ACEReSearch
Not a member yet
5049 research outputs found
Sort by
Contributing to continuity: Supporting children to progress in their learning across our education system
No full textThis presentation will discuss the connections between learning continuity and educational outcomes. It will explore ways to more effectively support children’s learning progression during their early experiences of moving through different stages of education. Jenny will share evidence[1]-based solutions for removing obstacles and improving continuity in learning that can be used by policymakers, service and school leaders, and educators and teachers
More than phonics to teach spelling
Get PDFThis poster presents research into using more than phonics to teach students, in the middle primary school years, to spell. It uses document analyses and grounded theory to consider two research questions: Could instruction in metacognition and self regulation also improve skills in spelling? Is there evidence of instruction in metacognition and self regulation in current spelling lessons
Developing a learning progression for teachers to support effective thinking and self-regulation
Get PDFBrisbane Grammar School has undertaken four years of systematic research to develop a learning progression to support teachers in the development of their students’ capacity for learning, including self-regulation. The learning progression offers a comprehensive, learning-focused tool for teachers to consider how their students are developing as learners over time. Whilst it is not intended to be prescriptive or exhaustive, or to produce a grade for ‘learning’, it offers a purposeful sampling of important components of effective thinking
Focus on strengthening transitions using the Early Years Assessment and Learning Tool
No full textAssessment of children’s knowledge, understandings, skills, and capabilities is an essential ingredient of planning for, and promoting, new learning and development. This is particularly true at points of key transition (Department of Education and Training, 2016). Assessment tools must support educators’ to differentiate their practice to children’s learning needs, and to tailor and implement effective teaching strategies. At points of transition, consideration of assessment and how it supports teaching and a child’s continuity of learning has been an important element of this work. Victoria has a strong history in driving connections between early childhood and school professionals to effectively support continuity of learning. As part of this process a Transition Learning and Development Statement that summarises their abilities and effective pedagogical strategies that support that child’s learning is shared and can be crucial for helping primary school teachers to develop and incorporate diverse classroom teaching and learning strategies. In 2023, Victoria commenced the rollout of an Early Years Assessment and Learning Tool (the Tool) to enhance assessment practice in line with the Victorian Early Years Learning and Development (VEYLDF), which supports all professionals who work with children aged 0 to 8. With many kindergarten services gaining access to the Tool from Term 1 2023, teaching teams are being supported to make consistent observations and assessments of children’s learning, with one of the key outcomes to support information sharing between kindergartens and schools. In this presentation, we will explore what is being learnt about the role of information sharing in transition and how the Tool is helping to support children’s continuity of learning
It’s more than words: Supporting young children’s language development
No full textThe early years of a child’s life are recognised as a critical time for language development. Strong language skills are acquired within rich social environments and are linked to children’s pretend play abilities, literacy development, social skills, theory of mind, and are essential for educational success throughout life. However, research has shown that many young children are entering school with low levels of oral language, which suggests that these children will also experience difficulties with reading comprehension, interacting with peers and making friends, taking turns in conversations, and taking the perspective of others. The role of early years teachers and educators in supporting young children’s oral language abilities is of paramount importance, and even more so since Covid-19 lockdowns where opportunities for children to use language in social contexts were reduced. The Early Years Learning Framework for Australia v2.0 recognises the significance of fostering children’s language, particularly across the five Learning Outcomes and more explicitly in Learning Outcome 5: Children are Effective Communicators. However, it is assumed that early childhood educators and teachers have a strong understanding of language and the link to other learning areas, as well as the ways to assess children’s language use, and the practices that foster all aspects of children’s language. This presentation will outline the components of language and highlight the relationship between the social use of language (pragmatics) and other areas of development. Findings from 3 recent research studies that investigated children’s language and play abilities at school entry; teachers’ talk in supporting children’s language; and the Supporting Oral Language Development (SOLD) professional learning program will also be presented
Teaching, teaching, wherefore art thou? Exploring the artistry in teaching
Get PDFTeachers do unforgivably complex work, and part of this complexity is the artistry in teaching practice. This poster outlines research on artistry in teaching involving a literature review and a qualitative multi-site case study design across New South Wales, ACT and the Northern Territory
Beyond reading and writing: reframing literacy
No full textTo enable children to adapt in a changing world, we must expand our understanding of literacy beyond academic achievement in reading and writing
The Overcoming Disadvantage in Early Childhood Study: Evaluation of the Australian Literacy and Numeracy Foundation’s Early Language and Literacy Program. Summary report
Get PDFThis report provides a summary of the completed Overcoming Disadvantage in Early Childhood (ODEC) longitudinal research study. The study was designed to evaluate the Australian Literacy and Numeracy Foundation’s (ALNF) Early Language and Literacy (EL&L) program by answering the research question: What is the effect of the EL&L program on the development of language and literacy skills in preschool aged children? An integral component of this study was the development of the Early Language and Literacy Developmental Index (ELLDI), a new tool to measure oral language and literacy learning. The development of the ELLDI was based on the recognised need for a fit for purpose early childhood best practice measure of oral language and literacy. This summary report highlights the demonstrated capacity of the EL&L program to close the language and literacy achievement gap for children who participate in the program, particularly those from disadvantaged backgrounds. It also encapsulates the successful development of the ELLDI and the ELLDI scale to accurately measure and map children’s language and literacy development, to inform teaching and learning
Spotlight on teacher supports. Evaluation of Australia’s investment in teacher development in Lao PDR (Lao version)
Get PDFThe Australian Government is supporting the Government of Lao PDR to undertake significant primary education reforms through its flagship Basic Education Quality and Access in Lao PDR program (BEQUAL), including the roll-out of a new primary curriculum. Phase 1 of BEQUAL (2015-22) supported the Ministry of Education and Sports (MoES) to roll out the new primary curriculum in schools. BEQUAL support included teaching and learning materials, orientation training on the new curriculum, and education support grants. Phase 2 (2022-26) is focused on inclusive teaching practices, student engagement and improved learning outcomes. To understand progress and to make necessary adjustments, the Australian Government commissioned an independent evaluation. Led by the Australian Council for Educational Research, a multi-year study investigated how BEQUAL supported improved teaching quality and student learning. Here we take a closer look at teacher supports