ethanporcaro/eric-fulltext-meta huggingface dataset:
The Cape York Aboriginal Australian Academy Three Years On: What Is the Evidence? What Does It Indicate?
Author: McCollow, John
Date: 2012-12-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Indigenous Populations,Culturally Relevant Education,Clubs,Athletics,Music,Physical Activities,Cultural Activities,Extended School Day,Direct Instruction,Rural Schools,Equal Education,Reading Achievement,Mathematics Achievement,Program Effectiveness,Comparative Analysis,Achievement Gains,Attendance Patterns,Elementary Schools,Writing Achievement

The Cape York Aboriginal Australian Academy (CYAAA), which began operation as part of the government schooling system in 2010, incorporates activities across three overlapping &quot;domains&quot;: Class--the formal schooling component; Culture--Indigenous and non-Indigenous cultural knowledge; and Club--sporting, cultural, music and physical education activities. The Academy operates over an extended school day and makes use of the controversial instructional strategy known as Direct Instruction. A framework for rigorously evaluating the Academy trial has been developed but the evaluation has not been completed. This paper draws on the following sources: (1) Data provided by the Australian Curriculum, Assessment and Reporting Authority (ACARA), the Academy, Cape York Partnerships (CYP) and the Queensland Department of Education, Training and Employment (DETE); (2) Literature reviews relating to Direct Instruction and Indigenous school reform; (3) Personal observations at the Academy in 2010 and 2011; and (4) Meetings/interviews/discussions with staff at the Academy, DETE and CYP. The available evidence indicates that literacy, numeracy, behaviour and attendance results are mixed. Debate about the degree to which the Academy provides a model for Indigenous schooling reform will be ongoing. (Contains 14 figures, 1 table, and 4 footnotes.)
The Changing Nature of the Australian Education Policy Field; The Rise of Edu-Business
Author: Hogan, Anna
Date: 2012-12-00
Type: Speeches/Meeting Papers
Subjects: Educational Change,Educational Policy,Foreign Countries,Educational Development,Literature Reviews,Agenda Setting,Socioeconomic Influences,Global Approach,Commercialization,Accountability,Audits (Verification),Academic Achievement,Privatization,Nongovernmental Organizations,School Business Relationship

This paper reviews existing literature to identify the changing nature of the Australian education policy field. Through this analysis, it is argued that an
international paradigm of testing, propagated by comparative performance
data, disseminated by multinational agencies and non-government organisations, is leading to a global audit culture, where a resultant performative ethos is changing notions of traditional state-centred education service provision. This analysis of literature provides a contextual background to explicate the rise of edu-business. Through the use of some examples of edu-businesses currently operating in the Australian education market--found through a stylised approach of network ethnography--it is suggested that there is a pressing need for further in-depth research that investigates the currently opaque and blurred relationship between edu-businesses, schools and governments. Such research will ultimately hope to contribute to the education community's understanding of how increasing
trends of privatisation are influencing the &quot;public&quot; processes of education.
Teacher Educators: Course Experiences of Bachelor of Education Primary Students
Author: Bentley-Williams, Robyn
Date: 2012-12-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Bachelors Degrees,Preservice Teachers,Student Teacher Attitudes,Student Experience,Catholic Schools,Elementary School Teachers,Feedback (Response),Focus Groups,Online Surveys,Teacher Characteristics,Teaching Methods,Cooperative Learning,Independent Study,Grading,Test Length,Evaluation Methods,Educational Technology,Technology Integration,Lecture Method,Course Content,Teacher Student Relationship,Student School Relationship,Student Needs,Student Personnel Services,Academic Support Services,Self Concept,Influences

This investigation examined the course experiences of Bachelor of Education Primary students across each year of the course. The aims of the study were to identify gaps in what we know about our students; to identify relevant domains in student experiences and to assist with course improvements. A reflective inquiry paradigm was adopted for students to give feedback on their course experience as key stakeholders. A mixed methods approach was used to examine participants' reflections on their course experiences. The emphasis was on an analysis of the students' reflections of their experiences and their online responses. The research was designed to engage participants in processes for twenty first century learning using technology that could be replicated in the field. The online survey items were developed through focus group discussions with volunteer students reflecting about their previous years' experiences. Focus group participants were encouraged to identify their positive, negative and interesting experiences through completing a &quot;PMI&quot; template prior to the focus group discussion. Each cohort in Years 1, 2, 3, and 4 were invited to complete the anonymous online survey. The findings provided insights into relevant domains of student experiences for those requiring improvements as well as those operating effectively. (Contains 10 tables.)
The Right Student: An Exploration of the Qualities Desired in the Next Generation of Nursing Students, Leading to Improved Selection Processes within Nursing and Midwifery
Author: Norrie, Peter
Date: 2012-12-00
Type: Reports - Research
Subjects: Nursing Students,Nursing Education,College Faculty,Foreign Countries,Selective Admission,Student Characteristics,Qualitative Research,Semi Structured Interviews,Professional Identity,Grounded Theory,Measures (Individuals),Communication Skills,Nursing,Obstetrics,Selection

This project explored ways in which student selection in nursing can be 
developed. Original research was undertaken throughout the United 
Kingdom using qualitative interviews with a range of academic staff and 
partners from practice. A conceptual framework was produced which 
identified five categories which can confidently be seen as precursors to the 
professionalism required in nursing: analytic ability; commitment to care;
effective communication; understanding of field of practice; and challenge of interview. (Contains 1 diagram.)
&quot;Settling In&quot;: Postgraduate Research Student Experiences; An International Perspective
Author: Steinmetz, Christine
Date: 2012-12-00
Type: Speeches/Meeting Papers
Subjects: Foreign Students,Graduate Students,Student Adjustment,Student Experience,Interviews,Focus Groups,Faculty Advisers,Expectation,Cultural Differences,Employment Opportunities,Peer Relationship,Teacher Student Relationship,Foreign Countries

International student cohorts continue to be increasingly vital to higher education institutions in Australia; currently, they account for 20 percent of enrolments. However, there is concern that over the past few years, enrolment numbers have been dropping. Reasons for this decrease may vary from: tuition fee increases, new overseas universities adding to competition, the global financial crisis, student preferences toward US and UK universities, or perceived lack of Australian scholarship support for international students. At a time when uncertainty in financial markets loom, it is crucial that recruitment, retention, and overall experience, of international student's remain a focus in a university's strategic intent Studies on international students highlight that &quot;adjustment&quot; is crucial to a student's positive educational experience abroad. Cross-cultural differences and English language barriers are main factors in adjustment--influencing well-being and academic achievement. Although literature on international students is extensive, studies of international postgraduate research students is limited. Problems experienced by this cohort are heightened due to the somewhat isolated nature of research programs. The focus of this paper is on international postgraduate research students and factors that contribute to how they adjust or &quot;settle in&quot;, to their research student candidature. The research involved in-depth interviews and focus groups with a cohort of postgraduate research students in a Group of Eight, research-intensive university in Sydney, Australia. The findings revealed that students had problems with: selection of supervisors, work opportunities within the faculty, knowing what is expected of them and lack of sense of belonging as means of connecting with a broader community of peers and academics. As faculties become aware of international research student challenges, even prior to enrolment, they can provide targeted support in order to contribute to and optimize the educational experience abroad.
The Use of Video Technology to Enhance Researcher Capacity to Meet Scientific and Moral Criteria for Evaluation of Discursive Psychological Studies in Education
Author: Arnold, Jenny
Date: 2012-12-00
Type: Speeches/Meeting Papers
Subjects: Video Technology,Psychological Studies,Secondary School Students,Secondary School Science,Evaluation Criteria,Discourse Analysis,Self Concept,Case Studies,Educational Research,Foreign Countries

The purpose of this paper is to justify and reflect upon the way in which video technologies were employed in data generation for a study of student agency in a science classroom using discursive psychology. The research was designed with the purpose of providing new understanding of how students develop a sense of themselves as responsible agents in secondary science classrooms. The study drew upon discursive psychology for this purpose, and attended to the social meaning made relatively determinate in participants' conversations. An instrumental case study was developed from video recordings of a science classroom in action and video-stimulated interviews with the research participants. The scientific and moral criteria for evaluation underlying the research is explained in the paper. Phonological transcripts were generated as the primary data source for the study. The analysis, including the production of the phonological transcripts, is explained and an example of the report is provided to reflect upon the importance of the video technology for meeting the scientific and moral criteria for evaluation of discourse-based research in education. By making the criteria for evaluation explicit and reflecting upon the enhanced capacities of researchers to meet these criteria using video technology, the paper contributes to the theme of the symposium of &quot;researcher practice in the generation of data for educational research using video-based research design&quot;. An appendix presents the phonological transcription conventions (adapted from the system developed by Jefferson (Woods &amp; Kroger 2000, p193).
School Mathematics Qualifications and Work
Author: Drake, Pat
Date: 2012-12-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Interviews,Mathematics Education,Mathematics Skills,Employment Qualifications,Job Skills,Employers,Employer Attitudes,Labor Force Development,Secondary School Mathematics,Education Work Relationship,Expectation,On the Job Training,College Mathematics,Business,Industry

This article explores the relationship between school mathematics qualifications and the transition into employment. As part of a large-scale, three-year independent evaluation of pilot qualifications in 14-19 school 
mathematics, all 39 Sector Skills Councils and Employment Skills Boards in the UK were invited to provide evidence regarding their need for mathematical skills at work. Thirteen interviews were conducted with 
educational representatives of these bodies. Whilst mathematics was confirmed as playing a part in the activities of the workforce in each sector, the employer groups' representatives varied in the extent to which school 
mathematics qualifications were seen to be relevant indicators of appropriate mathematical knowledge and understanding. Each Sector Skills Council (in 2010 reduced in number to 23) was required to produce a &quot;Sector 
Skills Training Needs Assessment&quot; by end of 2010, and so these were scrutinized for the appearance of the words &quot;mathematics&quot;, &quot;maths&quot; and &quot;numeracy&quot;. Some surprising omissions and variations in these training needs assessments are discussed in the light of the current policy focus on school mathematics qualifications and their relevance to transitions into employment. In this article we explore this boundary. (Contains 2 tables and 2 endnotes.)
The Circuit of Culture as a Generative Tool of Contemporary Analysis: Examining the Construction of an Education Commodity
Author: Leve, Annabelle M.
Date: 2012-12-00
Type: Speeches/Meeting Papers
Subjects: Educational Research,Research Methodology,Culture,Commercialization,Public Schools,Foreign Students,Educational Administration,Foreign Countries

Contemporary studies in the field of education cannot afford to neglect the ever present interrelationships between power and politics, economics and consumption, representation and identity. In studying a recent cultural phenomenon in government schools, it became clear that a methodological tool that made sense of these interlinked processes was required. The Circuit of Culture (the Circuit) was refined as a tool of cultural analysis by British cultural theorists in the late 1990s. This paper will provide a brief history of the Circuit, some of its applications and critique, and an overview of the way the Circuit has been utilised to explore a topical cultural phenomenon involving the commodification of international student programs in Australian government schools (Leve, 2011). This study draws on the Circuit to open the way for an exploration of the multiple interrelated processes involved in the construction and management of an education commodity. The Circuit emphasizes the moments of production, representation, consumption, regulation and identity, and the interrelated articulations of these moments. It is found to be a useful and flexible tool for exploring the contemporary significance of, and possibilities for, the increasingly complex multiple modes and relationships of each of these significant moments in the construction and maintenance of an education commodity. (Contains 2 figures and 7 endnotes.)
School Administrators' Beliefs that School Improvements Were Due to Formal School Registration Guttman Scales and their Inter-Correlations
Author: Witten, Harm
Date: 2012-12-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Administrator Attitudes,Private Schools,Administrators,Correlation,Governance,Educational Finance,Enrollment,Attendance,Curriculum,Outcomes of Education,Compliance (Legal),School Personnel,School Size,School Schedules,Attitude Measures,Educational Improvement,Questionnaires

This paper presents an investigation into the attitudes of School Administrators to the relationship between formal school registration and school improvement. It concerns a mandatory inspection-type registration process for all Non-Government Schools in Western Australia. Part of the aim of this registration process was to help schools improve twelve educational and administrative aspects. These were: (1) School Governance, (2) School Financial Viability, (3) Enrolments &amp; Attendance, (4) Number of Students, (5) Instructional Time, (6) School Staff, (7) School Infrastructure, (8) School Curriculum, (9) Student Learning Outcomes, (10) Care for Students, (11) Disputes and Complaints, (12) Legal Compliance. A questionnaire based on these twelve aspects was designed with five items per aspect (60 items total), conceptually ordered from easy to hard, and given to 110 administrators. It was completed by 65 administrators for a useable, response rate of 59%. The data were analysed to create twelve Guttman Scales. In a Guttman Scale the items are aligned from easy to hard horizontally and the person scores are arranged vertically from high (top) to low (bottom) by items. If the data were to fit a Guttman pattern accurately, then the pattern of person responses for each item would be in a perfect steptype arrangement. If a person scores high on the hardest item, then that person scores high on all the other easier items. If a person scores low on the easiest item, then that person will score low on all the other harder items. In a practical situation, as was the case for these twelve Guttman Scales, the response patterns were not in perfect step-type arrangement, but they were all very acceptable. The response patterns fit a Guttman pattern, giving strong evidence for a unidimensional scale. The twelve Guttman Scale scores were then used to calculate 66 zero-order, effectively different inter-correlations (Pearson Product-Moment Correlations) between and amongst the twelve aspects of formal registration. The results showed that there were items that administrators said were relatively easy to say that actual school improvements were due to formal registration and other items that administrators said were very hard to say that actual school improvements were due to formal registration. This study produced new Guttman Scales and many interesting correlations for a key aspect of school improvement. It provides new insight into the policy and practice of school registration. (Contains 7 tables.)
The Discursive Construction of Literature Review: An Examination of Chinese PhD Students' Information Behavior
Author: Liao, Jiadong
Date: 2012-12-00
Type: Speeches/Meeting Papers
Subjects: Graduate Students,Literature Reviews,Student Behavior,Discourse Analysis,Semi Structured Interviews,Foreign Students,Asians,Synthesis,Information Retrieval,Foreign Countries

Information behaviour is a pertinent practice throughout students' research work. However, research students, particularly those with English as an additional language, experienced challenges and complications when studying in a western university. Issues relating to their information behaviour during the research process has largely been under-addressed and/or overlooked in both the fields of library and information science (LIS) and higher education. As part of a larger research project, this paper focuses on four Chinese PhD students' information behaviour in literature review practices. Semi-structured interviews were analysed through Foucault's concepts of discourse, knowledge and power. The paper argues that the PhD students' literature review practices, in terms of searching and synthesising relevant articles, are subject to two forms of discursive practices--the problem-based and resource-based practices. This study provides insights for research educators and students in the discourse of research education to weigh the practical consequences of different discursive practices in the construction of researchers' scholarly work. (Contains 1 figure.)
The Role of Agency in Determining and Enacting the Professional Identities of Early Career Aboriginal Teachers
Author: Burgess, Cathie
Date: 2012-12-00
Type: Reports - Research
Subjects: Professional Identity,Role Perception,Beginning Teachers,Interviews,Focus Groups,Indigenous Populations,Foreign Countries,Cultural Influences,Personal Narratives,Phenomenology,Preservice Teachers,Secondary School Teachers,Teacher Attitudes,Student Teacher Attitudes,Individual Characteristics,Beliefs,Indigenous Personnel,Qualitative Research

This study explores the role of agency in early career Aboriginal teachers expressions of their professional identity. It argues that in the context of teaching, opportunities to exercise personal agency are critical to the development and maintenance of a &quot;healthy&quot; professional identity, particularly for those traditionally disempowered by the mainstream system, such as Aboriginal teachers. This qualitative study employs narrative methodology for data collection and analysis, and subsequent construction of three composite narratives. These are shaped from fifteen in-depth interviews and two focus groups with early career Aboriginal teachers. Findings revealed that agency is a key factor in the development of early
career Aboriginal teachers professional identities, and that the extent to which Aboriginality plays a role in enacting agency is dependent upon individual lived experiences as well as personal responses to school contexts. This study challenges normative discourses around Aboriginal teacher's actions and responses in specific school contexts, and opens up spaces for Aboriginal teachers to determine their own professional identity either as part of or separate from their Aboriginality. Relevant issues for early career Aboriginal teachers have significant implications for teaching contexts, teacher education, and their transition into teaching.
Studying the Experiences of Non-Traditional Students in Teacher Education
Author: Macqueen, Suzanne
Date: 2012-12-00
Type: Speeches/Meeting Papers
Subjects: Nontraditional Students,Teacher Education,Enrollment,Higher Education,Foreign Countries,Socioeconomic Status,Educational Trends,Trend Analysis,Social Capital,Longitudinal Studies,Academic Achievement,Academic Persistence,Academic Ability

Recommendations arising from the &quot;Review of Australian Higher Education&quot;
(Bradley, Noonan, Nugent &amp; Scales, 2008) see universities aiming to 
increase enrolments of school leavers generally and those from low 
socioeconomic status backgrounds particularly. Similar trends in other 
countries have had mixed success. Enrolments of students from less 
advantaged groups have remained largely static in recent decades, both in 
Australia and elsewhere. Research suggests that students attracted to 
university study due to these &quot;widening participation&quot; initiatives are more 
likely to attend some institutions than others, and to enrol in some courses
than others. Students from less advantaged groups experience higher 
education differently from their more advantaged peers, and face additional 
challenges. Using Bourdieu's theoretical concepts of &quot;habitus,&quot; &quot;field&quot; and 
&quot;capital,&quot; this study will examine the experiences of non-traditional students 
enrolled in a teacher education program. Through a longitudinal design, the 
student experience over the full course of the university program and initial 
years of the teaching career will be studied. The study aims to contribute to 
an understanding of the factors affecting the success of non-traditional 
students in teacher education specifically and university generally. This 
paper presents an overview of the study.