Education Papers and Journal Articles

Conceptualising Changes to Pre-Service Teachers’ Knowledge of how to Best Facilitate Learning in Mathematics: A TPACK Inspired Initiative

Frank G. Bate et al. — Thu, 30 May 2013 00:01:17 PDT

In 2010, the Australian Commonwealth government initiated an $8m project called Teaching Teachers for the Future. The aim of the project was to engage teacher educators in a professional learning network which focused on optimising exemplary use of information and communications technologies in teacher education. By taking part in this network, participants were afforded opportunities to transform their practice through a range of localised initiatives that applied information and communications technologies to the art and science of teaching and learning. One of these initiatives involved re-engineering a university mathematics unit targeted at pre-service teachers. Information and communications technologies were purposefully embedded using Mishra and Koehler’s (2006) Technological, Pedagogical and Content Knowledge model as a conceptual framework. This paper discusses the outcomes of the initiative. Pre-service teachers and staff involved in the unit shared their stories about the changes they had noticed in both their thinking and practice. The results of the initiative were heartening, and it is hoped that the constructs used will translate into other learning areas.

Understanding parent perceptions of a 1:1 laptop program in Western Australia

Frank G. Bate et al. — Wed, 29 May 2013 23:51:18 PDT

This paper provides some initial findings from a current longitudinal study that examines the implementation of a student owned 1:1 laptop program in a school for boys in Perth, Western Australia. This research tracks 196 students, their families and associated teachers for a 3-year period (2010-2012). Underpinning this research is a mixed methods approach investigating how boys use their laptops for learning, teachers’ pedagogy and use of ICT, implementation differences between a junior and middle school, and possible impact of the laptops on learning. One theme that emerged from the first two years of data collection was a decrease in parent satisfaction with the extent to which the educational objectives of the laptop initiative were being met. This paper explores possible reasons for this decline in satisfaction, focusing on parent and student perceptions of (a) the time spent on laptops and (b) the activities that students are seen to be engaging with on their laptops. These perceptions are discussed in the context of parents’ own knowledge of, and skills in, information and communications technologies (ICT) and relate to both school and home-based settings.

Retention and Attrition of Students in Higher Education: Challenges in Modern Times to What Works

Marguerite Maher et al. — Wed, 29 May 2013 23:16:00 PDT

Retention and attrition rates in higher education have long been a focus of research. This paper presents findingsof a single case study, undertaken in a School of Education, which identify important strategies that have led to attrition of five to eight per cent, compared with 18 per cent cross the education sector in Australia (Department of Education, Science and Training, 2004). Findings include: individual admissions interviews, funding of an Associate Dean Pastoral Care, course coordinators providing continuity of support, easy access for students to academic staff, well-supported, extended professional experience, senior staff lecturing undergraduates, congruence between co-curricular supports and the educational framework, and comprehensive mentoring of new students. Finally, sustainability of these strategies in modern times is discussed.

Early childhood project analysed within a model enhancing the self-efficacy of Indigenous people

Marguerite Maher — Wed, 29 May 2013 22:26:08 PDT

This paper presents a model which weaves together an adaptation of Bronfenbrenner’s bio-ecological model (Bronfenbrenner, 1979, 1989, 1993) and the tenets of human agency theory (Bandura, 2001; Bandura, Barbaranelli, Caprara, & Pastorelli, 1996; Bandura, Pastorelli, Barbaranelli, & Caprara, 1999; Carlson, 1997), which are central to decision-making, self-regulation and self-determination. This model provides a framework to explain how non-Indigenous lecturers were able to work in culturally appropriate ways with community members in remote Indigenous communities in the Northern Territory, Australia, on a project which focussed on improving the literacy and numeracy skills of four-year-old children. The aim of this initiative was to enhance children’s capacity to engage with expectations on entry into formal schooling. There were multiple levels of engagement in the design and implementation of the project. For the positive outcomes to be sustainable it was imperative that the initiative be embraced by the community and that they see themselves, rather than the non-Indigenous stakeholders, as the key to its success. The project’s implementation is described in detail and outcomes are provided. These include the children demonstrating increased pre-reading and numeracy skills and, importantly, the engagement of the whole community in the project and the previously unqualified early childhood educators being motivated to complete a Certificate III in Children’s Services.

Improving engagement: the use of ‘Authentic self-and peer-assessment for learning’ to enhance the student learning experience

Sean P. Kearney — Sun, 20 Jan 2013 19:43:39 PST

Innovative assessment practices have the potential to shift the way universities function. By focusing on well-designed assessment tasks, where students are expected to work collegially and are actively involved in self- and peer-assessment, the opportunity to engage students in the assessment process is realised. This article contends that students are significantly and detrimentally disengaged from the assessment process as a result of traditional assessments that do not address key issues of learning. Notable issues that arose from observations and questioning of students indicated that vast proportions of students were not proofreading their own work were not collaborating on tasks; had not been involved in the development of assessment tasks; and that students had insufficient skills in relation to their ability to evaluate their own efforts. These facts led the author to conceptualise new models of assessment focusing on authentic learning and the authentic assessment of that learning through self- and peer-assessment. Authentic assessment for sustainable learning (AASL) and Authentic self-and peer-assessment for learning (ASPAL) were trialled with approximately 300 undergraduate education students at the University of Notre Dame Australia. This article explains the conceptual development of the models and provides justification for their implementation.

From routine to rich: Developing an algebraic reasoning task for a middle/upper primary class

Courtney Bridge et al. — Tue, 11 Dec 2012 20:19:49 PST

The article presents the authors' insight on the development of an algebraic reasoning task in middle or upper primary classrooms. They highlight the journey made by pre-service teacher Courtney Bridge in developing a useful classroom task for students' engagement in mathematical reasoning. Furthermore, the author mention the use of closed text book questions in Bridge's teaching.

Let’s not wait for curriculum change

Keith McNaught — Sun, 21 Oct 2012 23:03:18 PDT

While the National Curriculum will bring change, some immediate reforms are necessary now, particularly in Western Australia, says Keith McNaught. Doing nothing but wait is not an ethical option, he argues.

A Multi-Perspective Collaborative on Teacher Learning for Teachers of Students with Autism Spectrum Disorder

Elizabeth A. West et al. — Fri, 12 Oct 2012 00:46:10 PDT

The purpose of this multi-perspective collaborative research activity was to analyze moments of teacher learning as perceived by a group of teachers who educate students with the label of Autism Spectrum Disorder (ASD). The researchers in this project acknowledge the value of hearing teachers’ perspectives on what works for them in their professional learning. This perspective is generated from surveys distributed to inservice teachers at three Universities (two located within the USA and one situated in Australia) and one Residential School (UK). Five overarching themes emerged at the analysis stage and relate to: practical experience, pre-service training, in-service training, mentoring and assistive technology. The current research generates insight into effective teacher learning aimed to benefit those who develop professional learning programs, with a particular emphasis on ASD. The lessons learned from this collaborative endeavor will assist the global autism community as we inform the development and design of appropriate professional development practices.

Integrating Technology, Pedagogy and Content in Mathematics Education

Boris Handal et al. — Fri, 12 Oct 2012 00:23:08 PDT

The need for appraising the effective integration of technologies into teaching and learning within a disciplinary context is crucial for upholding quality teaching standards in schools and formulating professional development programs. This paper describes the development and validation of an instrument aimed at characterising the integration of technological knowledge in secondary school mathematics teachers. The Technological Pedagogical Content Knowledge (TPACK) framework is used to underpin the development and validation of the questionnaire. The questionnaire consisting of three 10-item scales was administered to a sample of 280 teachers across the state of New South Wales, Australia. The factor analysis undertaken confirms the structurally soundness of the instrument in terms of validity and reliability.

Book Review: Improving the student experience: A practical guide for universities and colleges, edited by Michelle Morgan

Keith McNaught — Tue, 09 Oct 2012 20:20:43 PDT

In my view, the most valuable components of the book are those chapters that provide a basis for educators concerned with the scholarship of teaching and learning to devise questionnaires that they can use for both formal and informal feedback. Standard questionnaire samples and the item bank in Chapters 3 and 4, and a particularly useful Appendix on advanced statistical methods for teaching evaluation data, are of most interest and value. In fact, I have been inspired to improve the feedback mechanisms I use to ensure greater reliability and validity in the feedback. The statistical guidelines will be useful in that context. In addition, there is a rich bibliography provided of references cited in the text. It provides the theoretic substantiation for the arguments made by the authors as well as a valuable resource for further reading and understanding of the topic. Kember and Ginn’s handbook is to be welcomed as a valuable contribution to the advancement of improved evaluation of teaching and learning in Australasian tertiary institutions.

The Language of God: A Scientist Presents Evidence for Belief

Gregory S.C. Hine — Tue, 18 Sep 2012 17:43:46 PDT

The relationship between science and faith is explored at length in Francis Collins’ book. The coherent structure and free-flowing composition of this text contributes to an unequivocally clear presentation of one scientist’s journey of faith development, and his explanation of how faith and science are inextricably linked. When discussing the polemics of religious and scientific disciplines, Collins—the director of the National Institutes of Health and former director of the National Genome Project—uses a logical, step-by-step analysis of available evidence, and is careful to consider a balanced perspective of both sides before carefully committing to a well-intuited opinion. Insight into past faith-science conflict is provided from examinations of the life and work of noted scholars in each respective field, as well as the opinions of colleagues with whom Collins has personally worked. The central message that the author presents to his readers is that there can be no separation of scientific and religious worlds—rather; they are simply two sides of the same coin.

Teacher education with Indigenous ways of knowing, being and doing as a key pillar

Marguerite Maher — Tue, 11 Sep 2012 20:03:41 PDT

This paper reports on a project known as the Growing Our Own Indigenous teacher education initiative. This project involves the provision of teacher education, in situ, to Indigenous assistant teachers in remote Aboriginal communities in the Northern Territory, Australia. First, factors leading to the development of the project are provided. Second, the theoretical and conceptual frameworks for the project are explained. Third, the collaborative self-study methodology for the study is justified. Fourth, perceived successes are described: these include community engagement, cultural responsiveness in the programme, improved attendance of children at school, and the value of collaboration for lecturers. Fifth, challenges of the project are explained and the strategies for addressing them are described. Challenges include those of a physical nature, students having English as an additional language, ensuring the development of culturally appropriate assessment, and the challenge for lecturers of standing in two worlds and for students to cross boundaries. In conclusion, the significance of the project is discussed.

Building bridges not barriers

Keith McNaught — Tue, 11 Sep 2012 19:30:38 PDT

Relying on inflexible student grading systems and asking teachers to teach outside their areas of expertise are two problems that must be challenged at schools, argues Keith McNaught.

Why music really matters

Keith McNaught — Mon, 03 Sep 2012 00:51:05 PDT

As we move forward, there is much need for some national direction on the teaching of the Arts. The current work on the Australian national curriculum documents, for the Arts, is a sign of great hope. The time is opportune for a review of the role of music in child development outside the narrow dimensions of the place of “music” as a subject.

How long do we carry an ineffectual teacher?

Keith McNaught — Mon, 03 Sep 2012 00:51:04 PDT

Siegler et al. (2012) demonstrated that primary school students experiences with fractions and division, can reliably predict their mathematics achievement in high school, five or six years later. This research, a major international comparative study, sounds a dire warning, when we know such topics are frequently taught poorly. As student engagement with mathematics and science in upper school plummets, much of the disengagement can be linked to poor prior teaching and learning experiences. This is directly related to teacher competence, and specifically to teachers who lack the necessary content knowledge to teach these subjects effectively. The ‘elephant in the room’ is our current cohort of teachers, many who lack the necessary skills and knowledge, and the systems which have allowed this to occur.

Forget the magic powers, many just aren't switched on by technology

Keith McNaught — Sun, 02 Sep 2012 19:05:02 PDT

...there seems to be a lack of willingness within the younger generation of secondary students to engage with learning management systems, and technological tools, in particular those not highly motivating and fun to use.

Testing times for teachers and teaching

Don Watts et al. — Tue, 21 Aug 2012 21:11:17 PDT

The decreasing demand from better-performing school-leavers for courses in teacher education reflects lower respect for the profession of teaching as a whole.

Formation of pre-service teachers for religious education through experiential learning: The retreat leaders training program

Chris Hackett et al. — Thu, 09 Aug 2012 23:36:10 PDT

This article reports on the formation of pre-service teachers for religious education through an experiential learning program called the Retreat Leaders Training Program (RLTP). First, the article examines the need for formation for pre-service RE teachers, especially as the formation relates to the development of three forms of teacher knowledge: content knowledge, pedagogical content knowledge and experiential content knowledge. Second, the article reviews the literature on the role of experiential learning in professional formation and the contribution live-in retreats may make in this formation. Third, the article presents the Retreat Leaders Training Program as an example of the formative influence of a retreat based on experiential learning. Fourth, feedback from pre-service teachers undertaking the 2011 program is reported. Lastly, the article discusses the outcomes of the RLTP and the significance of the program as a key ingredient in the formation of teacher knowledge for religious education.

Exploring the Need for Improvement in a Student Leadership Program

Gregory Hine — Tue, 07 Aug 2012 23:45:12 PDT

Despite the importance of adolescent leadership development, little research has examined how to improve such programs within a school context. The intention of this article is to explore how one Catholic secondary school developed leadership potential in young adolescents, and how such efforts can be refned and improved in the future. The primary methods for collecting data included focus groups interviews, researcher field notes, and researcher reflective journaling. Based upon these data, the author conceptualised the strengths and shortcomings of the program of leadership being pursued consciously or implicitly by the school, by examining the perspectives held by those students who had been elected to a position of leadership in Year Twelve. Specifically, the elected student leaders asserted strengths of the current program including: opportunities to participate in leadership activities, working with staff and fellow student leaders, and learning important skills. Conversely, students raised several shortcomings: the apparent non-involvement of the younger, elected leaders, a perceived ‘popularity’ contest, and determining a balance between leadership duties and studies. The findings of this research will serve to improve and strengthen the functioning student leadership programs, and to assist professionals closely involved with student leadership programs to avoid foreseeable problems regarding the planning and facilitation of future leadership activities. Additionally, this research highlights the importance of conducting research into student leadership programs for the wider education community.

The Catholic School Principal: A Transcendent Leader?

Shane D. Lavery — Tue, 07 Aug 2012 23:31:20 PDT

In the early 1990s Sergiovanni (1993) pointed out, with a touch of cynicism, that despite the multitude of leadership studies over many years “we still do not understand what distinguishes leaders from non leaders, e!ective leaders from ineffective leaders, and effective organisations from ineffective organisations” (p. 1). He argued that one of the reasons for this confusion was an overemphasis on what he called “bureaucratic, psychological and technical-rational authority” (p. 1), while neglecting professional and moral authority. As an antidote to this situation, Sergiovanni (1993) argued that the moral dimension of leadership must be moved “from the periphery to the centre of inquiry, discussion and practice” (p. 2). One way of placing the moral dimension of leadership squarely at centre stage is to view leadership through the transcendental lens of service and spirituality. This article explores the notion of transcendental leadership and the appropriateness of this leadership model for principals in Catholic schools. As a prelude, transactional and transformational leadership models are reviewed. The point is that while elements of these models are still valuable, Catholic school principals are called on to exercise leadership beyond organisational expertise and a collegial understanding of the leader’s vision. Transcendental leadership is then examined from the dual positions of service and spirituality. The notion of service permeates all actions of a transcendental leader. In particular, the transcendental leader is constantly concerned for the needs of those with whom he or she collaborates. The essential understanding of the spiritual component of transcendental leadership is that the leader acts from the entirety of who he or she is as a person. Finally, the article posits a range of implications of this model for principals in Catholic schools. These implications include: Catholic school principals are called to be servant leaders in the spirit of Jesus (Mt 10:45; Mt 23:11; Lk 22:26; Jn 13); their leadership is based on deep reflection; they practise the Catholic social doctrine of subsidiarity to ensure genuine decision-making opportunities for all members within the school community; and the spiritual standard by which they act is grounded in the wider notion of Catholic social doctrine.