Academic literature on the topic 'Literacy Study and teaching (Secondary) Australia'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Literacy Study and teaching (Secondary) Australia.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Literacy Study and teaching (Secondary) Australia"
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
Bosse, Ingo, Gregor Renner, and Leevke Wilkens. "Social Media and Internet Use Patterns by Adolescents With Complex Communication Needs." Language, Speech, and Hearing Services in Schools 51, no. 4 (October 2, 2020): 1024–36. http://dx.doi.org/10.1044/2020_lshss-19-00072.
Full textAbstract:
Purpose Nearly all students use Internet-based social media to communicate and network. For those with complex communication needs who may benefit from augmentative and alternative communication, social media offer specific opportunities to participate. However, do students make use of them—or do they face new barriers? The aim of the study was to collect data on the types, frequency, and duration of Internet and social media use among students with complex communication needs, along with the barriers to and facilitators of use, and to compare their use with peers without disabilities. Method Twenty-four German secondary school students with complex communication needs and motor difficulties were surveyed by a questionnaire based on an Australian study. Results A majority (75%) of the participants used the Internet, with most using daily and on more than one device. Use for school activities played only a minor role. Instead, the Internet was most often used for recreational activities (e.g., listening to music, watching videos), followed by communication by e-mail or chat, and lastly for seeking information. Greater Internet use was desired by 88% of the participants. The data show technical and social difficulties in Internet access and use and indicate that literacy skills and motor skills influence the Internet use. Conclusion School education should address the desire for greater Internet use. The teaching of media literacy and the provision of appropriate assistive and/or mainstream technology are therefore needed. More research is required on how persons with complex communication needs can potentially and actually benefit from the use of social media and on how teaching how to use social media can lead to further digital and social participation.
8
Siti Syarah, Erie, Ilza Mayuni, and Nurbiana Dhieni. "Understanding Teacher's Perspectives in Media Literacy Education as an Empowerment Instrument of Blended Learning in Early Childhood Classroom." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 201–14. http://dx.doi.org/10.21009/jpud.142.01.
Full textAbstract:
Teacher's abilities to understand the benefits and use of media literacy play an important role in dealing with children as digital natives. Media literacy education can be an instrument through the use of blended-learning websites to address the challenges of education in the 21st century and learning solutions during and after the Covid-19 pandemic. This study aims to figure the teacher's perspective in understanding media literacy as an instrument for implementing blended-learning in early-childhood classes. Using a qualitative approach, this study combines two types of data. Data collection involved kindergarten teachers, six people as informants who attended the interviews and twenty-six participants who filled out questionnaires. Typological data analysis was used for qualitative data as well as simple statistical analysis to calculate the percentage of teacher perspectives on questionnaires collected the pandemic. The findings show five categories from the teacher's perspective. First, about the ability to carry out website-based blended-learning and the use of technology in classrooms and distance learning is still low. It must be transformed into more creative and innovative one. Encouraging teacher awareness of the importance of media literacy education for teachers as a more effective integrated learning approach, especially in rural or remote areas, to be the second finding. Third, national action is needed to change from traditional to blended-learning culture. Fourth, the high need for strong environmental support, such as related-party policies and competency training is the most important finding in this study. Finally, the need for an increase in the ease of access to technology use from all related parties, because the biggest impact of the Covid-19 pandemic is on ECE, which is closely related to the perspective of teachers on technology. The research implication demands increase in technology systems and connections between educators, parents, institutional managers, and education policy holders, for ECE services in urban areas for disadvantaged children, and all children in rural or remote areas.
Keywords: Blended Learning, Early Childhood Classroom, Media Literacy Education
References
Aktay, S. (2009). The ISTE national educational technology standards and prospective primary school teachers in Turkey. International Journal of Learning, 16(9), 127–138. https://doi.org/10.18848/1447-9494/cgp/v16i09/46607
Arke, E. T., & Primack, B. A. (2009). Quantifying media literacy: Development, reliability, and validity of a new measure. Educational Media International, 46(1), 53–65. https://doi.org/10.1080/09523980902780958
Briquet-Duhazé, S. (2019). Websites Consulted by Future Primary Level Schoolteachers in France: Differences between Students and Trainees. American Journal of Educational Research, 7(7), 471–481. https://doi.org/10.12691/education-7-7-6
Bryan, A., & Volchenkova, K. N. (2016). Blended Learning: Definition, Models, Implications for Higher Education. Bulletin of the South Ural State University Series “Education. Education Sciences,” 8(2), 24–30. https://doi.org/10.14529/ped160204
Cappello, G. (2019). Media Literacy in I taly . The International Encyclopedia of Media Literacy, 1–6. https://doi.org/10.1002/9781118978238.ieml0155
Chan, E. Y. M. (2019). Blended learning dilemma: Teacher education in the confucian heritage culture. Australian Journal of Teacher Education, 44(1), 36–51. https://doi.org/10.14221/ajte.2018v44n1.3
Cherner, T. S., & Curry, K. (2019). Preparing Pre-Service Teachers to Teach Media Literacy: A Response to “Fake News.” Journal of Media Literacy Education, 11(1), 1–31. https://doi.org/10.23860/jmle-2019-11-1-1
Cheung, C. K., & Xu, W. (2016). Integrating Media Literacy Education into the School Curriculum in China: A Case Study of a Primary School. Media Literacy Education in China, 1–179. https://doi.org/10.1007/978-981-10-0045-4
Chou, A. Y., & Chou, D. C. (2011). Course Management Systems and Blended Learning: An Innovative Learning Approach. Decision Sciences Journal OfInnovative Education, 9(3), 463–484. https://doi.org/https://doi.org/10.1111/j.1540-4609.2011.00325.x
Crawford, R. (2017). Rethinking teaching and learning pedagogy for education in the twenty-first century: blended learning in music education. Music Education Research, 19(2), 195–213. https://doi.org/10.1080/14613808.2016.1202223
de Abreu, B. (2010). Changing technology: empowering students through media literacy education. New Horizons in Education, 58(3), 26. https://files.eric.ed.gov/fulltext/EJ966657.pdf
Domine, V. (2011). Building 21st-Century Teachers: An Intentional Pedagogy of Media Literacy Education. Action in Teacher Education, 33(2), 194–205. https://doi.org/10.1080/01626620.2011.569457
Friesem, E., & Friesem, Y. (2019). Media Literacy Education in the Era of Post-Truth: Paradigm Crisis. In Handbook of Research on Media Literacy Research and Applications Across Disciplines. IGI Global.
Huguet, A., Kavanagh, J., Baker, G., & Blumenthal, M. (2019). Exploring Media Literacy Education as a Tool for Mitigating Truth Decay. In Exploring Media Literacy Education as a Tool for Mitigating Truth Decay. https://doi.org/10.7249/rr3050
Kalogiannakis, M., & Papadakis, S. (2019). Evaluating pre-service kindergarten teachers’ intention to adopt and use tablets into teaching practice for natural sciences. International Journal of Mobile Learning and Organisation, 13(1), 113–127. https://doi.org/10.1504/IJMLO.2019.096479
Kennedy, A. B., Schenkelberg, M., Moyer, C., Pate, R., & Saunders, R. P. (2017). Process evaluation of a preschool physical activity intervention using web-based delivery. Evaluation and Program Planning, 60, 24–36. https://doi.org/10.1016/j.evalprogplan.2016.08.022
Kupiainen, R. (2019). Media Literacy in F inland . The International Encyclopedia of Media Literacy, 1–6. https://doi.org/10.1002/9781118978238.ieml0147
Liene, V. (2016). Media Literacy as a Tool in the Agency Empowerment Process. Acta Paedagogica Vilnensia, 58–70. https://doi.org/http://dx.doi.org/10.15388/ActPaed.2016.37
Livingstone, S. (2013). Media Literacy and the Challenge of New Information and Communication Technologies. The Communication Review, 7(March), 86. https://doi.org/https://doi.org/10.1080/10714420490280152
Papadakis, S. (2018). Evaluating pre-service teachers’ acceptance of mobile devices with regards to their age and gender: A case study in Greece. International Journal of Mobile Learning and Organisation, 12(4), 336–352. https://doi.org/10.1504/IJMLO.2018.095130
Papadakis, S., & Kalogiannakis, M. (2017). Mobile educational applications for children. What educators and parents need to know. International Journal of Mobile Learning and Organisation, 11(2), 1. https://doi.org/10.1504/ijmlo.2017.10003925
Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2017). Designing and creating an educational app rubric for preschool teachers. Education and Information Technologies, 22(6), 3147–3165. https://doi.org/10.1007/s10639-017-9579-0
Papadakis, S., Vaiopoulou, J., Kalogiannakis, M., & Stamovlasis, D. (2020). Developing and exploring an evaluation tool for educational apps (E.T.E.A.) targeting kindergarten children. Sustainability (Switzerland), 12(10), 1–10. https://doi.org/10.3390/su12104201
Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers and Education, 144(March 2019), 103701. https://doi.org/10.1016/j.compedu.2019.103701
Rasi, P., Vuojärvi, H., & Ruokamo, H. (2019). Media Literacy for All Ages. Journal of Media Literacy Education, 11(2), 1–19. https://doi.org/10.23860/jmle-2019-11-2-1
Redmond, T. (2015). Media Literacy Is Common Sense: Bridging Common Core Standards with the Media Experiences of Digital Learners: Findings from a Case Study Highlight the Benefits of an Integrated Model of Literacy, Thereby Illustrating the Relevance and Accessibility of Me. Middle School Journal, 46(3), 10–17. https://doi.org/10.1080/00940771.2015.11461910
Sabirova, E. G., Fedorova, T. V., & Sandalova, N. N. (2019). Features and advantages of using websites in teaching mathematics (Interactive educational platform UCHI.ru). Eurasia Journal of Mathematics, Science and Technology Education, 15(5). https://doi.org/10.29333/ejmste/108367
Schmidt, H. C. (2019). Media Literacy in Communication Education. The International Encyclopedia of Media Literacy, 1–6. https://doi.org/10.1002/9781118978238.ieml0126
Ustun, A. B., & Tracey, M. W. (2020). An effective way of designing blended learning: A three phase design-based research approach. Education and Information Technologies, 25(3), 1529–1552. https://doi.org/10.1007/s10639-019-09999-9
Valtonen, T., Tedre, M., Mäkitalo, Ka., & Vartiainen, H. (2019). Media Literacy Education in the Age of Machine Learning. Journal of Media Literacy Education, 11(2), 20–36. https://doi.org/10.23860/jmle-2019-11-2-2
Wan, G., & Gut, D. M. (2008). Media use by Chinese and U.S. secondary students: Implications for media literacy education. Theory into Practice, 47(3), 178–185. https://doi.org/10.1080/00405840802153783
Wu, J. H., Tennyson, R. D., & Hsia, T. L. (2010). A study of student satisfaction in a blended e-learning system environment. Computers and Education, 55(1), 155–164. https://doi.org/10.1016/j.compedu.2009.12.012
Yuen, A. H. K. (2011). Exploring Teaching Approaches in Blended Learning. Research & Practice in Technology Enhanced Learning, 6(1), 3–23. https://www.researchgate.net/publication/229000574
Zhang, K., & Bonk, C. J. (2019). Addressing diverse learner preferences and intelligences with emerging technologies: Matching models to online opportunities. Canadian Journal of Learning and Technology, 53(9), 1689–1699. https://doi.org/10.1017/CBO9781107415324.004
Zhang, L., Zhang, H., & Wang, K. (2020). Media Literacy Education and Curriculum Integration: A Literature Review. International Journal of Contemporary Education, 3(1), 55. https://doi.org/10.11114/ijce.v3i1.4769
9
Gutman, Dasia Black. "Aboriginal Children Want to Learn ‘Good School Work’." Aboriginal Child at School 20, no. 2 (May 1992): 12–24. http://dx.doi.org/10.1017/s031058220000777x.
Full textAbstract:
The study sets out to find out urban Aboriginal children's views of schools and teachers, particularly the things they enjoy and find valuable in their schooling experience and their ideas on what changes they would like to see. Literature indicates that whilst, on the one hand, Aboriginal parents and communities increasingly “want to help my children do better at school” (de Lacy, 1985, p..282), on the other hand very few succeed, especially once they have entered high school. A study by Goodnow and Burns (1985) has shown that primary school children are very discriminating judges of what helps them learn. Thus finding out what Aboriginal children actually say about their school experience may help educators to interpret their behaviour in the school setting more accurately and consequently to communicate with them more effectively. In the fairly extensive literature on Aboriginal children's education a number of relevant themes recur. One is the importance of personal relationships in Aboriginal children's learning. Affiliation is the basis of traditional Aboriginal relationships with individuality of the person secondary to the close knit family group. This is expressed as concern with affectionate relations in Aboriginal children's interactions with teachers and peers. It relates to what Honeyman (1986) calls traditional Aboriginal society's “humane teaching”, where education was through guidance rather than direct instruction. Another theme is the unpredictability of educational outcomes for Aboriginal students, particularly the nature of the acquisition of English literacy. “It is the most puzzling yet most debilitating characteristic of Aboriginal education to be recognised in recent times.” (Willmot, 1989, p.10) There are contradictory findings on Aboriginal adolescents' attitudes to school. Jordan (1984) in her South Australian study found that Aboriginal students had a “positive view of schooling and school personnel” (p.289).
10
SHANAHAN, TIMOTHY, and CYNTHIA SHANAHAN. "Teaching Disciplinary Literacy to Adolescents: Rethinking Content- Area Literacy." Harvard Educational Review 78, no. 1 (April 1, 2008): 40–59. http://dx.doi.org/10.17763/haer.78.1.v62444321p602101.
Full textAbstract:
In this article, Timothy and Cynthia Shanahan argue that "disciplinary literacy" — advanced literacy instruction embedded within content-area classes such as math, science, and social studies — should be a focus of middle and secondary school settings. Moving beyond the oft-cited "every teacher a teacher of reading" philosophy that has historically frustrated secondary content-area teachers, the Shanahans present data collected during the first two years of a study on disciplinary literacy that reveal how content experts and secondary content teachers read disciplinary texts, make use of comprehension strategies, and subsequently teach those strategies to adolescent readers. Preliminary findings suggest that experts from math, chemistry, and history read their respective texts quite differently; consequently, both the content-area experts and secondary teachers in this study recommend different comprehension strategies for work with adolescents. This study not only has implications for which comprehension strategies might best fit particular disciplinary reading tasks, but also suggests how students may be best prepared for the reading, writing, and thinking required by advanced disciplinary coursework.
Dissertations / Theses on the topic "Literacy Study and teaching (Secondary) Australia"
1
Paris, Lisa F. "The graduate-mentor project in visual arts education: Mentoring within the Western Australian curriculum framework: A study of the impact of mentoring on beginning-teachers' perception of their success in visual literacy education during the first year." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/231.
Full textAbstract:
Western Australian tertiary graduates who enter the visual arts education profession are often well acquainted with the theoretical underpinnings of the Western Australian Curriculum Framework. This knowledge base, in combination with their own visual arts training, typically enables them to enter teaching theoretically well equipped to support students in the development of arts ideas and studio works. The important outcome areas of visual arts history and visual arts criticism often present major challenges for graduates. In the absence of significant post-university support and more importantly, within the context of limited preservice training where visual conceptual understandings and studio skills repertoires have priority, many beginning-teachers are often left to their own devices in sourcing visual arts history/criticism content and pedagogy. Uncertainty in either one or both of these key areas of visual literacy education tends to create unsustainable levels of stress for beginning-teachers and often results in attrition.
The Graduate-Mentor Project research examined the experience of 20 beginning-teachers as they moved from the pre-service phase of their career through to the end of the first year post graduation. The findings underscore the value of mentoring during the first year. Mentoring significantly impacted the induction experience of the beginning-teachers and in many instances made it possible for them to survive when they would otherwise have left teaching. The research reinforces the need for new approaches to initial teacher education and the essentialness of first year of teaching induction. In addition, there is a need for a partnership approach involving: universities, professional associations and school-based teachers, in establishing a reciprocal mentoring framework. The most valuable aspect of the research, was the development of an innovative 'reciprocal mentoring' Artist-in-Residence model, which reframed the status of the pre-service teachers from that novice to expert artist. The program answered one of the most troubling questions to emerge from the study, that of how best to ensure ongoing procurement of mentors for new graduates.
2
Langham, Karin. "Exploring Maori identity (Whakapapa) through textile processes : a visual arts program for year 11 students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/1862.
Full textAbstract:
In 2007 the Curriculum Council of Western Australia (CCWA) introduced a new Visual Arts Course of Study (2007), which contains a postmodern perspective and is inclusive of social criticism, multiculturalism, feminism and non-Western art forms. In keeping with the new Visual Arts Course of Study in this Creative Visual Arts Project, I have used the CCWA course outcomes as a framework to develop a visual arts program that is a vehicle for exploring individual personal identity, and has the potential to increase self-esteem in students in Western Australian secondary schools.
The research stems from my personal view that students can benefit significantly from investigating their identity, enabling them to situate their self in a stronger position in their present day life-world when they have a more definite sense of who they are and where they come from. I have placed myself in the position of ‘the subject’ in order to transfer the process into a visual art program that can be utilised within the classroom. The visual arts program is underpinned by Efland’s expressive psychoanalytic model for aesthetic learning, which posits that art is self-expression, a form of learning that contributes to emotional growth. Visual art awakens intellectual inquiry in an individual, increases cognitive potential through enabling personal liberation, and is an adjunct to informing society and culture.
The research project culminates in an exegesis and an exhibition of artworks that communicate personal memories and significant historical events exclusive to my whakapapa (Maori genealogy). The artworks are a vehicle for exploring my individual self-identity, enabling me to connect more deeply with my Maori cultural roots. The research paradigm utilised is narrative inquiry, a process of collecting and structuring stories that is characteristic of the traditional Maori practice of storytelling. This project has resulted in a reinterpretation of the perception of myself within my personal life-world. I have a deeper understanding of my cross-cultural roots, a stronger sense of who I am, and a sense of empowerment. I believe Year 11 students can also achieve this outcome through the visual arts program, using it as a tool for investigating their own identity, challenging cultural, social and gender limitations that impact on them, and ultimately empowering their personal life-world.
3
Woodward, Robert. "Teaching television literacy in South African secondary schools." Master's thesis, University of Cape Town, 1992. http://hdl.handle.net/11427/18321.
Full textAbstract:
Bibliography: pages 190-196.This dissertation develops a syllabus for the study of television literacy in South African secondary schools. There are two natural divisions in the development of the thesis; the section which explores epistemological issues and the section which describes the strategic issues. The first section examines the nature of print literacy. This consists of four elements: mastering the basic language of the medium; being able to decode this language; using the medium for personal creative ends; and having the capacity for critical reflection. It is possible to talk in terms of a language of television and so this definition of literacy can be extended to television as well. There are three main areas for the study of television literacy. These are: the production techniques and effects of television; the conventional forms of the medium; and the nature of television as a mass medium. Once this has been established the dissertation explores the strategic issues of a methodology and areas of knowledge for teaching television literacy. Although there are many methodologies for the study of the mass media, the British Cultural Studies approach, together with Hall's three moments of encoding and decoding, seems to offer the methodology most suitable for teaching critical literacy. Within this theoretical framework it is possible to describe a syllabus for teaching television literacy. This syllabus involves studying the encoding and decoding of television messages within the context of the technical infrastructure of television; the internal and external relations of production, and the frameworks of knowledge which determine the form and content of television.
4
Mockel, Lindsey Joan. "Thinking Aloud in the Science Classroom: Can a literacy strategy increase student learning in science?" PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1420.
Full textAbstract:
This research study investigated the effect of using the think aloud protocol while reading informational text on students' ability to learn from text in a secondary science classroom. The participants in this study were high school students (n=47) in three classes of a mixed-grade Integrated Biology, Chemistry, and Physics course. The study tracked student achievement during a four-week curriculum unit on the theory of evolution and evidence for biological evolution. All students received instruction on using the think aloud protocol, and all students practiced the think aloud protocol when reading short articles related to scientific evidence for evolution. The researcher measured student's ability to read and understand science text by comparing scores from a reading skills pre-assessment and post-assessment from each student. Student surveys were conducted to gather feedback on the effectiveness of the strategy in teaching students to use a literacy strategy while reading science text. Data were analyzed using descriptive statistics.
5
Johnson, Valerie. "Drama teaching: Understanding what we do." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/732.
Full textAbstract:
Drama teaching in secondary schools in Western Australia has become an increasingly complex discipline in recent years. This study has considered the work of Drama teachers from the point of view of those practising the discipline, using a phenomenological methodology which allowed the voices of the participants to be heard directly. In the discussion, consideration is given to the way in which these teachers practice the dynamic which is drama, are influenced by the art form of theatre, and deliver the school subject, Drama.
6
Crawford, Pamela Sharp. "A Study of Secondary District-Level Literacy Coaches’ Beliefs about How to Teach Reading." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1175.
Full textAbstract:
This was a qualitative case study that compared data across six district-level literacy coaches’ epistemological and ontological beliefs about how to teach reading. All six coaches were working as a cohort of literacy coaches on the development and implementation of a secondary reading intervention program for seventh-grade struggling readers. Data were collected over a 6-week period where the coaches responded to questions and vignettes through a think-aloud protocol. The data collection instruments addressed personal, work, and educational experiences that influenced the development of their beliefs about how to teach reading. A survey of their professional library was also taken. The coaches responded to three other instruments and questions to glean epistemological beliefs about knowledge and to address the instructional needs of a struggling reader. There were three major findings. First, the report of the National Reading Panel (NRP) was very influential to the forming or affirming of their beliefs about how to teach reading. The findings of the NRP were privileged in instructional decision making by the coaching cohort, while the adolescent literacy research was ignored or marginalized. Second, self-stated instructional choices were made by the literacy coaches based upon three models that reflected their perspective about how to teach reading. These models were: (a) a skills development model that focused on beginning reading skills, (b) a deficiency model that focused on intervention and remediation, and (c) a proficiency model that focused on social-constructivist learning. Third, the literacy coaches’ epistemological and ontological beliefs about how to teach reading to struggling were either flexible (changing) or rigid (unchanging) as reflected by whether they changed their instructional approaches or choices across grade levels or populations.
7
Kim, Sun Hi. "Preferred contexts for mathematical literacy of Korean grade 8-10 learners." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&.
Full textAbstract:
The twenty-first century society demands a high level of mathematical literacy. This drove Korean educators to evaluate their students using international mathematics tests such as TIMSS, PISA and IMO. In these tests, Korean students ranked highly among the participating countries. Korean students, however, had done poorly in the application of mathematics in daily life situations as well as in their interest in mathematics in comparison to those of other countries. Based on these observations, the present study was an investigation on the contexts which Korean grade 8 to 10 students would prefer to deal with mathematics, in order to improve these weak points and thus increase their mathematical power. The aim of the study was to investigate mathematical literacy in connection with the relevance of mathematics and mathematical modelling. The study paid more attention to mathematics education in real life situations.
8
Spielmann, Christopher David. "Information literacy of high school students in Kenya : the impact of teacher training." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/193546.
Full textAbstract:
This study investigated the Information Literacy levels of High School students in Kenya and has examined the relationship between these and the frequency of access to ICT and the internet. The level of teacher training in ICT and its impact on Information Literacy was also explored.
An Instrumental case study approach was used to assess the Information Literacy levels of students in 4 High schools in the North Rift of Kenya. Teachers from each school outlined their training and the extent of their ICT use with the students.
It was found that the frequency of access that students had to ICT and to the internet had a positive impact on their ability to evaluate information and its sources critically. This correlation was found to be stronger if the access was outside of school. However, students with more frequent access were not better at retrieving information efficiently or at determining the nature and extent of information needed.
The 4 schools involved in the study all had at least one teacher with advanced ICT training such as a computer science degree, however the majority of teachers at these school had only received training in the use of software packages or had not received any formal ICT training. The study found that there was a strong correlation between the level of teacher training and the extent to which they allowed students to use ICT in their lessons.
The need for teacher training in pedagogic techniques for ICT was highlighted, as was the need for Information Literacy to be explicitly taught within the Kenyan High School Curriculum.published_or_final_version
Education
Master
Master of Science in Information Technology in Education
9
Mayaba, Nokhanyo Nomakhwezi. "The effect of a scientific literacy strategy on grade 6 and 7 learner's general literacy skills." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1012.
Full textAbstract:
In this study I investigated the effect of a science literacy strategy on the development of grade six and seven second-language learners’ general literacy skills in both their home language (isiXhosa) and language of instruction (English). The scientific literacy strategy used focuses on reading to learn science, writing to learn science, classroom discussion and argumentation. A mixed method design was used. Quantitative data were collected from baseline and post-testing of language skills of learners. Qualitative measures were generated through interviews of learners and teachers and classroom observations. The sample comprised of seven grades six and seven (multigrade classrooms) classes in seven primary schools situated in the rural areas near Hogsback in the Eastern Cape (five experimental schools and two control schools). Mean differences between the experimental and control groups for the reading, listening, writing and speaking aspects of the literacy tests were computed and the data generated were treated statistically using Analysis of Variance. The qualitative data were used to gain deeper insights into the quantitative results. The data suggest that the science literacy strategy statistically significantly improved the learners reading skills in English, their listening skills in both English and isiXhosa, and their writing skills in isiXhosa over a six-month period. Possible explanations for these results are that the reading material was in English only, extensive use of code-switching from English to Xhosa was made by the teachers while teaching, and that learner classroom discussion and writing in isiXhosa was encouraged.
10
Lam, Kai-shun, and 林啟信. "Digital divide in secondary schools : a Hong Kong study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209544.
Full textAbstract:
There is always a gap between student learning and classroom teaching in Hong Kong education. The use of information and communication technology has made the situation even worse. It is a common practice for students to work together through digital media like Instagram, WhatsApp, opening online Chat Room and Facebook by using elements like video, music, texts and artistic photography to reflect and discuss ideas for project assignment. During the process, students can further investigate what they have learnt in lessons and construct new knowledge. However, our schools are still concentrating on text-based presentation software for teaching. Schools have been reacting slowly to the appearance of this new popular participatory culture.
Therefore it is interesting to study schools’ ICT infrastructure, the digital literacy in classrooms as well as students’ individual usage behavior in digital media. From the study, we are able to realize the reasons for choosing those multimodal elements in the students’ learning as well as posting them online. Then, we can determine the relationship between the participatory culture in creating multimodal artifacts and digital divide in education among students; as well as finding out those factors which lead to the gap and enhance participatory culture in academic purpose for students. Thus, we can improve the situation of students’ learning outcome gap during the use of digital media in teaching and studying.
My thesis will employ qualitative research method in case study approach. It consists of 6 students’ interviews as well as teacher’s focus group interviews of three teachers from two schools. The results show that there are different forms of technology and usage gap among the students in using digital tools. Certainly, there are several ways to overcome the barriers.published_or_final_version
Education
Master
Master of Science in Information Technology in Education
Books on the topic "Literacy Study and teaching (Secondary) Australia"
1
Rosier, Malcolm J. The scientific literacy of Australian students: Science achievement of students in Australian primary and lower secondary schools. Hawthorn, Vic., Australia: Australian Council for Educational Research, 1990.
Find full text
2
Sedgwick, Fred. Teaching literacy: The creative approach. New York: Continuum, 2001.
Find full text
3
Sedgwick, Fred. Teaching literacy: A creative approach. London: Continuum, 2001.
Find full text
4
Roger, Lane. Target literacy. Oxford: Oxford University Press, 2000.
Find full text
5
Target literacy. Oxford: Oxford Unicersity Press, 2000.
Find full text
6
Lisa, Churchill, and Mason Lucy 1944-, eds. Teaching & testing information literacy skills. Worthington, Ohio: Linworth Pub., 2005.
Find full text
7
Coltheart, Max. Learning to read in Australia. Canberra: The Academy of the Social Sciences in Australia, 2007.
Find full text
8
Trowbridge, Leslie W. Teaching secondary school science: Strategies for developing scientific literacy. 8th ed. Upper Saddle River, N.J: Merrill Prentice Hall, 2004.
Find full text
9
Trowbridge, Leslie W. Teaching secondary school science: Strategies for developing scientific literacy. 6th ed. Englewood Cliffs, N.J: Merrill, 1996.
Find full text
10
W, Bybee Rodger, and Carlson-Powell Janet, eds. Teaching secondary school science: Strategies for developing scientific literacy. 7th ed. Upper Saddle River, N.J: Merrill, 2000.
Find full textBook chapters on the topic "Literacy Study and teaching (Secondary) Australia"
1
Jánvári, Zsuzsanna. "Teaching descriptive statistics, developing statistical literacy – Results of a pilot study." In Komplexer Mathematikunterricht. Die Ideen von Tamás Varga in aktueller Sicht, 235–46. WTM-Verlag Münster, 2020. http://dx.doi.org/10.37626/ga9783959871648.0.14.
Full textAbstract:
Descriptive statistics is being taught in secondary education for 15 years in Hungary. Despite the short time elapsed, as the results of the intermediate level Mathematics school-leaving exams present, statistics is a popular and successful topic. My supervisor examined this topic in detail in his doctoral dissertation (Csapodi 2017). My main interest and focus are on the conceptual knowledge of students, in the sense of how statistics knowledge becoming part of their knowledge network. What kind of competences do these students need and what kind of competences do statistics develop? Can they compare sets of data? Do they become critical regarding the results of the given task and find the results questionable? Are they simply able to argue? Do students dare to question the relevance of the calculated values in a task or accept statistical results as something conclusive? In this paper I refer to the pilot study, which was the first step of my research plan. 111 students 12th grade from my secondary school were involved in the study. My main purpose was to get an insight into the mentioned issues. This pilot research consists of a worksheet for students (5 exercises) and an attitude test for their teachers (experiences, attitude, own results, opinion about the students' worksheet). I’d like to share the results of the first summing up of this research. Classification: K10, K40 Keywords: Comprehensive works on stochastics, the teaching of stochastics, descriptive statistics, statistical data handling, graphical methods of data representation, data analysis
2
Srebnaja, Jekaterina. "The Role and Implementation of New Technologies in the ELT (English Language Teaching)." In Language Learning and Literacy, 94–110. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9618-9.ch005.
Full textAbstract:
Emerging technologies have become a part of daily life of each student. To keep up with time, education has to evolve and customize providing the learner with a more meaningful learning environment. More and more teachers are introducing Learning Technologies (LT) for training purposes since they can serve as powerful tools for efficient student participatory learning. The technology-aided learning environment enhances learning outcomes in language acquisition and stimulates the implementation of quality learning. The aim of this research is to emphasize the importance of applications of learning technologies in the language classroom and to present an overview of the practical tools available for technology-mediated language learning, their effective ICT implementation and use. The study analyzes the strategies and techniques for the ICT integration by means of introducing the Computer Language Lab (CLL) in the Secondary School Setting. It describes personal experience and best practice in the use of learning technologies with secondary school students.
3
Borges-Rey, Eddy L. "Data Literacy and Citizenship." In Advances in Educational Technologies and Instructional Design, 65–79. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2026-9.ch004.
Full textAbstract:
This chapter explores the challenges that emerge from a narrow understanding of the principles underpinning Big data, framed in the context of the teaching and learning of Science and Mathematics. This study considers the materiality of computerised data and examines how notions of data access, data sampling, data sense-making and data collection are nowadays contested by datafied public and private bodies, hindering the capacity of citizens to effectively understand and make better use of the data they generate or engage with. The study offers insights from secondary and documentary research and its results suggest that understanding data in less constraining terms, namely: a) as capable of secondary agency, b) as the vital fluid of societal institutions, c) as gathered or accessed by new data brokers and through new technologies and techniques, and d) as mediated by the constant interplay between public and corporate spheres and philosophies, could greatly enhance the teaching and learning of Science and Mathematics in the framework of current efforts to advance data literacy.
4
Borges-Rey, Eddy L. "Data Literacy and Citizenship." In Web Services, 387–400. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7501-6.ch022.
Full textAbstract:
This chapter explores the challenges that emerge from a narrow understanding of the principles underpinning Big data, framed in the context of the teaching and learning of Science and Mathematics. This study considers the materiality of computerised data and examines how notions of data access, data sampling, data sense-making and data collection are nowadays contested by datafied public and private bodies, hindering the capacity of citizens to effectively understand and make better use of the data they generate or engage with. The study offers insights from secondary and documentary research and its results suggest that understanding data in less constraining terms, namely: a) as capable of secondary agency, b) as the vital fluid of societal institutions, c) as gathered or accessed by new data brokers and through new technologies and techniques, and d) as mediated by the constant interplay between public and corporate spheres and philosophies, could greatly enhance the teaching and learning of Science and Mathematics in the framework of current efforts to advance data literacy.
5
Tomin, Brittany, and Jennifer Jenson. "Exploring Science Fictional Futures With Secondary Students." In Advances in Early Childhood and K-12 Education, 94–114. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4721-2.ch005.
Full textAbstract:
Science fiction (SF), while enjoying unprecedented success in popular culture, continues to be an under-utilized resource in K-12 education. This chapter details the results of an in-school study on the use of SF in secondary school courses, examining how SF can be used as a pedagogical tool by educators to help students explore fictional futures in the context of contemporary issues, with a particular focus on developing critical thinking and critical literacy competencies. This study was designed to address the gap in pedagogical resources on teaching SF, and the dearth of research on potential benefits of teaching with SF in secondary English classrooms in particular. The aim of this chapter will therefore be to provide a research-informed overview of the benefits of integrating SF texts into secondary English classrooms, and to offer suggestions for educators.
6
Müller, Svenja, and Anna Fath-Streb. "Risk Literacy in the Context of Stochastics and Mathematical Education." In Building on the Past to Prepare for the Future, Proceedings of the 16th International Conference of The Mathematics Education for the Future Project, King's College,Cambridge, Aug 8-13, 2022, 355–60. WTM-Verlag, 2022. http://dx.doi.org/10.37626/ga9783959872188.0.067.
Full textAbstract:
The purpose of this risk literacy study was to explore the ways of integrating examples of global challenges into mathematics education. The examples follow an approach to introduce risk literacy in teacher education along with a curriculum analysis for secondary education in Germany to include risk literacy within the given requirements and constraints. Two main examples, microplastic pollution and extreme events due to climate change, are analysed in the interdisciplinary context of global challenges and their understanding of mathematical knowledge for teaching and learning stochastics.
7
Baskin, Colin. "Transforming the K-12 Classroom with ICT." In Information Communication Technologies, 2084–103. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch152.
Full textAbstract:
This chapter begins with four very public examples of how K-12 education providers across Australia are attempting to assimilate new teaching and learning technologies into existing teaching and learning structures. The transition as predicted is not altogether smooth, and questions are raised as to where and how the discourses of literacy, education, and technology converge in the information and communication technology classroom. The discussion presents a layered case study that brings together the practical discourse of the teacher, the new discourses of literacy, teaching and learning confronting our students, and the challenge these provide to the management discourse of school administrators. In doing so, it points conclusively to the fact that new configurations of learning are at work in our online classrooms.
8
Rennie, Jennifer. "Rethinking Literacy in Culturally Diverse Classrooms." In Multiliteracies and Technology Enhanced Education, 83–99. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-673-0.ch006.
Full textAbstract:
Literate demands on our youth today have become increasingly more complex due to a technological revolution, increased local diversity and a stronger connectedness with our global neighbours (New London Group, 1996). Contemporary classrooms are characterised by a diverse range of learners that come from different places, with different life world experiences and preferred ways of learning and knowing. Texts are no longer confined to print and comprehending texts involves understanding how different modes such as the audio, visual and spatial integrate to make meaning. Despite this, schools continue to measure and describe student’s literacy in relation to their ability to encode and decode print. The recent Program for International Student Assessment results (OECD, 2006) show that Australia has dropped from 5th ranking to 6th in the world in terms of reading literacy. More disturbing is the fact that this assessment showed a continuing widening gap in academic achievement between Australia’s Indigenous and non Indigenous students with very little improvement since 2000. Similarly in the United States recent literacy results show that despite some gains in the achievements of minority groups, there has been little narrowing in the gap between white students and minority students (Lee, Grigg et al., 2007). This chapter adopts a socio-cultural view of literacy and calls for a rethinking of what might count as literacy in school. It reports on a study which documented the literacy practices valued in the home community, community school and urban high school of seven Aboriginal students as they moved from Year 7 in their community school to Year 8 in their new urban high school (Rennie, Wallace et al. 2004). It discusses theoretical ideas related to a multiliteracies framework (Cope & Kalantzis, 2000), literacy as an act of translation (Somerville, 2006) and Aboriginal world views and knowledge (Martin, 2008) as a means to explore ways we might rethink the teaching of literacy in diverse and culturally rich classrooms.
9
Gyaase, Patrick Ohemeng, Samuel Adu Gyamfi, Alfred Kuranchie, and Faustina Scholarstica Koomson. "The Integration of Information and Communication Technology in Pre-University Education in Ghana." In Handbook of Research on Diverse Teaching Strategies for the Technology-Rich Classroom, 109–23. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0238-9.ch009.
Full textAbstract:
Educationists throughout the world are attesting to the capabilities of ICT for innovations in teaching and learning. There are evidences that integrating ICT into education enhances the learners' creativity and opens up new ways of knowledge acquisition and sharing. ICT is also credited with the improvement of teaching and learning of new skills needed to fully function in the 21st century knowledge society. This research was undertaken to evaluate the current state of ICT integration into the pre-university education and identify the barriers through principal components analysis and make the necessary recommendations. The research utilized both primary and secondary data. The primary data was collected through questionnaires and interviews while secondary data was obtained from reviews of government policy documents and reports. The study found an already existing ICT literacy education in the pre-university educational system in Ghana. There is also increasing access to and knowledge of ICT hardware and services. However, inadequate infrastructure, inadequate technology skills, lack of technical support, and inappropriate content are the challenges militating against effective integration of ICT in schools' curricula. Restructuring the curriculum of the various subjects, in-service training for teachers, integration of ICT into teacher training, and provision of internet connectivity infrastructure and services are recommended.
10
Angeli, Charoula, and Nicos Valanides. "A Socio-Technical Analysis of Factors Affecting the Integration of ICT in Primary and Secondary Education." In Information Communication Technologies, 1590–610. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch111.
Full textAbstract:
We live in a world that is constantly impacted by information and communication technology (ICT). ICT is considered an important catalyst and tool for inducing educational reforms and progressively extending and modifying the concept of literacy. With the extensive use of ICT in schools and everyday life, the term computer literate has already been established. Schools are open systems that interact with their environment, and the effective use and integration of technology is directly associated with the role of various socio-technical factors that may impact the integration of ICT in schools. In this chapter, we report on an exploratory study undertaken in Cyprus schools to examine the status of using ICT from the perspective of socio-technical systems. Specifically, teachers’ knowledge of ICT, frequency of using ICT for personal purposes, frequency of using ICT for instructional purposes in different subject matters, attitudes toward ICT, self-confidence in using ICT in teaching and learning, and school climate were examined. The findings provide useful guidance to policymakers for planning, implementing, managing, and evaluating the integration of ICT in schools. Implications for the concept of computer literacy are discussed.
Conference papers on the topic "Literacy Study and teaching (Secondary) Australia"
1
Borim da Silva, Cláudia, and Cileda de Queiroz e Silva Coutinho. "Reasoning about variation of a univariate distribution: a study with secondary mathematics teachers." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08312.
Full textAbstract:
Variation is a fundamental concept in statistics literacy; standard deviation is part of compulsory school curriculum in Brazil. The objective of this study is to explore reasoning about variability by teachers, using the model proposed by Garfield (2002). The sample was composed of nine in-service mathematics teachers who took part in a teacher-training course on statistics. An experimental focus made it possible for them to experience all the steps of a statistics research project in which the course content was designed to expose the reasoning about variability employed by these teachers. We identified an oscillation between idiosyncratic and procedural levels, but no teacher showed complete reasoning about variation. The most prevalent reasoning employed was verbal, when teachers interpreted standard deviation as a measure of variation among observations.
2
Beutel, Denise Ann, Donna Tangen, and Rebecca Spooner-Lane. "An exploratory study of early career teachers as culturally responsive teachers." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8928.
Full textAbstract:
The purpose of this study was to advance understanding on how early career teachers imagined themselves to be culturally responsive and how their beliefs and ideologies about teaching a diverse range of learners were challenged and refined during their early years of teaching. This qualitative, exploratory study was conducted in a large, secondary school in eastern Australia that has a highly diverse population of students. Findings indicate that, while these early career teachers lacked preparation for working with diverse learners, building relationships on multiple levels (with students, with fellow beginning teachers, and with senior staff which includes ongoing support and mentoring from colleagues) is essential for the development of early career teachers as culturally responsive practitioners. Findings are discussed in relation to Garmon’s (2005) six key factors for teaching diverse groups of students: openness, self-awareness, commitment to social justice, having intercultural experiences, have support group experiences, and recognising individual growth. These findings have implications for schooling systems in how they can better transition early career teachers to classrooms and for higher education teacher preparation programs in Australia and many other countries with a growing number migrant and refugee students coming into the school system.
3
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." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3460.
Full textAbstract:
[This paper is published in the Journal of Information Technology Education: Research, Volume 15.] 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.
4
Birzina, Rita, Tamara Pigozne, and Sandra Lapina. "Trends in STEM Teaching and Learning within the Context of National Education Reform." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.004.
Full textAbstract:
STEM (science, technology, engineering, and mathematics) education nowadays is considered priority. To implement it successfully, students must acquire not only STEM “hard” skills, but also “soft” skills, therefore the choice of teaching/learning methods is essential. Problem-based (PrBL) and projectbased learning (PjBL) aim both at the acquisition of science content using real life examples and the improvement of IT skills, critical thinking, decision-making, civil responsibility and cooperation skills. The aim of the research is to find out the use of PrBL and PjBL in the teaching/ learning of STEM in the context of national reform of Latvia. The design of mixed methods was used in the research. The correlative research was performed using QuestionPro e-platform and surveyed 128 STEM teachers and 257 secondary school students to collect quantitative data. As Latvia now is implementing the education reform, the case study for qualitative and quantitative analysis has been carried out using the AQUAD data processing programme and researching the secondary education biology basic course curriculum. This research identified that it was advisable to use practical cases, real everyday examples and project work that would increase students’ interest in science subjects to enable them to solve problems creatively by integrating the content of all STEM subjects. The biology curriculum mainly stresses students’ reproductive than productive work with information, the development of critical thinking by participating in discussions and cooperating, while not enough attention was paid to the use of problem solving in the teaching/ learning process and the implementation of the interdisciplinary project. The use of sensors, practical laboratory works and field study as specific methods of biology are little represented in the curriculum, which is a serious disadvantage. This means that the basic curriculum of biology in the context of national education reform is more oriented to the acquisition of transversal skills, not the development of competent science literacy.
5
Tomori, Tímea, Tibor Koltay, and Vincas Grigas. "Középiskolai tanárok információs műveltségi attitűdjei egy nemzetközi kérdőíves vizsgálat eredményeinek tükrében." In Agria Média 2020 : „Az oktatás digitális átállása korunk pedagógiai forradalma”. Eszterházy Károly Egyetem Líceum Kiadó, 2021. http://dx.doi.org/10.17048/am.2020.300.
Full textAbstract:
A nemzetközi szakirodalom azt mutatja, hogy a tanárok szerepe rövid idő alatt drámai változáson ment keresztül, beleértve a digitális kompetenciák egyre növekvő jelentőségét. Ez igaz az információs műveltségre is, bár úgy tűnik, hogy a követelményeket erőteljesebben befolyásolja a digitális kompetenciák előtérbe kerülése, ami az információs műveltség fogalmával kapcsolatosan tapasztalható zavart is megmagyarázhatja. Több empirikus kutatás az mutatja, hogy számos középiskolai tanár nem ismeri ezt a kifejezést, és következetlenek a meghatározásában is, sőt van, aki tanítja az információk keresését, szűrését és értékelését, de az információs műveltség megemlítése nélkül teszi ezt. A fentieket figyelembe véve, kutatásunkkal arra kívántuk felhívni a figyelmet, hogy az információs műveltségnek van létjogosultsága az iskolapedagógiai gyakorlatban, ugyanakkor sok problémát kell még ezen a területen megoldani. Kutatásunk közvetlen célja az volt, hogy felmérjük az információs műveltség fejlesztésének gyakorlatát Magyarországon, Lengyelországban és Litániában, összehasonlítva az ezekben az országokban dolgozó középiskolai (9-12. évfolyamon tanító) tanárok ez irányú ismereteit és attitűdjét. A feltett kérdésekre kapott válaszok azt mutatják, hogy a vizsgálatba bevont pedagógusok többsége túlbecsüli az információs műveltséggel kapcsolatos készségeit és tudását. Többnyire rövid projektek során valósítottak meg az információs műveltséggel kapcsolatos programokat, amelyek azonban nem voltak alkalmasak arra, hogy akár csak magukat a tanárokat is szakszerűen felkészítsék a kommunikáció- és médiatudomány, illetve az információk felhasználásának, kezelésének, valamint azok tanításának elméletére és gyakorlatára. ----- Information literacy attitudes of secondary school teachers in the light of the results of an international questionnaire ----- The literature shows that the role of teachers has changed dramatically in a short period of time, including the growing importance of digital competencies. This is also true for information literacy, although requirements appear to be more strongly influenced by the rise of digital competencies, which may also explain the confusion surrounding the concept of information literacy. Several empirical studies show that many teachers, working in secondary education are unfamiliar with this term and use its definition inconsistently. Some of them teach how to search for, filter, and evaluate information, but do so without mentioning information literacy. In view of the above, our research aimed to draw attention to the fact that information literacy has a raison d'être in school pedagogical practice, but many problems still need to be solved in this area. The direct aim of our research was to assess the practice of developing information literacy in Hungary, Poland and Lithuania by comparing the knowledge and attitudes of secondary school (teachers in grades 9-12) working in these countries. The answers to the questions asked show that the majority of teachers involved in the study overestimate their skills and knowledge in information literacy. Most of the time, information literacy programs were implemented as short projects, which, however, were not suitable to train even the teachers themselves in the theory and practice of communication and media science and the use, management and teaching of information.
6
Fojcik, Martyna K., and Marcin Fojcik. "TEACHERS EXPERIENCE WITH INTRODUCING PROGRAMMING IN DIFFERENT COURSES FOR NON-COMPUTER SCIENCE STUDENTS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end104.
Full textAbstract:
Digital literacy has become more and more important in the last decade, and many people predict that in the future, the need for digital skills will be even more crucial than it is today. The dynamic development and use of technology are becoming increasingly common in all areas of life, changing demands of modern life and the labor market, which makes it necessary to educate students from many different study-programs on how to use different digital tools and how to program. Depending on different professions, there are different requirements on what it means to have digital literacy. For some it is most important to know how technologies are created or to use the product effectively, for others it is the security of data transfer that is essential. The different professions have different needs for digital literacy and different use for programming skills. Teaching computer programming can be particularly difficult in the case of introducing programming for non-computer scientists. While computer science itself (programming) is relatively well described in the subject’s literature, the use of programming in other professions is not well defined. There are different suggestions, recommendations according to the level of education (primary, secondary, higher) or the study-programs the students take. There is no definition of what digital literacy is in different professions, what it means to know computer programming in different professions, and to what extend the students from non-computer science courses should master digital literacy and programming. That can cause challenges for the teachers and students in non-computer science professions that are required to know computer programming for their future jobs. There is no doubt that academic computer science skills for non-programmers can mean/contain different knowledge depending on course curriculum, teachers' experience, chosen literature, but the level of obtaining digital skills should be comparable, adequate, and relevant for the modern citizen. This article presents requirements, some descriptions/cases of introduction to programming for non-computer scientists from a teacher’s perspective. An adaptation of the general programming knowledge into the specific need of different subjects. The data is collected from higher education teachers that have different backgrounds and are teaching at different study-programs to get various views and experiences. The analysis of the findings uses SOLO-taxonomy to compare to what extend the different courses introduce programming to students.
7
Elliniadou, Elena, and Chryssa Sofianopoulou. "STUDENTS’ ATTITUDES TOWARDS SCIENCE: WHERE DO WE GO FROM HERE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end108.
Full textAbstract:
Students’ attitudes towards science have long occupied the interest of the scientific community. The confirmed decline of students’ interest in pursuing the study of science, alongside the increasing recognition of scientific knowledge’s importance and economic utility, makes the issue even more imperative for any society attempting to raise its standards of scientific literacy. Attitudes towards science have been found to depend on variables like instructional teaching and curriculum. The latest research indicates that childhood experiences serve as a major influence on academic interest. The broad recommendation is to concentrate on improving 10 to 14-year-olds’ experience of science. Despite the recent flurry of media interest and the latest research in the scientific community, the school curriculum in most countries is still teaching obsolete science with scarce reference to current, cutting-edge scientific research. There is an urgent need to introduce the concepts of 20th-century Physics within the curriculum and exciting science programs that will enhance the interactive learning experience among students, as is shown by evaluating reports of OECD and PISA results. While this has led to several changes in the curriculum of secondary schooling in some countries, it is still an imperative case for others and definitely for Greece. There are some individual or institutional projects around the globe that introduce modern science and technology to upper primary students, yet of no nationwide effect. This paper aims to review the latest research on students’ attitudes towards science and to present the possible next research steps in amplifying students’ interest and engagement in science.
Reports on the topic "Literacy Study and teaching (Secondary) Australia"
1
Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.
Full textAbstract:
Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
2
Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.
Full textAbstract:
Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
3
Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.
Full textAbstract:
Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities