67)
British Journal of Special Education     Hybrid Journal   (Followers: 52)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 10)
Brock Education : A Journal of Educational Research and Practice     Open Access   (Followers: 1)
Brookings Trade Forum     Full-text available via subscription   (Followers: 4)
Buckingham Journal of Education     Open Access   (Followers: 3)
Bulletin De L' Association Thaïlandaise Des Professeurs de Français     Open Access  
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno de Educação     Open Access  
Caderno Intersaberes     Open Access  
Cadernos de Educação     Open Access  
Cadernos de Estudos e Pesquisa na Educação Básica     Open Access  
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: 3)

        1 2 3 4 5 6 7 8 | Last

Similar Journals
Journal Cover
Australian Educational Researcher
Journal Prestige (SJR): 0.675
Citation Impact (citeScore): 1
Number of Followers: 29  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 0311-6999 - ISSN (Online) 2210-5328
Published by Springer-Verlag Homepage  [2467 journals]
  • Fresh evidence on the relationship between years of experience and
           teaching quality

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      Abstract: Abstract It is commonly assumed that experienced teachers are more proficient than beginners. However, evidence supporting this premise is complicated by diverging research traditions and mixed results. We explore the fundamental relationship between years of experience and teaching quality using a comprehensive pedagogical model. Our analysis of 990 lessons, taught by 512 primary teachers in New South Wales during 2014–15 and 2019–21, found no significant differences in pedagogy across the experience range (< 1–24 + years). We canvass two possible explanations: that initial teacher education (ITE) performs better than is typically assumed; and/or that experience, including ongoing participation in many forms of professional development (PD), has minimal impact on pedagogical quality. The important lesson from this study, however, is that the continual positioning of beginning teachers and ITE as deficient is unwarranted and, instead, we should focus on providing teachers with access to high-impact PD throughout their careers.
      PubDate: 2023-03-03
       
  • Was COVID-19 an unexpected catalyst for more equitable learning
           outcomes' A comparative analysis after two years of disrupted
           schooling in Australian primary schools

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      Abstract: Abstract By the end of 2021, more than 168 million students across the globe had missed a year of face-to-face schooling due to the COVID-19 pandemic. In NSW, Australia, most students engaged in learning from home for eight weeks during 2020 and 14 weeks during 2021. This study provides robust empirical evidence on how two years of disruptions to schooling affected student learning. Drawing on matched data from 3827 Year 3 and 4 students from 101 NSW government schools, this paper compares student achievement growth in mathematics and reading for 2019 (pre-pandemic) and 2021 (second year of the pandemic) student cohorts. While overall there was no significant difference between cohorts, when analysed by socio-educational advantage we found students in the lowest band achieved three months’ additional growth in mathematics and two months’ additional growth in reading comprehension in 2021. There was little difference between 2019 and 2021 for students in the more advantaged bands. Arguably, grave concerns about the potentially dire impact of COVID-19 on the learning of disadvantaged students were met by investments that made a difference. We argue that targeted funding and system-wide initiatives to support more equitable outcomes should remain a priority after the pandemic if Australia is to meet its aspirations for excellence and equity.
      PubDate: 2023-03-01
       
  • Indigenous education policy, practice and research: unravelling the
           tangled web

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      Abstract: Abstract An abundance of research in Indigenous education has not resulted in significant systemic change in relation to Indigenous education in Australia. In this paper we examine convergence and divergence across the policy, practice and research realms with the aim of identifying key sites of opportunity for innovation and change. Through analysing how research and evidence is produced and included/excluded in Indigenous education policy settings, the complexities of how different types of evidence are considered rigorous and relevant were found to be clearly implicated with broader social and political discourses with relation to Indigenous peoples and interests. Whilst we argue for an Indigenous based evidence approach that centres Indigenous agency and solutions, we propose that deeper conversations about Indigenous voice and diversity is needed in implementing such an approach. We re-visit some key policy cycles that resembles the new co-design approach announced by the Australian Government in 2019 and consider the implications based on published literature to date for Indigenous education.
      PubDate: 2023-03-01
       
  • Lessons to learn, discourses to change, relationships to build: How
           Decolonising Race Theory can articulate the interface between school
           leadership and Aboriginal students’ schooling experiences

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      Abstract: Abstract When conversations about Aboriginal student educational success emerge, they are usually focussed on the high levels of underachievement and disengagement. School leadership is seen as critical to contributing to student outcomes. For Aboriginal students, creating inclusive learning environments that support culture and identity, and building trusting relationships with families and community members are also critical goals. As part of the Aboriginal Voices project, this paper uses Decolonising Race Theory (Moodie, 2018) to analyse interviews with four Principals in urban, regional, and rural locations to understand their perceptions and experiences of leading Aboriginal education in schools. From the interviews, three key themes emerged: leading culture, identity and school–community relationships, leading curriculum, pedagogy and teacher development, and leading student participation and achievement. Decolonising Race Theory (Moodie, 2018) is applied as an analytical tool to view these themes through a critical Indigenous lens to understand the Principals’ discourses around Aboriginal student experiences at school and their role in improving outcomes. This revealed contradictory positionings within and between Principal comments, from blaming students and their families for their underachievement, to implementing cultural programmes to build confidence to become self-determining adults. This data provides new ways of thinking through discourses about Aboriginal students and their families, communities, schools, teachers and Principals, and challenges some of the ‘regimes of truth’ that position these groups in particular ways.
      PubDate: 2023-03-01
       
  • The systemic neoliberal colonisation of higher education: a critical
           analysis of the obliteration of academic practice

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      Abstract: Abstract Within the neoliberal university, scholarship, education, students, academic staff, and practices are subordinated to managerial imperatives. University educators are denigrated and displaced by colonising neoliberal practices that systemically invalidate and invisibilise academic work. The present article provides an example of this by critically analysing the corrosive and Orwellian operations of neoliberal managerialism in higher education through the prism of my own experience of applying for ‘recognition of leadership’ in relation to teaching. I use a narrative ethnographic approach to generate new insights into the obliteration of academic practice in contemporary university contexts and to produce a counter-hegemonic discourse for understanding these processes. Following Habermas inter alia, it is argued that without radical reform, the uncoupling of the ethical and substantive dimensions of the (educational) lifeworld from systemic (neoliberal managerial) strategising will leave higher education in a state of paralysis. The analysis highlights the urgent need for resistance and provides a critical framework for academics to recognise and contest similar colonising processes occurring in their own experiences and contexts.
      PubDate: 2023-03-01
       
  • Takanga ‘enau fohe: a scoping review of the educational successes and
           challenges of Pacific learners in Australia 2010–2021

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      Abstract: Abstract International literature has recognised the importance of education research with Pacific learners. In an Australian context, the early years learning framework for Australia and the Australian curriculum emphasise that education sectors should work towards cultivating respect for cultural diversity and to develop intercultural understanding and intercultural capabilities. As such, the call to better understand the cultural complexities that underpins Pacific learners and their interactions with educational processes remains pertinent. This scoping review offers an important synthesis of empirical research on the educational successes and challenges of Pacific learners in Australian educational settings from 2010 to 2021. While this study offers critical insights for teacher education and research, the findings also revealed paucities in education research with Pacific learners. Thereby, propositions for future and ongoing education research with Pacific learners in Australia are offered in this article.
      PubDate: 2023-03-01
       
  • Inclusive, colour-blind, and deficit: Understanding teachers'
           contradictory views of Aboriginal students’ participation in education

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      Abstract: Abstract This paper contributes evidence-based scholarship to how teachers understand the value of Aboriginal student-focussed programmes and how discourses of Indigeneity appear to influence those views. Interviews with n = 22 teachers across n = 3 secondary school sites in New South Wales highlighted teachers’ understanding of Aboriginal programmes as primarily contributing to students’ behavioural and academic improvement. The interviewed teachers spoke positively about Aboriginal students’ current academic achievements and prospects for their bright futures as graduates, albeit from within deficit and colour-blind discourses. Utilising Moodie’s Decolonising Race Theory framework, teachers’ juxtaposing beliefs resonate with existing decolonising education research which indicates a performativity of cultural inclusion through adherence to settler-colonial practices, while at the same time, an intellectual desire to move away from the legacy of Australia’s contentious colonial past.
      PubDate: 2023-03-01
       
  • What can Australian schools do better' Supporting students during
           menstruation

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      Abstract: Abstract Menstrual management is recognized as a critical issue for young people internationally. Relatively little published research explores issues pertaining to menstruation in school education. This paper is based on the results of an Australian survey of 5007 young women aged 13–25, which examined their experiences of menstruation and dysmenorrhea. It focuses specifically on participant qualitative responses to the question, “What do you think schools could do to better support girls during their period'” Six key themes were identified across responses. These related to sanitation; pain management; removing stigma; adequate breaks; and being considerate. The findings reported herein highlight some of the challenges menstruating young people encounter at school and give voice to their needs; these have important implications for school improvement in this area.
      PubDate: 2023-02-27
       
  • Culturally based learning needs of Korowai students in a lowland-remote
           

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      Abstract: Abstract This study explored the culturally based learning needs of Korowai students living in a lowland-remote area in Papua to address the question of how education in this part of Indonesia could be inclusive and engaging for indigenous students and their community. Case study was selected as it has potential to reveal detailed structured information and in-depth description of people and their experiences within a particular location, time and socio-political circumstance. The case study school was purposively chosen, due to its uniqueness of being situated in a remote, hunter-gatherer community that only recently began to modernise. School physical environment and building design was one of the identified themes that emerged in the case study school. This theme included some sub-themes, namely (1) the school building design, (2) forest as the school’s physical environment, and (3) school garden and animal husbandry. The Korowai students brought social and cultural capital and expectations to their local school that differed from those of traditional Indonesian school expectations and presented different learning needs. How the local school and teachers responded to these varied expectations and learning needs also differed and revealed further needs for differentiation in education. These points of differentiation include needs in their physical environment: to build some classrooms in the style of Korowai treehouse dwellings and to replant forest and food trees close to the school to provide students with a sense of cultural connection and school belonging.
      PubDate: 2023-02-27
       
  • Identity matters: Aboriginal educational sovereignty and futurity pushing
           back on the logic of elimination

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      Abstract: Abstract This paper situates the context of the Aboriginal Voices: The state of Aboriginal student experiences in Australian secondary school project special issue of The Australian Educational Researcher in the wider context of First Nations educational research. It outlines the contribution to scholarship that each of the papers within the special issue makes towards developing a more nuanced, research-informed, and deeper understanding about the current state of Aboriginal education in Australia from the voices of those at the coalface. In doing so, this editorial overview highlights that while racism is still rampant across the education sector, and Aboriginal Peoples continue to face deficit discourses about their being and academic capabilities, a new era of sovereign activism is being mobilised by Aboriginal Peoples, and their allies, to drive educational change.
      PubDate: 2023-02-13
       
  • ‘Teachers are the guinea pigs’: teacher perspectives on a sudden
           reopening of schools during the COVID-19 pandemic

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      Abstract: Abstract Primary and secondary education systems experienced substantial disruption during the COVID-19 pandemic. However, little is known about how public health policy has affected Australian teachers during the pandemic. This study examines teacher perspectives on a sudden change of policy, whereby schools were abruptly opened to students at the beginning of the pandemic. At the same time, strict social distancing rules applied to the remainder of the population. Qualitative data from 372 Western Australian schoolteachers were analysed using thematic analysis. Results highlight substantial impacts on teachers’ workloads and adverse effects on wellbeing. Perceptions that they were acting as guinea pigs and subjected to different social distancing rules than other citizens were particular stressors. Findings highlight substantial consequences of public health policies on the roles and wellbeing of teachers.
      PubDate: 2023-02-13
       
  • Career change teachers in hard-to-staff schools: should I stay or
           leave'

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      Abstract: Abstract Recruiting career changers into teaching has emerged as a part of a strategy by governments worldwide to address complex teacher shortage problems in hard-to-staff schools. In this paper, we present a case study of two career change teachers and trace their career journey into Initial Teacher Education (ITE) and the teaching profession in two separate hard-to-staff schools. We interviewed these teachers during the first 2 years of their career change journey. During this period, ‘push-and-pull’ factors impacted their intentions to stay in the profession. Challenges included inadequate school-level mentorship support, social-geographic isolation in a regional school setting during the COVID-19 remote learning and the more complex working conditions in hard-to-staff schools. The adverse impacts of these challenges were, to some extent, mitigated by the participants’ commitment to making a positive difference in the lives of children and young people through the teaching profession, a strong work ethic and support provided by their ITE programme in the form of university-based mentors and adjustment to study requirements. The participants responded to these push-and-pull factors in ways that highlighted their reflexive decision-making and determination to stay in teaching despite challenges. We discuss the implications of these findings for workforce planning strategies aimed at recruiting career change teachers in hard-to-staff schools.
      PubDate: 2023-02-13
       
  • Pre-service teachers becoming researchers: the role of professional
           learning groups in creating a community of inquiry

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      Abstract: Abstract Contemporary schools seek to employ teachers who are curious learners, who can employ practitioner inquiry skills to investigate, inform and grow their own classroom practice, responsive to their circumstances. As a profession, the question we must ask is how do we best prepare and continue to equip teachers with the necessary research skills to investigate and inform their own practice' In this study, we share our pedagogical stance and features of our approach in a new core undergraduate subject for pre-service teachers (PSTs). We discuss professional learning groups (PLGs) for initial teacher education students as the main intervention in the subject, and, more specifically, we elaborate how regular participation in PLGs formed in an on-campus subject can help PSTs to become researchers. We draw on 183 student exit tickets and student feedback surveys to consider broader implications for how to engage teachers in research. This study poses questions about the nature of practitioner research and investigates the role that PLGs play in disrupting the challenges universities face in preparing teachers to engage in and with research.
      PubDate: 2023-01-20
       
  • Doing decolonisation: cultural reconnection as political resistance in
           schooling

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      Abstract: Abstract As the final piece of scholarship in the special issue, this paper pulls together data from the Aboriginal Voices project to analyse how Aboriginal students in Australia today experience schooling, particularly in relation to the futurity of their identity as sovereign First Nations Peoples. Using Decolonising Race Theory as a key methodological framework in this special issue enabled an assessment of the purpose and effects of coloniality to acknowledge the survival and innovation of First Nations Peoples in resisting and imagining a future otherwise. In doing so, the empirical data, and provocations, presented throughout this collection, opens up possibilities for exploring how the centrality of sovereignty impacts young Aboriginal students’ interactions with and experienced success within the Australian schooling system.
      PubDate: 2023-01-20
       
  • Investigating the Victorian Government Schools’ Parent Opinion Survey
           validity: Pursuing a dependable measure of parent sentiment

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      Abstract: Abstract This paper examines the psychometric properties of an existing school-based Parent Opinion Survey (POS) in order to investigate its validity as a measure of parent sentiments which may (eventually) be used to better inform the decision making of school leaders. The study focusses on the POS administered by all Victorian public schools at the time of this study, and uses Rasch analysis to identify a subset of items which form a psychometrically robust, unidimensional measure of parent sentiment. We propose that 13 items identified through this analysis could lay the foundation for providing policy makers who currently manage the distribution and collation of this survey, as well as school leaders, with a more reliable and valid overarching POS Scale score. Such an approach could better inform and support the home–school partnership that forms a crucial part of the Victorian Framework for Improving Student Outcomes (FISO) school improvement continuum.
      PubDate: 2023-01-18
       
  • Supporting engagement and retention of online and blended-learning
           students: A qualitative study from an Australian University

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      Abstract: Abstract Enrolment numbers in online higher education courses have continued to increase over the last decade. The challenges brought about by the COVID-19 pandemic have further accelerated the growth in online and blended course offerings. The development of institutional support services, however, does not reflect this growth. Many students are not equipped with the skills or given adequate support to engage and succeed in their courses, leading to student disengagement and attrition. This study investigated the perceptions of students in online and blended subjects, regarding both the academic and institutional support they were provided. The research team collected interview data from 41 online and blended-learning students and then analysed these data using an iterative thematic analysis approach. This article introduces the key findings with two models: one presenting support strategies at multiple levels within this university; the other presenting three key elements of subject-level teacher support, which were identified by the interviewees as the most significant, effective, and relevant support mechanism in this context. The findings will inform higher education institutions who aim to engage and support online and blended students better, through an improved understanding of how support is perceived by this student cohort. This study was conducted at one Australian university; however, the findings are relevant to higher education institutions in other countries that strive to bring about positive experiences and enhance retention rates for online and blended students.
      PubDate: 2023-01-11
       
  • Applying Decolonising Race Theory to the Aboriginal Voices project

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      Abstract: Abstract The Aboriginal Voices project has sought to understand how Aboriginal students and parents tackle pervasive discourses that largely characterise these students as failures, disinterested in education, or without aspiration. This paper presents the conceptual and methodological approach to a multi-site case study of six whole-school communities, adding to the 10 systematic reviews of literature provided in the first phase of this project. Working through Moodie’s Decolonising Race Theory framework, we describe the methodology, research questions and methods adopted in this empirical extension of the project. This paper emphasises the perspectives of Aboriginal students and their communities on schooling structures, common pedagogical and curricula practices, as well as the importance of cultural activities and connection. Moodie’s framework enables us to provide a holistic analysis of daily classroom discourses, how these discourses impact young people and their families, and contributes to the interruption of settler colonialism in Australian schooling systems.
      PubDate: 2023-01-09
      DOI: 10.1007/s13384-022-00601-9
       
  • Sovereign and pseudo-hosts: The politics of hospitality for negotiating
           culturally nourishing schools

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      Abstract: Abstract Since contact, there has been a foundation of inhospitable interactions between the original sovereign peoples of the Australian continent and Eurpoean arrivals. Despite government policies appearing to shift from assimilative practices to reconciliation processes in the latter half of the 20th Century, ongoing interactions continue to be factious, caught up in discourses of power/knowledge, and, perhaps provocatively, couched primarily in misunderstandings. In the Australian schooling space, while there has been increased attention paid to the academic success of Aboriginal and/or Torres Strait Islander students, and greater inclusion of their families, communities, and cultural practices, non-Indigenous led schools continue to be hamstrung by their epistemic inertia – the cognitive inability to move beyond the fear of getting it wrong, offending, or being labelled racist. In this paper, we argue that the major impediment to ongoing and unresolved discord is concealed in the onto-epistemological foundation of what it means to respect, accept, and work with. To address this, we take up Welcoming to Country practices and Derrida’s concept of hospitality to interrogate how more nuanced conceptualisations of reciprocity may be used to move beyond performative acts of reconciliation. The outcome of which may be a reimagining of practices that are relational and responsive for embracing and nourishing Indigenous cultures and languages.
      PubDate: 2022-12-21
      DOI: 10.1007/s13384-022-00599-0
       
  • ‘Why can't we be smart'’ Exploring School Community partnerships
           through Decolonising Race Theory

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      Abstract: Abstract For over a century, since Aboriginal children were permitted to access mainstream Australian schools, there has been a significant gap in academic achievement between Aboriginal and non-Aboriginal students. Community engagement by schools is recognised as a key factor in Aboriginal student success, but school approaches to community engagement remain inconsistent and driven by deficit thinking. As part of the Aboriginal Voices Project, this paper explores community engagement at six New South Wales (NSW) public school sites and applies Decolonising Race Theory (DRT) as a critical Indigenous lens to interpret and understand the challenges that students, families, and schools face within their relationships. While we find evidence of school–community partnerships that prioritise Indigenous healing, for the schools in this paper, there is a complexity within relationships with community that reflects the interaction between assimilationist positioning of Aboriginal students that often contains positive and negative elements simultaneously.
      PubDate: 2022-12-17
      DOI: 10.1007/s13384-022-00590-9
       
  • “You get to ‘feel’ your culture”: Aboriginal students speaking
           back to deficit discourses in Australian schooling

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      Abstract: Abstract Despite an expenditure of over $45 billion in the last decade aimed at meeting the Closing the Gap strategies, successive Federal and state governments have overseen a generation of Aboriginal students who have experienced a failure of promised improvements to their educational outcomes. Recent scholarship has highlighted the paucity of quality research that has often underpinned many State and Federal programmes designed to meet these cohorts’ educational needs. This paper foregrounds student voice and contributes evidence-based scholarship to the experiences of schooling experienced by over 100 Aboriginal students across six schools in NSW, Australia. Data generated through yarning sessions across all secondary year levels (7–12) provide unique insights into Aboriginal students’ educational, social and cultural aspirations for schooling. Utilising Moodie’s (2018) Decolonising Race Theory framework, the importance of foundationally embedding education within Aboriginal students’ onto-epistemological affiliations to Country and Place, and need to engage with Indigenous knowledges, emerged as critical factors for Aboriginal students experiencing success at school, as an Aboriginal student. Yarning revealed that while some students felt a sense of loss or shame about intergenerationally disrupted connections to Country and community, the sense of connection associated with their Aboriginal identity drove them purposively and actively to resist colonial process of assimilation and elimination. This enabled them to champion for greater recognition and appreciation for educational outcomes embedded within their Aboriginality.
      PubDate: 2022-12-17
      DOI: 10.1007/s13384-022-00598-1
       
 
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