Academic literature on the topic 'Teacher effectiveness Australia'
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Journal articles on the topic "Teacher effectiveness Australia"
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Broadbent, Carolyn, and Jo Brady. "Leading Change in Teacher Education In Australia Through University-School Partnerships." European Journal of Social & Behavioural Sciences 4, no. 1 (January 1, 2013): 21–31. http://dx.doi.org/10.15405/ejsbs.2013.1.4.
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Recent government reviews of higher education in Australia have highlighted the need for comprehensive reform across the tertiary education and training sector. Teacher education has traditionally been offered in isolation from schools. Innovative partnerships between universities, schools, employing bodies, and other educational institutions are now encouraged. This study evaluates the impact and effectiveness of one university-school partnership between an Australian university and a large secondary college in Canberra, Australia. The partnership, titled the Down South initiative, embeds secondary teacher education within a College learning environment to bring together academics, secondary college students and teachers, and pre-service teachers for learning and research. The paper provides evidence of the effectiveness of the partnership in strengthening pre-service teachers’ professional identity, knowledge and practice and by contributing to mutually reciprocal outcomes for all.
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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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Rigby, Ken. "School perspectives on bullying and preventative strategies: An exploratory study." Australian Journal of Education 61, no. 1 (January 16, 2017): 24–39. http://dx.doi.org/10.1177/0004944116685622.
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Despite the continual rise in research into school bullying worldwide, comparatively little has been reported on actions that have been taken by schools to counter the problem. This article reports on a small-scale, exploratory study that was designed to provide an account of strategies that were being undertaken in 25 Australian government schools catering for mainstream students. It examines the reported use of both proactive and reactive strategies, and their frequency and perceived effectiveness. It reveals a wide diversity of practices. Strengths and limitations of teacher-directed activities are described, comparisons are made with anti-bullying strategies employed outside Australia, and suggestions are made to enhance the effectiveness of anti-bullying practices.
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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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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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Lander, Natalie, Emiliano Mazzoli, Samuel Cassar, Naomi Symington, and Jo Salmon. "Embedding Active Pedagogies within Pre-Service Teacher Education: Implementation Considerations and Recommendations." Children 7, no. 11 (November 2, 2020): 207. http://dx.doi.org/10.3390/children7110207.
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The physical activity levels of children in Australia are critically low and correlate with reduced academic achievement and poor health outcomes. Schools provide an ideal setting for physical activity interventions to help children move more. Instead of targeting in-service teachers, this study embedded an evidence-based active pedagogy program called Transform-Ed! into pre-service teacher education. Pre/post surveys and post-program interviews and focus group discussions were conducted with key stakeholders (n = 5), lecturers (n = 6), and pre-service teachers (n = 274) involved with the 12-week program. The design, implementation, and evaluation of the study were systematically guided by all five dimensions of Glasgow and colleagues’ RE-AIM (reach, effectiveness, adoption, implementation, and maintenance) framework. Linear mixed models, descriptive analysis and a framework approach were used to analyse the data. Significant improvements were observed in pre-service teachers’ willingness, confidence, and competence to implement physically active pedagogic strategies following the intervention. Pre-service teacher perceived effectiveness of such strategies on student outcomes also significantly increased and perceived barriers decreased. High adherence was consistently reported and the program was maintained after completion of the implementation trial by all lecturers. Four key themes spanning multiple dimensions and participant levels informed recommendations for program scalability: an “inter-systemic approach”, a “co-design” approach, “embedded in professional practice”, and “evidence of impact” on teacher practice. Anchored in real-world settings and tethered by implementation science, Transform-Ed! could have the potential to advance the teaching capability of teachers, and transform the learning experience and physical and academic outcomes of primary school students.
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Hopkins, Anthony, Lorana Bartels, and Lisa Oxman. "Lessons in Flexibility: Introducing a Yoga Program in an Australian Prison." International Journal for Crime, Justice and Social Democracy 8, no. 4 (November 4, 2019): 47–61. http://dx.doi.org/10.5204/ijcjsd.v8i4.1046.
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International research provides support for yoga as a wellbeing intervention in prison. Until recently, no systematic research had been undertaken in Australia to assess the effectiveness of a yoga program, or consider the challenges of implementation. In 2017, the authors, in partnership with Australian Capital Territory (ACT) Corrective Services and the Yoga Foundation, introduced a pilot yoga program at the Alexander Maconochie Centre in the ACT. This paper draws on comments from the prisoners who participated in the program and the yoga teacher, as well as the perspectives of a prison psychologist and the lead author, both of whom also participated in the program. The paper reflects on the lessons learnt from developing and delivering a prison yoga program and advocates for the expansion of such programs in Australian prisons.
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Gao, Xiaoping. "Teachers’ perceptions of effective strategies for developing intercultural competence." Global Chinese 6, no. 2 (September 1, 2020): 333–58. http://dx.doi.org/10.1515/glochi-2020-0017.
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Abstract How to effectively integrate culture into second language teaching has long been of concern in foreign language education. Despite advances in theory and practice for intercultural language teaching, there has been little research to investigate factors influencing teachers’ pedagogical beliefs and perceptions. This study addresses this gap by examining teachers’ perceptions of effective strategies that foster students’ intercultural competence in the teaching of Chinese as a foreign language and factors influencing their beliefs. Twenty-nine school and university teachers in Australia completed a survey and a focus group interview. Quantitative analyses revealed that teachers’ perceptions of the effectiveness of the strategies varied despite an overall positive attitude towards the teaching of culture. Their beliefs were significantly influenced by their years of teaching experience, educational setting, and native language, but not by gender, age group and educational backgrounds. Qualitative analyses attribute the inconsistency in teacher perceptions to teachers’ disparate conceptualisations of culture, teaching experiences, and educational contexts associated with different curricular and pedagogical requirements and learner characteristics. The findings reinforce the necessity for providing teachers with professional training, along with pedagogical guidance and resources in order to facilitate their intercultural language teaching practices.
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Guarini, Annalisa, Laura Menabò, Damiano Menin, Consuelo Mameli, Grace Skrzypiec, Phillip Slee, and Antonella Brighi. "The P.E.A.C.E. Pack Program in Italian High Schools: An Intervention for Victims of Bullying." International Journal of Environmental Research and Public Health 17, no. 14 (July 17, 2020): 5162. http://dx.doi.org/10.3390/ijerph17145162.
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Background: Bullying is a serious public issue, which mainly occurs in school with negative consequences for the students involved as victims. Very few teacher-delivered interventions have shown positive changes in the victims. The present study aimed at implementing the P.E.A.C.E. (Preparation, Education. Action, Coping, Evaluation) pack program, developed in Australia, in Italian high schools. Method: The effectiveness of the program was analyzed through an observational study (pre/post-intervention), involving 551 Italian high school students who completed a questionnaire on bullying victimization, self-efficacy, and bystander behavior. The students were divided into three groups (not involved students, occasional and severe victims) according to their self-reported victimization in the pre-intervention. Results: After the intervention, severe victims (victimized once/week or more often) showed a significant decrease in victimization and higher scores in self-efficacy, while an increase in victimization was observed in the not involved students. As reported by all the groups after the intervention, classmates were perceived more likely to intervene when a bullying episode occurred. By contrast, occasional and severe victims perceived their teachers as less likely to intervene. Conclusions: The P.E.A.C.E. pack is a promising program confirming in Italian schools the effectiveness already shown in other countries. This program is very useful for severe victims, supporting their self-confidence with a decrease in the frequency of aggressive episodes.
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Quach, Jon L., Ben Deery, Margaret Kern, Janet Clinton, Lisa Gold, Francesca Orsini, and Emma Sciberras. "Can a teacher-led mindfulness intervention for new school entrants improve child outcomes? Protocol for a school cluster randomised controlled trial." BMJ Open 10, no. 5 (May 2020): e036523. http://dx.doi.org/10.1136/bmjopen-2019-036523.
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IntroductionThe first years of school are critical in establishing a foundation for positive long-term academic, social and well-being outcomes. Mindfulness-based interventions may help students transition well into school, but few robust studies have been conducted in this age group. We aim to determine whether compared with controls, children who receive a mindfulness intervention within the first years of primary school have better: (1) immediate attention/short-term memory at 18 months post-randomisation (primary outcome); (2) inhibition, working memory and cognitive flexibility at 18 months post-randomisation; (3) socio-emotional well-being, emotion-regulation and mental health-related behaviours at 6 and 18 months post-randomisation; (4) sustained changes in teacher practice and classroom interactions at 18 months post-randomisation. Furthermore, we aim to determine whether the implementation predicts the efficacy of the intervention, and the cost effectiveness relative to outcomes.Methods and analysisThis cluster randomised controlled trial will be conducted in 22 primary schools in disadvantaged areas of Melbourne, Australia. 826 students in the first year of primary school will be recruited to detect between groups differences of Cohen’s d=0.25 at the 18-month follow-up. Parent, teacher and child-assessment measures of child attention, emotion-regulation, executive functioning, socio-emotional well-being, mental health-related behaviour and learning, parent mental well-being, teacher well-being will be collected 6 and 18 months post-randomisation. Implementation factors will be measured throughout the study. Intention-to-treat analyses, accounting for clustering within schools and classes, will adopt a two-level random effects linear regression model to examine outcomes for the intervention versus control students. Unadjusted and analyses adjusted for baseline scores, baseline age, gender and family socioeconomic status will be conducted.Ethics and disseminationEthics approval has been received by the Human Research Ethics Committee at the University of Melbourne. Findings will be reported in peer-review publications, national and international conference presentations and research snapshots directly provided to participating schools and families.Pre-Results Trial registration numberAustralian New Zealand Clinical Trials Registry (ACTRN12619000326190).
Dissertations / Theses on the topic "Teacher effectiveness Australia"
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Hurrell, Derek. "Effectiveness of teacher professional learning : enhancing the teaching of fractions in primary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/596.
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This study was motivated by the need to develop professional learning for primary school teachers that would support them to more effectively teach the mathematics topic of fractions. What seemed evident, was that previous professional learning attended by teachers had not adequately met their needs.
The aim of this study was to investigate whether professional learning, with a focus on subject content knowledge, pedagogical knowledge and reflective practice could enhance primary school teachers’ PCK for teaching fractions and make them more confident teachers of fractions. Demonstrating this to be the case would have wide implications for the development of professional learning opportunities for in-service teachers and would also be highly beneficial in informing teacher education.
This study brought together teachers from a variety of backgrounds and experiences. These experiences comprised not only what they had encountered in their teaching of mathematics, but also what they had encountered in their learning of mathematics. Therefore a study of the affective elements of attitudes, beliefs and self-efficacy were not only warranted, but pivotal.
The professional learning was conducted over an extended period of time and the teachers were involved in workshops where clear links were explored between the required content and what the current research considered to be the most efficacious pedagogy. They were then required to take at least one of the activities from the workshops and use it in their classroom. After they had taught the lesson, they were asked to reflect upon the lesson and bring those reflections to the next session to share with the group. This cycle was repeated.
This research showed that the professional learning amplified both Pedagogical Knowledge (PK) and Subject Matter Knowledge (SMK), which in turn provided pathways to increased PCK. The results also indicated that well-structured professional learning can have a positive effect on the beliefs and attitudes of teachers towards teaching the difficult mathematical topic of fractions. This improvement in attitudes and beliefs is important, as the impact of efficacy on the teaching and learning of mathematics cannot be underestimated.
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Kunene, Looksmart Lucky Zamokuhle. "Classroomlevel factors affecting mathematics achievement : a comparative study between South Africa and Australia using TIMSS 2003." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/25819.
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The purpose of the study was to explore and compare key classroom level factors affecting mathematics learner achievement for South Africa and Australia. The study focused in the classroom where teaching and learning takes place. This is a secondary analysis of classroom level factors influencing Grade 8 mathematics learner achievement using the Trends in International Mathematics and Science Study (TIMSS) 2003. TIMSS 2003 was chosen because it was the latest international study available to measure trends in mathematics learner achievement, where South Africa had participated. Quantitative research approach was employed and a survey research method was used which seeks, among others, to explore relationships and patterns. Survey research method was suitable to provide data that responded to the research questions. The data collection in South Africa and Australia was conducted in October-December 2002 as both countries are located in the Southern Hemisphere. The sample for South Africa consisted of 255 schools with 100% coverage and stratification done by a total of nine provinces, and language. This resulted in 8952 learners tested across the provinces (Joncas, 2004, p. 212). For Australia, the sample consisted of 207 schools with 100% coverage and stratification done by a total of 8 States and Territories and school type. This resulted in 4791 learners participating in the study. The sample included teachers of learners who were selected to participate in the TIMSS 2003 study for South Africa and Australia. The intended target was teachers of all learners at the end of their eight year of schooling. For each participating school, a single mathematics class was sampled and the mathematics teacher of the selected class was asked to complete a mathematics questionnaire. Mathematics teachers of sampled learners responded to questions about teaching emphasis on the topics in the curriculum frameworks, instructional practices, professional training and education and their views on mathematics. The mathematics teacher questionnaire was designed to take about 45 minutes to complete The main question for this study was “What are the key classroom factors that influence learner performance in mathematics?” The three sub questions for the study were: What key variables on classroom level are related to learner achievement in mathematics for South Africa? What key variables on classroom level are related to learner achievement in mathematics for Australia? How do the classroom level factors in mathematics performance of South Africa compare with classroom level factors in Australia? The conceptual framework for the study stressed classroom level factors including instructional quality, which includes teacher background factors, classroom climate, teaching requirements and mathematics curriculum. The framework describes the factors related to classroom interactions within the comprehensive education system, with regard to inputs – process – outputs – outcomes. The selection of variables for the inclusion in the models was guided by the conceptual framework and extensive preliminary analyses. Preliminary statistical analyses included exploring descriptive statistics, Varimax factor analysis, reliability, correlation analysis and stepwise multiple regression analysis. The results of the study indicate that several specific classroom level factors were associated with the higher levels of mathematics achievement of South Africa and Australia. The results for the final South African model were: age of teacher; years been teaching; outside school day grading tests; outside school day other; and computer shortage were identified to predict learner achievement. For Australia ten classroom factors, namely, teacher perception of school climate; teacher perception of school safety; teacher emphasis on mathematics homework; teacher repeat mathematics limiting factors; homework contribute towards learning; work conditions; unhappy learners; shortage of instructional equipment; geometric shapes; and algebraic functions were identified to predict learner achievement. South Africa has factors like teacher background and outside school activities by the teacher. Australia has factors like classroom climate, work conditions and curriculum quality. In the light of schools effectiveness research and school improvement research, a comparative study like this one would require more than one level (classroom level), two or three levels would have been ideal to draw other variables and enrich the analysis, especially the learner level and school level. School effectiveness places an emphasis on the ability and social background of the learners as factors that shape academic performanceDissertation (MEd)--University of Pretoria, 2011.
Science, Mathematics and Technology Education
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Lyle, Jessica. "The reality of reform : teachers reflecting on curriculum reform in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/698.
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Australia is implementing its first national curriculum, the Australian Curriculum, after many years of debate regarding the validity and practicality of such an undertaking. Although it is widely accepted that “the effects of education policies and programs depend chiefly on what teachers make of them” (Cohen & Ball, 1990, p. 233), little is known about teachers’ perceptions of the Australian Curriculum or their prior experiences of mandatory curriculum reform as they begin engaging with this unique reform. To provide a means of exploring these perceptions and experiences, 18 teachers, four Head of Learning Areas (HOLAs) and the principal from a regional high school in Western Australia (WA) were asked to reflect on their experiences with curriculum change in general, and the Australian Curriculum in particular. This occurred at different points throughout 2011/12 giving an insight into ‘what they will make of’ the Australian Curriculum.
Four lenses of typical experiences and perceptions emerged during the study. These lenses are presented as four composite narratives that show the depth and breadth of the curriculum reform experience for the participants. Results indicated that the participants were yet to experience mandated curriculum reform in WA they perceived to be successful. Dispositions towards reform were both being effected by such past experiences and affecting reactions to current experiences. Peer support was demonstrated to be a safety net for the participants in the absence of clear guidelines and resources. Additional to those absent needs, the participants conveyed a need for greater prescription accompanying the AC in this clime of frequent and increasingly accountability focused mandated reform.
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Peters, Judith Helen. "Complexity of schooluniversity partnerships participants' perceptions of the Innovative Links Project in South Australia." 2002. http://arrow.unisa.edu.au:8081/1959.8/25030.
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This interpretive study investigated South Australian participants' perceptions of their experiences of professional development and partnership through the Innovative Links Between Universities and Schools for Teacher Professional Development Project (Innovative Links Project). The researcher was one of the academic participants. Data were collected in the final eighteen months of the project using participant observation, the researcher's journal, interviews, document review and a written questionnaire. The data analysis revealed findings about three phases of the project: the initiation phase; the implementation phase; and the reviewing outcomes phase. The findings for the initiation phase were: 1. Many teachers in the selected schools, and teacher educators at the university, did not have the opportunity to participate in the project. 2. Most participants were motivated by personal reasons and a commitment to organisational and/or partnership goals. 3. Participants varied in the extent to which they knew about and had the opportunity to interpret project expectations at the local level. The findings for the implementation phase were: 1. There was wide variation in the extent to which participants valued professional discourse, critical reflection, action research and professional reading and writing as processes for school reform. 2. Some participants found it difficult to learn project processes quickly. 3. Most participants were not able to manage the demands of the project without extending their hours of work and workloads. 4. Some relationships developed within the project were undemocratic and inequitable in some respects. 5. Only some aspects of the contexts in which participants worked supported achievement of the project expectations, while others proved to be a hindrance. The findings about the reviewing outcomes phase were: 1. Participants learnt about improved teaching, learning and educational reform from working together, but some opportunities for reciprocal learning were missed. 2. Participants' ability to translate learning into educational improvement was impeded by contextual constraints. 3. Many participants found it difficult to determine whether improvement had occurred. 4. Most participants found that working in the partnerships enhanced their relationships and professional standing with other participants, but not with non participants. The findings illuminated four areas of complexity in the research and development partnerships that were studied. Firstly, the extent to which the implicit assumptions underpinning project expectations were congruent with the reality of the conditions impacting on participants influenced their achievement of the expectations. Secondly, the interaction of a complex array of personal, structural and cultural conditions supported or hindered participants' ability to achieve the project expectations. Thirdly, participants' experiences, and the conditions that influenced them, changed as they moved through the different phases of initiation, implementation and reviewing outcomes. Finally, the key challenges that were evident in the research and development partnerships were: developing equitable ownership within each organisation and the partnerships; managing the affective dimensions of research, development and partnership; reconceptualising and restructuring educators' work; reconciling disparate constructions of learning, teaching, research and reform; and facilitating reciprocal learning for teachers and academics. The areas of complexity illuminated by the study suggested a series of recommendations for ways that future school/university research and development partnerships might be improved.thesis (PhD)--University of South Australia, 2002.
Books on the topic "Teacher effectiveness Australia"
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J, Dimmock Clive A., ed. School-based management and school effectiveness. London: Routledge, 1993.
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Ann, Game, ed. Teachers who change lives. Carlton, Vic: Melbourne University Press, 2006.
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Anderson, Michelle. A collective act: Leading a small school. Camberwell, Vic: ACER Press, 2010.
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Zbar, Vic. Better schools better teachers better results: A handbook for improved performance management in your school. Camberwell, Vic: ACER Press, 2007.
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Dimmock, Clive. School-Based Management and School Effectiveness. Taylor & Francis Group, 2013.
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Dimmock, Clive. School-Based Management and School Effectiveness. Taylor & Francis Group, 2013.
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Metcalfe, Andrew, and Ann Game. Teachers Who Change Lives. Melbourne University Publishing, 2007.
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Australian Soil Fertility Manual. CSIRO Publishing, 2006. http://dx.doi.org/10.1071/9780643100725.
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The Australian Soil Fertility Manual is a trusted guide to the safe use and handling of fertilizers. It describes the types of agricultural soils, how they are classified and the interaction of soil, water and nutrients. It also provides an insight into how plants utilise nutrients and the role that individual nutrients play in the process of plant growth.
This edition has been revised to reflect an increased emphasis on the environmental fate of nutrients and appropriate management strategies. It also has additional information on soil physical, chemical, and biological properties and discussions on the use of lime, dolomite and gypsum.
New content covers liming effectiveness, nitrogen water use efficiency, regulations for handling and using fertilizers, storage and transport of security sensitive ammonium nitrate, budgeting for profitable nitrogen use and best management practice for nitrogen and phosphorus fertilizers. The chapters on potassium; calcium, magnesium and sulfur; plant nutrients and the environment; and heavy metal in fertilizers and agriculture have all been extensively revised and rewritten.
This important work will be an essential text for fertilizer dealers, extension workers, consultants, teachers, farmers, horticulturists, graziers and others concerned with the profitable and environmentally safe use of plant nutrients.
Book chapters on the topic "Teacher effectiveness Australia"
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Rogers, Karen B. "Australian Teachers Who Made a Difference: Secondary Gifted Student Perceptions of Teaching and Teacher Effectiveness." In Handbook of Giftedness and Talent Development in the Asia-Pacific, 1431–55. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3041-4_68.
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Rogers, Karen B. "Australian Teachers Who Made a Difference: Secondary Gifted Student Perceptions of Teaching and Teacher Effectiveness." In Handbook of Giftedness and Talent Development in the Asia-Pacific, 1–25. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3021-6_68-1.
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Rogers, Karen B. "Australian Teachers Who Made a Difference: Secondary Gifted Student Perceptions of Teaching and Teacher Effectiveness." In Handbook of Giftedness and Talent Development in the Asia-Pacific, 1431–55. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3041-4_68.
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Skourdoumbis, Andrew. "Teacher Effectiveness in Australia." In Advances in Educational Marketing, Administration, and Leadership, 1–28. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7908-4.ch001.
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This chapter explores the concept of teacher effectiveness as it relates to the Australian schooling context. The chapter delineates some of the important aspects connected to the concept of teacher effectiveness within Australian education policy now and over recent times. It discusses some of the major contextual elements involved in schooling which situate classroom teachers as the variable with the most influence in enhancing student achievement scores. The field of Australian school education has undergone significant change in recent decades with policymaker calls on classroom teachers to enhance school system productivity via teacher effectiveness. The chapter will traverse the significant economic and educational change, marking the emphasis on the concept of teacher effectiveness connecting it to the current Australian education policy framework that emphasizes the continuous development and performance of individual classroom teachers and their pedagogic effectiveness.
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Clifton, Rodney A., and Masha V. Krylova. "Teacher Effectiveness in Canada." In Advances in Educational Marketing, Administration, and Leadership, 29–55. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7908-4.ch002.
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There are only a few countries in the world in which education is not the responsibility of national governments but the responsibility of smaller units—provinces and territories in Canada and states in Australia and the United States. Canada has 10 provinces and three territories; hence, there are 13 systems of public education with about 5.5 million students and over 450,000 teachers (Canadian Education Statistics Council, 2020). Consequently, there is considerable variability across the country in the quality of education and in the way it is managed and delivered.
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Papavasiliou, Chloe, and Samantha Papavasiliou. "Virtual Learning Post COVID-19." In Measurement Methodologies to Assess the Effectiveness of Global Online Learning, 76–106. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8661-7.ch004.
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The impacts of COVID-19 on education have changed how many schools and education providers deliver education with the rapid transition to online learning environments. This research highlights the critical factors influencing student and teacher engagement while also highlighting opportunities for educators to enhance the engagement for their students, utilising results from two focus groups and qualitative surveys through a case study on school districts across South Australia. This provided an understanding of the critical factors influencing teacher and student engagement and identified opportunities for improvements to the levels of student engagements through online learning environments. This research has identified best practices within schools and across the Department of Education that can support virtual learning and digital engagement into the future. In addition, through the identification of critical factors influencing student and teacher engagement, exploration of opportunities to support students and improve overall digital engagement can be identified.
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Stronge, James H., Xianxuan Xu, Leslie W. Grant, Yanping Mo, and Ke Huang. "Conceptions of Teacher Effectiveness and Its Implications for Educational Policy and Practice in the United States." In Advances in Educational Marketing, Administration, and Leadership, 245–74. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7908-4.ch010.
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This chapter provides an overview of the educational system from the founding of the country to today. Like Australia and Canada, the governmental structure involves the national government with smaller units in the form of the 50 states and the District of Columbia. This structure means variation of educational systems across governmental units. The authors provide an overview of the influence of conceptions of teaching effectiveness including the development of professional organization standards, passing of national legislation aimed at defining teacher effectiveness in terms of student outcomes, and standards-based teacher evaluation systems. Unique features of the United States perspective include a focus on differentiation to include getting to know the needs of individual students and meeting those individual needs. The authors describe the cultural basis for these unique features.
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Tucker, Richard. "Teaching Teamwork in Design." In Collaboration and Student Engagement in Design Education, 1–27. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0726-0.ch001.
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This chapter proposes an Input-Process-Output framework for understanding what impacts the effectiveness of teamwork when higher education students are collaborating on design assignments. The framework can help design educators integrate teamwork into their courses and better evaluate learning outcomes, and may also elucidate good practice for professional design teams. Explaining the genesis of the framework, the literature is assimilated on team effectiveness and predictors of team performance, including: definitions, dimensions and frameworks of team effectiveness in contexts far wider than design education. Informed by the challenges specific to teaching design, a 22-factor framework is proposed. The paper concludes with recommendations for teachers informed by the framework. The viability of the 22-factor model of team effectiveness is evidenced by national surveys across Australia, which are reported in summary here.
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Varanasi, Machi Raju, John C. Fischetti, and Maxwell W. Smith. "Analytics Framework for K-12 School Systems." In Advances in Early Childhood and K-12 Education, 206–33. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3188-3.ch011.
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With the growth in the use of information systems in schools and school systems, there has been a significant increase in the volume and variety of data that are captured, stored, and harnessed to improve student learning and school effectiveness. Most school systems are in a nascent stage in implementing analytic initiatives to create more value for students, parents, and the broader community. Guiding frameworks to assist schools and school systems are still in the early stages of development. This chapter proposes and builds a case for a new analytics framework for school education systems. This chapter proposes a six-lens educational analytics framework based on a successful implementation in a large school system in Australia. Examples from empirical analysis are provided to demonstrate its relevance and value to a range of internal and external stakeholders and as a practical guide for school leaders and teachers embarking on major analytics initiatives.
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McLoughlin, Catherine, and Mark J. W. Lee. "Developing an Online Community to Promote Engagement and Professional Learning for Pre-Service Teachers Using Social Software Tools." In Cases on Technologies for Educational Leadership and Administration in Higher Education, 268–85. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-1655-4.ch014.
Full textAbstract:
While references to the concept of “learning community” abound in the literature, a common ingredient is the belief that learning is enhanced when there is a commitment to sharing ideas and knowledge within a collaborative group or network of individuals. To support student teachers completing their practicum placements as part of a one-year Graduate Diploma of Secondary Education at the Australian Catholic University (ACU National), a communities of practice model (Wenger, 1998) was implemented, supported by a social software-based technology framework, to enable mutual engagement, joint enterprise, and a shared repertoire. At the outset, all participants were given hands-on training in the use of the text and audio tools that comprised the technology framework. They then formed peer-to-peer mentoring relationships, creating and sharing web log (blog) entries and voice recordings of critical incidents while on their teaching practicum. The data from the students’ discourse was transcribed, coded, and categorized by evaluating each message unit based upon the type of communication it displayed. The main focus was to identify the discourse elements based on Wenger’s (1998) conceptual framework. The coded scripts were used to explore issues and patterns that were indicators of a learning community. This data, together with post-practicum focus group discussions in which students reflected on the benefits of these media for peer mentoring and support, attests strongly to the relevance and effectiveness of the adopted approach to developing a socio-professional community to support the development of pre-service teachers. It is hoped that this case study will contribute to best practice in the use of social software technologies for online community building and support in professional learning contexts, in ways that transcend organizational and disciplinary boundaries. The authors believe that the best outcomes are achieved when activities are structured, when students are adequately trained in using the technologies, and when instructors or experts are available to scaffold reflection processes as the need arises.
Conference papers on the topic "Teacher effectiveness Australia"
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Heldsinger, Sandy, and Stephen Humphry. "An innovative method for teachers to formatively assess writing online." In Research Conference 2022: Reimagining assessment. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-685-7-1.
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Assessment is an integral component of effective teaching and a teacher’s professional judgement influences all routine aspects of their work. In the last 20 years, there has been considerable work internationally to support teachers in using assessment to improve student learning. However, there is a pressing issue that impedes teacher professional judgement being exploited to its full potential. The issue relates to teacher assessments in the context of extended performances such as essays and arises from the complexity of obtaining reliable or consistent teacher assessments of students’ work. Literature published in the United States, England and Australia details evidence of low reliability and bias in teacher assessments. As a result, despite policymakers’ willingness to consider making greater use of teachers’ judgements in summative assessment, and thus provide for greater parity of esteem between teachers’ assessment and standardised testing, few gains have been made. While low reliability of scoring is a pressing issue in contexts where the data are used for summative purposes, it also an issue for formative assessment. Inaccurate assessment necessarily impedes the effectiveness of any follow-up activity, and hence the effectiveness of formative assessment. In this session, Dr Sandy Heldsinger and Dr Stephen Humphry will share their research of writing assessment and explain how their research has led to the development of an innovative assessment process that provides the advantages of rubrics, comparative judgements and automated marking with few of the disadvantages.
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Bilgin, Ayse, Carmel Coady, Joanne Mulligan, Vincent Geiger, Michael Cavanagh, Peter Petocz, and Liz Date-Huxtable. "Opening real science: statistical literacy for pre-service primary teachers through flexible delivery." In Advances in Statistics Education: Developments, Experiences, and Assessments. International Association for Statistical Education, 2015. http://dx.doi.org/10.52041/srap.15304.
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Opening Real Science (ORS) is an Australian Government funded project in which leading teacher educators, scientists, mathematicians, statisticians and ICT designers are collaborating to develop online modules for implementation in teacher education programs, aimed at building the competence and confidence teachers need to inspire their students. This paper documents the development of a Statistical Literacy module for Primary Teachers (SL-P). The project’s approach focusses on real life applications of statistics that students are genuinely interested in, coupled with scaffolding applications of digital technologies. An enquiry-based model supports the design of learning activities, which include appropriate resources to support individual and peer learning. Trials of the module will provide feedback on the effectiveness of the SL-P module in terms of student engagement and development of statistical literacy. The outcomes of the study will provide direction for re-shaping teacher education programs and professional learning to include statistical literacy as a core component.
Reports on the topic "Teacher effectiveness Australia"
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Cassity, Elizabeth, and Debbie Wong. Teacher development multi-year studies. Insights on the challenges of data availability for measuring and reporting on student learning outcomes. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-677-2.
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Student learning outcomes are an important source of evidence regarding improved teaching quality. A multi-year teacher development study series was commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT) to investigate teacher development initiatives in Lao People’s Democratic Republic (Laos), Timor-Leste and Vanuatu. The overall aim of the study series is to understand the extent to which the Australian investment has improved teaching quality and student learning. This paper outlines the different approaches to sourcing and using data in each country context, and then presents initial insights about the challenges associated with the limited availability of data for measuring and reporting student learning outcomes, as a measure of teacher effectiveness. It presents key lessons learned about conducting research with limited existing student learning outcomes data and offers some solutions to inform programs in other contexts.