New study shows intentions and attitudes predict participation in schooling

New study shows intentions and attitudes predict participation in schooling

Friday, 2 Sep 2005

Nurturing positive attitudes to school could be the key to increasing participation in post-compulsory education according to new research. The latest findings from the Longitudinal Surveys of Australian Youth (LSAY), released today, show that intentions to complete or leave school formed early in secondary schooling are powerful predictors of participation in the latter years of school. Attitudes to school were in turn found to strongly influence these educational intentions prompting researchers to conclude that by promoting a positive attitude toward school, educators can increase participation in education beyond compulsory schooling.

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Teacher intuition still important as schools swamped with data

Teacher intuition still important as schools swamped with data

Tuesday, 9 Aug 2005

Using data in school decision-making does not have to be a mechanical or technical process that denigrates educators' intuition, teaching philosophy and personal experience, according to Dr Lorna Earl, Associate Professor and co-director of the Ontario Institute for Studies in Education at the University of Toronto. Dr Earl is speaking in at the Australian Council for Educational Research (ACER) annual conference entitled Using Data to Support Learning.

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What is the nature of evidence that makes a difference to learning

What is the nature of evidence that makes a difference to learning

Monday, 8 Aug 2005

The move to collecting more data from schools needs to be stopped and the move to making defensible interpretations about teaching and learning upgraded to priority level a leading educationalist will tell a Melbourne conference. Professor John Hattie of Auckland University is delivering a keynote address to the tenth annual Australian Council for Educational Research (ACER) conference entitled Using Data to Support Learning.

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Growth not benchmarks the key to school success

Growth not benchmarks the key to school success

Sunday, 7 Aug 2005

The mark of a school's success is how effectively it causes growth for students and not just how many students it helps over a particular 'proficiency hurdle,' according to a visiting US education expert. Professor Gage Kingsbury of the Northwest Evaluation Association (NWEA) is in Melbourne to deliver the opening keynote address to the Australian Council for Educational Research (ACER) tenth annual conference, entitled Using Data to Support Learning.

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Using student performance data effectively

Using student performance data effectively

Friday, 5 Aug 2005

The education community could benefit from learning to use data about student performance more effectively to support both student and teacher learning, according to educational researcher Dr Ken Rowe. Successful learning support depends on the extent to which schools are provided with an opportunity to claim 'ownership' and 'control' over their own data. Dr Rowe is the Research Director of ACER's Learning Processes research program, and will speak on Tuesday 9 August at the ACER Research Conference 2005, Using Data to Support Learning.

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