Journal articles on the topic 'Australian Study and teaching (Secondary) Australia'
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Fang, Guangbao, Philip Wing Keung Chan, and Penelope Kalogeropoulos. "Secondary School Teachers’ Professional Development in Australia and Shanghai: Needs, Support, and Barriers." SAGE Open 11, no. 3 (July 2021): 215824402110269. http://dx.doi.org/10.1177/21582440211026951.
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Using data from the Teaching and Learning International Survey (TALIS; 2013), this article explores teachers’ needs, support, and barriers in their professional development. The research finds that Australian teachers expressed greater needs in information and communication technology (ICT) use and new technology training for teaching, while Shanghai teachers required more assistance to satisfy students’ individual learning and pedagogical competencies. More than 80% of Australian and Shanghai teachers received scheduled time to support their participation in professional development, whereas less than 20% of Australian and Shanghai teachers received monetary or nonmonetary support. In terms of barriers, Australian and Shanghai teachers reported two significant barriers that conflicted with their participation in professional development: “working schedule” and “a lack of incentives to take part.” This article reveals implications of the study in the design of an effective professional development program for Australian and Shanghai teachers and ends with discussing the limitations of the research and future research directions.
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SUGIYAMA, Sarina, and Yukinori UTSUMI. "Study on STEM Teaching Materials in Australian Secondary Schools." Journal of Research in Science Education 63, no. 2 (November 30, 2022): 311–22. http://dx.doi.org/10.11639/sjst.22005.
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James, Sarah Margaret, Suzanne(Sue) M. Hudson, and Alexandra Lasczik. "Primary preservice teachers' perspectives of their literacy mentoring experiences during professional placement." International Journal of Mentoring and Coaching in Education 11, no. 2 (December 24, 2021): 195–212. http://dx.doi.org/10.1108/ijmce-07-2021-0080.
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PurposeBeing literate can change the lives of Australian students. Therefore, graduating effective teachers of literacy is an imperative for Australian schools. Professional experience provides an opportunity for preservice teachers to refine their skills for teaching literacy under the guidance of a mentor teacher. This study investigates from the perspective of preservice teachers, the attributes and practices primary mentor teachers demonstrate when mentoring literacy teaching during professional experience.Design/methodology/approachThis investigation utilised survey design to gather data from primary preservice teachers (n = 402) from seven Australian universities. The 34 survey items were underpinned by the Five Factor Model of Mentoring and literacy practices prescribed by the Australian curriculum. Preservice teachers self-reported their responses about their literacy mentoring experiences on a five-point Likert scale. The Five Factor Model of Mentoring provided a framework to analyse and present the data using descriptive statistics.FindingsFindings revealed 70% or more of preservice teachers agreed or strongly agreed mentor teachers had the personal attributes, shared the pedagogical knowledge, modelled best practice and provided feedback for effective literacy teaching. Conversely, only 58.7% of the participants reported their mentor teachers shared the system requirements for effective literacy teaching.Research limitations/implicationsThe preservice teachers self-reported their experiences, and although this may be their experience, it does not necessarily mean the mentor teachers did not demonstrate the attributes and practices reported, it may mean they were not identified by the preservice teachers. While there were 402 participants in this study, the viewpoints of these preservice teachers' may or may not be indicative of the entire population of preservice teachers across Australia. This study included primary preservice teachers, so the experiences of secondary and early childhood teachers have not been reported. An extended study would include secondary and early childhood contexts.Practical implicationsThis research highlighted that not all mentor teachers shared the system requirements for literacy teaching with their mentee. This finding prompts a need to undertake further research to investigate the confidence of mentor teachers in their own ability to teach literacy in the primary school. Teaching literacy is complex, and the curriculum is continually evolving. Providing professional learning in teaching literacy will position mentor teachers to better support preservice teachers during professional experience. Ultimately, the goal is to sustain high quality literacy teaching in schools to promote positive outcomes for all Australian school students.Originality/valueWhile the role of mentor teacher is well recognised, there is a dearth of research that explores the mentoring of literacy during professional experience. The preservice teachers in this study self-reported inconsistencies in mentor teachers' attributes and practices for mentoring literacy prompting a need for further professional learning in this vital learning area.
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Stevens, Ken. "Perceptions of Teaching in two Types of Isolated Australian Secondary Schools." Australian and International Journal of Rural Education 2, no. 2 (July 1, 1992): 15–24. http://dx.doi.org/10.47381/aijre.v2i2.364.
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The concept "rural" in Australia is capable of different meanings according to the state (e.g. Tasmania versus Queensland) and in terms of location in relation to major centres of population. In a study in two rural Queensland secondary schools different perceptions ofteaching were found: rural school A is located in the western interior of the state while rural school B is in the hinterland of two large coastal cities. Four dimensions of rural education are explored - in terms of teacher perceptions of: (i) relationships between themselves and their students together with the local communities; (ii) the state department of education; (iii) the (largely urban) teaching profession and (iv) professional satisfaction. It is argued that perceptions of teaching in isolated communities are determined by such rural-urban relationships and that the quality of education in rural communities is shaped by such considerations.
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Zeng, Yueying. "Analysing Teacher Knowledge for Technology Use among Secondary Teachers Teaching Chinese as a Foreign Language (CFL) in Australia." Journal of Curriculum and Teaching 11, no. 2 (January 19, 2022): 15. http://dx.doi.org/10.5430/jct.v11n2p15.
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Technology has normalised education and promoted teaching and learning activities. However, not all teachers effectively integrate technology into their instruction. Prior studies indicate that teacher knowledge impacts such integration. This study examines technology use among teachers teaching Chinese as a foreign language in Australian secondary schools. Specially, it investigates (a) what teacher knowledge affects technology, (b) how CFL perceive their knowledge, and (c) how to effectively develop teacher knowledge. The findings suggest that technological knowledge (TK) strongly influences CFL instructors’ technology use, and these instructors were more confident in their non-technological knowledge than their technology-related knowledge. The finding regarding relationships between knowledge constructs should shed light on knowledge development for teacher education. Hence, this study contributes to teacher training in Australian secondary schools.
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McLay, Katherine Frances, and Vicente Chua Reyes Jr. "Problematising technology and teaching reforms: Australian and Singapore perspectives." International Journal of Comparative Education and Development 21, no. 4 (October 31, 2019): 277–94. http://dx.doi.org/10.1108/ijced-10-2018-0045.
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Purpose The purpose of this paper is to compare and problematise technology and teaching reform initiatives in Australia and Singapore, demonstrating the importance of adopting a critical stance towards technology-rich education reform. In the Australian context, the tensions and challenges of the Digital Education Revolution and the Teaching Teachers for the Future programme are illustrated. In the Singapore context, the implications of the ways in which teachers exercise their agency over technological imperatives are examined. Design/methodology/approach The first section of the paper draws on interview and observational data generated during a microethnographic investigation into secondary school students’ use of iPads as a learning tool in an independent school in South-East Queensland. Data “snapshots” illustrate the lingering challenges of reform designed to achieve technology-rich learning environments. The second section of the paper draws on a retrospective study of current ICT initiatives in Singapore through case studies of two schools that are heavily involved in ongoing ICT integration programmes. Findings While reforms are usually borne out of careful studies among policy makers and politicians to develop solutions to problems, the final version often reflects compromise between various stakeholders championing their respective agendas. As such, problematisation is imperative to develop critical and nuanced understandings. In both Australia and Singapore, it is suggested that failing to account for such ontological matters as teacher and learner identity and agency prevents meaningful change. Originality/value Global reform to achieve technology-rich teaching and learning environments reflects the ubiquity of such initiatives across geographical and cultural boundaries. Such reforms have been driven and supported by a substantial body of research, much of which has uncritically accepted the view that technology-rich reform is inherently “good” or necessary. Learning technology research has thus tended to focus on epistemological matters such as learning design at the expense of ontology. This paper engages with emerging research into technology as an identity issue for learners and teachers to explore the implications of technology-driven education reform on educational institutions, policies and practices.
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Shakeri, Shirin, Judith Fethney, Nicola Rolls, Lisa Papatraianou, and Judith Myers. "Integration of Food Literacy and Food Numeracy Across Australian Secondary Schools’ Curriculum: Teachers’ Opinions in a Mixed Method Study." Journal of Education and Training Studies 9, no. 4 (April 22, 2021): 49. http://dx.doi.org/10.11114/jets.v9i4.5218.
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Objective: This article reports the findings from a convergent parallel mixed method study, aiming to ascertain the opinions of New South Wales (Australia) government secondary school teachers on integration of food literacy and food numeracy (FL&FN) across secondary school curriculum. Methods: Participants were invited to take part in an anonymous survey and a semi-structured interview [n (email invitations) =401 schools, duration of study=17 weeks]. Their opinions were sought on the integration of FL&FN within their own subject, in all subjects, in whole school programs and as an additional cross-curriculum priority. The collected qualitative and quantitative data were analysed separately, using analytic software programs, and discussed together. Results: Participants in quantitative and qualitative components [n (surveys received) =200, (valid surveys) =118, n (interviews conducted) =14] reported higher feasibility rates in lower secondary grades and stated several barriers and enablers for this integrative pedagogy. Conclusion: If FL&FN is to become an integral part of secondary school curriculum, a collaborative approach by secondary and tertiary education sectors is required to address two main barriers i.e., provision of teacher training and teaching resources. Implications for public education: The reported poor dietary intake among Australian adolescents and its impact on public health, cognitive development, economy, and environment requires further strengthening of school-based food and nutrition education interventions such as the proposed integration of FL&FN across secondary school curriculum. This study provides an initial insight into the feasibility of this proposal.
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Barry, Damien, Donna Pendergast, and Katherine Main. "Teacher Perspectives on the use of the Australian Professional Standards for Teachers as part of their Evaluation Process." Australian Journal of Teacher Education 45, no. 8 (August 2020): 1–22. http://dx.doi.org/10.14221/ajte.2020v45n8.1.
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Teacher effectiveness has a powerful impact on student performance and a teacher evaluation process that supports professional growth can be a key lever for improving teaching quality. The purpose of this study was to examine teacher perspectives on the use of the Australian Professional Standards for Teachers, when used as part of their evaluation process, and, to determine what other factors may need to be considered in the design and implementation of such a process. A single case study of a school in Victoria, Australia was conducted, using a pre and post interview approach with six teachers. Responses were analysed using a thematic network methodology. Findings reveal that the inclusion of The Standards as part of any evaluation mechanism is secondary to a range of other factors, including the relationship the teacher has with their evaluator; the skills of the evaluator; and the addition of a developmental plan post evaluation.
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Orrock, Paul, Brett Vaughan, Michael Fleischmann, and Kylie Fitzgerald. "Clinical characteristics of Australian osteopaths who teach: A national sample." Focus on Health Professional Education: A Multi-Professional Journal 22, no. 3 (November 29, 2021): 94–109. http://dx.doi.org/10.11157/fohpe.v22i3.526.
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Background: Health professionals involved in teaching future practitioners have been studied to some extent, but our knowledge of their clinical characteristics is variable. Our study sought to profile the clinical characteristics of osteopaths who teach in the three Australian universities delivering pre-professional osteopathy education.Materials: This study is a secondary analysis of data collected via the Australian Osteopathy Research and Innovation Network (ORION) project. Descriptive statistics were generated for each of the 27-item questionnaire variables. For binary responses, unadjusted odds ratios were calculated, and for continuous variables, independent t-tests were used. Backward step-wise regression modelling was used to identify significant characteristics associated with university teaching in osteopathy. Results: The survey demonstrated 9.9% of Australian osteopaths reported being involved in university teaching. Compared to non-teaching survey respondents, the osteopaths involved in university teaching were more likely to be female (OR 1.56), older (p 0.01) and in clinical practice for longer (p 0.01) but report fewer patient care hours (p 0.01) and patient visits per week (p 0.01). Osteopaths involved in university teaching were also more likely to be involved in research (OR 18.54) and clinical supervision (OR 12.39). They also reported a broader range of patient presentations and therapeutic modalities than their counterparts.Conclusions: This nationally representative survey demonstrates a small percentage of the Australian osteopathy profession are engaged in university teaching. Our secondary analysis has highlighted several characteristics associated with involvement in university teaching that begin to shed light on the composition of the Australian osteopathy teaching workforce. This data may inform development of a skilled and experienced teaching workforce.
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Zeng, Yueying, and Wenying Jiang. "Barriers to Technology Integration into Teaching Chinese as a Foreign Language: A Case Study of Australian Secondary Schools." World Journal of Education 11, no. 5 (October 15, 2021): 17. http://dx.doi.org/10.5430/wje.v11n5p17.
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This case study examines the barriers to technology integration into teaching Chinese as a foreign language (CFL) in Australian secondary schools. Previous research on technology integration predominantly focused on higher education and English as a second language. This study extends the field by exploring barriers in secondary schools and targeting Chinse instruction. It identified three layers of barriers: The tool (technology), The user (teacher and student), and The tool supporter (school). This study highlights the students as technology users and as significant factors behind the teacher’s technology consideration. Among the identified barriers, most notably were limited and blocked access to technology, a lack of time for class preparation and technology learning, a lack of technology knowledge, a lack of professional development, and students’ distracting behaviours. Suggestions were made accordingly to improve tech-integrated Chinese teaching in Australian secondary schools.
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Moon, Brian, Barbara Harris, and Anne-Maree Hays. "Secondary Curriculum Literacy and Teacher Word-Knowledge: Further Findings from a Western Australian ITE Cohort Study." Australian Journal of Teacher Education 46, no. 11 (November 2021): 89–109. http://dx.doi.org/10.14221/ajte.2021v46n11.6.
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The Australian Government, in its Professional Standards for Teachers and Australian Curriculum framework, requires that all secondary teachers actively teach the specific literacy of their learning area. Yet achievement of that goal hinges on teachers having first acquired the pre-requisite literate competencies during their own schooling. There are reasons to doubt that this is the case for some graduate teachers, which means attempts to raise standards in schools are beset by a troubling circularity. Here we illustrate the problem with further findings from a Western Australian ITE Cohort Study (n=393), focussing this time on the word knowledge of secondary teaching graduates. Our analysis suggests that some secondary ITE students carry shortcomings from their own schooling that may hamper their ability to teach word knowledge or to self-correct. Current training and resources may thus have limited efficacy for some graduating teachers, placing limits on what can be achieved in schools. We consider the implications for literacy policies and for initial teacher education at secondary level.
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Danaher, Michael, Jiaping Wu, and Michael Hewson. "Sustainability: A Regional Australian Experience of Educating Secondary Geography Teachers." Education Sciences 11, no. 3 (March 17, 2021): 126. http://dx.doi.org/10.3390/educsci11030126.
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The United Nations Sustainable Development Goal (SDG) number four seeks an equitable and widespread education that enables an outcome of sustainable development by 2030. Intersecting the studies of society and earth processes, a geographical education is well placed to make cohesive sense of all the individual knowledge silos that contribute to achieving sustainability. Geography education is compulsory for the first three years of the secondary education curriculum in Australia; however, research has shown that many geography teachers are underprepared and report limitations in their teaching of sustainability. This article engages with this research problem to provide a critical reflection, using experiential knowledge as an analytical lens, on how tertiary level geography training at one Australian regional university can equip undergraduate teacher education students with the values, knowledge, and skills needed to develop their future students’ understanding and appreciation of the principles of sustainability. The authors unpacked a geography minor for a Bachelor of Secondary Education degree at Central Queensland University and, deploying content analysis, explain how three units in that minor can develop these students’ values, knowledge, and skills through fostering initiatives and activities. The analysis was framed by elements of pedagogy that offer learners a context for developing active, global citizenship and participation to understand the interdependencies of ecological, societal, and economic systems including a multisided view of sustainability and sustainable development. The study concluded that the three geography units engage student teachers in sustainable thinking in a variety of ways, which can have a wider application in the geography curricula in other teacher education courses. More importantly, however, the study found that there is a critical need for collaboration between university teachers of sustainability content and university teachers of school-based pedagogy in order to maximise the efficacy of sustainability education in schools.
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Friday, M., C. Gupta, and S. Ferguson. "P046 More teaching, less sleeping: The impact of stressful periods of the school year on the sleep of Australian schoolteachers." SLEEP Advances 2, Supplement_1 (October 1, 2021): A36. http://dx.doi.org/10.1093/sleepadvances/zpab014.094.
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Abstract Introduction There are approximately 270,00 schoolteachers in Australia and this population experience multiple stressors at work. This can lead to poor sleep quality and quantity and, consequently, adverse outcomes for both schoolteachers and students. While it is well-established that certain periods of the year may lead to increased stress for schoolteachers, the impact of this on sleep is unknown. The current study aimed to investigate the effect of stressful periods of the school year on the sleep of schoolteachers. Methods The Pittsburgh Sleep Quality Inventory (PSQI) and questions on stressful school periods (including report writing, standardised testing, school appraisal, and teacher performance) were completed online by 775 Australian primary and secondary schoolteachers (89.1% female, 29.9% 25–34 years). Pearson Chi-square analyses were performed. Results Scores on the PSQI indicated that 611 (79.0%) of participants were experiencing poor sleep quality. There were significant relationships between each of the stressful periods of the year and PSQI score, such that increased stress during periods of report writing (p<0.001), standardised testing (p<0.001), school appraisal (p<0.001), and teacher performance (p<0.001) was associated with poor sleep quality. Discussion Australian schoolteachers are at risk of poor sleep quality and quantity, and this is exacerbated by stressful periods of the school year. Given the vital role schoolteachers play in the community, organisations should be mindful of these periods of the year in order to improve the sleep of schoolteachers.
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Manh Tran, Thang, and Dorian Stoilescu. "An Analysis of the Content, Policies and Assessment of ICT Curricula in the Final Years of Secondary Schooling in Australia and Vietnam: A Comparative Educational Study." Journal of Information Technology Education: Research 15 (2016): 049–73. http://dx.doi.org/10.28945/2335.
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This paper explores and analyses similarities and differences in ICT curricula, policies, and assessment between the Vietnamese and Australian educational systems for the final years of secondary educational level. It was found that while having a common core set of tendencies, the Australian ICT curricula, policies, and assessments differ markedly from the Vietnamese counterparts. These differences can be explained by economic and cultural factors, national-wide educational trends, ICT strategies, and their degrees of implementation in schools. We found that limited constructivist implementations are used in ICT curricula in both countries, as Australian education has high expectations in national evaluations with an emphasis on standardized tests and Vietnamese education is still entrapped in prescriptive lessons of traditional pedagogy, emphasizing transmission model of information. We found that lack of opportunities in teacher professional development in ICT training is common for both countries. While the Australian educational system still struggles, especially in providing opportunities for learning theoretical and programming aspects, multiple challenging aspects were found in the ICT content and policies of the Vietnamese educational system that call for immediate change and improvement. In this sense, Vietnamese administrators are recommended to extensively follow up their educational strategies and policies, in order to make sure that their reforms are adequately implemented in schools. In order to bridge the gap and implement adequate ICT curricula, rigorous professional training in ICT teaching is essential for both Australian and Vietnamese teachers.
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Robinson, Jennifer. "Australian super veteran secondary school music teachers: Motivated and valuable." International Journal of Music Education 38, no. 2 (February 6, 2020): 226–39. http://dx.doi.org/10.1177/0255761420902870.
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Veteran teachers are defined as having over 15 years’ teaching experience. This research introduces a new career stage of ‘super veteran’ for music teachers that have worked for 30 plus years and seeks to identify the influences on, and contributions of, Australian secondary school music teachers of this career stage. This article reports on survey data gathered in a larger qualitative study that contained a national survey and interviews. The analysis of the interview data in the larger study is yet to be completed. Likert-type scale questions were used for demographic data collection and open-ended questions explored influences on music teacher work practice. Of the responses, 32 were from super veteran secondary school music teachers. These teachers were motivated by working with students and felt valued by them and their parents. Super veterans continued to be engaged in professional development, found work–life balance a constant challenge and many were planning to continue teaching. This research has implications for school leaders in encouraging, valuing and utilising the expertise of super veteran secondary school music teachers. It suggests tailoring professional development for this career stage, gives feedback on the implementation of new curriculum and indicates strategies for stress management and work–life balance.
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Kolnhofer-Derecskei, Anita. "How did the COVID-19 restrictions impact higher education in Victoria?" Multidiszciplináris kihívások, sokszínű válaszok, no. 1 (August 31, 2022): 50–72. http://dx.doi.org/10.33565/mksv.2022.01.03.
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This paper aims to observe how the Australian COVID-19 restrictions influenced higher education, teachers’ and students’ lives. Before the pandemic, the higher education sector was the largest serviced based sector in Australia and overly depended on international students’ fee income. The academic year of 2020 started as usual with 141703 higher education enrolments of overseas students, mainly students from Asia. However, they did not arrive due to the strict border closure. Travel restrictions were put in place from China from 1 February 2020, later from other countries worldwide. That significantly affected international students' travel from Asia directly before the start of the new academic year. Consequently, many institutions have transitioned from campus-based courses to online delivery. Besides, numerous academic lecturers and professional staff have been invited to the expression of interest in a voluntary and, of course, involuntary redundancy program. Most vacant positions have been frozen, and various saving programs have been implied. Owing to the toughest rules and strictest restrictions, Australian borders remained closed for over 600 days. Melbourne was under six lockdowns totalling 265 days since March 2020, which resulted in the author’s experience of three semester-long remote teaching at one of the biggest and most prominent universities in Melbourne without any personal contact with international students. The author lived and worked in Melbourne during the COVID-19 era, so this study is based on her perspectives and experiences extended with a wide empirical evaluation of secondary data about the Australian academic sector between 2020 and 2021.
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Nanayakkara, Janandani, Claire Margerison, and Anthony Worsley. "Teachers' self-efficacy beliefs in teaching food and nutrition subjects in Australian secondary schools." Health Education 121, no. 3 (February 12, 2021): 311–21. http://dx.doi.org/10.1108/he-01-2021-0003.
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PurposeTeachers play important roles in school food and nutrition education. This study aims to explore Australian teachers' self-efficacy beliefs (i.e. belief in their own capabilities to perform specific teaching tasks) in teaching secondary school food and nutrition-related subjects.Design/methodology/approachTeachers' overall self-efficacy beliefs in teaching these subjects (overall-SEB) and self-efficacy beliefs in teaching different food and nutrition-related topics (topics-SEB) were explored using a survey among 183 teachers in 2017. Principal components analysis derived three overall-SEB components: “Motivation and accommodation of individual differences”, “Classroom management” and “Communication and clarification” and three topics-SEB components: “Food system”, “Food and nutrition information” and “Food preparation”.FindingsOverall, higher percentages of teachers were confident or very confident in the majority of items that loaded on “Classroom management” and “Communication and clarification” compared to “Motivation and accommodation of individual differences”. Moreover, higher percentages of teachers were confident or very confident about items that loaded on “Food and nutrition information” and “Food preparation” compared” to “Food system”. The overall-SEB and topics-SEB were higher among more experienced teachers. There were moderate positive correlations between overall-SEB and topics-SEB components.Originality/valueThe exploration of broader aspects of self-efficacy beliefs related to teaching secondary school food and nutrition-related subjects makes this study unique. The findings highlight that these teachers had high self-efficacy beliefs in teaching food and nutrition education, but there are gaps in tailoring the teaching process to meet the diverse needs of students and teaching broader food-related topics.
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Beykont, Zeynep F. "‘Why didn’t they teach us any of this before?’." Australian Review of Applied Linguistics 35, no. 2 (January 1, 2012): 156–69. http://dx.doi.org/10.1075/aral.35.2.02bey.
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This article examines youth assessment of the quality and success of languages provision. The discussion draws on data collected from students and graduates of Victoria’s 16 secondary Turkish programs in large-scale surveys (n=858) and follow-up interviews (n=177). Surveys revealed that upper secondary Turkish classrooms serve predominantly Australian-born Turkish students. Nine out of ten respondents rated their English language and literacy skills considerably higher than Turkish despite regular Turkish exposure beyond school, an average of four years of Turkish study, and a positive orientation toward Turkish maintenance in Australia. Thematic interview analyses indicated that informants found classes beneficial in expanding contexts and purposes of Turkish use, improving Turkish fluency and understanding, broadening cultural knowledge, deepening communication with family, creating a sense of belonging to the larger Turkish community, and helping students prepare for the comprehensive language exam. Across all sites, student motivation and learning were adversely affected by increasingly heterogeneous class composition and a lack of a cohesive Turkish-as-a-second-language curriculum. Youth recommendations included redesigning the curriculum to teach Turkish language and literacy skills systematically, emphasizing literacy development throughout the program, parallel teaching of Turkish and English writing styles, enhancing professional development, improving school outreach, and establishing prerequisites to prolong student participation.
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Gleeson, Margaret, and Chris Davison. "Teaching in linguistically and culturally diverse secondary schools." Australian Review of Applied Linguistics 42, no. 3 (October 18, 2019): 301–21. http://dx.doi.org/10.1075/aral.17093.gle.
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Abstract Thirty years ago Australian researchers led the development of language and content integration in schools, advocating systematic teaching of language across the curriculum to meet the needs of English as an additional language (EAL) students. However, despite significant improvements in initial teacher education, targeted professional development and language-specific curriculum and assessment, this paper suggests that secondary teachers have gained only a superficial understanding of the language knowledge necessary to teach EAL students. Drawing on questionnaires, interviews, and observations, this case study of two secondary schools in Sydney reveals the majority of teachers report their perspectives and experiences of good teaching have equipped them with a repertoire of sufficient strategies to meet EAL needs, and they see little difference between teaching EAL and learners with low levels of literacy. This paper concludes a renewed focus on integrating language and content teaching and partnership models of professional learning and evaluation are needed.
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Wilson, Annabelle M., Kaye Mehta, Jacqueline Miller, Alison Yaxley, Jolene Thomas, Kathryn Jackson, Amanda Wray, and Michelle D. Miller. "Review of Indigenous Health Curriculum in Nutrition and Dietetics at One Australian University: An Action Research Study." Australian Journal of Indigenous Education 44, no. 1 (May 20, 2015): 106–20. http://dx.doi.org/10.1017/jie.2015.4.
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This article describes a review undertaken in 2012–2013 by Nutrition and Dietetics, Flinders University, to assess the Indigenous health curriculum of the Bachelor of Nutrition and Dietetics (BND) and Masters of Nutrition and Dietetics (MND). An action research framework was used to guide and inform inquiry. This involved four stages, each of which provided information to reach a final decision about how to progress forward. First, relevant information was collected to present to stakeholders. This included identification of acknowledged curriculum frameworks, a review of other accredited nutrition and dietetics courses in Australia, a review of Indigenous health topics at Flinders University, including liaison with the Poche Centre for Indigenous Health and Well-Being (Indigenous health teaching and research unit), and a review of BND and MND current curriculum related to Indigenous health. Second, input was sought from stakeholders. This involved a workshop with practising dietitians and nutritionists from South Australia and the Northern Territory and discussions with Flinders University Nutrition and Dietetics academic staff. Third, a new curriculum was developed. Nine areas were identified for this curriculum, including reflexivity, approach and role, history and health status, worldview, beliefs and values, systems and structures, relationship building and communication, food and food choice, appreciating and understanding diversity, and nutrition issues and health status. Fourth, a final outcome was achieved, which was the decision to introduce a core, semester-long Indigenous health topic for BND students. A secondary outcome was strengthening of Indigenous health teaching across the BND and MND. The process and findings will be useful to other university courses looking to assess and expand their Indigenous health curriculum.
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Poelman, Astrid A. M., Maeva Cochet-Broch, Bonnie Wiggins, Rod McCrea, Jessica E. Heffernan, Janne Beelen, and David N. Cox. "Effect of Experiential Vegetable Education Program on Mediating Factors of Vegetable Consumption in Australian Primary School Students: A Cluster-Randomized Controlled Trial." Nutrients 12, no. 8 (August 5, 2020): 2343. http://dx.doi.org/10.3390/nu12082343.
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Schools provide a relevant and equitable environment to influence students towards increased vegetable consumption. This study aimed to evaluate the effectiveness of a Vegetable Education Resource To Increase Children’s Acceptance and Liking (VERTICAL) for Australian primary schools (curriculum aligned and based on a framework of food preference development and sensory experiential learning) on positively influencing factors predisposing children towards increased vegetable consumption. The secondary aim was to evaluate two levels of teacher training intensity on intervention effectiveness. A cluster-RCT amongst schools with three conditions was conducted: 1 = teaching VERTICAL preceded by online teacher training; 2 = as per 1 with additional face-to-face teacher training; 3 = Control. Pre-test, post-test and 3-month follow-up measures (knowledge, verbalization ability, vegetable acceptance, behavioural intentions, willing to taste, new vegetables consumed) were collected from students (n = 1639 from 25 schools in Sydney/Adelaide, Australia). Data were analyzed using mixed model analysis. No difference in intervention effectiveness was found between the two training methods. Compared to the Control, VERTICAL positively affected all outcome measures after intervention (p < 0.01) with knowledge sustained at 3-month follow-up (p < 0.001). In conclusion, VERTICAL was effective in achieving change amongst students in mediating factors known to be positively associated with vegetable consumption.
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Still, Leonie V. "Women Managers in Advertising: An Exploratory Study." Media Information Australia 40, no. 1 (May 1986): 24–30. http://dx.doi.org/10.1177/1329878x8604000105.
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The growing interest in the status of women in the Australian workforce has prompted a related interest in the position of women in certain industries, occupations and professions. Several studies have begun to emerge which have explored women's employment position and status in law (Mathews, 1982; Bretos, 1984); chartered accountancy (Equal Opportunity Board, Victoria, 1983); retailing (Turner & Glare, 1982); and social work (Brown & Turner, 1985). The position of women managers in business has also been examined by the Victorian Office of Women's Affairs (1981) and Still (1985), while Sampson (1985) is currently investigating the status of women in the primary, secondary and technical areas of the teaching profession.
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Li, Xinxin, and Hui Huang. "“No” — A Case Study in Corrective Feedback in a Secondary Chinese Language Classroom in Australia." Journal of Language Teaching and Research 8, no. 6 (November 1, 2017): 1032. http://dx.doi.org/10.17507/jltr.0806.02.
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Corrective feedback has been studied for decades in classrooms both for children and adults. Among different subjects, language learning, especially second language (L2) learning is one of the significant targets of corrective feedback studies. Compared to English and other European languages, however, Chinese as L2 classroom has get little attention. This paper investigates what types of corrective feedback (CF) a teacher of Chinese working at a secondary school in Melbourne provided to what kinds of errors made by students, and the effectiveness of each CF type. The data was obtained from 2 random lessons and the parts involving CF were transcribed to further analyze. The results suggest that Chinese beginners made more mistakes in pronunciation and vocabulary than in grammar, however, the teacher provided feedback to all of the lexical and grammatical errors, ignoring nearly half of the phonological mistakes. In addition, the overall effectiveness of CF was not satisfactory, especially for elicitations and recasts, which were used the most commonly by the teacher. Some pedagogical implications for Chinese teaching and Chinese teacher training are also provided.
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Attard, Catherine. "Transition from Primary to Secondary School Mathematics: Students’ Perceptions." Southeast Asian Mathematics Education Journal 2, no. 1 (November 30, 2012): 31–43. http://dx.doi.org/10.46517/seamej.v2i1.16.
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During a longitudinal case study on engagement in Australian middle school years mathematics, 20 students in their first year of secondary school in Western Sydney, New South Wales, were asked about their experiences of the transition to secondary school in relation to their experiences of mathematics teaching and learning. Changes and disruptions in teacher-student relationships were a major cause of concern. This was due to fewer opportunities for teacher-student interactions and a heavy usage of computer-based mathematics lessons during the first months of secondary school. Findings indicate that a strong pedagogical relationship is a critical foundation for sustained engagement in mathematics during the middle years.
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Johnson, Barbara, and Peter Fensham. "What Student's Perceptions Tell Us About Teaching Environmental Education." Australian Journal of Environmental Education 3 (July 1987): 22–25. http://dx.doi.org/10.1017/s0814062600001294.
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Throughout Australia there has been a substantial interest in enviromental education for more than a decade. Much human and financial effort has gone into curriculum development at the school level and into support for implementation via inservice education, conferences, workshops, etc. Relatively little systematic evaluation of these efforts has been undertaken at the level of what students are learning.Most definitions of enviromental education internationally and in Australia emphasise the importance of affective learning concerning the environment alongside more usual cognitive knowledge and skills. Accordingly any evaluation should recognise this somewhat unusual balance among the intended learnings compared with most other subject areas.Recent research in several areas of school learning has brought out the importance of starting with an explicit recognition of the perceptions and understandings students already hold about topics. Teaching and learning of the topic then ought to be processes that enable the learners to generate or construct from these starting points, new understandings and perceptions. There has, however, been almost no research, apart from a comparative study by Schaeffer and his co-workers of West German and Phillippino secondary school students' associations with the word, ENVIRONMENT. (Schaeffer, 1979; Hernandez, 1981; Villavicencio, 1981). This paper reports an attempt in Victoria to begin to fill these gaps.
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Gibson, Dianne, Louise Paatsch, and Dianne Toe. "An Analysis of the Role of Teachers’ Aides in a State Secondary School: Perceptions of Teaching Staff and Teachers’ Aides." Australasian Journal of Special Education 40, no. 1 (September 1, 2015): 1–20. http://dx.doi.org/10.1017/jse.2015.11.
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In Victoria, Australia, one of the major roles of the teachers’ aide (TA) is to assist students with disabilities to access their education. Researchers have identified the inconsistencies in defining the roles of the TA, in a variety of settings, by TAs, teachers, parents, and other research participants. Four main themes that have been frequently reported in educational research related to the role of TAs formed the basis for this study: (a) inclusion in the school community, (b) curriculum, (c) classroom management, and (d) student support.Drawing on the results of a questionnaire administered to teachers and TAs at a government nonselective secondary school in Victoria, Australia, data were collected to explore the differing perspectives on the role of the TAs by the teaching staff and the TAs. In all, 65 individuals participated in this study. The participants formed 3 groups: TAs (n = 10), teachers (n = 49), and T/TAs (n = 6; participants in this group had worked as both a teacher and TA). The results of the study showed a diversity of views across the 4 themes. In 3 of the 4 themes that included inclusion, classroom management, and student support, the 3 groups agreed on the role of the TA. In the remaining theme, curriculum, opinions varied significantly. The results of the study reveal that a concerted effort to clarify the role of TAs would be beneficial to all stakeholders.
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Salazar Noguera, Joana, and Kerryn McCluskey. "A case study of early career secondary teachers’ perceptions of their preparedness for teaching: lessons from Australia and Spain." Teacher Development 21, no. 1 (November 14, 2016): 101–17. http://dx.doi.org/10.1080/13664530.2016.1204353.
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Herbert, Sandra. "Gestures in mathematical function talk." Gesture 17, no. 1 (October 19, 2018): 196–220. http://dx.doi.org/10.1075/gest.00016.her.
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Abstract The mathematical concept of function is an essential underpinning for advanced study in mathematics, such as calculus, and influences success in higher mathematics. Teaching about functions is challenging as many students find it difficult to understand. Effective teaching strategies are reliant on a teacher’s knowledge of the current understandings of their students. The gestures of the twenty-three middle-secondary Australian students (14–15 years old) in this study clarified the meaning of their words as they were interviewed whilst viewing two different computer simulations. Five ways in which students used their hands when providing multiple representations of mathematical functions are presented, which provide insights into students’ thinking about functions not available in their words alone.
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Jarrett, Kendall, and Richard Light. "The experience of teaching using a game based approach: Teachers as learners, collaborators and catalysts." European Physical Education Review 25, no. 2 (January 22, 2018): 565–80. http://dx.doi.org/10.1177/1356336x17753023.
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This study focuses on the analysis of collective meaning associated with secondary physical education teachers’ ( n = 12) experiences of teaching games using a game based approach (GBA). Participants taught in one of two different international contexts, southeast Australia or southeast England, and all had some experience of using a GBA to teach games. A phenomenographic research framework was utilised to uncover the qualitatively finite number of ways that GBA-related teaching was/can be experienced. As guided by use of a phenomenographic analysis framework, three conceptions of awareness were identified that detail the collective meaning associated with participants’ experiences of teaching using a GBA, namely that of a Learner, a Collaborator and/or a Catalyst. An analysis of findings is presented with discussion focusing on what can be learnt from the different ways GBA teaching is experienced and implications for GBA teaching practice.
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Pennell, Richard. "Making the Foreign Past Real: Teaching and Assessing Middle Eastern History in Australia." Review of Middle East Studies 51, no. 1 (February 2017): 40–44. http://dx.doi.org/10.1017/rms.2017.51.
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Teaching modern Middle East history at the University of Melbourne raises problems of culture. Students are not generally acquainted with the Middle East and North Africa—even those whose families originate there—news coverage is patchy, and Australia is far away. Not all students are even arts students let alone history majors: our degree structure requires interdisciplinary study. The University is liberal about how to assess students, only requiring that during a twelve-week semester subject a student must write 4000 words. Within broad bounds, how teachers do this is up to them, although the Arts Faculty has a culture of avoiding unseen examinations. History major students are very accustomed to the “traditional” researched essay format, but it does not provide much variety of intellectual training; it is unfamiliar to non-Arts students; in classes that regularly number over 100 students, it is tiring and boring to assess; and large numbers of essays are freely available online. So I have introduced an assessment task to replace the standard researched essay. The purpose here is to describe an alternative approach to assessment and learning by using a simulation: in that sense the actual topic of the simulation is secondary. It concerns refugees, which is of course, a matter of vital current concern, but it is the reasoning behind the task that I hope is instructive.
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Nanayakkara, Janandani, Claire Margerison, and Anthony Worsley. "Teachers’ perspectives of a new food literacy curriculum in Australia." Health Education 118, no. 1 (January 2, 2018): 48–61. http://dx.doi.org/10.1108/he-05-2017-0024.
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Purpose Implementation of a new food literacy curriculum provides multiple health and social benefits to school students. The success of any new curriculum execution is partly determined by teachers’ perceptions about the new curriculum contents, and barriers and challenges for its delivery. The purpose of this paper is to explore teachers’ views of a new food literacy curriculum named Victorian Certificate of Education Food Studies for senior secondary school students in Victoria, Australia. Design/methodology/approach A qualitative study design was used in this study. In total, 14 teachers who were planning to teach the new curriculum were individually interviewed in October-December 2016. The interviews were transcribed and analysed using the template analysis technique. Findings The majority of teachers appreciated the inclusion of food literacy and nutrition concepts in the new curriculum. However, half of the teachers had doubts about their readiness to teach it. Most teachers mentioned that they needed more training and resources to increase their confidence in teaching the curriculum. Practical implications These findings reveal that teachers need more awareness, resources, and guidance to increase their confidence in delivering the new curriculum. Provision of more resources and opportunities for training in food literacy concepts and instructional methods could facilitate its implementation. Originality/value These findings serve as an important first step to gain the perspectives of secondary school teachers’ opinions about the new curriculum. Moreover, these opinions and suggestions could inform the future design and implementation of similar food literacy curricula in Australia or elsewhere.
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Celik, Suleyman. "Association between Influential Factors and Teaching Profession as Career Choice among Undergraduate Student Teachers: A Structural Equation Study." Revista Amazonia Investiga 9, no. 31 (August 7, 2020): 166–77. http://dx.doi.org/10.34069/ai/2020.31.07.15.
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This study investigated the fitness of the Factors Influencing Teaching (FIT) Choice scale in a Kurdish educational setting among undergraduate teacher-training students (N=1335) encompassing nursery, primary and secondary education. The factors motivating this population to become teachers were examined in the Iraqi-Kurdish educational context. The-FIT-Choice scale was translated into the Kurdish language and its reliability and validity were measured. Intrinsic/altruistic and social utility values were found to be the most important factors behind the choice of the teaching profession as a career. Intrinsic career value, social contribution, the experience of prior learning and teaching were also influential motivational factors in this choice, as were social influences and social status factors compared to similar research conducted in Australian and Turkish educational settings, however, fall back career, job security, time for family, job transferability, the opportunity to shape the future of children and enhance social equity did not demonstrate meaningful value as motivational factors in this survey. One of the most important results differentiating this from other studies was that the addition of moral value factors to the original scale revealed that these values played an important role in students’ perceptions towards the teaching profession as a career.
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Gordon, Sue, and Kathleen Fittler. "Learning By Teaching: A Cultural Historical Perspective On A Teacher’s Development." Outlines. Critical Practice Studies 6, no. 2 (September 30, 2004): 35–46. http://dx.doi.org/10.7146/ocps.v6i2.2142.
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How can teacher development be characterised? In this paper we offer a conceptualisation of teacher development as the enhancement of knowledge and capabilities to function in the activity of a teacher and illustrate with a case study. Our analytic focus is on the development of a science teacher, David, as he engaged in an innovative, collaborative project on learning photonics at a metropolitan secondary school in Australia. Three dimensions of development emerged: technical confidence and competence, pedagogical development and personal agency. We explore the transformative effects of intrapersonal tensions within the teacher’s constitution of his role in the emerging community of enquiry — positioning him in turn as learner, instructor and facilitator. We view the context for David’s actions as a complex and dynamic system and interpret David’s development as arising from his responses to the differences in his emerging roles in the project.
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Wilkinson, Jane, Christine Edwards-Groves, Peter Grootenboer, and Stephen Kemmis. "District offices fostering educational change through instructional leadership practices in Australian Catholic secondary schools." Journal of Educational Administration 57, no. 5 (September 9, 2019): 501–18. http://dx.doi.org/10.1108/jea-09-2018-0179.
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PurposeThe purpose of this paper is to examine how Catholic district offices support school leaders’ instructional leadership practices at times of major reform.Design/methodology/approachThe paper employs the theory of practice architectures as a lens through which to examine local site-based responses to system-wide reforms in two Australian Catholic secondary schools and their district offices. Data collection for these parallel case studies included semi-structured interviews, focus groups, teaching observations, classroom walkthroughs and coaching conversations.FindingsFindings suggest that in the New South Wales case, arrangements of language and specialist discourses associated with a school improvement agenda were reinforced by district office imperatives. These imperatives made possible new kinds of know-how, ways of working and relating to district office, teachers and students when it came to instructional leading. In the Queensland case, the district office facilitated instructional leadership practices that actively sought and valued practitioners’ input and professional judgment.Research limitations/implicationsThe research focussed on two case studies of district offices supporting school leaders’ instructional leadership practices at times of major reform. The findings are not generalizable.Practical implicationsPractically, the studies suggest that for excellent pedagogical practice to be embedded and sustained over time, district offices need to work with principals to foster communicative spaces that promote explicit dialogue between teachers and leaders’ interpretive categories.Social implicationsThe paper contends that responding to the diversity of secondary school sites requires district office practices that reject a one size fits all formulas. Instead, district offices must foster site-based education development.Originality/valueThe paper adopts a practice theory approach to its study of district support for instructional leader’ practices. A practice approach rejects a one size fits all approach to educational change. Instead, it focusses on understanding how particular practices come to be in specific sites, and what kinds of conditions make their emergence possible. As such, it leads the authors to consider whether and how different practices such as district practices of educational reforming or principals’ instructional leading might be transformed, or conducted otherwise, under other conditions of possibility.
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Trudgen, Michelle, and Sharon Lawn. "What is the Threshold of Teachers' Recognition and Report of Concerns About Anxiety and Depression in Students? An Exploratory Study With Teachers of Adolescents in Regional Australia." Australian Journal of Guidance and Counselling 21, no. 2 (December 1, 2011): 126–41. http://dx.doi.org/10.1375/ajgc.21.2.126.
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AbstractIntroduction:Anxiety and depression in adolescence is prevalent but often unrecognised and untreated. This can lead to serious disorders in later life. This study explored how teachers recognise anxiety and depression in secondary school students and act on their concerns.Method:Twenty teachers from four secondary colleges in regional Victoria, Australia were interviewed regarding their experiences. In-depth interviews were analysed using descriptive thematic analysis in order to understand how teachers respond to this issue.Results:Teachers' recognition of mental health problems in students and the threshold for reporting their concerns was subjective and not based on any formal knowledge of how to identify anxiety or depression risk factors in students. Years of teaching experience was not associated with increased knowledge of mental health problems in students. Time pressures and lack of resources in student wellbeing teams were barriers to teachers reporting their concerns about students.Conclusion:Education bodies and teaching universities responsible for training teachers and providing ongoing professional learning need to ensure that mental health training is part of every teacher's core skill set, so that teachers can confidently promote mental wellbeing, identify emerging mental health problems, know how to facilitate access to more specialist intervention where required and contribute effectively to follow-up support.
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Killen, Roy. "Preservice music teachers: influences on lesson planning." British Journal of Music Education 13, no. 1 (March 1996): 31–47. http://dx.doi.org/10.1017/s026505170000293x.
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This article explores the influences on preservice teachers' planning decisions in a study conducted during Semester I, 1994 at an Australian University. A group of second year Bachelor of Education (Music) students and Diploma in Education (Music) students were placed in a local school under the supervision of their university specialist methods lecturer and were required to teach a specified lesson to a junior secondary class on three occasions. Before teaching these lessons, every preservice teacher was interviewed and asked to justify each of their planning decisions. Responses for the planning decisions at each stage of the study were grouped into categories. The results show that some categories of responses remained the same, while others changed throughout the study. The study also revealed that the preservice teachers operated on two sets of lesson agendas: the written agenda which was influenced by the university pedagogical programme, and the unwritten agenda influenced by the preservice teachers' beliefs about teaching.
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Hine, Gregory, and Kristin Lesseig. "Supporting Pre-Service Secondary Mathematics Teachers’ Professional Noticing of Student Thinking Professional Noticing of Student Thinking." Australian Journal of Teacher Education 46, no. 8 (August 2021): 96–116. http://dx.doi.org/10.14221/ajte.2021v46n8.6.
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A growing body of evidence suggests developing the attention of preservice, secondary mathematics (PSMTs) teachers towards professional noticing of student thinking should feature in teacher education programs. There were two aims for this qualitative study: first, to explore the extent to which an Interview Module (IM) supported the development of PSMTs’ ability to notice and make pedagogical decisions based on student thinking evidenced in video- and paper-based work samples. A secondary aim was to establish the viability of the IM in an Australian context. Overall, PSMTs regarded their involvement in the IM as beneficial to their development as teachers. Specifically, participants outlined that the IM helped to shift their beliefs about teaching and learning, and helped promote productive teacher dispositions. Furthermore, these shifts were enabled through opportunities to engage with authentic student work, and the access they were given to new forms of responding.
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White, Rachel. "High Achievement and the Musically Gifted: How Music Educators across New South Wales, Australia Develop and Extend Their Most Capable Students." Australasian Journal of Gifted Education 31, no. 1 (April 1, 2022): 37–53. http://dx.doi.org/10.21505/ajge.2022.0004.
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Musical giftedness can manifest in many ways, and music teachers should be able to identify high musical potential beyond the demonstration of instrumental skill or musical knowledge. It is important to have a multi-faceted approach to the education of musically gifted students, particularly in the senior secondary years when students are beginning to reach higher levels of musical proficiency. As part of a study examining high achievement in senior secondary music, 50 teachers in 23 schools across New South Wales were asked about how they supported and extended the musically gifted students at their school. Results showed that participants were intuitively utilising gifted education strategies and approaches in their teaching. However, it was mainly students with demonstrable talent who were benefiting from their expertise. This study advocates for all music educators working with high achieving and gifted musicians to broaden their skills and knowledge of gifted education practices to better serve all students with high musical potential.
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Kay-Lambkin, Frances, Elizabeth Kemp, Karen Stafford, and Trevor Hazell. "Mental Health Promotion and Early Intervention in Early Childhood and Primary School Settings: A Review." Journal of Student Wellbeing 1, no. 1 (June 27, 2007): 31. http://dx.doi.org/10.21913/jsw.v1i1.115.
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Response Ability is an initiative of the Australian Government Department of Health and Ageing (the Department). Since 2000, the project team has provided free multimedia resources and practical support for universities and teacher educators, addressing pre-service education for secondary teachers. The focus of the existing Response Ability resources is on the mental health and wellbeing of secondary school students. The use of these resources is designed to encourage pre-service teachers to engage with and promote social and emotional health in their teaching practices. In 2006, the Response Ability project was directed by the Department to advise how the scope of these resources could be broadened to support primary and early childhood teacher education. As part of this, a large-scale scoping study was undertaken to inform discussions about mental health promotion and early intervention strategies in primary and early childhood settings. A structured literature review was completed as part of this process, examining three key questions:
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Zakeri, Nurin Nuha binti, Riyan Hidayat, Nur Atikah binti Mohd Sabri, Nurul Fashihah binti Yaakub, Kayshalini S. Balachandran, and Nurul Izzah binti Azizan. "Creative methods in STEM for secondary school students: Systematic literature review." Contemporary Mathematics and Science Education 4, no. 1 (January 1, 2023): ep23003. http://dx.doi.org/10.30935/conmaths/12601.
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Science, technology, engineering, and mathematics (STEM) are recognized as critical subjects that underlie innovation and national prosperity. Through inquiry-based learning, STEM subjects contribute to the development and application of these abilities. Therefore, the main purpose of this research is to explore type of creative methods in STEM for secondary school students. Articles from 2017 till 2021 screened and analyzed using systematic literature review (SLR) and PRISMA protocol. Three online search engines used are Springer, Scopus, and Science Direct. The thematic analysis method is used to analyze the data. A total of 22 articles were chosen for the systematic analysis after being screened using the eligibility requirements. Result showed that the creative teaching methods involving STEM used in the current study were a problem and project-based learning, mathematical modelling, inquiry-based learning, design-based learning, tool-based pedagogy, student-centered learning, 5E instructional model, professional development, board games and role-play, STEM 7E-learning cycle and boundary-crossing. From twenty-two articles chosen, 77% used qualitative approach in existing literature of creative thinking. Our findings indicated that the distribution of STEM education in different countries such as Australia, Germany, Indonesia, Malaysia, Spain, and the US. At the end, STEM in mathematics education gives a positive out-turn overall.
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Power, Anne, and Debra Costley. "Preservice Teachers’ Learning Among Students With Autism Spectrum Disorder." Australasian Journal of Special Education 38, no. 1 (May 29, 2014): 34–50. http://dx.doi.org/10.1017/jse.2014.6.
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This article reports on a collaborative venture between Autism Spectrum Australia and the University of Western Sydney, New South Wales, Australia. The Social Club network was formed for children and adolescents to provide structured opportunities for positive peer interactions in safe, stimulating and nonjudgmental environments. The Social Clubs were run by expert facilitators with additional workers drawn from preservice teachers undertaking a service-learning unit of study within the Master of Teaching Secondary course at the University of Western Sydney. The research design included surveys and reflections. Data were drawn from 4 sources: 58 parent survey responses, 51 Social Club member survey responses, 9 facilitator survey responses and 9 preservice teachers’ reflections. Data analysis was framed by Bourdieu's work, which refers to the allocation of social power. After the experience, surveyed parents confirmed that their children were relaxed when changing topics in a conversation and working in groups. Members demonstrated that they engaged with other members and with preservice teachers. Club facilitators felt that the preservice teachers developed an understanding that students with autism spectrum disorder thrive in structured environments and that they would set up their own classrooms accordingly. For the future teachers, it was authentic learning that enriched their preparation for the classroom, however multilayered its student population might be.
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Felis-Anaya, Mercè, Daniel Martos-Garcia, and José Devís-Devís. "Socio-critical research on teaching physical education and physical education teacher education." European Physical Education Review 24, no. 3 (February 14, 2017): 314–29. http://dx.doi.org/10.1177/1356336x17691215.
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The purpose of this study is to systematically review the socio-critical research on teaching physical education (PE) and PE teacher education (PETE) between 1999 and 2014. The procedure followed a four-phase approach: (a) searching publications through four international databases; (b) meeting inclusion criteria; (c) refining selection to identify specifically research-based papers; and (d) expert searching based on the research team’s knowledge. The selection process yielded 23 articles mainly from Australia, New Zealand, the USA and Spain. Most of the research was authored collaboratively by male and female authors affiliated to universities. A lack of authorship shared with participant students, teachers or student teachers was observed. Qualitative approaches were the predominant methodology used in the selected studies. An inductive content analysis identified five major themes: evaluations in secondary school; evaluations in higher education; provocative studies; studies on assessment; and studies on participants’ experiences and views. Teaching and curriculum problems and difficulties, new ways of approaching them and potential solutions to moral struggles in teaching were analysed within these themes. Most of the socio-critical research reviewed involved both a postmodern ontology and innovative research designs to investigate the new and complex world of PE and PETE. This review exhibits the reduced impact on social change and the difficulties in developing socio-critical research and enacting critical pedagogy. However, the findings of our study preserve the momentum of socio-critical research that fights to keep its place in the field of teaching PE and PETE.
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Fitzgerald, Angela. "Exploring ‘Next Practice’: Principals’ Perceptions of Graduate Skills and Attributes for Future Classrooms." Australian Journal of Teacher Education 46, no. 5 (May 2021): 1–17. http://dx.doi.org/10.14221/ajte.2021v46n5.1.
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The phrase ‘next practice’ was coined to indicate a shift from the notion of best practice to thinking more broadly about the needs of future learners and the ways in which teaching practice might align to support these needs. In understanding what next practice means for the classroom, this study was particularly interested in examining how initial teacher education (ITE) could respond through their graduate preparation. The presented data presented is derived from an Australian small-scale qualitative study that sought to explore principals’ perceptions of graduate skills and attributes for future classrooms which captured the perspectives of six primary and secondary school principals using in-depth interviews. Emerging from these subsequent narratives were seven themes that could be clustered around areas such as affective attributes, pedagogical considerations and personal wellbeing. In providing insights into the skills and attributes required by future teachers, this work raises questions how ITE providers might respond.
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Dulfer, Nicky. "Differentiation in the International Baccalaureate Diploma Programme." Journal of Research in International Education 18, no. 2 (August 2019): 142–68. http://dx.doi.org/10.1177/1475240919865654.
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There is now widespread acceptance of the importance of differentiated instruction in today’s classrooms. However, much of the research regarding differentiated instruction takes place in primary and middle years environments, with very little focussed on the senior secondary years. This article explores differentiated instruction practices in senior secondary high stakes environments. Specifically focussed on the experiences of teachers in the International Baccalaureate Diploma Programme (IBDP) in Hong Kong and Australia, where the IB is predominately taught in high-fee-paying institutions, the article explores some of the current practices and concerns of teachers involved in the programme. In exploring differentiated instruction in the IBDP it asks the questions 1) How do teachers employ differentiation in their approaches to teaching in IBDP environments?, and 2) What factors inhibit or enable differentiation in their classrooms? Results from the study indicate that teachers of the IBDP provide several differentiation opportunities within the content and product areas. However, the areas of process and environment were more problematic, with the amount of content that needed to be covered impacting on the approach to teaching and learning adopted by both the teachers and the students. The IB prides itself on its Learner Profile attributes which support the students to become “inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.” (IB, 2019a). However, in this study questions were raised regarding the amount of time students are given to think, reflect, or inquire. This is something that all senior secondary years programmes will need to consider as we move through the twenty-first century.
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Oliver, Rhonda, and Haig Yvonne. "Teacher perceptions of student speech." Australian Review of Applied Linguistics 28, no. 2 (January 1, 2005): 44–59. http://dx.doi.org/10.1075/aral.28.2.04oli.
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Abstract This study reports on teachers’ attitudes towards their students’ speech varieties of English. A sample of 172 primary, district high and secondary teachers in Western Australian schools was surveyed on their attitudes towards language variation and towards their students’ use of specific English variants. The teachers were found to have generally conservative attitudes, particularly with regard to their students’ use of non-standard features. These features were also associated with falling language standards. The impact of the teacher background factors of gender, age, level of teaching qualification, teaching experience and professional development on attitudes was also considered. However, only teacher qualifications and length of experience were found to be significant and this influence was restricted to attitudes towards language varieties. Such findings have important implications for speakers of non-standard sociolects who would tend to use these features more often. It is of particular concern where teachers associate the use of non-standard varieties with lower academic ability as has been found in other research. The findings suggest that teachers need to understand the relationships between standard and non-standard varieties, written and spoken forms, formal and informal registers, and developmental and non-standard features.
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Abbasnejad, Behzad, Guillermo Aranda-Mena, Araz Nasirian, Peter SP Wong, and Alireza Ahankoob. "Implementation of integrated BIM-VR into construction management curriculum: lessons learned and development of a decision support system." IOP Conference Series: Earth and Environmental Science 1101, no. 9 (November 1, 2022): 092029. http://dx.doi.org/10.1088/1755-1315/1101/9/092029.
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Abstract Several educational institutions and universities have introduced Building Information Modelling (BIM) and Virtual Reality (VR) courses separately in the construction management (CM) programs around the globe, and others are in the process of integrating them into their curricula. However, fewer institutions have included integrated BIM and VR into their courses. The industry needs for integrated BIM-VR are not fully recognised by universities due to the lack of a guideline and cognitive dissonance between academia and industry. As a result, most universities do not have a rigorous strategy for developing BIM-VR teaching topics and plans. This study firstly aims to report on some of the employed processes by university lecturers and academics in an Australian University to integrate BIM-VR education into CM curriculum. The review on the secondary sources indicates that the integration of BIM/VR education requires the consideration of three aspects including: industry needs, course contents, classroom size and software and hardware selection. The second aim of this paper is to develop a decision support system by utilising the PROMETHEE method as one of the multi-criteria decision-making approaches. The findings of the secondary sources and development of the decision support system help the educational institutions and practitioners for their future BIM-VR implementation initiatives.
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Maashi, Khalid Mohammed, Sarika Kewalramani, and Saleh Abdullah Alabdulkareem. "Sustainable professional development for STEM teachers in Saudi Arabia." Eurasia Journal of Mathematics, Science and Technology Education 18, no. 12 (November 2, 2022): em2189. http://dx.doi.org/10.29333/ejmste/12597.
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This paper responds to the call for the need to develop professional development practices for leaders, supervisors, teachers, and student guidance within the framework of international standards, particularly in line with the Kingdom of Saudi Arabia’s (KSA) vision 2030 (KSA, 2019). The current study aims to identify the obstacles and challenges for implementing sustainable professional development methods for teachers in KSA, who had participated in a ten-month Australian cross-national STEM professional development program. In addition, the teachers also participated in an immersion in Australian schools that lasted for 11 months. This paper reports on a sample of 22 male and female teachers coming from primary and secondary KSA schooling contexts. The participating teachers in the study were those who had participated in the Australian STEM immersion professional learning program in 2019-2020. Drawing from previous studies (Ermeling & Yarbo, 2016; Greene, 2015; Kayi-Aydar & Goering, 2019; Piqueras & Achiam, 2019), we have proposed a framework involving four methods for sustainable professional development for STEM teachers: professional learning communities, communities of practice, action research, and the outside expert. A mixed-methods research design was applied including three methods: individual interviews, open-ended questions to identify the proposed plan of STEM teachers’ implementation of the sustainable professional development methods. Also, a questionnaire to identify obstacles to the implementation of sustainable professional development methods from the viewpoint of STEM teachers was also employed. The results showed that the most prominent obstacles to the implementation of the sustainable professional development methods by STEM teachers in the Saudi educational system where there is no coordination in the school meetings schedule for the members of the professional learning STEM education community, there is no clear plan for communities of practice of STEM education, teachers’ overload teaching duties, lack of coordination between schools to benefit from STEM experts. Implications of our study reside in developing teachers’ ongoing STEM professional development opportunities through execution of a sustainable model of collaborative teacher communities in KSA. Suggestions for curriculum stakeholders and administrator’s coordination and supporting teachers’ ongoing participation and implementation of professional development programs are discussed.
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Freeman, Ashley Thomas. "Bushrangers, itinerant teachers and constructing educational policy in 1860s New South Wales." History of Education Review 48, no. 1 (June 3, 2019): 15–30. http://dx.doi.org/10.1108/her-12-2017-0027.
Full textAbstract:
Purpose The purpose of this paper is to examine how rural outlaws, known in the Australian context as bushrangers, impacted on the introduction of itinerant teaching in sparsely settled areas under the Council of Education in the colony of New South Wales. In July 1867 the evolving process for establishing half-time schools was suddenly disrupted when itinerant teaching diverged down an unexpected and uncharted path. As a result the first two itinerant teachers were appointed and taught in an irregular manner that differed significantly from regulation and convention. The catalyst was a series of events arising from bushranging that was prevalent in the Braidwood area in the mid-1860s. Design/methodology/approach The paper draws on archival sources, particularly sources within State Archives and Records NSW, further contemporary sources such as reports and newspapers; and on secondary sources. Findings The paper reveals the circumstances which led to the implementation of an unanticipated form of itinerant teaching in the “Jingeras”; the impact of rural banditry or bushranging, on the nature and conduct of these early half-time schools; and the processes of policy formation involved. Originality/value This study is the first to explore the causes behind the marked deviation from the intended form and conduct of half-time schools that occurred in the Braidwood area of 1860s New South Wales. It provides a detailed account of how schooling was employed to counter rural banditry, or bushranging, in the Jingeras and provided significant insight into the education policy formation processes of the time.
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Harianto, Eko, La Ode Nursalam, Fahrudi Ahwan Ikhsan, Z. Zakaria, D. Damhuri, and Andri Estining Sejati. "THE COMPATIBILITY OF OUTDOOR STUDY APPLICATION OF ENVIRONMENTAL SUBJECT USING PSYCHOLOGICAL THEORIES OF INTELLIGENCE AND MEANINGFUL LEARNING IN SENIOR HIGH SCHOOL." Geosfera Indonesia 4, no. 2 (August 28, 2019): 201. http://dx.doi.org/10.19184/geosi.v4i2.9903.
Full textAbstract:
The problem in this research relates to the learning theory that rarely considered as a basis in learning in Indonesia. learning plans and syllabus structure in the national curriculum is not included learning theory point. learning theory only has been less studied in the subjects in geography education undergraduate. This makes learning theory material less explored. Learning theory is also often forgotten in educational research undergraduate and postgraduate programs. Many research did not allude to the relevance of learning theory in learning. After graduating, they less develop or linking learning theory with the teaching profession. That condition makes learning essence should be strengthened to become weak or even disappear.This research aims to describe the compatibility when applying outdoor study environment subjects with the psychological theories of intelligence and meaningful learning theory in senior high school. This research used a qualitative methodology with the type of descriptive exploitative research. Data sources are students and geography teachers. The process of collecting data uses the method of observation and interviews. Data were analyzed with the 6 Cresswell's qualitative analyzing steps. The results show that the application of outdoor study is suitable both the psychological theories of intelligence and meaningful learning. The compatibility is reflected in the learning activities, there are: before, during, and after working in the outdoor. The teacher's ability to implement the basis of psychological theories of intelligence and meaningful learning makes learning more easily understood and meaningful for students.
Keywords: meaningful learning, outdoor study, psychological theories.
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Poulsen, Chris. "Student writing: gender and visibility; then and now." English Teaching: Practice & Critique 14, no. 3 (December 7, 2015): 404–18. http://dx.doi.org/10.1108/etpc-06-2015-0048.
Full textAbstract:
Purpose – The purpose of this paper is to examine a selection of creative writings by students at one Australian secondary school over a period of 50-plus years, charting the frequency with which key markers of gender appear in student storytelling over this period and sampling the types of gendered representation demonstrated in these stories. Design/methodology/approach – Taken from a larger study, and grounded in feminist and poststructuralist reading practices, the research draws on Critical Discourse Analysis and quantifies verbal processes relating to gender using Halliday and Matthiessen’s Systemic Functional Linguistics (SFL) (2004). Findings – The research finds the visibility of females in the selected corpus has increased considerably, yet the nature of female and male participation in these texts remains comparatively unchanged when measured by the process types of Halliday and Matthiessen’s SFL (2004). Originality/value – If past decades of (pro)feminist choices are only challenging gendered patterns of representation at the level of quantity but not type, this has significant implications for teachers of English. The paper’s conclusion considers what more might be done in present and future teaching to assist students to problematise their own, as well as others’, representations of gender.