323,655 research outputs found
The status of school science laboratory technicians in Australian secondary schools : research report prepared for the Department of Education, Employment and Workplace Relations
Australia needs a scientifically literate society and a supply of scientists and technologists to sustain a thriving economy and to address a wide range of social and environmental challenges. The goals of scientific literacy and a sufficient supply of science and technology graduates from higher education require that primary and secondary schools offer authentic and inquiry oriented science curricula that engage students and inspire them to continue their studies of science (Ainley et al., 2008). Science teachers depend heavily on good facilities and high quality technical support to implement an engaging and inquiry-oriented curriculum and this will be particularly important as Australia implements a national science curriculum. There has been very little research on the status of technical support for secondary school science, and most of this has been conducted in the United Kingdom (The Royal Society & ASE, 2001, 2002). Concerns about the status of technical support for science teaching programs in Australian schools by the Australian Science Teachers Association and Science Education Technicians Australia led to the Australian Government Department of Education, Employment and Workplace Relations (DEEWR) funding a study to investigate the training and support for technicians, their roles and the level of servicing provided by technicians for the teaching and learning of secondary science..
A comparison of approaches to the teaching and learning of science in Chinese and Australian elementary classrooms: cultural and socioeconomic complexities
Set in the context of today’s globalized approaches to curriculum reform, the purpose of this study was to compare the teaching and learning of science in Chinese and Australian Grade 6 classrooms. A conceptual framework based on notions of culture and socioeconomic status informed the research design. Case study participants were three teachers of science and 140 students from three elementary schools of high, medium, and low socioeconomic status in Hunan Province, China; and three teachers and 105 students from paired schools in Western Australia. The formal curriculum, the curriculum-in-action, and the experiential curriculum in all case studies in each country were examined. Both qualitative and quantitative data were collected with student questionnaires, lesson observations, teacher interviews, a school tour, and document collection. Findings indicated that participating Chinese students reported a greater proportion of their science lessons involved activities such as reading textbooks and memorizing facts, activities that are consistent with Confucian educational culture. In Australia, where there has been a longer historical influence from social-constructivist theorists such as Bruner and Vygotsky, students reported their lessons involved a greater proportion of activities such as designing and doing science experiments, and working in small groups. The findings also indicated that in both countries, socioeconomic status was an important factor impacting the implementation of the science curriculum with students in higher socioeconomic status schools participating more frequently in classroom activities consistent with reform curriculum documents. This phenomenon was more apparent in China possibly due to the Confucian educational tradition supporting culturally viable alternative approaches to the teaching and learning of science
A comparison of approaches to the teaching and learning of science in Chinese and Australian elementary classrooms: cultural and socioeconomic complexities
Set in the context of today’s globalized approaches to curriculum reform, the purpose of this study was to compare the teaching and learning of science in Chinese and Australian Grade 6 classrooms. A conceptual framework based on notions of culture and socioeconomic status informed the research design. Case study participants were three teachers of science and 140 students from three elementary schools of high, medium, and low socioeconomic status in Hunan Province, China; and three teachers and 105 students from paired schools in Western Australia. The formal curriculum, the curriculum-in-action, and the experiential curriculum in all case studies in each country were examined. Both qualitative and quantitative data were collected with student questionnaires, lesson observations, teacher interviews, a school tour, and document collection. Findings indicated that participating Chinese students reported a greater proportion of their science lessons involved activities such as reading textbooks and memorizing facts, activities that are consistent with Confucian educational culture. In Australia, where there has been a longer historical influence from social-constructivist theorists such as Bruner and Vygotsky, students reported their lessons involved a greater proportion of activities such as designing and doing science experiments, and working in small groups. The findings also indicated that in both countries, socioeconomic status was an important factor impacting the implementation of the science curriculum with students in higher socioeconomic status schools participating more frequently in classroom activities consistent with reform curriculum documents. This phenomenon was more apparent in China possibly due to the Confucian educational tradition supporting culturally viable alternative approaches to the teaching and learning of science
Mismatch between conservation higher education skills training and contemporary conservation needs
Scholars have detailed the range of skills required for conservation and voiced concerns that training is not fit for purpose. Still, we have little understanding of what skills conservation education aims to teach. This study uses survey data and content analysis of online module descriptions to examine skills and methods teaching in conservation higher education across the United Kingdom and Australia. We found most conservation-specific modules aimed to develop disciplinary and communication skills, but fewer than half aimed to develop interpersonal or project management skills. Social science methods training was absent from the core offering of over half of the conservation degrees reviewed. To prepare students for conservation careers and the complex problems they will encounter, the conservation education sector should further focus on building essential nonacademic skills and provide training on the breadth of methods that contribute to effective conservation science. This analysis can help educators to reflect on teaching aims and forge a curriculum that will best prepare students for contemporary conservation challenges
Academic voices on realising Diversity, Equity, and Inclusion for systemic change in Australian STEM higher education
Enabling the participation and success of marginalised cohorts for equity in STEM education requires systemic and transformative change (Harkavy et.al., 2015). Efforts to widen participation, especially with respect to gender in Australian STEM higher education and employment have been underway for more than a decade. Yet, even for women in STEM, desired outcomes are far from being achieved (Australia Department of Industry, Science, Energy and Resources, 2021). What then of other historically underrepresented equity groups such as people with disabilities, people of Indigenous descent, or those that intersect or sit outside our monitored equity categories? Whilst Universal Design for Learning (UDL) is often proposed as a panacea for better participation outcomes in higher education institutions, there needs to be an understanding of systemic and contextual factors that will enable STEM faculty to implement UDL or other inclusive frameworks in their practice. Factors such as institutional culture and academics’ capacity to recognise personal implicit biases and assumptions greatly impact the success of inclusive learning and teaching approaches (Fuentes et al., 2020; Kumashiro, 2002). Further, as STEM academics are themselves under institutional constraints and power structures beyond their control, it is necessary to take a critical perspective of the context to understand how systemic factors perpetuate the underrepresentation of equity groups in STEM. This presentation will offer insights from a national level study into the opportunities and challenges that are present in the Australian STEM higher education context to facilitate transformational change for better participation.
REFERENCES
Australia Department of Industry, Science, Energy and Resources (2021). STEM equity monitor: data highlights 2021, Department of Industry, Science, Energy and Resources, Department of Industry, Science, Energy and Resources, retrieved 17 March 2022, https://www.industry.gov.au/data-and-publications/stem-equity-monitor
Fuentes, M. A., Zelaya, D. G., & Madsen, J. W. (2021). Rethinking the course syllabus: Considerations for promoting equity, diversity, and inclusion. Teaching of Psychology, 48(1), 69-79.
Harkavy, I., Cantor, N., & Burnett, M. (2015). Realizing STEM equity and diversity through higher education-community engagement. Netter Center for Community Partnerships Supported White Paper, 1-52.
Kumashiro, K. (2002). Troubling education:" Queer" activism and anti-Oppressive pedagogy. Routledge
Embracing diversity in the changing climate of STEM higher education – transforming teacher beliefs
Efforts to promote diversity and inclusivity in STEM higher education have been ongoing for over a decade; however, the participation and success of traditionally underrepresented cohorts in these fields still fall short of national aspirations. Even for women in STEM, desired outcomes remain elusive (Australia Department of Industry, Science, Energy and Resources, 2021).
This presentation shares the findings of our research, which employed a questionnaire survey and interviews to explore the perspectives of STEM educators in Australian universities. The survey gathered information on educator perceptions of barriers to student success, while the interviews delved deeper into the beliefs and practices that shape their instructional behaviours. Our study sought to identify potential gaps and biases in educators' perspectives that may hinder the full embrace of diverse student populations.
Whilst participants generally demonstrated great empathy for their non-traditional student cohorts, not surprisingly, the research findings revealed that educators often perceived student attributes such as inadequate high school preparation, prioritization of work over study, mental health concerns, lack of motivation, and intelligence as barriers to student success in STEM higher education. These findings are similar to findings reported by Naylor, Baik, and James (2013). Importantly, this suggests that some educators may harbor concerns about including a broader diversity of students, viewing it as a potential compromise on educational standards.
We argue that educators' beliefs significantly influence their instructional behaviors, thus impacting student learning outcomes (Turner et al., 2009). It is crucial to recognise that these beliefs are often deeply ingrained and implicitly shaped through years of personal experiences with education (Pajares, 1992). In this presentation, we will discuss a model to engage educators to recognise and challenge their existing biases or preconceptions they may hold and, in this way, transform their teaching practices to better embrace the diversity of their students.
REFERENCES
Australia Department of Industry, Science, Energy and Resources (2021) STEM equity monitor: data highlights 2021, Department of Industry, Science, Energy and Resources, Department of Industry, Science, Energy and Resources, retrieved 17 March 2022, https://www.industry.gov.au/data-and-publications/stem-equity-monitor.
Naylor, R., Baik, C., & James, R. (2013) A critical interventions framework for advancing equity in Australian higher education. Report prepared for the Department of Innovation, Climate Change, Science, Research and Tertiary Education. Centre for the Study of Higher Education, The University of Melbourne.
Pajares, M. F. (1992). Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct. Review of Educational Research, 62(3), 307–332. https://doi.org/10.3102/00346543062003307
Turner, J. C., Christensen, A., & Meyer, D. K. (2009) Teachers' beliefs about student learning and motivation. In Saha, L.J., Dworkin, A. G. (Eds) International handbook of research on teachers and teaching (pp.361-371), Springer, Boston
Can Historical Research into Fengshui Tell Us Anything about Business in China?
The commodification of higher education has been led by business schools in Australia, and they have been accused of teaching merely technique and preaching greed in their manifesto of career and revenue generation. The study of history has been a casualty in this push for the techniques rather than the substance of business. This paper argues that even historical research into a subject as arcane as the traditional Chinese art/science of fengshui can lead to a greater understanding of the context of business in China and therefore of Chinese business practice itself.The symposium is organised on behalf of AAHANZBS by the Business and Labour History Group, The University of Sydney, with the financial support of the University’s Faculty of Economics and Business
Interdisciplinary Engagement in Higher Education: Opportunities Explored
There are increasing pressures on universities to make their graduates ready for life and work, in addition to ensuring technical and professional competence. This chapter discusses the implications of supporting such an approach for higher education in a university in Australia where the university was treated as an urban living lab, supporting student engagement for a course innovated to cover three different disciplines. Urban living labs are a form of collaborative partnership particularly in urban areas to support sustainability outcomes. The innovation presented here was in using a green building on campus, bringing students from different disciplines, to study this green building, thereby also partnering with industry. The key question driving the research was whether academic-industry partnerships may be used to understand the performance of green buildings on an urban campus. The anchor course was in construction management and the other disciplines were business and computer science. Twenty three students undertook study of predetermined spaces of a green building on campus. The results show that as a pilot study, this project was successful, with good engagement of students, teaching and non-teaching staff from the university and industry. However, it was more difficult to convert the pilot to mainstream teaching and learning
Co-Design to Evaluate the Impact of Gender Equality Initiatives: Lessons for Practitioners, Evaluators and Researchers
Achieving gender equality is an ongoing challenge in science, technology, engineering, mathematics, and medicine (STEMM) disciplines in universities globally, including in Australia, where our study was located. As institutions that deliver research and teaching in STEMM, universities have committed to a range of initiatives and programs to address this challenge. The Athena Swan Institutional Award is one such program, operating as an accreditation process that measures progress towards gender equality, and is reliant on demonstrating impact. The work required to meet accreditation standards is extensive. Very little academic literature has advanced qualitative methodology suited to delivering the evaluation of gender equality initiatives. This paper describes our approach to evaluation, informed by a feminist paradigm and incorporating research co-design as our methodology. We discuss engaging co-designers and forming co-designed research projects, as well as applying and undertaking fieldwork using this methodology. Our successful approach is intended as a guide for practitioners and academics evaluating gender equality programs in higher education, and in other sectors
Regenerating the academic workforce: the careers, intentions and motivations of higher degree research students in Australia
Abstract
The main findings of this report are based on the outcomes from the National Research Student Survey (NRSS) conducted in June 2010 across 38 of the 39 universities in Australia.
In total 11,710 Higher Degree by Research students (those enrolled in PhD and masters by research degrees, also referred to simply as ‘research students’ in this report) responded to the NRSS, providing a 25.5 per cent response rate across the country.
These response numbers represent the largest collection of survey responses from research students ever undertaken in Australia. The report primarily explores the career intentions and motivations of these students. It provides particular emphasis on the interests of Higher Degree by Research (HDR) students (referred to in this report as ‘research students’) in following an academic career on completion of their degree and the support they have received in terms of preparation for university teaching during their candidature.
In the context of growing student enrolments and the large numbers of predicted retirements associated with an ageing academic workforce there is a need to examine the career intentions of research students.
This report explores the extent to which the current cohort of research students may be a source of replenishment for the academic profession in the context of an ageing academic workforce. It is important to remember that the traditional notion of an academic being someone who has made a linear transition from school to university, to a HDR and on to academia is outdated.
Research students come to the HDR from a diverse variety of professional backgrounds and have equally diverse aspirations for their careers after gaining their qualification. Some research students m y already be working in universities in an academic capacity. Many intend to use their research degree as a springboard to a career outside of the university sector. Others undertake a research degree out of interest in the subject matter and simply for the pleasure of studying at an advanced level.
Nevertheless, those research students who aspire to an academic career do represent an important source of future academics. The findings of this report raise a number of crucial issues relating to the research degree in Australian universities, the career aspirations of research students and potential issues for the future of the academic workforce over the coming decade.
Recommended Citation
Edwards, Daniel; Bexley, Emmaline; and Richardson, Sarah, "Regenerating the academic workforce: the careers, intentions and motivations of higher degree research students in Australia: findings of the National Research Student Survey (NRSS)" (2011). http://research.acer.edu.au/higher_education/2
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