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Discovery Early Career Researcher Award - Grant ID: DE120100086
Funder
Australian Research Council
Funding Amount
$375,000.00
Summary
Teachers' learning in complex times: theorising teacher professional development practices under globalised policy conditions. This project investigates the effects of national standardised testing on the professional development practices of teachers in rural and urban schools in varied Socio-Economic Status communities in Australia. The project will indicate whether and how such testing influences teachers' learning, and subsequent student learning, in these different types of settings.
Early career teacher induction: Supporting precarious teachers. This project aims to investigate the ways in which Australian induction policies support precariously employed early career teachers to effectively manage student classroom behaviour. This project expects to generate new knowledge of workforce development and induction experiences of early career teachers employed on casual and short-term contracts. Expected outcomes of this project include alternative policy and practice recommenda ....Early career teacher induction: Supporting precarious teachers. This project aims to investigate the ways in which Australian induction policies support precariously employed early career teachers to effectively manage student classroom behaviour. This project expects to generate new knowledge of workforce development and induction experiences of early career teachers employed on casual and short-term contracts. Expected outcomes of this project include alternative policy and practice recommendations to support the transition of insecure replacement teachers within the profession. The benefits of this research include, improving teachers’ classroom management practices; the retention of new teachers; improving teacher workforce development; and building a healthier education system. Read moreRead less
Educating preservice teachers to teach diverse learners. This project aims to investigate links between teacher educators’ reflexive decision making and the preparation of teachers for teaching in socially and culturally diverse Australian classrooms. The project takes a transdisciplinary approach, bridging the fields of epistemic cognition and reflexive decision making, to explore how rigorous teaching can be enacted in socially and culturally diverse classrooms. Expected outcomes include enh ....Educating preservice teachers to teach diverse learners. This project aims to investigate links between teacher educators’ reflexive decision making and the preparation of teachers for teaching in socially and culturally diverse Australian classrooms. The project takes a transdisciplinary approach, bridging the fields of epistemic cognition and reflexive decision making, to explore how rigorous teaching can be enacted in socially and culturally diverse classrooms. Expected outcomes include enhanced capacity of those preparing future teachers for new classroom conditions, which will provide benefits for a quality teaching workforce.Read moreRead less
Improved student outcomes through positive classroom management. The return on national investment in improving teacher quality is high. Research shows that teacher classroom practice overwhelmingly outweighs student background factors, as well as class size, spending levels and teacher salaries in explaining variation in student achievement. Developing teachers' skills and a strong sense of efficacy in classroom management reduces both teacher and student stress and student distraction. This ma ....Improved student outcomes through positive classroom management. The return on national investment in improving teacher quality is high. Research shows that teacher classroom practice overwhelmingly outweighs student background factors, as well as class size, spending levels and teacher salaries in explaining variation in student achievement. Developing teachers' skills and a strong sense of efficacy in classroom management reduces both teacher and student stress and student distraction. This makes a substantial contribution to improving academic outcomes for students, reducing rates of drop-out and exclusion, and reduces the cost to the nation of a high rate of attrition from the teaching profession. Findings will have implications for achieving sustainable change in professional practice more broadly.Read moreRead less
Investigating the effectiveness of teacher education for early career teachers in diverse settings: a longitudinal study. This project investigates the effectiveness of teacher education programs in Victoria and Queensland in preparing teachers for the variety of school settings in which they begin their careers. The findings will inform state and national policy, as well as the work of professional regulation authorities and teacher education providers.
Supporting teachers and teaching in the age of Artificial Intelligence. This project aims to investigate teacher capabilities to respond to, and engage with, Artificial Intelligence (AI) tools in their classrooms and online teaching. This project expects to generate significant new knowledge about teacher workforce development to work productively alongside AI and other automated technologies. Expected outcomes include insights into technical, organisational and social issues surrounding the dep ....Supporting teachers and teaching in the age of Artificial Intelligence. This project aims to investigate teacher capabilities to respond to, and engage with, Artificial Intelligence (AI) tools in their classrooms and online teaching. This project expects to generate significant new knowledge about teacher workforce development to work productively alongside AI and other automated technologies. Expected outcomes include insights into technical, organisational and social issues surrounding the deployment of AI tools in schools, and the development of models of AI best practice and professional learning. This should provide significant benefits such as improved classroom outcomes and better use of technical infrastructure investment.Read moreRead less
Designing effective learning experiences: Investigating novice and expert teachers’ design processes. Quality teaching leads to quality learning outcomes for students. Primary school teachers are responsible for designing learning experiences for their students in an increasingly complex environment. This project will advance understanding by: characterising and identifying differences in how novice and expert teachers approach the design of learning experiences for their students; capturing exp ....Designing effective learning experiences: Investigating novice and expert teachers’ design processes. Quality teaching leads to quality learning outcomes for students. Primary school teachers are responsible for designing learning experiences for their students in an increasingly complex environment. This project will advance understanding by: characterising and identifying differences in how novice and expert teachers approach the design of learning experiences for their students; capturing expert design processes through practice examples; and investigating how expert practice examples stimulate novice teachers to design learning experiences. This new understanding of teachers' design processes is necessary to enhance teacher preparation and continued professional learning.Read moreRead less
Beyond global discourses of data: Storying learning in marginalised schools. Globally, Australian school education is seen as under-performing. Consequently, attention to data, particularly numeric and standardised test data, in schools have become pervasive. This project aims to understand how teachers and educators in schools and school systems actually engage with a broader conception of data for enhanced learning, on a truly global scale, particularly in schools serving struggling communiti ....Beyond global discourses of data: Storying learning in marginalised schools. Globally, Australian school education is seen as under-performing. Consequently, attention to data, particularly numeric and standardised test data, in schools have become pervasive. This project aims to understand how teachers and educators in schools and school systems actually engage with a broader conception of data for enhanced learning, on a truly global scale, particularly in schools serving struggling communities. This project will reveal the myriad ways educators in diverse settings - England, Australia, Singapore and Bangladesh - engage with data. The project will re-conceptualise how data are understood globally, and will provide significant benefits including informing education policy-making and improving teaching practices.Read moreRead less
How do teachers learn to enact the Australian Curriculum? A question of policy in practice. This project aims to show how teachers learn to engage with the new curriculum in the context of increasingly standardised national and international educational reforms. This is significant for determining whether the 'Australian Curriculum' will result in its projected benefits. This project aims to reveal how policy support for the new curriculum influences teacher learning in diverse schooling setting ....How do teachers learn to enact the Australian Curriculum? A question of policy in practice. This project aims to show how teachers learn to engage with the new curriculum in the context of increasingly standardised national and international educational reforms. This is significant for determining whether the 'Australian Curriculum' will result in its projected benefits. This project aims to reveal how policy support for the new curriculum influences teacher learning in diverse schooling settings in a broadly neoliberal, global context.Read moreRead less
Improving wellbeing through student participation at school. Current evidence suggests child and youth participation in matters affecting their lives has many benefits, but little is known about how this is perceived and practiced in education. This research aims to improve knowledge about processes and outcomes of student participation at school, particularly in relation to improving wellbeing. The project is timely and significant because recent reforms in education now require a greater empha ....Improving wellbeing through student participation at school. Current evidence suggests child and youth participation in matters affecting their lives has many benefits, but little is known about how this is perceived and practiced in education. This research aims to improve knowledge about processes and outcomes of student participation at school, particularly in relation to improving wellbeing. The project is timely and significant because recent reforms in education now require a greater emphasis on engaging students more directly in decisions about their education, including those with special needs. Schools urgently require knowledge about the key elements of participation that impact on wellbeing and a tool for measuring and monitoring their performance in facilitating these elements.Read moreRead less