Pub Date : 2022-05-06DOI: 10.1177/00049441221086654
Amanda Heffernan, David Bright, Misol Kim, Fiona Longmuir, Bert Magyar
Concerns are mounting about the attraction and retention of teachers in Australian schools. This study draws upon a questionnaire of 2444 Australian primary and secondary school teachers, which revealed that only 41% of respondents intended to remain in the profession. Through a thematic analysis of the qualitative data within the questionnaire, we use employee turnover theory to enable an understanding of the reasons 1446 of the respondents described as influencing their intentions to leave the profession. These reasons included heavy workloads, health and wellbeing concerns for teachers and the status of the profession. We also use turnover theory to analyse responses from all 2444 respondents and explore possible mitigating strategies or practices that might reduce turnover intention, including meaningful reductions in workload and raising the status of the teaching profession. In doing so, we contribute nuanced qualitative empirical insights which can inform policy and practice.
{"title":"‘I cannot sustain the workload and the emotional toll’: Reasons behind Australian teachers’ intentions to leave the profession","authors":"Amanda Heffernan, David Bright, Misol Kim, Fiona Longmuir, Bert Magyar","doi":"10.1177/00049441221086654","DOIUrl":"https://doi.org/10.1177/00049441221086654","url":null,"abstract":"Concerns are mounting about the attraction and retention of teachers in Australian schools. This study draws upon a questionnaire of 2444 Australian primary and secondary school teachers, which revealed that only 41% of respondents intended to remain in the profession. Through a thematic analysis of the qualitative data within the questionnaire, we use employee turnover theory to enable an understanding of the reasons 1446 of the respondents described as influencing their intentions to leave the profession. These reasons included heavy workloads, health and wellbeing concerns for teachers and the status of the profession. We also use turnover theory to analyse responses from all 2444 respondents and explore possible mitigating strategies or practices that might reduce turnover intention, including meaningful reductions in workload and raising the status of the teaching profession. In doing so, we contribute nuanced qualitative empirical insights which can inform policy and practice.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46666021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-26DOI: 10.1177/00049441221090006
Christina Gray, Helen Egeberg, Tammy B. Green
The gap between theory and practice during initial teacher training has been an enduring topic of research due to its impact on teacher-readiness. Given the COVID-19 pandemic campus closures threatening to widen the gap, this research was a timely intervention aimed at connecting pre-service teachers to their professional network. Specifically, the project brought together pre-service drama teachers and in-service drama teachers (identified as positive mentors and practitioners) in two 90 minute online forums, to explore pedagogical perspectives and understandings. Semi-structured focus-group and individual interviews were held with 21 pre-service drama teachers. Data revealed that the lived experience shared by drama teachers assisted pre-service teachers translate theory into practice supporting the learning of their pedagogical craft, both instructionally and behaviourally. Furthermore, this collaboration appeared to enhance motivation, build connection to the drama education community and inspire pre-service students during a personally and professionally challenging time in their initial teacher training.
{"title":"Turning stage fright into stage might: Pre-service drama teachers developing ideas about pedagogy, authenticity and relationships","authors":"Christina Gray, Helen Egeberg, Tammy B. Green","doi":"10.1177/00049441221090006","DOIUrl":"https://doi.org/10.1177/00049441221090006","url":null,"abstract":"The gap between theory and practice during initial teacher training has been an enduring topic of research due to its impact on teacher-readiness. Given the COVID-19 pandemic campus closures threatening to widen the gap, this research was a timely intervention aimed at connecting pre-service teachers to their professional network. Specifically, the project brought together pre-service drama teachers and in-service drama teachers (identified as positive mentors and practitioners) in two 90 minute online forums, to explore pedagogical perspectives and understandings. Semi-structured focus-group and individual interviews were held with 21 pre-service drama teachers. Data revealed that the lived experience shared by drama teachers assisted pre-service teachers translate theory into practice supporting the learning of their pedagogical craft, both instructionally and behaviourally. Furthermore, this collaboration appeared to enhance motivation, build connection to the drama education community and inspire pre-service students during a personally and professionally challenging time in their initial teacher training.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43436947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-17DOI: 10.1177/00049441221083347
Garry Falloon, Markus Powling, Sharon Fraser, V. Hatisaru
Improving young people’s engagement in science, technology, engineering and mathematics (STEM) is being promoted worldwide as a means of addressing projected shortfalls in expertise needed to further nations’ economic, social and environmental goals. Responding to this, schools are reforming traditional discipline-based curricula into interdisciplinary approaches based on problem and project-based designs, to make STEM learning more relevant and meaningful for students. This study drew on a dataset of 449 Australian principal and teacher interviews, to identify factors influencing STEM curriculum in their schools. It utilised Ecological Systems Theory to build understanding relating to the influence of activities and outputs originating at macro, exo and meso system levels, on STEM curriculum and practices in classrooms. Results demonstrated how many innovative schools were able to successfully leverage community, business and national resources to enhance their STEM curriculum, while others struggled due to limitations imposed by geographic or socio-economic factors, or limited access to resources, expertise or advice. Central to achieving this was the powerful influence of principals’ and teachers’ proximal processes and developmental assets in establishing effective and engaging interdisciplinary STEM curricula, despite constraints imposed by, at best, ambiguous national and state curriculum and policies, rigid assessment regimes and compliance-focused reporting requirements.
{"title":"Shaping science, technology, engineering and mathematics curriculum in Australian schools: An ecological systems analysis","authors":"Garry Falloon, Markus Powling, Sharon Fraser, V. Hatisaru","doi":"10.1177/00049441221083347","DOIUrl":"https://doi.org/10.1177/00049441221083347","url":null,"abstract":"Improving young people’s engagement in science, technology, engineering and mathematics (STEM) is being promoted worldwide as a means of addressing projected shortfalls in expertise needed to further nations’ economic, social and environmental goals. Responding to this, schools are reforming traditional discipline-based curricula into interdisciplinary approaches based on problem and project-based designs, to make STEM learning more relevant and meaningful for students. This study drew on a dataset of 449 Australian principal and teacher interviews, to identify factors influencing STEM curriculum in their schools. It utilised Ecological Systems Theory to build understanding relating to the influence of activities and outputs originating at macro, exo and meso system levels, on STEM curriculum and practices in classrooms. Results demonstrated how many innovative schools were able to successfully leverage community, business and national resources to enhance their STEM curriculum, while others struggled due to limitations imposed by geographic or socio-economic factors, or limited access to resources, expertise or advice. Central to achieving this was the powerful influence of principals’ and teachers’ proximal processes and developmental assets in establishing effective and engaging interdisciplinary STEM curricula, despite constraints imposed by, at best, ambiguous national and state curriculum and policies, rigid assessment regimes and compliance-focused reporting requirements.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43007821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-09DOI: 10.1177/00049441211069206
Kylie Hillman
on development of self-ef fi cacy among pre-service teachers over the fi nal months of their initial teacher education programmes. Kang Ma, Anne McMaugh and Michael Cavanagh report on their longitudinal study of the changes in self-ef fi cacy for teaching reported by 201 pre-service teachers in the fi nal 2 years of preparation. Data were collected at three time points (after the initial professional placement, before the fi nal placement and again after completion of the fi nal professional placement), and multilevel models were applied to analyse changes in self-ef fi cacy over time. Scores in the domains of classroom management and student engagement decreased in between students completing their fi rst placement and before beginning their fi nal placement. Students reported a consistently higher level of self-ef fi cacy in instructional strategies over the same period (between placements). Scores increased in all three domains of self-ef fi cacy over the course of the fi nal placement, highlighting the importance of these experiences in assisting pre-service teachers feel prepared for their new career and its challenges. student attitudes towards and perceptions of tests. Over 200 secondary students (Years 7 and 9) were surveyed about their experiences participating in the National Assessment Program (Literacy and Numeracy) (NAPLAN) assessments and internal school tests in mathematics and English. Students placed more value on doing well in internal tests than doing well in NAPLAN, had higher ex-pectations of doing well in internal tests than in NAPLAN, and reported putting in more effort for internal tests of both English and mathematics. Fewer students reported feeling nervous or stressed before NAPLAN than for internal tests, but more students reported feeling bored in response to NAPLAN than for their school tests. While most students reported low levels of negative emotional responses to NAPLAN, a small group of students reported strong negative emotional responses to both NAPLAN and internal school tests, suggesting that negative responses to national testing programmes may be dependent on the individual student.
职前教师在最初教师教育计划的最后几个月的自我效能发展。Kang Ma, Anne McMaugh和Michael Cavanagh报告了他们对201名职前教师在最后2年准备期间的教学自我效能感变化的纵向研究。在三个时间点(首次专业安置后、最后一次专业安置前和最后一次专业安置完成后)收集数据，并应用多层次模型分析自我效能感随时间的变化。在学生完成第一次实习和开始最后一次实习之间，课堂管理和学生参与度方面的分数有所下降。在同一时期(实习之间)，学生报告的教学策略自我效能感始终较高。在最后的实习过程中，所有三个领域的自我效能感得分都有所提高，这突出了这些经历在帮助职前教师为新职业和挑战做好准备方面的重要性。学生对考试的态度和看法。对200多名七年级和九年级的中学生进行了调查，了解他们参加国家评估计划(读写和计算)评估和学校内部数学和英语测试的经历。学生们更看重在内部考试中取得好成绩，而不是在NAPLAN中取得好成绩，他们对在内部考试中取得好成绩的期望比在NAPLAN中更高，并且报告说在英语和数学的内部考试中都投入了更多的努力。与参加校内考试相比，在参加NAPLAN考试前感到紧张或有压力的学生较少，但与参加学校考试相比，更多的学生在参加NAPLAN考试后感到无聊。虽然大多数学生报告对NAPLAN的负面情绪反应水平较低，但一小部分学生报告对NAPLAN和学校内部测试都有强烈的负面情绪反应，这表明对国家测试计划的负面反应可能取决于学生个人。
{"title":"Editorial","authors":"Kylie Hillman","doi":"10.1177/00049441211069206","DOIUrl":"https://doi.org/10.1177/00049441211069206","url":null,"abstract":"on development of self-ef fi cacy among pre-service teachers over the fi nal months of their initial teacher education programmes. Kang Ma, Anne McMaugh and Michael Cavanagh report on their longitudinal study of the changes in self-ef fi cacy for teaching reported by 201 pre-service teachers in the fi nal 2 years of preparation. Data were collected at three time points (after the initial professional placement, before the fi nal placement and again after completion of the fi nal professional placement), and multilevel models were applied to analyse changes in self-ef fi cacy over time. Scores in the domains of classroom management and student engagement decreased in between students completing their fi rst placement and before beginning their fi nal placement. Students reported a consistently higher level of self-ef fi cacy in instructional strategies over the same period (between placements). Scores increased in all three domains of self-ef fi cacy over the course of the fi nal placement, highlighting the importance of these experiences in assisting pre-service teachers feel prepared for their new career and its challenges. student attitudes towards and perceptions of tests. Over 200 secondary students (Years 7 and 9) were surveyed about their experiences participating in the National Assessment Program (Literacy and Numeracy) (NAPLAN) assessments and internal school tests in mathematics and English. Students placed more value on doing well in internal tests than doing well in NAPLAN, had higher ex-pectations of doing well in internal tests than in NAPLAN, and reported putting in more effort for internal tests of both English and mathematics. Fewer students reported feeling nervous or stressed before NAPLAN than for internal tests, but more students reported feeling bored in response to NAPLAN than for their school tests. While most students reported low levels of negative emotional responses to NAPLAN, a small group of students reported strong negative emotional responses to both NAPLAN and internal school tests, suggesting that negative responses to national testing programmes may be dependent on the individual student.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42669493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-07DOI: 10.1177/00049441211062941
Nicola Bell, K. Wheldall
The present study was conducted to explore how the relationships between reading comprehension constructs change according to word reading accuracy, as measured in a large convenience sample (n = 857) of school-aged students (Years 3–6) with reading difficulties. Multiple regression analyses containing interaction variables were conducted, to determine whether word reading accuracy moderated the relationships between the dependent variable (i.e. reading comprehension) and independent variables (i.e. each of vocabulary and nonword reading accuracy). The interaction variable between word reading accuracy and receptive vocabulary was significant, with steeper slopes evident among more skilled readers compared to less skilled readers. Conversely, the interaction variable between word reading accuracy and nonword reading accuracy was also significant, but with steeper slopes evident among the less skilled reader groups. These patterns align with what has been found in typically developing children: as word reading ability improves, reading comprehension depends more so on language comprehension skills than lower-level decoding skills.
{"title":"Factors contributing to reading comprehension in children with varying degrees of word-level proficiency","authors":"Nicola Bell, K. Wheldall","doi":"10.1177/00049441211062941","DOIUrl":"https://doi.org/10.1177/00049441211062941","url":null,"abstract":"The present study was conducted to explore how the relationships between reading comprehension constructs change according to word reading accuracy, as measured in a large convenience sample (n = 857) of school-aged students (Years 3–6) with reading difficulties. Multiple regression analyses containing interaction variables were conducted, to determine whether word reading accuracy moderated the relationships between the dependent variable (i.e. reading comprehension) and independent variables (i.e. each of vocabulary and nonword reading accuracy). The interaction variable between word reading accuracy and receptive vocabulary was significant, with steeper slopes evident among more skilled readers compared to less skilled readers. Conversely, the interaction variable between word reading accuracy and nonword reading accuracy was also significant, but with steeper slopes evident among the less skilled reader groups. These patterns align with what has been found in typically developing children: as word reading ability improves, reading comprehension depends more so on language comprehension skills than lower-level decoding skills.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42700871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-31DOI: 10.1177/00049441211066357
Paul F. Burke, J. Buchanan
Staffing rural and regional schools remains an intractable problem. This study identifies effective incentives for attracting teachers to difficult-to-staff rural and remote schools in New South Wales (NSW), Australia. Compared to their urban counterparts, students in these schools are disadvantaged by teacher staff shortages, inexperience and attrition. The research investigated the ability for existing incentives of the NSW Department of Education, other education systems and other professions to attract professionals to rural and remote appointments using a discrete choice experiment methodology. The findings identify ways of attracting teachers of differing levels of experience and commitment to work in such areas.
{"title":"What attracts teachers to rural and remote schools? Incentivising teachers’ employment choices in New South Wales","authors":"Paul F. Burke, J. Buchanan","doi":"10.1177/00049441211066357","DOIUrl":"https://doi.org/10.1177/00049441211066357","url":null,"abstract":"Staffing rural and regional schools remains an intractable problem. This study identifies effective incentives for attracting teachers to difficult-to-staff rural and remote schools in New South Wales (NSW), Australia. Compared to their urban counterparts, students in these schools are disadvantaged by teacher staff shortages, inexperience and attrition. The research investigated the ability for existing incentives of the NSW Department of Education, other education systems and other professions to attract professionals to rural and remote appointments using a discrete choice experiment methodology. The findings identify ways of attracting teachers of differing levels of experience and commitment to work in such areas.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44559085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-03DOI: 10.1177/00049441211060474
Kang Ma, A. Mcmaugh, M. Cavanagh
This article aims to contribute new, longitudinal evidence on teacher self-efficacy (TSE) by investigating changes in TSE over the last 2 years of an Australian initial teacher education program. Two hundred and one pre-service teachers were surveyed at three timepoints: (1) after the first professional experience placement, (2) before and (3) after the final placement, using the Scale for Teacher Self-Efficacy. Data were analysed using multilevel modelling. TSE for the domains of classroom management and student engagement decreased significantly between the first and before the commencement of the last professional experience placements. All three dimensions of TSE – instructional strategies, student engagement and classroom management – increased significantly during the final placement.
{"title":"Changes in pre-service teacher self-efficacy for teaching in relation to professional experience placements","authors":"Kang Ma, A. Mcmaugh, M. Cavanagh","doi":"10.1177/00049441211060474","DOIUrl":"https://doi.org/10.1177/00049441211060474","url":null,"abstract":"This article aims to contribute new, longitudinal evidence on teacher self-efficacy (TSE) by investigating changes in TSE over the last 2 years of an Australian initial teacher education program. Two hundred and one pre-service teachers were surveyed at three timepoints: (1) after the first professional experience placement, (2) before and (3) after the final placement, using the Scale for Teacher Self-Efficacy. Data were analysed using multilevel modelling. TSE for the domains of classroom management and student engagement decreased significantly between the first and before the commencement of the last professional experience placements. All three dimensions of TSE – instructional strategies, student engagement and classroom management – increased significantly during the final placement.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42743943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-03DOI: 10.1177/00049441211061889
Mark Dowley, S. Rice
National testing of students has become an increasingly prevalent policy tool, often implemented to drive improvement through increased accountability and heightened competition between schools. Such testing has been found to generate negative emotional responses among students, including increased stress and anxiety . However, there is little examining whether such responses are associated specifically with national testing regimes or are more general responses to testing situations. This study surveyed 206 students in Australian secondary schools to compare responses to NAPLAN and internal school tests. Students reported higher expectations for their performance in internal school tests than for NAPLAN, higher levels of boredom for NAPLAN and greater levels of confidence for their internal school tests. While most students reported low levels of negative emotional responses to NAPLAN, a small group of students reported strong negative emotional responses to both NAPLAN and internal school tests, suggesting that negative responses to national testing programs may be more dependent on the individual student.
{"title":"Comparing student motivations for and emotional responses to national standardised tests and internal school tests: The devil in the detail","authors":"Mark Dowley, S. Rice","doi":"10.1177/00049441211061889","DOIUrl":"https://doi.org/10.1177/00049441211061889","url":null,"abstract":"National testing of students has become an increasingly prevalent policy tool, often implemented to drive improvement through increased accountability and heightened competition between schools. Such testing has been found to generate negative emotional responses among students, including increased stress and anxiety . However, there is little examining whether such responses are associated specifically with national testing regimes or are more general responses to testing situations. This study surveyed 206 students in Australian secondary schools to compare responses to NAPLAN and internal school tests. Students reported higher expectations for their performance in internal school tests than for NAPLAN, higher levels of boredom for NAPLAN and greater levels of confidence for their internal school tests. While most students reported low levels of negative emotional responses to NAPLAN, a small group of students reported strong negative emotional responses to both NAPLAN and internal school tests, suggesting that negative responses to national testing programs may be more dependent on the individual student.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41284629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-15DOI: 10.1177/00049441211059239
V. Keast
A sense of belonging is an important factor for the persistence of girls in the study of physics. Content and imagery that presents the field as a masculine domain will undermine belonging and make it more difficult for girls to establish a physics identity that is congruent with their gender identity. The physics syllabus, final examinations and commonly used textbooks associated with the New South Wales Higher School Certificate were examined for gendered content. It was found that an emphasis on the history of physics in the syllabus has resulted in content and images in which male figures significantly outnumber female figures. This gendered content will be counter-productive to other efforts to increase the participation of girls in physics and suggestions on how this can be addressed are made.
{"title":"Gender Bias in New South Wales Higher School Certificate (HSC) Physics","authors":"V. Keast","doi":"10.1177/00049441211059239","DOIUrl":"https://doi.org/10.1177/00049441211059239","url":null,"abstract":"A sense of belonging is an important factor for the persistence of girls in the study of physics. Content and imagery that presents the field as a masculine domain will undermine belonging and make it more difficult for girls to establish a physics identity that is congruent with their gender identity. The physics syllabus, final examinations and commonly used textbooks associated with the New South Wales Higher School Certificate were examined for gendered content. It was found that an emphasis on the history of physics in the syllabus has resulted in content and images in which male figures significantly outnumber female figures. This gendered content will be counter-productive to other efforts to increase the participation of girls in physics and suggestions on how this can be addressed are made.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49018445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.1177/00049441211045745
D. Siemon
In recent years, attention has turned to the development of evidenced-based learning progressions/trajectories as a means of identifying the likely paths learners might take in developing a deep, well-connected understanding of key aspects of mathematics. However, the extent to which this work influences what happens in mathematics classrooms varies greatly depending on the prevailing relationship between curriculum, pedagogy and assessment. This article will draw on current policy documents and the literature to challenge current assumptions at the national level about what constitutes a learning progression. It will draw briefly on the results of a recently completed, large-scale study on mathematical reasoning in the middle years of schooling to make a case for evidenced-based learning progressions/trajectories as boundary objects in reconnecting and rebalancing the curriculum, pedagogy and assessment relationship to support reform at scale.
{"title":"Learning progressions/trajectories in mathematics: Supporting reform at scale","authors":"D. Siemon","doi":"10.1177/00049441211045745","DOIUrl":"https://doi.org/10.1177/00049441211045745","url":null,"abstract":"In recent years, attention has turned to the development of evidenced-based learning progressions/trajectories as a means of identifying the likely paths learners might take in developing a deep, well-connected understanding of key aspects of mathematics. However, the extent to which this work influences what happens in mathematics classrooms varies greatly depending on the prevailing relationship between curriculum, pedagogy and assessment. This article will draw on current policy documents and the literature to challenge current assumptions at the national level about what constitutes a learning progression. It will draw briefly on the results of a recently completed, large-scale study on mathematical reasoning in the middle years of schooling to make a case for evidenced-based learning progressions/trajectories as boundary objects in reconnecting and rebalancing the curriculum, pedagogy and assessment relationship to support reform at scale.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45813941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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