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"Barkatsas, Tasos"
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Global learning in the 21st century
In this 21st century, technological and social changes have never been as rapid as before, and educative practices must evolve and innovate to keep up. What is being done by educators today to prepare future global citizens? What are the skills and competencies that will be required by our students? What changes in how we approach education might need to be made? This book presents a modern focus on some significant issues in teaching, learning, and research that are valuable in preparing students for the 21st century. The book discusses these issues in four sections. The first section presents contemporary, innovative curriculum and pedagogical practices that are relevant for the 21st century. This also includes how social networking has an integrated role within current educative practice. The next section then explores issues and current research around motivation and engagement, and how these are changing in this era of technological and social change. The third section presents debates around inclusion and social contexts, both global and local. Finally, the fourth section explores current discourses in regard to internationalisation and globalisation and how these are being considered in educational research. The book is an important representation of some of the work currently being done for these rapidly changing times. It will appeal to academics, researchers, teacher educators, educational administrators, teachers and anyone interested in preparing students for a modern and globally interconnected world.
Book
Authentic Assessment and Evaluation Approaches and Practices in a Digital Era
This book expertly illustrates the important process of authentic assessment and evaluation in the construction and dissemination of educational knowledge. One of the key strengths of this book is the diversity of contexts in which the various aspects of assessment are evidenced and discussed.
eBook
Exploring Factors Contributing to Graduate Outcomes: Using Career Registration Methodology (CRM) to Track Students’ Employability Activities, Career Readiness, and Graduate Outcomes
Graduate outcomes are a key indicator of university performance, yet the progression of students in career preparation during university is ill-understood. The Career Registration Methodology (CRM) addresses this gap by tracking students’ career planning and participation in employability and professional experiences (EPEs) throughout their university enrolment. This research used CRM to monitor students’ employability development and career readiness, assessing their impact on graduate outcomes. By analysing longitudinal CRM data and Graduate Outcomes Survey (GOS) results from 1653 students, this study examined how EPEs and career readiness influenced full-time employment, job offers, the perceived value of qualifications, and perceptions of overqualification. Correlation and trend analyses revealed positive associations between career readiness over time and employment outcomes, with regression analyses identifying EPEs as the most significant factor. Practical implications of the findings highlight CRM’s value in aiding higher education institutions, especially Work Integrated Learning (WIL) and Career Development Learning (CDL) educators, to identify trends and tailor support whilst students are still in the university. As the first CRM study in Australia based on the first available cohort, the exploratory nature of this research is acknowledged along with recommendations to refine periodic, non-intrusive measurements such as CRM for enhanced validity and reliability.
Journal Article
STEM education: an emerging field of inquiry
The second decade of the 21st century has seen governments and industry globally intensify their focus on the role of science, technology, engineering and mathematics (STEM) as a vehicle for future economic prosperity. Economic opportunities for new industries that are emerging from technological advances, such as those emerging from the field of artificial intelligence also require greater capabilities in science, mathematics, engineering and technologies. In response to such opportunities and challenges, government policies that position STEM as a critical driver of economic prosperity have burgeoned in recent years. Common to all these policies are consistent messages that STEM related industries are the key to future international competitiveness, productivity and economic prosperity.This book presents a contemporary focus on significant issues in STEM teaching, learning and research that are valuable in preparing students for a digital 21st century. The book chapters cover a wide spectrum of issues and topics using a wealth of research methodologies and methods ranging from STEM definitions to virtual reality in the classroom; multiplicative thinking; STEM in pre-school, primary, secondary and tertiary education, opportunities and obstacles in STEM; inquiry-based learning in statistics; values in STEM education and building academic leadership in STEM.The book is an important representation of some of the work currently being done by research-active academics. It will appeal to academics, researchers, teacher educators, educational administrators, teachers and anyone interested in contemporary STEM Education related research in a rapidly changing globally interconnected world.Contributors are: Natalie Banks, Anastasios (Tasos) Barkatsas, Amanda Berry, Lisa Borgerding, Nicky Carr, Io Keong Cheong, Grant Cooper, Jan van Driel, Jennifer Earle, Susan Fraser, Noleine Fitzallen, Tricia Forrester, Helen Georgiou, Andrew Gilbert, Ineke Henze, Linda Hobbs, Sarah Howard, Sylvia Sao Leng Ieong, Chunlian Jiang, Kathy Jordan, Belinda Kennedy, Zsolt Lavicza, Tricia Mclaughlin, Wendy Nielsen, Shalveena Prasad, Theodosia Prodromou, Wee Tiong Seah, Dianne Siemon, Li Ping Thong, Tessa E. Vossen and Marc J. de Vries.
eBook
Global Learning in the 21st Century
This book presents a modern focus on some significant issues in teaching, learning, and research that are valuable in preparing students for the 21st century. The book discusses these issues in four sections.
eBook
A typology of mathematics teachers' beliefs about teaching and learning mathematics and instructional practices
The primary purposes of the study reported here were to investigate Greek mathematics teachers' beliefs regarding the nature of mathematics and mathematics teaching and learning, and to explore the various links between these beliefs
and instructional practice. Two orientations that are characteristic of secondary mathematics teachers' beliefs were identified: A contemporary - constructivist orientation, and a traditional - transmission - information processing
orientation. A case study of a veteran teacher demonstrated that classrooms can be complex sites of political, historical, social and cultural influences, and that the teacher's beliefs about mathematics learning and teaching were less
traditional than her actual teaching practice. [Author abstract]
Journal Article
STEM Education
This book presents a contemporary focus on significant issues in STEM teaching, learning and research that are valuable in preparing students for a digital 21st century. The book chapters cover a wide spectrum of issues and topics using a wealth of research methodologies and methods.
eBook
What Primary Students in the Chinese Mainland, Hong Kong and Taiwan Value in Mathematics Learning: A Comparative Analysis
It has become increasingly recognized that what teachers and students value affect teaching and learning in general and in the area of mathematics in particular. Yet, the extent to which this is so varies across cultural regions. In recent years, how the ethnic Chinese teach and learn mathematics has attracted much attention worldwide. It is precisely the purpose of the present study to investigate the value structures of three Chinese regions. Using a recently developed and validated questionnaire, students’ values in mathematics learning in the Chinese Mainland, Hong Kong and Taiwan are delineated. In the first place, the results reveal that there are six dimensions in the students’ value structure, namely achievement, relevance, practice, communication, information and communications technology as well as feedback. However, in each of the six value components derived from the principal components analysis, statistically significant differences between the regions were found.
Journal Article
Researching and using progressions (trajectories) in mathematics education
This book presents a contemporary focus on significant issues in STEM teaching, learning and research that are valuable in preparing students for a digital 21st century. The book chapters cover a wide spectrum of issues and topics using a wealth of research methodologies and methods.
eBook