ethanporcaro/eric-fulltext-meta huggingface dataset:
If Only: Changing Classroom Learning Teaching with ICT
Author: Jones, Anthony
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Technology Integration,Teacher Attitudes,Teaching Methods,Foreign Countries,Hospitalized Children,Special Schools,Elementary Secondary Education,Blended Learning,Computer Assisted Testing,Mathematics Instruction

This paper aims to clarify certain causes of the apparent reluctance of some classroom teachers to assist students to learn through the use computers. The main emphasis will be on primary school teaching, but it will be argued that the same, or similar, issues affect teachers at secondary and tertiary levels. It should be noted that the focus is on planned learning with the assistance of computers rather than on whether teachers and students do or do not use computers in the classrooms. Teacher communications, both formal and informal, together with classroom research reports indicate the existence of underlying concerns about promoting student learning with ICT. This paper proposes that the reluctance of some teachers to make ICT an integral part of their classroom teaching practices is related to factors over which they have limited control. This reluctance occurs even though teachers tend to use various forms of social networking as part of their non-classroom lifestyle in a technologically ubiquitous environment. Over the past decade the author has participated in several small-scale research projects conducted in Australian schools. Each project has been a mini-case study and data has been collected through video-recording lessons and interviewing teachers.
Mother-Child Collective Play at Home Context: An Analysis from a Cultural Historical Theoretical Perspective
Author: Devi, Anamika
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Mothers,Parent Child Relationship,Preschool Children,Play,Family Environment,Child Development,Mathematical Concepts,Scientific Concepts,Parents as Teachers,Foreign Countries,Imagination,Creativity,Parent Participation,Learning Experience

Very few studies have given attention to parental support for children's play-based conceptual development in a home setting. The key aspect of this paper is to investigate how parental support aids development of children's mathematical and science concepts in collective play in the home context and what happens to the play during parent-child collective engagement. The data has been collected through video, audio and semi-structured interviews from four Indian families and their children (four to five years old and median age 4.5 years). For data analysis, Hedegaard's (2008a) three levels of interpretation--common sense, situated practice and thematic interpretations--were employed. Drawing upon Vygotsky's (2004) concept of imagination and creativity, Fleer's (2010, p. 140) pedagogical model of &quot;collective and individual play&quot; and Kravtsova's (2009, p. 22-23) concept of &quot;subject positioning&quot; are used for thematic analysis. The paper analyses the play experience of a five-year-old boy, Jay (pseudonym used) and his mother's co-construction of play in the home context. The findings of our analysis shows that the mother's interactive approach as an active play partner in Jay's play promoted his learning and development. The paper argues that the parents' active involvement in children's play is not only important to develop the play itself but also important for providing better learning opportunities for children.
Assessment as a Student-Driven, Reciprocal Learning Process: A Recalibrated, Social Cognitive Perspective
Author: Fletcher, Anna
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Reciprocal Teaching,Social Cognition,Foreign Countries,Scaffolding (Teaching Technique),Formative Evaluation,Grade 1,Grade 3,Grade 5,Elementary School Students,Elementary School Teachers,Self Management

Contemporary learning in Australia necessitates that students develop the capability to play an active role in their own learning. Yet, the student's role as an active agent in the learning process has not been fully examined. Drawing on the notion of assessment as generations informed by conflicting theoretical viewpoints, this paper explores how social cognitive theory presents a conceptually transformational and practical way forward in respect to understanding assessment as a learning process. The paper pursues two goals. First, it outlines the transformation of assessment practice over three generations of pedagogical theory. Second, it argues that social cognitive theory presents a broadened understanding of assessment as a student-centred learning process. It is suggested that this may be the emergence of a new generation of assessment, in which understandings of formative assessment is enhanced through the integration of intrapersonal, behavioural and contextual influences. Interview data from a cross-sectional, one-setting study into Assessment as Learning (AaL) are used to suggest how AaL transforms the role of students, from being participants in a social practice directed by teachers, into agents of learning in a reciprocal learning process.
A School but Not as We Know It! Towards Schools for Networked Communities
Author: Cleveland, Benjamin
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Facilities,State Government,Health,Well Being,School Community Relationship,Federal Aid,Departments,Educational Policy,Foreign Countries,Community Schools,School Administration,Guidelines,Barriers,Networks,Educational Finance,Delivery Systems,Elementary Secondary Education

School facilities are some of the most underutilised public assets in Australia. Yet, opportunities to better utilise and enhance school facilities though offering a range of services to growing communities are increasingly being recognised. Across the country, state governments are endorsing the development of &quot;schools as community hubs,&quot; based on indications from overseas of better education, health and well-being outcomes for students, as well as benefits to their families and the public. How best to proceed with the development of community oriented schools in Australia however, remains an open question due to a lack of knowledge about; a) what types of services -- beyond the academic -- should be delivered from school sites; b) how best to utilize existing facilities and deliver new infrastructure that may be required for 'nontraditional' service provision; and c) what government funding should be directed to such services and facilities, and from which departments. Curtailing the development of community oriented schools are embedded state government policies and practices that tend to dislocate and dissociate the processes of procuring, designing, governing and using/managing school infrastructure. If the concept of &quot;schools as community hubs&quot; is to be realised, the policy environment through which such provision must be achieved needs to be scrutinised and updated. The provision of school facilities that can support enhanced social capital, education, health and well-being outcomes for Australian communities requires improved co-ordination between multiple levels of government, as well as non-government agencies, schools and community groups. A means of productively navigating and negotiating these multifaceted relationships is needed i.e. a coherent framework that links research, policy and practice associated with the planning and management of service delivery and associated infrastructure on school sites. This paper explores how such a framework may be developed for the purpose of helping state governments, local councils, schools and community stakeholders overcome the current 'obstacle course' that is limiting attempts to maximise school facilities for broader community benefit.
Professional Learning and Development Facilitation Practices That Enhance Secondary School Middle Leader Effectiveness
Author: Highfield, Camilla
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Faculty Development,Secondary Schools,Pedagogical Content Knowledge,Leadership Effectiveness

This paper reports the methods and findings from a research project investigating the professional learning and development (PLD) facilitation practices that influence and support the development of middle leaders in secondary schools. The participants for this research are expert facilitators employed by the University of Auckland delivering services through a large-scale government funded professional learning and development project in New Zealand secondary schools. The results show that there are a considerable number of complex and interrelated facilitation practices that rely on prior curriculum and pedagogical knowledge as well as the development of skills in coaching, evaluative inquiry, modelling and building relational trust. Implications for the training and support of professional learning and development of facilitators will be discussed.
Connecting with Children: A Deleuzian Contemplation of Being and Becoming
Author: Powell, Sarah J.
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Early Childhood Education,Learning Modalities,Literacy Education,Sustainability,Natural Resources,Music,Video Technology,Handheld Devices,Telecommunications,Singing,Young Children

This paper contemplates the way children exist, interact and intra-act with their worlds. It seeks to think differently about data and engages with the work of Deleuze, particularly grappling with his conception of 'becoming' and the ways in which children name their worlds and intra-act with natural entities. The paper emerged from conversations that occurred within a research collective and is informed by this collective's broader research theme, world-naming. It also considers the Deleuzian notion of sense as it explores a single piece of data: a song created and performed by one child, recorded in her bedroom on the family iPad. The song is about the bush and the importance of trees.
Factors Contributing to the Development of Positive Secondary School Staff Relationships
Author: Lummis, Geoffrey W.
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Secondary Schools,Cooperation,College Faculty,Foreign Countries,Secondary School Teachers,Administrators,Leaders,Educational Environment,Interpersonal Relationship,Collegiality,School Culture,Self Efficacy,Teacher Effectiveness,Teacher Administrator Relationship,Work Environment,College School Cooperation

Supporting secondary school leaders to improve staff wellbeing is important because staff (both teaching and administrative) are key stakeholders in students' educational outcomes. This project is promoting a collaborative approach between a university and leadership staff at three Perth secondary schools to co-create, implement and evaluate professional learning interventions that promote enhanced staff relationships and wellbeing. The participatory action research has involved collecting data across the school environments that were quantitatively analysed to build models of school organisational health and staff morale. These models have facilitated discussion between researchers and staff in the construction of school-wide approaches to supporting staff interpersonal relationships and enhancing school community. The interventions are currently being enacted within the schools, and post-testing will occur in 2017. This paper reports on the generalisable findings from working in the three case study schools, specifically from the initial baseline testing and focus group data used to design the interventions. While the models of factors affecting school culture and staff relationships were different in each school, professional growth and supportive leadership were two factors that were consistent across all three models.
Year 3 Students&apos; Conceptions of Heat Transfer
Author: Fitzallen, Noleine
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Students,Elementary School Science,Knowledge Level,Heat,Thermodynamics,Scientific Concepts,Foreign Countries,STEM Education,Science Process Skills,Structural Elements (Construction)

Many children and adults have problems differentiating between heat and temperature. As a consequence, intuitive notions developed about the transfer of heat and other thermal concepts do not align with scientific explanations of the phenomena. These notions are formed as alternative conceptions, which are resistant to change and persist as children progress through school. In order to develop teaching interventions that challenge children's thinking it is necessary to determine the potential alternative conceptions developed early in life. Embedded within the context of a STEM research project, the study reported in this paper explored Year 3 students' conceptions about heat transfer and the properties of insulation after they had worked through an experiment that required them to collect data to determine the effect of insulation on the transfer of heat. The students were interviewed and the transcripts were interrogated to identify the instances when the students demonstrated their conceptions of thermal concepts. The aim was to determine the way in which the students related their conceptions of heat transfer and insulating properties of materials to the context of the experiment and to every day experiences. Excerpts from the student interviews are used to illustrate the range of understanding expressed by the students.
An Exploratory Analysis of the Personal, School and Demographic Variables Affecting the Homework Effort of Australian Secondary Students
Author: Bowd, Justin
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Demography,Predictor Variables,Homework,Secondary School Students,Socioeconomic Status,Achievement Tests,International Assessment,Cultural Background,Academic Achievement

Recent reports based on PISA data have shown a generally positive relationship between the amount of time spent on homework and achievement, and a negative relationship between a measure of socioeconomic status and homework time for secondary students. These findings suggest that homework practices are either reflecting or contributing to achievement differences based on a students' socioeconomic and cultural background. However, a research gap has been identified in relation to how other demographic and educational variables associated with differences in achievement relate to differences in homework practice. We examined relationships between student socioeconomic status, gender, language background, school type and school location with various measures of homework time and frequency of completion for mathematics homework; two measures of homework time and effort available in the 2012 PISA data. Analysis of Australian 2012 PISA data largely confirmed that factors associated with variation in achievement were generally also associated in measures of homework practice. Suggestions are made for further research to illuminate the processes by which the independent variables examined affect homework practice.
Capacity Building of Aboriginal Researchers to Get the inside Standpoint -- Asking Aboriginal Students What They Think
Author: Donovan, Michael
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Indigenous Populations,Foreign Countries,Educational Research,Capacity Building,Biculturalism,Indigenous Knowledge,Educational Researchers,Teaching Methods,High School Students,Student Attitudes,Doctoral Dissertations,Cultural Relevance,Cultural Awareness,Disadvantaged

&quot;The term 'research' is inextricably linked to European imperialism and colonialism. The word itself 'research' is probably one of the dirtiest words in the Indigenous world's vocabulary&quot; (Smith, 1999, p. 1). For many Aboriginal communities educational research can be seen with suspicion. In Aboriginal education much of the research is completed by non-Aboriginal researchers whose interpretations maybe culturally biased against Aboriginal peoples and their research may not always go back to support the Aboriginal audience. This paper will highlight the importance of capacity building of Aboriginal researchers to investigate issues within Aboriginal education. Engaging culturally similar researchers to the research participants can base the research process on an equal foundation in the research practice. With the analysis founded through similar cultural filters of the participatory audience (such as Aboriginal students and/or community). Through building Aboriginal culturally sound researchers to walk the bi-cultural pathways of research between Aboriginal communities and non-Aboriginal institutions a more informed examination of the research material can be presented. This position that there is a greater need for Aboriginal educational researchers to be developed to investigate researcher questions in partnership with Aboriginal communities has grown through the development of my PhD research study on &quot;What Form(s) of Pedagogy are Necessary for Increasing the Engagement of Aboriginal School Students?&quot; (Donovan, 2016).
The &quot;EcoTardis&quot;: Charting the Early Stages of a Secondary School Participatory Action Research (PAR) Project in Post-Colonial Eco-Place Pedagogies
Author: Flynn, Alicia
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Action Research,Participatory Research,Research Projects,Secondary School Students,Secondary School Teachers,Earth Science,Environmental Education

In this (purportedly) Anthropocene epoch, are schools meaningfully learning with 'Earth in mind'? This paper explores the early stages of a participatory action research (PAR) project in an inner-urban Melbourne secondary school generating a postcolonial, place-responsive, ecopedagogy framework. The project, dubbed the &quot;EcoTardis&quot; by the research group, is made up of the author-researcher, two school teachers, the student Environment Team and a pod of students in an elective class. This paper depicts how a small intergenerational research group configures the process of making sense of the state of our planet, in our local places, through transdisciplinary school learning. The research process takes place over at least one school year to allow time and reflective space for the iterative PAR process of planning, acting-observing, reflecting and planning anew. The project has now morphed into a 'pilot' elective subject, initially running for one term, developing our place-responsive ecopedagogy framework within the temporal constrictions of a school timetable. In the process of dreaming this into being, the importance of local Indigenous knowledge and stories has come to the fore, as well as the role of the more-than-human members of the local community as explored through arts-based methodologies, engendering ecoliteracy, ecophilia, ecojustice, and emplacing the notion of ecological consciousness. Weaving through the lived, embodied, material, messy and profound assemblages in the project thus far, this paper expounds the early insights in transforming education research ecopedagogically.
Rising to the Challenge: Supporting Educators without Arts Experience in the Delivery of Authentic Arts Learning
Author: Burke, Katie
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Art,Art Education,Foreign Countries,Design,Art Activities,Art Teachers

Educators, policy makers and researchers have repeatedly affirmed the significance of a quality arts education in developing the capabilities necessary for 21st century citizenship. However, facilitating an Arts education can be extremely challenging, especially for the generalist classroom teacher who may not possess the necessary background learning across all five arts subjects. Revelations from my research with Australian home educating parents identified a similar dilemma with the delivery of authentic Arts learning in home contexts. A significant proportion of the home educator study participants admitted to no educational or artistic training. My doctoral research project has sought to understand how Australian home educators approach arts education, the challenges they face, and the way that existing knowledge and strengths are harnessed in delivering their children's education. Moreover, using a Design-Based Research approach, I have attempted to generate transformational research by working collaboratively with home educators to enact solutions to identified problems. This has resulted in the development and refinement of a website and online community aimed at supporting and enhancing home educators in the development of authentic arts learning, in addition to theoretical guidelines that can be applied to similar contexts. Thus, whilst home education is considered pedagogically distinct from institutional education, the findings of this project have highlighted that the challenges faced by home educating parents are very much like those faced by the generalist classroom teacher, and that similar means of support may be transferred across contexts.
Review of Evidence: Arts Education through the Lens of ESSA
Author: Wan, Yinmei
Date: 2018-11-29
Type: Reports - Evaluative
Subjects: Art Education,Educational Legislation,Federal Legislation,Evidence Based Practice,Academic Standards,Access to Education,Music Education,Educational Finance,Elementary Secondary Education,Educational Assessment,Educational Improvement,Visual Arts,Dance Education,Drama,Theater Arts,Outcomes of Education

The Every Student Succeeds Act (ESSA) includes a wide variety of ways for educators to support student success--including programs and funding streams that can be used to support arts education. To access the funding, education agencies must show evidence for how their proposed program can support or improve student outcomes. It can be difficult for these agencies to decide on the right evidence-based arts education intervention for their students--and obtain the funding to implement it. In partnership with, and funded by, the Wallace Foundation, AIR undertook a research review, examining hundreds of reports to identify arts education interventions that meet the ESSA evidence-based standards. This report provides an overview of ESSA evidence standards and a range of arts education interventions--88 in total--eligible under these standards. Findings from the research review include: (1) ESSA addresses arts education in several ways: The law provides funding to help ensure that students have access to a &quot;well-rounded education,&quot; which can include &quot;the arts&quot; and &quot;music,&quot; in addition to other subjects; (2) ESSA includes more than 10 different funding opportunities that state and local education agencies and schools can use to implement arts education interventions for students from prekindergarten through twelfth grade; (3) Evidence of the effects of arts education interventions on student outcomes exists at three ESSA evidence tiers, but most often by Tier IV evidence, the lowest evidence tier, only; and (4) The two types of art with the largest numbers of studies in all the evidence tiers are music and visual arts. Recommendations for practitioners and policymakers include: (1) Be thoughtful in selecting which ESSA funding program(s) to pursue to support a proposed arts education intervention. Consider factors such as the types of activities required and allowable, the amount and duration of funding, and the level of evidence required; (2) Critically assess the theoretical and empirical support behind a proposed arts education intervention. Using a conservative interpretation of the ESSA evidence-based criteria might help ensure interventions with a stronger likelihood of success are selected; and (3) Before undertaking a search for arts education interventions that improve student outcomes, start with an improvement goal related to a particular art type and choose the intervention most likely to help reach that goal. The report also provides recommendations for future research and next steps.