Journal•ISSN: 0004-9441
Australian Journal of Education
Australian Council for Educational Research
About: Australian Journal of Education is an academic journal published by Australian Council for Educational Research. The journal publishes majorly in the area(s): Higher education & Curriculum. It has an ISSN identifier of 0004-9441. Over the lifetime, 1399 publications have been published receiving 23006 citations. The journal is also known as: AJE & The Australian journal of education.
Papers published on a yearly basis
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926 citations
TL;DR: In this article, a simple model to measure the effects of innovation and schooling is proposed using a synthesis of 134 meta-analyses, and it is demonstrated that educational innovations can be expected to change average achievement outcomes by 4 standard deviations and affective outcomes by 2 standard deviations.
Abstract: A simple model to measure the effects of innovation and schooling is proposed. Using a synthesis of 134 meta-analyses, it is demonstrated that educational innovations can be expected to change average achievement outcomes by .4 standard deviations and affective outcomes by .2 standard deviations. The implications of this model are discussed and the major critical determinants of effective education relate to factors under the control of teachers and students rather than to home, curricula or administrative effects.
296 citations
TL;DR: The authors explored a model of motivation and introduced the concept of academic resilience and drew together seminal motivation theory, posits clear constructs that represent these theories, and then repackages them into a model that can be used by educators and understood by students.
Abstract: This paper explores a model of motivation and introduces the concept of academic resilience. Although motivation is critical to academic success, academic gains that students make can be lost if they are not resilient to setback, study pressure, and stress in the school setting. It is therefore important that students are motivated and resilient to academic pressures. A problem with motivation theory and research, however, is that it has not been formulated in a way that provides educators and students with a common language with which to develop motivation and academic resilience in the classroom. This paper draws together seminal motivation theory, posits clear constructs that represent these theories, and then repackages them into a model that can be used by educators and understood by students. Such a model also holds direct implications in the classroom and counselling contexts, and the strategies for enhancing motivation and academic resilience are discussed.
233 citations
TL;DR: In this paper, a particular view of literacy is proposed, as well as a contextualist view of education, specifically in its relation to school learning, to contribute to educators' understanding of the contextualist nature of literacy.
Abstract: This paper aims to contribute to educators' understanding of the contextualist nature of literacy, specifically in its relation to school learning. A particular view of literacy is proposed, as com...
206 citations
201 citations