Explore the vast range of titles available.

Like so much outdoor education, however, it seems that attending to the environment has been subsumed here beneath individual and social outcomes, evident for example in John's discussion about decision-making processes during the kayaking phase of the students' journey (pp. 74-80), the sense of physical achievement felt at the end of each day (p. 80), and the communal nature of sleeping in a bivvy together and sitting around a campfire (pp. 82-90).John's aim, 'to share a better understanding of life in school, as experienced by the young people who live it' (p. 145), is clearly articulated throughout the book in the way his narrative highlights the pitfalls of schooling focusing on epistemic aims that limit us to pedagogy and curriculum and postpones ontological concerns until some distant future point.According to St Pierre, Jackson, and Mazzei (2016), a stance of 'persistent critique requires that we call into question our most taken-for granted beliefs' (p. 104) in order to create the conditions for something new to emerge.In Understanding Life in School: From Academic Classroom to Outdoor Education, John has called into question some of our most taken-for-granted beliefs about education - the privileging of doing and knowing over being - and comprehensively demonstrated that without attention to the ontological aspects of schooling we are destined to continue to 'stratify and territorialise - to repeat the same, not to produce difference' (St Pierre, Jackson, & Mazzei, 2016, p. 104).

In this review, we scope the role of interpersonal relationships in students' academic motivation, engagement, and achievement. We argue that achievement motivation theory, current issues, and educational practice can be conceptualized in relational terms. Influential theorizing, including attribution theory, expectancy-value theory, goal theory, self-determination theory, self-efficacy theory, and self-worth motivation theory, is reviewed in the context of the role of significant others in young people's academic lives. Implications for educational practice are examined in the light of these theoretical perspectives and their component constructs and mechanisms. A trilevel framework is proposed as an integrative and relationally based response to enhance students' motivation, engagement, and achievement. This framework encompasses student-level action (universal programs and intervention, targeted programs for at-risk populations, extracurricular activity, cooperative learning, and mentoring), teacher- and classroom-level action (connective instruction, professional development, teacher retention, teacher training, and classroom composition), and school-level action (school as community and effective leadership).

This paper presents a comprehensive framework for researching classroom-based assessment (CBA) processes, and is based on a detailed empirical study of two Australian school classrooms where students aged 11 to 13 were studying Indonesian as a foreign language. The framework can be considered innovative in several respects. It goes beyond the scope of earlier models in addressing a number of gaps in previous research, including consideration of the epistemological bases for observed assessment practices and a specific learner and learning focus. Moreover, by adopting the broadest possible definition of CBA, the framework allows for the inclusion of a diverse range of data, including the more intuitive forms of teacher decision-making found in CBA. Finally, in contrast to previous studies the research motivating the development of the framework took place in a school-based foreign language setting. We anticipate that the framework will be of interest to both researchers and classroom practitioners. (Verlag, adapt.).

This study investigated how the school experiences and personal characteristics of youth with Intellectual Disabilities (ID) contribute to their longitudinal trajectories of anxiety. To this end, we relied on a sample of 390 youth with mild (48.2%) to moderate (51.8%) levels of ID, aged from 11 to 22 ( M  = 15.70), and recruited in Canada ( n  = 140) and Australia ( n  = 250). Across three yearly time points, all participants completed self-report measures of anxiety, school climate, and victimization. Our results revealed a slight normative decrease in anxiety over time and showed that experiences of school victimization were associated with higher levels of anxiety (initially and momentarily) and increases in victimization were accompanied by increases in anxiety over time. Perceptions of attending a school that fosters security and promotes learning also tended to be accompanied by lower levels of anxiety (initially and momentarily). Momentary increases in perceptions of attending a school that fosters positive peer interactions were associated with momentary decreases in anxiety, whereas momentary increases in perceptions of attending a school characterized by positive teacher-student relationships and an equitable treatment of all students both led to small momentary increases in anxiety once all other components of student school experiences were considered. The theoretical and practical implications of these results are discussed.

In Australia, 61.5 % of children aged 3-4 attend Early Childhood Education and Care (ECEC) programs. Children's experiences within these programs vary widely and impact directly on educational wellbeing and social development. Research has shown that higher quality programs enhance children's learning and developmental outcomes, foster social participation and have long-lasting effects on their productivity as adults. Quality matters, yet we do not know what components of ECEC result in a quality program. Effective Early Educational Experiences (E4Kids) is a 5-year longitudinal study designed to identify and assess the impact of mainstream ECEC programs and program components on children's learning, development, social inclusion and well-being. E4Kids sets out to measure quality ECEC; identify components that add value and positively impact children's outcomes; evaluate the effects of child, family, community and environment characteristics on programs; and provide evidence on how best to invest in ECEC. E4Kids follows a sample of 2,494 children who have experienced a variety of approved care programs (long day care, kindergarten, family day care and occasional care), as well as 157 children who have not accessed such programs. Children are tracked to the first point of National Assessment Program - Literacy and Numeracy (NAPLAN) testing at Year 3. The study presents a multi-level design in which ECEC programs were sampled from two states - Queensland and Victoria - then randomly sampled from two greater metropolitan regions and two regional and remote locations. Parents, centre directors, educators and carers complete questionnaires to provide information on demographics and children's progress. Data collected also include the make-up and organisation of ECEC programs and schools children attended. The quality of adult-child interactions is directly assessed using the Classroom Assessment Scoring System (CLASS) and direct testing of children's cognitive abilities and achievements is undertaken over 3 years and linked with NAPLAN scores. Findings from the E4Kids study have the potential to influence the quality of ECEC available in Australia by providing up-to-date evidence on the impact of ECEC programs and program components to inform future policy decisions and research. [Author abstract]

Background Global classrooms transcend geographical boundaries, fostering collaboration and knowledge exchange among learners worldwide. Artificial intelligence (AI) has the potential to enhance patient care, streamline processes, and revolutionise healthcare capabilities. However, there is a shortage of a skilled workforce capable of utilising insights to design innovative solutions. Therefore, tailored education that leverages collaborative learning, knowledge and experience sharing amongst international colleagues, may be effective in progressing digital transformation efforts. Objectives This study explores learners’ experiences and perspectives from a 4-week online global classroom education programme between University of Melbourne, Australia and Manchester University, UK, designed to develop the AI skills of healthcare professionals. The evaluation aimed to assess the benefits, barriers, and opportunities for improving international interprofessional collaborative learning, as well as providing insights for educators. Methods We developed a fully online short course for interprofessional healthcare professionals. In a flipped classroom model, learners ( N  = 21) completed 2 h of pre-class online learning followed by 2 h of live interactive weekly Zoom workshops for 4 weeks. Throughout the course, learners engaged in small group work, contributed their unique expertise, listened to experts in the field, and received feedback on their project pitches from an expert panel. To evaluate the programme’s utility, a mixed methods approach was used, including pre- and post-surveys with rating scales. Learners also completed self-efficacy measures ( N  = 18), with scales mapped to specific capability statements. Weekly surveys with free-text responses provided additional feedback on course continuity and suggested improvements. Results The self-efficacy component revealed a significant increase ( P  <.0001) in perceived confidence across all capability statements from pre- to post-course. The programme effectively provided learners with access to global perspectives from instructors, expert panels, and diverse participant experiences, offering a solid foundation to develop and refine project ideas. The final pitchathon was useful in applying the learnings. Learners reported intentions to apply knowledge to improve service delivery, develop predictive models, and collaborate with data scientists. Key recommendations include tailoring more specific, personalised learning pathways, including additional case studies, providing opportunities or deeper peer and expert interactions and fostering post-course community building. Conclusions The global classroom facilitates learning and problem-sharing among healthcare professionals, promoting broader thinking, encouraging collaboration across diverse perspectives, and enabling a better understanding of the initiatives colleagues worldwide are undertaking. To enhance this experience, further efforts should focus on enabling more meaningful collaboration among learners during and after the course, to develop global communities of practice.

This paper explores the efficacy of a flipped classroom model for teaching first year students three-dimensional (3D) animation, and analyses the advantages and disadvantages when compared to traditional teaching mechanisms. In 2015, within the course Introduction to CGI at the University of South Australia, two different tutorial models were utilised: standard in-class tutorials, within which students were led through a task by a tutor; and 'flipped classroom' tutorials, where students completed a task prior to the session, and then engaged with their peers and tutor in large and small group discussions in the classroom. 128 first year students participated in the course, including 22 international students. The two tutorial models were evaluated at the end of the semester in the form of an online survey, which provided participating students with the opportunity to critically reflect on the learning experience; course staff also appraised the two tutorial formats, providing insight into both learning and teaching experiences. The findings of the study are discussed in light of the growing use of student-centred teaching measures in higher education, and outline the affordances and limitations of each model. [Author abstract]

Purpose: Open-plan classroom styles are increasingly being adopted in Australia despite evidence that their high intrusive noise levels adversely affect learning. The aim of this study was to develop a new Australian speech perception task (the Mealings, Demuth, Dillon, and Buchholz Classroom Speech Perception Test) and use it in an open-plan classroom to assess how intrusive noise affects speech perception. Method: The first part of this article describes how the online 4-picture choice speech perception task materials were created. The second part focuses on the study involving twenty-two 5- to 6-year-old children in an openplan classroom who completed the task while other classes engaged in quiet and noisy activities. Results: Children's performance accuracy, number of responses, and speed were lower in the noisy condition compared with the quiet condition. In addition, children's speech perception scores decreased the farther away they were seated from the loudspeaker. Overall, the children understood and were engaged in the task, demonstrating that it is an appropriate tool for assessing speech perception live in the classroom with 5- to 6- year-old children. Conclusions: The results suggest that the Mealings, Demuth, Dillon, and Buchholz Classroom Speech Perception Test is a helpful tool for assessing speech perception in classrooms and that it would be beneficial to use in future research investigating how classroom design and noise affect speech perception.

Research on gender issues and mathematics education is often conducted in classroom settings and/or with teachers, students, and parents. However, perspectives about mathematics from adults beyond teachers and parents can have an impact on students. Thus, we conducted research in Australia and Canada about the general public’s views of gender and mathematics. Participants (n = 405) were surveyed using a questionnaire in which all questions were worded in a non-binary manner. In this article, we focus on participants’ views about gender and mathematics ability, and the importance of studying mathematics by gender. We report both overall trends and trends by demographic group (country, gender, age, and education level). The majority of participants indicated that there was no relationship between gender and mathematics ability or between gender and the importance of studying mathematics. Participants with gendered views typically felt that boys/men/males are better at mathematics and that it was more important for girls/women/females to study mathematics. Although the findings were generally encouraging, the existence of sexist, stereotyped views highlights the need for additional work to probe people’s views of gender and mathematics. Our study is an example of mathematics education research conducted in a gender-inclusive way.