Teacher attrition is a current issue in Australia and other economically developed countries, with up to 50 per cent of teachers resigning from teaching within the first five years. Teacher attrition is widely considered to impact negatively on student achievement and the school. The present study of 160 Australian primary and secondary teachers who have been in the profession for up to 10 years investigates whether teachers’ generalised resilience is associated with their intention to leave the teaching profession. As hypothesised, results indicate that lower levels of resilience are significantly related to a higher intention to leave the teaching profession, after controlling for job satisfaction and demographic variables. Implications for teaching conditions related to job satisfaction and the resilience of early career teachers are discussed.
Research evidence suggests school self-evaluation with the participation of school stakeholders could improve teaching and learning. Identification and use of appropriate self-evaluation frameworks, however, is not an easy task for schools. Such a framework, the LEAD School Effectiveness Surveys, has been developed by the Independent Schools Victoria in Australia. The LEAD suite of school stakeholder surveys enables schools to evaluate their overall effectiveness in several domains and make informed decisions for school improvement. This article evaluates the reliability as well as the face, content and construct validity of the LEAD surveys and discusses the ways in which school self-evaluation results could contribute to school improvement. Data were gathered from a total of 119,749 students, teaching staff and parents taking the LEAD Surveys in 112 independent (non-government) schools and followed a five-year longitudinal design from 2009 to 2013. The results support the reliability as well as the face, content and construct validity of the LEAD surveys. The importance of evaluating the measuring properties of instruments used for school self-evaluation is discussed and suggestions for school self-evaluation are provided.
We examine how students’ perspectives of their learning environments vary between private and public schools in Australia. Previous research has shown that educational outcomes do not vary by school sector in most countries after controlling for student social background. Little is known, however, about the ways in which different students’ educational experiences vary across sectors. Australia is a good case study for examining this question, because it has one of the largest private school sectors in the world. We used a large and nationally representative dataset to compare sector differences across five measures of learning environments while accounting for the average socioeconomic composition of the school. Very few differences large enough to be considered educationally substantive were found between sectors. On two measures, however, student perspectives varied substantially within sectors and across school socioeconomic contexts. Overall, classroom disciplinary climate varied the most across school sectors and socioeconomic contexts, and teacher scaffolding and structuring strategies varied the least.
This research explores school attendance rates within the steadily growing population of Victorian urban Indigenous students and challenges for realising high attendance levels. Poverty, pervasive throughout the urban Indigenous community, presents circumstances where it once, and could still, erode regular school attendance. We report one socio-educationally disadvantaged school, teaching a significant Indigenous student population that has mitigated the influence of socio-economic disadvantage. Their Indigenous students' attendance surpasses the attendance of most Indigenous students and almost matches that of their non-Indigenous school peers. Success has been achieved through community partnerships, supported by a Koorie
This article provides a meta-analysis of experimental research findings on the existence of bias in subjective grading of student work such as essay writing. Twenty-three analyses, from 20 studies, with a total of 1935 graders, met the inclusion criteria for the meta-analysis. All studies involved graders being exposed to a specific type of information about a student other than the student’s performance on a task. The hypothesized biasing characteristics included different race/ethnic backgrounds, education-related deficiencies, physical unattractiveness and poor quality of prior performance. The statistically significant overall between-groups effect size was g = 0.36. Moderator analyses showed no significant difference in effect size related to whether the work graded was from a primary school student or a university student. No one type of biasing characteristic showed a significantly higher effect size than other types. The results suggest that bias can occur in subjective grading when graders are aware of irrelevant information about the students.
Mathematics anxiety is a significant barrier to mathematical learning. In this article, we propose that state or on-task mathematics anxiety impacts on performance, while trait mathematics anxiety leads to the avoidance of courses and careers involving mathematics. We also demonstrate that integrating perspectives from education, psychology and neuroscience contributes to a greater understanding of mathematics anxiety in its state and trait forms. Research from cognitive psychology and neuroscience illustrates the effect of state mathematics anxiety on performance and research from cognitive, social and clinical psychology, and education can be used to conceptualise the origins of trait mathematics anxiety and its impact on avoidant behaviour. We also show that using this transdisciplinary framework to consider state and trait mathematics anxiety separately makes it possible to identify strategies to reduce the negative effects of mathematics anxiety. Implementation of these strategies among particularly vulnerable groups, such as pre-service teachers, could be beneficial.
It is well known that learners using intelligent learning environments make different use of the feedback provided by the intelligent learning environment and exhibit different patterns of behaviour. Traditional approaches to measuring such behaviour have focused on observational methods, think-aloud protocols, ratings and log data. More recently, the field of educational neuroscience has placed greater emphasis on real-time measures using eye tracking, electroencephalogram and functional magnetic resonance imaging. Our work fits into the latter vein. Drawing on a literature review from cognitive psychology, neuroscience and education, we describe our Learner Processing of Feedback in Intelligent Learning Environments model of how learners process feedback. We also present findings from a pilot study as a preliminary test of the model. Seventeen learners participated in an experiment using the intelligent learning environment known as Crystal Island. A range of data was collected, including a pre-test measuring prior knowledge, think-alouds, log data, video recordings, biometrics and post-task questionnaires. We discuss these findings and steps forward to further validate the model using physiological measures.
As a result of the growing use of state and national testing of literacy and numeracy among school students, there are increasing demands for teachers to interpret assessment data. In light of this, there is a need to provide benchmarks or a framework that identifies critical aspects of teachers’ understanding that are needed to interpret data effectively. In this study, 24 items from the Attitudes and Statistical Literacy Instrument are used with 704 teachers to provide a hierarchical scale of teacher ability to interpret these assessment data. Using an item response theory model for partial credit scoring, three levels of ability are identified, related to reading values, comparing values, and analyzing a data set as a single entity. Teacher ability is then compared across various demographic variables, such as number of years of teaching, main teaching grade levels, previous professional learning experience, last time statistics was studied, and gender. Implications are drawn for professional learning for teachers and for further research.
This study evaluated a bilingual intervention in the key learning area of mathematics. Nine typically developing Samoan–English students received math lessons in both Samoan and English. A control group of Samoan–English students received all lessons in English. The material covered and the amount of instruction was the same for each group. The only difference was in the language of instruction. Two assessments measured progress in early mathematical skills and concept development. Initial data from each test in isolation indicated no additional benefit for students who received bilingual intervention. Further analysis revealed two interesting patterns of learning between tests. First, all students more easily acquired rote mathematical skills and knowledge than conceptual knowledge and its associated vocabulary. Second, there were differences in patterns of learning between groups. The control group acquired mathematical skills but made limited progress acquiring conceptual knowledge. In contrast, the intervention group demonstrated more balanced learning: acquisition of core math skills was matched by gains in conceptual development. We propose that bilingual intervention facilitated English word learning, producing improved learning of core skills linked to underlying conceptual knowledge.
This paper examines the relative merits of early and delayed offer schemes in attracting under-represented students to university. Following the introduction of a demand-driven system and the establishment of national growth and equity targets, Australian universities have increased the number of offers made to students before the release of Australian Tertiary Admission Ranks. The majority of public universities now operate an early offer scheme, often explicitly to increase their proportions of traditionally under-represented students. By contrast, the University of Melbourne and the University of Western Australia have developed delayed offer schemes, whereby entry to professional courses depends primarily on achievement within a generalist undergraduate degree. Under both models, institutions seek to reduce their reliance on Australian Tertiary Admission Rank, which has been shown to be correlated with socio-economic status. The paper considers both models with respect to their transparency, efficiency, predictive validity and equity.
This article investigates the phenomenon of university deferral and its impact on regional youth in Australia. It seeks to compare and contrast the post-school pathways and experiences of metropolitan and non-metropolitan deferrers over a period of three years following completion of school, with a view to establishing the unique characteristics of the barriers faced by non-metropolitan deferrers in Australia. Our research indicates that regional school completers are twice as likely to defer as school completers from the city. Three years out from school, a little over two-thirds of the regional deferrers in our study ended up at university. However, this still means that about one-third never took up their offer or dropped out soon after doing so. Financial stresses and travel-related factors seem to be the biggest barriers to taking up their place at university, particularly in the first year out of school.
Young children interact with touch screen tablets at home and this may impact upon emergent literacy. The present study examined home access and use of touch screen tablets, as reported by parents, in Australian pre-schoolers (N = 109) aged 3–5 years and whether this was associated with emergent literacy skills (letter name and sound, numeral identification, print concepts and name writing). Children with greater access to tablets were found to have higher letter sound and name writing skills. No relationships were found between time on tablets and emergent literacy skills. The quality of experiences rather than time spent on tablets may be important especially when viewed within a socio-cultural framework. Most parents (69%) reported that tablets were easy for their child to operate and believed tablets support early literacy development (70%). 53% believed children should have access to tablets at pre-school. Tablets have the potential to foster emergent literacy although this may depend upon the quality of digital interactions.
Adolescence is a time of great physical, emotional and social development complicated by a key organisational change in schooling. This study investigated what young people in primary school reported being worried about with their impending move to secondary school, and how their expectations of the transition experience predicted their actual experience. A sample of 2078 students aged 12–13 years enrolled to attend 20 Perth metropolitan Catholic secondary schools was invited to complete two surveys six months apart, the first at the end of Grade 7, followed by Term 1 of Grade 8. The data indicate one half of all Grade 7 students anticipate a positive transition experience, yet almost 70% of students in Grade 8 report the transition was a positive experience for them, with boys reporting a more positive transition experience overall. Moreover, students who expected a positive transition were more than three times more likely to report an actual positive transition experience. These findings and information about what boys and girls are most looking forward to or worried about at secondary school are presented and implications for future interventions explored.