1,720,974 research outputs found
Educational disengagement : a review of international, Australian and state policy responses
No full textThis paper reviews international and Australian policies to re-connect young people disengaged from education, training and employment. Current Australian education policies\ud
recognise young people resisting educational opportunities and suggest they receive additional adult intervention. The professional/client casework model, which increases surveillance and control practices, is evident in a range of international, state & federal education strategies. A critical review of literature sought to examine the policies that measure and affect change in the lives of young people experiencing educational disadvantage. \ud
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The paper is structured around four questions: Do generic definitions of disengaged youth exist? How are governments around the world responding to youth disengagement? What are the aims of Australian education policies in relation to these global responses? How is the state of Queensland responding
Repeating children at preschool: can this be helpful to them?
No full textThis paper is situated within the general framework of a PhD study and looks at one aspect of the data analysis regarding discourse. To understand this aspect of the data analysis, the context of the study, will first of all be discussed, as well as the use of discourse and how practices such as repeating children at 1Preschool can result from particular discourses. The study addresses some concerns I have had during the course of my work as an early childhood teacher. These concerns relate to the practice of repeating children at preschool, and also the related practice of 2returning children to preschool from Year One, despite a growing body of research that argues against such practices. This paper is part of a study that looks at these issues
Teaching Children's Literature to Teachers: Lessons in 'Applied Literary Studies'
No full textThis publication does not have an abstract
Educational disengagement: a review of international, Australian and state policy responses
No full textThis paper reviews international and Australian policies to re-connect young people disengaged from education, training and employment. Current Australian education policies recognise young people resisting educational opportunities and suggest they receive additional adult intervention. The professional/client casework model, which increases surveillance and control practices, is evident in a range of international, state & federal education strategies. A critical review of literature sought to examine the policies that measure and affect change in the lives of young people experiencing educational disadvantage. The paper is structured around four questions: Do generic definitions of disengaged youth exist? How are governments around the world responding to youth disengagement? What are the aims of Australian education policies in relation to these global responses? How is the state of Queensland responding
Innovation in group work presentation: a challenge responded
Get PDFFeaturing active learning to promote student engagement, group work is prevalently utilized as its merits have undeniably indicated the way much of the real world works
today. To assess the result of group work, teachers often employ group work presentation. Group presentation has been conventionally carried out by each group member preparing his/her own share known before the group presentation. This brings about the diminution of the two most important elements of group work namely positive interdependence and individual accountability. The positive interdependence is less strengthened and the individual accountability is ruined as it is not what its nature means.
How can actually the two elements of positive interdependence and individual accountability be both strengthened? An innovation has been implemented by utilizing the idea of representative and role assigning which are determined on the group presentation day. Every group member should be ready for the whole section of the
group task as a lottery will be done and role interdependence is determined on the day right before the presentation section.
This paper reports a small-scale research I conducted in my classroom at Widya Mandala Graduate School. It reveals how the cooperative-learning oriented class is assessed and how the perceived challenge is responded by the Master of Arts in TEFL students who are often assigned to read independently and then perform group presentation. Prior to the main issues, related literature will be presented
Determining the reliability of the reading motivation questionnaire in China / Wangyan and Muhammad Kamarul Kabilan
Get PDFRMQ-EFL (reading motivation questionnaire in an English as a foreign language context) was developed to explore the motivation of secondary language learners in China. This study tends to extend the samples to college learners and to determine whether they are still valid. Using the Chinese RMQ-EFL version, this study analyzed 627 data collected from two vocational colleges. After factor analysis tests in SPSS and Amos, however, a five-factor model was achieved, which was not the same as the original models done by Wang and Gan (2021). Although the various indexes made the model acceptable, the study’s limitations called for further studies to generalize the RMQ-EFL
Exploring teacher educators’ and pre-service teachers’ belief and practices on written feedback
Get PDFBackground and Purpose: This study investigates the effectiveness of written corrective feedback (WCF) in teacher education, focusing on the gap between pedagogical beliefs and practices. It highlights that pre-service teachers prefer direct feedback due to limited training and high workloads, while teacher-educators encounter challenges such as misalignment between beliefs and actual practices. Contextual factors, like time constraints, further complicate effective feedback. The aim is to address these gaps and enhance feedback practices in teacher education programs.
Methodology: This qualitative case study explored beliefs and self-reported practices regarding WCF among teacher-educators and pre-service teachers in B.Ed. programs in Sindh and Punjab, Pakistan. Through semi-structured interviews with 12 participants (six teacher-educators and six pre-service teachers), researchers examined how feedback practices are influenced by educational contexts and assessed the implementation and effectiveness of WCF.
Findings: The study reveals differing views on written feedback effectiveness. Pre-service teachers value grammar-focused feedback, while teacher-educators prefer a comprehensive approach addressing content and structure. Emotional impacts are significant, with pre-service teachers frustrated by vague or overly critical comments. The findings stress the need for clear, constructive feedback that balances criticism with encouragement to support learning and development.
Significance: This research provides insights into the impact of feedback clarity and emotional tone on pre-service teachers' engagement and learning. It emphasizes the need for supportive and constructive feedback practices and highlights the importance of professional development in aligning feedback practices with educational philosophies. The study aims to contribute to more effective teaching and learning by addressing both cognitive and emotional dimensions of feedback.
Keywords: Students’ beliefs, teachers’ beliefs, self-reported practices, written corrective feedback, teacher-educators, pre-service teachers
Desarrollo de un instrumento para medir el conocimiento del vocabulario del español
Get PDFReliable estimates of vocabulary knowledge offer useful information for planning and improving language learning. However, problems arise when existing vocabulary measures signal a lack of validation evidence, and they are predominantly used for instructional purposes. Therefore, this study addresses the gap by providing a description of the development of a valid and reliable instrument for research and evaluation. Adhering to Read and Chapelle’s (2001) framework for vocabulary assessment, the instrument was created using resources which were closely related to the research subject and context to enhance the validity and reliability. Results indicated that the instrument was valid, reliable and sensitive to different vocabulary instructions. This study not only presents validation evidence which is consistent with current educational measurement theory, but also encourages language teachers and researchers to become vocabulary assessment literate to assure the psychometric qualities of the instrument they develop.Unas estimaciones fiables del conocimiento del vocabulario ofrecen información útil para planificar y mejorar el aprendizaje de idiomas. No obstante, los problemas surgen cuando las medidas del vocabulario actuales señalan una falta de evidencia de validación y se utilizan predominantemente con fines educativos. Por tanto, este trabajo aborda la cuestión facilitando una descripción del desarrollo de un instrumento válido y fiable para la investigación y la evaluación. Siguiendo el marco para la evaluación del vocabulario de Read y Chapelle (2001), el instrumento se creó utilizando recursos relacionados estrechamente con el sujeto y el contexto de investigación para mejorar la validez y fiabilidad. Los resultados indicaron que el instrumento era válido, y sensible a diferentes instrucciones de vocabulario. Este trabajo no solo presenta una evidencia de validación que es consistente con la teoría de la medición educativa actual, sino también anima a los profesores e investigadores de idiomas a que se familiaricen con la evaluación del vocabulario para asegurar las cualidades psicométricas del instrumento que desarrollan.Universiti Kuala Lumpur. Malasi
Student Misbehaviors, University Instructors’’ Mental Health, and Trauma Management: A Phenomenological Study
Get PDFThe present study aimed to unpack student misbehaviors that instructors face inside the university campus. It also intended to unfold how student misbehaviors affect instructors’ mental health and how they overcome the trauma engendered by student misbehaviors. Adopting a phenomenological approach, we explored the phenomenon to answer the research questions by conducting semi-structured interviews with six teachers. Through a thematic analysis, we found that university instructors experience various misbehaviors presented by students inside the university campus, and as a result, their mental health suffers. However, instructors tend to ignore their mental health and focus on academic activities to overcome the trauma. The study is pedagogically and methodically conducive to the existing literature
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