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School retention and second chance schooling. This project is concerned with ensuring that students who experience systemic disadvantage are not excluded from the benefits of a formal education. It provides an account and critique of the growth of second chance schooling options catering to such students in both Australia and the UK.
Bridging the gap for at-risk readers: reading theory into classroom practice. This project will merge theoretical and practical aspects of teaching reading through assimilating research with teachers' pedagogical knowledge and experiences to ensure sustainable, differentiated classroom reading interventions for all P-3 (preparatory year to year three) readers, particularly at-risk students.
Innovative measurement approaches to optimise the comparability of large-scale and high-stakes performance assessments. Over 1.2 million Australian school children participate in national and high-stakes state assessments each year. This project aims to produce improved and novel methods for assessing students using open-ended tasks so that educators can more accurately compare students’ achievements and track their progress. In turn, this aims to support decision makers to enable better educati ....Innovative measurement approaches to optimise the comparability of large-scale and high-stakes performance assessments. Over 1.2 million Australian school children participate in national and high-stakes state assessments each year. This project aims to produce improved and novel methods for assessing students using open-ended tasks so that educators can more accurately compare students’ achievements and track their progress. In turn, this aims to support decision makers to enable better educational outcomes. The investigators aim to refine a rubric used in the National Assessment Program—Literacy and Numeracy (NAPLAN) so that Writing assessments are as accurate and comparable as possible. Methods also aim to be designed to enable more accurate and comparable assessments of Australian children in areas not covered by NAPLAN such as History and The Arts.Read moreRead less
The impact of examiner feedback on doctoral learners and thesis outcomes. This project aims to investigate the final stage of doctoral examination across institutions in Australia, with particular emphasis on examiner feedback, candidate engagement with feedback, and the decision processes involved. This project expects to generate new knowledge in the least visible yet critical end stage of the doctoral examination process and its impact on thesis quality and candidate development. The expected ....The impact of examiner feedback on doctoral learners and thesis outcomes. This project aims to investigate the final stage of doctoral examination across institutions in Australia, with particular emphasis on examiner feedback, candidate engagement with feedback, and the decision processes involved. This project expects to generate new knowledge in the least visible yet critical end stage of the doctoral examination process and its impact on thesis quality and candidate development. The expected outcomes will inform future examination models and contribute new knowledge on the role of feedback in doctoral examination, and assessment practices more generally.Read moreRead less
Improving numeracy outcomes for young Indigenous children through the Patterns and Early Algebra Preschool (PEAP) professional development program. The study aims to improve mathematics outcomes for young Indigenous children and advance the pedagogical content knowledge of early childhood educators and working towards closing the gap in numeracy achievements for Indigenous children. The study will add to the research literature on early algebraic thinking and mathematical reasoning.
Sex education in Australia and New Zealand: responding to cultural and religious difference. This project will enhance the conceptualisation and provision of school-based sex education programs by deepening understanding of pertinent cultural and religious differences. The aim is to improve the sexual health and well-being of young people, in Australia and New Zealand, within and across cultural and religious divides.
Australian Laureate Fellowships - Grant ID: FL100100203
Funder
Australian Research Council
Funding Amount
$2,744,127.00
Summary
Learning, technology and design: architectures for productive networked learning. Learning how to tackle new challenges is more important today than ever before, yet learning is also becoming much more complicated. This project will investigate better ways of supporting people in learning what they need to learn. It will provide ways of analysing and improving the increasingly complex systems in which learning takes place, especially those where computer technology plays a strong role. This proj ....Learning, technology and design: architectures for productive networked learning. Learning how to tackle new challenges is more important today than ever before, yet learning is also becoming much more complicated. This project will investigate better ways of supporting people in learning what they need to learn. It will provide ways of analysing and improving the increasingly complex systems in which learning takes place, especially those where computer technology plays a strong role. This project will focus on networked learning - where people learn through collaboration that is wholly or partially online. It will explain how better tools and resources for networked learning can be designed, and how everyone can play a significant role in improving how, where and what they learn.Read moreRead less
A qualitative and quantitative study of Indigenous content in curriculum. The Indigenous curriculum content in the Australian Curriculum, is tasked as the latest attempt to improve outcomes for Indigenous students. This project aims to investigate how teachers approach this cross-curriculum mandate, consider teachers’ attitudes regarding the teaching of Indigenous content, and identify the complex factors that act as barriers to the success of teaching this content. Employing an innovative desig ....A qualitative and quantitative study of Indigenous content in curriculum. The Indigenous curriculum content in the Australian Curriculum, is tasked as the latest attempt to improve outcomes for Indigenous students. This project aims to investigate how teachers approach this cross-curriculum mandate, consider teachers’ attitudes regarding the teaching of Indigenous content, and identify the complex factors that act as barriers to the success of teaching this content. Employing an innovative design that combines policy analysis, survey research and qualitative research to consider the structural, epistemic and curriculum factors impacting on the success of this policy mandate. This will illuminate the affordances and constraints of new ways of understanding the inclusion of Indigenous content into the curriculum.Read moreRead less
Improving middle leading practices in schools to enhance student learning. This project aims to understand how middle leaders in schools can build teacher capacity to positively influence student learning. With Australian students falling behind their peers internationally, improving academic results is a national imperative. School-based professional learning for teachers is key to achieving that, and middle leaders are recognised as important facilitators of such learning. Using practice-based ....Improving middle leading practices in schools to enhance student learning. This project aims to understand how middle leaders in schools can build teacher capacity to positively influence student learning. With Australian students falling behind their peers internationally, improving academic results is a national imperative. School-based professional learning for teachers is key to achieving that, and middle leaders are recognised as important facilitators of such learning. Using practice-based methodology, the project will study how their implementation of professional learning impacts on classroom teaching and student outcomes. The anticipated results will enable the development of practices to inform a charter of middle leadership best practice for improving teaching and learning in Australian schools. Read moreRead less
Improving outcomes through accessible assessment and inclusive practices. Complex assessment tasks and pedagogies present barriers to the learning and achievement of students with disability, including those with language and/or attentional difficulties. This research will test: 1) whether accessible assessment task design leads to improved student outcomes; 2) whether enhancing teachers’ inclusive practice improves student access to formative assessment pedagogies, enabling more accurate studen ....Improving outcomes through accessible assessment and inclusive practices. Complex assessment tasks and pedagogies present barriers to the learning and achievement of students with disability, including those with language and/or attentional difficulties. This research will test: 1) whether accessible assessment task design leads to improved student outcomes; 2) whether enhancing teachers’ inclusive practice improves student access to formative assessment pedagogies, enabling more accurate student understanding of assessment aims and requirements; and 3) how improvements in task design and teacher practice can be sustained and upscaled across secondary school departments. Expected outcomes of international significance are more inclusive learning and assessment practices with the potential to benefit all students.Read moreRead less