ACEReSearch
Not a member yet
5049 research outputs found
Sort by
Improving educator readiness to support student mental health
Get PDFThis project used a mixed-method approach to understand educator readiness to support student mental health across early childhood, school based, and tertiary settings. The study features educators and relevant support staff working with children, adolescents, and adults in formal learning settings. Relevant experts such as mental health care workers, youth wellbeing support staff, counsellors, psychologists, and other professionals involved in education settings were also invited to take part in the study. Three research questions guided the focus of the study: How does educator anxiety and worry impact on their ability to support student mental health? To what extent are educators ready (and willing) to support student mental health in education settings? and What are the enabling conditions that support educator readiness? The report commences with a literature review exploring the importance of mental health in the education sector, followed by results of an online survey of educators and relevant school staff and qualitative interviews with educators and psychology experts. Key findings of this research show that the extent of educator worry and anxiety, coupled with disparate support structures and the growing complexity of student needs, impact on educators\u27 ability to support student mental health in a range of education settings
Infographic: What you love about school leadership
Get PDFIn our latest annual reader survey, we asked you what you love about your role. In our final infographic for 2024, we share some of the responses we received from school leaders.https://research.acer.edu.au/teacher_graphics/1231/thumbnail.jp
Australian university outcomes: A national study comparing IBDP and non-IBDP students
Get PDFThis study compares the university outcomes of students who completed the International Baccalaureate (IB) Diploma Programme (DP) in Australia compared to non-DP students nationally. The findings are based on population-level data for all students who applied to and entered universities in Australia between 2013 and 2018. To address differences in DP and non-DP student characteristics, the researchers further examined outcomes by groups within the populations that are more alike, for example, by gender and socio-economic status. Across all cohorts, DP students gain offers of university admission, continue to their second year of study, and complete university for all check points examined within the study (4 years, 6 years and 9 years after commencement) at significantly higher rates than non-DP students. Additionally, completing the DP appears to offer an advantage in university completion rates for students from a range of socio-economic backgrounds
Collaboration in East Africa: A contextualised approach to defining the construct
Get PDFCollaboration has been highlighted internationally as a key skill for learning, working, and living in the twenty-first century. However, to teach it well, enhance its performance, and measure its growth, it is essential to have a clear and consistent definition of the skill. There are a number of frameworks that describe collaboration in a way that is meaningful to learning and growth. Despite some differences across frameworks, it is clear there is a common core set of contributing subskills. This suggests that collaboration is of global interest, and that there are components that transcend national or cultural specificities. Notwithstanding, definitions and frameworks need to be suitable for the context in which they will be applied, ensuring the approach is integrated and sustainable in education systems. One focus of the ALiVE project was to develop a collaboration framework suitable and relevant for the sub-Saharan African context. The approach included auditing frameworks internationally, curricula regionally, and conducting an ethnographic study. The resulting framework was used in the development of assessment tasks to sample the skill among adolescents in Kenya, Tanzania, and Uganda. The issues highlighted in this chapter reveal the need for further study of collaboration in specific contexts in order to understand local variations and ensure optimal approaches to measurement
Indigenous Science Network Bulletin - April 2024
Get PDFThis first edition of the Indigenous Science Network Bulletin for 2024 has a collection of articles and resources related to First Nations peoples and their science knowledge for a global audience of teachers, scientists and interested community members. It also considers the effects of colonisation on the learning and teaching of First Nations students and communities across other curriculum areas. Ron Vave of Fiji has written our editorial on the value of the indigenous knowledge systems of the Pacific Ocean’s many Indigenous peoples. By recognising and valuing the environmental and other knowledge that has built up over countless generations of occupation in the Pacific, many of the current environmental issues that concern all of us such as climate change and food security can be better understood and addressed. See a similar story on Fiji and Samoa’s Indigenous knowledge systems highlighting the need for the integration of science and Indigenous expertise to mitigate the effects of climate change here
Education Out Loud Case Study: The GEAR Alliance
Get PDFThis case study is part of a larger body of work funded by the Global Partnership for Education’s (GPE) Education Out Loud (EOL) programme. It explores the advocacy and policy influencing (API) activities of the GEAR Alliance, a transnational alliance of four East African civil society organisations (CSO) receiving funding from EOL, and the process, results and impact of action research project they conducted in partnership with MDF/ Australian Council for Education Research (ACER), an EOL ‘Global Learning Partner’ (GLP). EOL is the GPEs fund for advocacy and social accountability. The fund aims to support CSOs to be active and effective in shaping policy for the communities which they serve, particularly those that are vulnerable or marginalised. As part of EOL’s strategy, they have engaged a number of GLP to enhance the evidence base for effective API and crucially support the CSOs they fund (grantees), to develop their API strategies and become more effective. The MDF/ ACER consortium is one such GLP. They worked closely with a number of grantees in Sub-Saharan Africa and Asia to develop action research projects, to test key assumptions in their programme theory of change (ToC). The aim of this was to support grantees to engage in adaptive management practices and ultimately improve the effectiveness of their API activities. The GEAR alliance was founded in 2020 and is funded by the EOL as an OC3 grantee, meaning they have a focus on creating a stronger global and transnational enabling environment for national civil society advocacy and transparency efforts. It is made up from four sub-Saharan African organisations, which are Students and Youth Working on reproductive Health Action Team (SAYWHAT) in Zimbabwe, Farming Communities Educational Trust (FACET) in Zimbabwe, Girls Activist Youth Organization (GAYO) in Malawi and National Action for Quality Education (NAQEZ) in Zambia
Education Out Loud Case Study: IID
Get PDFThe education system in Bangladesh has undergone significant change since the country’s independence from Pakistan in 1971. In 1973 the community-sponsored school system, in which communities felt a moral obligation to take an active role in schools, was transformed into a centralised national system. This caused a shift in the sense of ownership of the education system and a disconnect between community and school. This in turn led to the development of a system, which lacks accountability and community monitoring, and has left the system vulnerable to shocks that disproportionately affect already disadvantaged students. Nevertheless, there have been some notable achievements since the centralisation. For example, the primary net enrolment rate has increased from 60 percent in the mid-1980s to over 90 percent in 2020 and at the secondary level it has increased from 45 percent in 2000 to 67 percent in 2020. However, whilst access has improved, quality remains a concern. It is within this context the Institute of Informatics and Development (IID) and the e!quality project operate. IID was founded in 2013. It is a public policy institute in Bangladesh, which promotes informed public participation in the public policy process. It has a number of thematic areas it focuses on, including education and skills. Within education and skills, they conduct policy research, assessment, and advocacy work at the national level, and in their advocacy work. They also engage at the international level, being members of both the PAL Network and UNESCO’s Network on Education Quality and Monitoring in the Asia-Pacific. This case study is part of a larger body of work funded by the Global Partnership for Education’s (GPE) Education Out Loud (EOL) programme. It explores the advocacy and policy influencing (API) activities of the Institute of Informatics and Development (IID), an organisation receiving funding from EOL, and the process, results and impact of action research project they conducted in partnership with MDF/ Australian Council for Education Research (ACER), an EOL ‘Global Learning Partner’ (GLP)
Infographic: Australian school growth
Get PDFThe annual Australian Bureau of Statistics (ABS) report on the number of schools, students and staff across Australia in 2023 has been released. In this infographic, we look at some of the latest figures and compare them to the same figures recorded for 2022.https://research.acer.edu.au/teacher_graphics/1221/thumbnail.jp
Codebook for Classroom Observation Training Package
No full textThis Codebook is part of a classroom observation training package developed by the Australian Council of Educational Research to enable those observing early primary classes to make consistent and reliable observations. It is based on a purpose-built classroom observation tool developed to collect data on changes to teaching practice and a training program for local researchers. The Codebook offers detailed descriptions of the items to be observed during a lesson, including examples of relevant actions or activities. Observers use the Codebook to make decisions when coding
Turtle Island Indigenous Science Conference, 21 - 23 May 2024
Get PDFThe First Nations University of Canada, File Hills Qu’Appelle Tribal Council, and University of Regina partnered to host the 2024 Turtle Island Indigenous Science Conference, held on Treaty 4 territory, the homelands of the nêhiyawak, Anihšināpēk, Dakota, Lakota, Nakoda peoples, and the Michif/Métis nation. The overarching theme of the conference was evidence-based approaches to Indigenous Knowledge and Science. Conference sessions included authentic and inclusive approaches to discovery and teaching; engaging youth in STEM; Indigenous engagement with water, land, and the environment; and relationships, partnerships, and sharing knowledges in a good way