Showing papers in "Australian Journal of Education in 2008"
TL;DR: This paper found that the econometric models fitted to the available, mostly aggregated data typically fail to conceptualise and measure teacher quality in terms of what teachers should know (subject-matter knowledge) and be able to do (pedagogical skill).
Abstract: Whereas findings from recent research highlight the importance of teacher quality in improving students' academic performances and experiences of schooling, substantive and methodological issues surrounding the conceptualisation and evaluation of teacher quality are not well understood. Such deficiencies are particularly evident in claims for ‘findings’ derived from econometric research—especially from those studies that merely employ conceptualisations and proxy ‘measures’ of quality in terms of teachers' qualifications, experience, and students' academic outcomes. Moreover, the econometric models fitted to the available, mostly aggregated data, typically fail to conceptualise and ‘measure’ teacher quality in terms of what teachers should know (subject-matter knowledge) and be able to do (pedagogical skill). Nor do such models account for the measurement, distributional and structural properties of the data for response and explanatory variables—failings that all too frequently yield misleading interpret...
159 citations
TL;DR: Indigenous education in Australia has been the subject of ongoing policy focus and repeated official inquiry as the nation grapples with trying to achieve equity for these students as mentioned in this paper, which is a subject that has been discussed extensively in the media.
Abstract: Indigenous education in Australia has been the subject of ongoing policy focus and repeated official inquiry as the nation grapples with trying to achieve equity for these students. Perspectives fr...
156 citations
TL;DR: Gender differences in educational achievement were examined in a cohort of 1265 individuals studied from birth to age 25 as discussed by the authors, and there was a small but pervasive tendency for females to score better than males.
Abstract: Gender differences in educational achievement were examined in a cohort of 1265 individuals studied from birth to age 25. There was a small but pervasive tendency for females to score better than m...
115 citations
TL;DR: In this article, a comprehensive view of transnational education provision in China is presented, and the authors argue that China needs to form effective regulatory frameworks to govern this new development in higher education, especially in terms of quality assurance to ensure cultural appropriateness of the joint programs.
Abstract: Transnational higher education is a rapidly growing phenomenon that is under-researched and often even misunderstood. As the world's most promising market, China has the potential to dwarf all traditional offshore markets. Little research has been done to seriously analyse the fast growth in China. A sound understanding of the Chinese situation facilitates improvement of future provision of higher education by Australian universities, presently the most dominant force in China. This article incorporates Chinese and English literature, reviews the latest Chinese government documents, and delineates a comprehensive picture of transnational education provision in China. It locates the development in a wider social and policy context in China, examines the basic features of Chinese-foreign partnerships, and reveals some major issues of concern. It argues that China needs to form effective regulatory frameworks to govern this new development in higher education, especially in terms of quality assurance to ensure cultural appropriateness of the joint programs.
106 citations
TL;DR: The authors investigated the roles of Maori cultural identity and socio-economic status in educational outcomes in a New Zealand birth cohort studied from birth to the age of 25 and found statistically significant (all p values < 1) associations between cultural identities and educational outcomes, with those of ethnic identification having generally lower levels of educational achievement outcomes when compared to non-Maori.
Abstract: The present study investigates the roles of Maori cultural identity and socio-economic status in educational outcomes in a New Zealand birth cohort studied from birth to the age of 25 There were statistically significant (all p values < 01) associations between cultural identity and educational outcomes, with those of Maori ethnic identification having generally lower levels of educational achievement outcomes when compared to non-Maori In addition, those of Maori ethnic identification were exposed to significantly (p < 05) greater levels of socio-economic disadvantage in childhood Control for socio-economic factors largely reduced the associations between cultural identity and educational outcomes to statistical non-significance The findings suggest that educational underachievement amongst Maori can be largely explained by disparities in socio-economic status during childhood
54 citations
TL;DR: In this article, the effects of male reading teachers and use of computer-based books demonstrated their ability to de-feminise boys' views of reading but no differential effects were evident on boys' reading achievement or reader self-perceptions between boys taught by males or by females.
Abstract: In response to concerns about boys' academic underachievement as well as the international gender imbalance in our teaching force composition, a call has been made to hire more male teachers and practice 'boy-friendly' pedagogy. Our investigation of effects of male reading teachers and use of computer-based books demonstrated their ability to de-feminise boys' views of reading but no differential effects were evident on boys' reading achievement or reader self-perceptions between boys taught by males or by females, whether or not they use technology in their reading practices.
44 citations
TL;DR: In this paper, a mixed methods investigation of consistency in PhD examination is presented, at its core is the quantification of the content and conceptual analysis of examiner reports for 804 Australian theses.
Abstract: This is a mixed methods investigation of consistency in PhD examination. At its core is the quantification of the content and conceptual analysis of examiner reports for 804 Australian theses. Firs...
40 citations
TL;DR: In this article, the effects of single-sex and co-educational schooling on the gender gap in educational achievement to age 25 were examined. But, the results indicated that single sex schooling may mitigate male disadvantages.
Abstract: This study examined the effects of single-sex and coeducational schooling on the gender gap in educational achievement to age 25. Data were drawn from the Christchurch Health and Development Study, a longitudinal study of a birth cohort of 1265 individuals born in 1977 in Christchurch, New Zealand. After adjustment for a series of covariates related to school choice, there were significant differences between single-sex and coeducational schools in the size and direction of the gender gap. At coeducational schools, there was a statistically significant gap favouring females, while at single-sex schools there was a non-significant gap favouring males. This pattern was apparent for educational achievement both at high school and in tertiary education. These results indicate that single-sex schooling may mitigate male disadvantages in educational achievement.
39 citations
TL;DR: This article explored how working-class students see themselves within the university culture, in which the language of "disadvantage" is addressed and the ideologies of class identity explored, through the use of narrative portraits.
Abstract: Through the use of narrative portraits this paper discusses social class and identity, as working-class university students perceive them. With government policy encouraging wider participation rates from under-represented groups of people within the university sector, working-class students have found themselves to be the objects of much research, particularly research centred around the notion of 'class'. However, working-class students are, for the most part, studied as though they are docile bodies, unable to participate in the construction of who they are, and working class accounts of university experiences are quite often compared to the middle class normative model. This paper explores how working-class students see themselves within the university culture. Working-class students' voices and stories form the focus of this paper, in which the language of 'disadvantage' is addressed and the ideologies of class identity explored.
34 citations
TL;DR: In this article, an examination is made of OBE as a curriculum paradigm and an overview of how OBE has been interpreted in Western Australia as a model of curriculum design and planning is provided.
Abstract: Opinion surrounding Western Australia's provision of compulsory education via an outcomes-based education (OBE) paradigm is severely divided. At the centre of debate is an attempt by authorities to extend OBE into the final years of secondary schooling, Years 11 and 12. In this paper an examination is made of OBE as a curriculum paradigm. Secondly, an overview of how OBE has been interpreted in Western Australia as a model of curriculum design and planning is provided. Finally, and most significantly, the issues surrounding evaluation concerns as they relate to one exemplar course of study—English—are considered.
22 citations
TL;DR: In this paper, the role of teachers working in an environment formed by links between research, policy and practice is examined, and critical issues are identified about the impact of policy and research upon the teaching profession and the links that are present in the research-policy-praxis nexus.
Abstract: What kinds of relationships exist between educational policy, research and the professional knowledge of the teachers that implement these policies in practice? This article reports research that examined the role of teachers working in an environment formed by links between research, policy and practice. By adopting a contextual focus upon the Victorian Early Years Literacy Program, its research and teachers who implement the program, the study analysed how early years reading is being constructed. Critical issues are identified about the impact of policy and research upon the teaching profession and the links that are present in the research-policy-praxis nexus.
TL;DR: This paper argued that more can be done by both levels of government to implement a consistent and transparent allocation process, which would improve efficiency and equity in the system of school funding in Australia.
Abstract: Australia's system of school funding is notoriously complex and difficult to understand.This article shines some light on this issue by describing clearly the processes of school funding that currently exist in Australia. It describes the steps taken by federal and state governments to provide over $30 billion each year to government and non-government schools.The article argues that more can be done by both levels of government to implement a consistent and transparent allocation process. Greater consistency and transparency in this area would improve efficiency (by understanding better the impact of school resources on student outcomes) and equity (by understanding better the level of real need in individual schools, and funding appropriately). As such, it is a worthwhile goal.
TL;DR: Examination of the associations between residential relocation, resilience and the emotional, behavioural and academic adjustment of children aged 8-12 years who had moved home suggested that building and enhancing the intellectual functioning of children is a vital component in the development of resilience.
Abstract: Figures from the Australian Bureau of Statistics (ABS) show that more than 40 per cent of Australian children moved their place of residence at least once in the Census period from 1996 to 2001 (ABS, 2001a). The literature varies in its assessment of the impact that this has on children. The purpose of this study was to examine the associations between residential relocation, resilience and the emotional, behavioural and academic adjustment of children aged 8-12 years who had moved home. Risk factors and the relative impact of resilience were examined. Results highlight the importance of good schooling and suggest that building and enhancing the intellectual functioning of children is a vital component in the development of resilience. Different aspects of resilience may be important for different developmental stages and life stressors. We discuss the distinction between cause and effect when examining resilience factors and suggest that outcomes in one context may be treated as influences on outcomes in...
TL;DR: In this article, the authors identify the many ways in which education research influences policy and propose that the uses of education research should be acknowledged in a research quality assessment process such as the Excellence in Research for Australia (ERA).
Abstract: The Australian government has announced its intention to measure the quality of research in Australian universities under the Excellence in Research for Australia (ERA) initiative. The process for measuring research quality through the ERA is still being developed but the government has proposed that ‘a suite of indicators appropriate to difference disciplines' (Carr, 2008b) is likely to be used and is seeking public input through a consultation process. Using Weiss's (1979) seven models of research utilisation, and Husen's (1994) constraints on policy-makers, this article identifies the many ways in which education research influences policy. The author proposes that the uses of education research should be acknowledged in a research quality assessment process such as the ERA. If the policy influence of education research is not recognised under the new ERA, there is a risk that a narrow suite of indicators will be developed that does not capture the breadth and complexity of education research's impact ...
TL;DR: This paper explored the notion of Australian values with respect to immigrant youth by analysing interviews with 32 Muslim students who are 15-18 years of age and of diverse backgrounds in two state schools in Sydney.
Abstract: Recently politicians in Australia have raised concerns that some Muslims are not adopting Australian values to a sufficient extent. In this paper I explore the notion of Australian values with respect to immigrant youth. By analysing interviews with 32 Muslim students who are 15-18 years of age and of diverse backgrounds in two state schools in Sydney, I focus on the extent to which these young people seem to be adopting Australian values. I discuss the factors that hinder the adoption of Australian values, and whether such hindrance can lead to a possible jihadi threat. This paper relies on oral testimonies and secondary sources, including international literature.
TL;DR: This article argued that, while Middle Schooling may be down in many nations, it is far from down and out, and an Australian perspective has much to offer the middle schooling movement internationally.
Abstract: The state of Middle Schooling in many Western countries has been described as under threat, at a crossroads and like a wasteland Within Australia, it has also been claimed that the past generation focus on Middle Schooling is unfinished and exhausted But a Middle Schooling movement continues in Australia that provides examples of a way out of a state of arrested development This article explores the Australian situation in the light of past literature and research, before detailing the potential contributions of a current Australian Research Council project in the area of Middle Schooling The article argues that, while Middle Schooling may be down in many nations, it is far from down and out, and an Australian perspective has much to offer the Middle Schooling movement internationally
TL;DR: In this article, the authors examined the impact of increasing competition for admission to university on the educational outcomes for students from the government school sector and found that, over a four-year period of increased competition, entry to some of the more academically accessible university campuses in the city became more difficult and disproportionately affected the opportunities for university entrance among some groups.
Abstract: There is a wide variety of universities, university campuses and university courses in Australia available to those interested in pursuing a higher education degree. This paper examines the impact of increasing competition for entrance to university on the educational outcomes for students from the government school sector. Using Melbourne as a case study, the research shows that, over a four-year period of increased competition, entry to some of the more academically accessible university campuses in the city became more difficult and this disproportionately affected the opportunities for university entrance among some groups. Despite the fact that there was no noticeable change in the academic standards achieved by government school completers, the rate at which government school students gained access to these universities declined noticeably during this time. These findings show how changes in supply of university places from year to year can have a profound effect on the opportunities of secondary-school completers - particularly those in more educationally disadvantaged settings.
TL;DR: In this paper, the authors argue that first-year-out teachers placed in disadvantaged schools may be better prepared to deal with the needs of their students if three conditions are met: first, their practicum experience is focused on mainly one site, and this experience is continuous and well-supported; that their initial employment as a teacher is undertaken in their pre-training school, possibly in a casual capacity; and finally, their inception year of full-time, permanent teaching occurs in a school in which they have undertaken their practice.
Abstract: Based on research into the University of Western Sydney's new secondary teacher education initiative, Classmates, this paper argues that first-year-out teachers placed in disadvantaged schools may be better prepared to deal with the needs of their students if three conditions are met: firstly, their practicum experience is focused on mainly one site, and this experience is continuous and well-supported; that their initial employment as a teacher is undertaken in their practicum school, possibly in a casual capacity; finally, that their inception year of full-time, permanent teaching occurs in a school in which they have undertaken their practicum. This paper purports that these approaches could grow a strong cohort of relatively confident new teachers and potentially reduce their individual stress while providing them the time and space to develop their pedagogical skills and institutional understandings within an economical framework. Additionally, such an approach could provide greater support for school faculties and school communities.