List of Titles

Who is conducting educational research in Australia and how can their work be supported?

- Bennett, Dawn, Smith, Erica, Bennett, Sue, Chan, Philip, Bobis, Janette, Harrison, Neil, Seddon, Terri, Shore, Sue

Authors: Bennett, Dawn , Smith, Erica , Bennett, Sue , Chan, Philip , Bobis, Janette , Harrison, Neil , Seddon, Terri , Shore, Sue
Date: 2013
Type: Text , Journal article
Relation: Australian Educational Researcher Vol. 40, no. 4 (November 2013 2013), p. 473-492
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Description: Educational research has long been the subject of lively and agitated debate, not least because of its diversity. Ranging in scope from academic development and broad-scale policy research through to student engagement and discipline-specific research, it includes methods of traditional academic inquiry and investigations and also less traditional modes of research. However, the topography of Australian educational research and the characteristics of the people who undertake this complex body of work are currently unclear. This paper explores some of the complexities of the Australian research community, drawing on the findings of a national online survey of academics who identified as researching in the field of education from within and outside education schools and faculties. The survey attracted 504 responses from 38 of Australia's 39 universities, and just over two-thirds of respondents were located in a school or faculty of education. We draw on the results to answer the questions of who is undertaking educational research and who how they might be supported. We utilise a conceptual model that 'segments' the educational research workforce represented by the survey respondents, and we conclude by indicating strategies that might be utilised to address research barriers indicated by educational researchers.
Description: C1

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Exploring emotional and social competencies in undergraduate students: Perspectives from CALD and non-CALD students

- Yu, Mong-Lin, Brown, Ted, Hewitt, Alana, Cousland, Robert, Lyons, Carissa, Etherington, Jamie

Authors: Yu, Mong-Lin , Brown, Ted , Hewitt, Alana , Cousland, Robert , Lyons, Carissa , Etherington, Jamie
Date: 2023
Type: Text , Journal article
Relation: Australian Educational Researcher Vol. 50, no. 3 (2023), p. 601-624
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Description: With the internationalisation of higher education, students from culturally and linguistically diverse (CALD) backgrounds represent a significant proportion of the university student body in Australia. Research literature indicates that the unique cultural and linguistic challenges experienced by these students may adversely impact their academic performance and social integration in university settings. However, less is known about how the socio-emotional competencies of undergraduate CALD and non-CALD domestic English-speaking students compare. This cross-sectional quantitative study compares the emotional and social competencies in a cohort of CALD and non-CALD occupational therapy undergraduates. Data were collected at one Australian university from a group of 360 students enrolled in the Bachelor of Occupational Therapy (Honours) course. Participants completed the Emotional and Social Competency Inventory– University edition (ESCI-U). Multivariate regression analyses were used to compare between CALD and non-CALD students, controlling for students’ year level of study, age, and gender. Key findings from the regression analysis included the observation of indicate that non-CALD students having significant higher scores than CALD students on all the ESCI-U socio-emotional subscales, especially the Emotional Self-control, Achievement Orientation, Empathy and Teamwork from western perspectives. No difference was found between CALD and non-CALD student on two cognitive competencies- systems thinking and pattern recognition. These findings should be interpreted with caution considering CALD students may interpret the questions differently and demonstrate the competencies in different ways. Specific emotional and social competencies that need to be strengthened in students are discussed and recommendations are made to inform the preparation of evidence-based curricula.

Teenage technological experts' views of schooling

- Johnson, Nicola

Authors: Johnson, Nicola
Date: 2009
Type: Text , Journal article
Relation: Australian Educational Researcher Vol. 36, no. 1 (2009 2009), p. 59-72
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Description: Utilising Pierre Bourdieu's formula for studying social practice, this study explored the construction of technological expertise amongst a heterogenous group of New Zealand teenagers. The qualitative study employed observations and interviews with five boys and three girls aged 13 - 17, who considered themselves to be technological experts; their peers and/or their family also considered them to be technological experts. For seven of the eight participants, their primary site of leisure was their home computer use. This article gives some examples about how the participants' understand schooling and its relevance to them. It engages with ideas concerning the performance of school, and argues that the participants' practice in this field of home computer use for leisure tends to be misrecognised. The article concludes by discussing the implications this misrecognition has for the structures of formal schooling.

Prevailing pedagogies for classes in low SES contexts and the implications for standards-based reform in Australia

- Fenwick, Lisl, Cooper, Maxine

Authors: Fenwick, Lisl , Cooper, Maxine
Date: 2012
Type: Text , Journal article
Relation: Australian Educational Researcher Vol. 39, no. 3 (2012), p. 349-361
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Description: Current curriculum and assessment reform for schooling in Australia is based on ideas and practices associated with the setting of standards. Detailed descriptions of levels of achievement for each year of schooling are being ascribed the dual role of measuring the effectiveness of school systems and helping teachers to ensure all students are supported to gain common outcomes. The use of standards to inform teaching and learning has developed from research on differentiation practices and is associated with specific pedagogies designed to support students at risk of not succeeding in schooling. This project aimed to investigate the extent to which the ideas and practices associated with standards-based curriculum reform are currently influencing teachers' thinking and practice in three Victorian primary schools situated in low socio-economic status contexts. Teachers' beliefs and practices associated with supporting students from backgrounds traditionally linked with low achievement were collected before and after trialling units of work designed by pre-service teachers. The results reveal that the ideas and strategies currently used by teachers in three schools largely conflict with the pedagogies associated with standards-based reform and the findings question the extent to which current national agendas in Australia will influence classroom practices and student outcomes. © 2012 The Australian Association for Research in Education, Inc.

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Subjects of western education : Discursive practices in western postgraduate studies and the construction of international student subjectivities

- Barron, Deirdre, Zeegers, Margaret

Authors: Barron, Deirdre , Zeegers, Margaret
Date: 2006
Type: Text , Journal article
Relation: Australian Educational Researcher Vol. 33, no. 2 (2006), p. 77-96
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Description: This paper focuses on discursive practices of postgraduate research as a crucial element in constructs of international student subjectivities when they undertake postgraduate studies in Australian universities. As such, it focuses on a discursive field emerging within domains of internationalisation, globalisation, and resistance. It examines processes and protocols in a number of Australian universities'postgraduate divisions' practices in the conduct of postgraduate supervision, in the context of increasing pressures towards internationalisation within frameworks of globalising influences. It takes issue with Western custom and tradition as privileged within the field of supervision of postgraduate research studies and suggests a model of postgraduate research supervision as intentional and systematic intervention, based on literature deriving from research in postgraduate supervision which acknowledges the problematic natures of cultural relationships as to teaching and learning and knowledge production, and student resistances within these fields. In doing so, it examines issues of discursive practices and the problematic natures of power relationships in supervisor-supervisee protocols and possibilities suggested by alternative models of postgraduate supervision of international students.
Description: C1
Description: 2003001850

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