The mathematical and science skills of students who are deaf or hard of hearing educated in inclusive settings

This study examined the science and mathematics achievements of 16 Year 9 students with hearing loss in an inclusive high-school setting in Western Australia. Results from the Monitoring Standards in Education (MSE) compulsory state tests were compared with state and class averages for students with normal hearing. Data were collected from three cohorts of Year 9 students across a 3-year period (2005‐2007). Results from mathematics MSE9 and the MSE9 science assessments showed that the majority of students with hearing loss performed below the state average (88%). Findings in this study suggest that students with hearing loss demonstrated more mathematical strength in the areas of space and measurement, which use visuo-spatial skills. Results for students with hearing loss in the five sections of the science assessment suggest more consistency across the different areas tested in the MSE. Comparisons with the MSE9 English paper for the 2005 cohort of students with hearing loss suggest a strong relationship between reading and writing skills and performance on mathematics and science assessment. In particular, questions with high language content created difficulty. On the science assessment, questions requiring a written explanation appeared to be particularly challenging. These findings have implications for teaching and learning in these crucial areas for students with hearing loss in inclusive secondary school settings. Greater attention to the interpretation of the language of mathematics and to writing about science concepts may help to improve outcomes for students with hearing loss on statewide assessments

The impression that I get : educational inclusion explored through the voices of young people with vision impairment

Despite the notion of educational inclusion of students with disabilities increasing in popularity, the day-to-day reality of its effectiveness remains mostly unknown. This paper reports key findings of a small-scale qualitative study that was conducted with a group of young people with vision impairment who attended an inclusive secondary school. The aim of the research was to ascertain their voiced experiences of their inclusion. Relevant to the study was the researcher’s insider status, which allowed for his unique insight and shared experiences with participants to influence data collection and analysis. The students reported a constant trade off that occurred between their aspirations for access and autonomy and practices of other stakeholders in the school that both facilitated and inhibited their inclusion. In sum, the students’ inclusion was ineffective because of habitual inhibiting actions of others. Recommendations are made based on Slee’s (2001) call for altered teaching and learning realities to promote educational inclusion, and a model of social justice that could bring about increased student agency (Higgins, Macarthur & Kelly, 2009).

Geeks and nerds : computers, gender and the mathematics classroom

This paper presents some of the findings of a pilot study concerning gender differences in behaviour in a Year 10 co- educational secondary mathematics classroom that used computers. Analysis of interactions between students and the teacher and engagement with the task, the computer and the mathematics suggest some evidence of gender difference. A number of factors were hypothesised as relating to behaviour and this paper discusses the preliminary findings in relation to students' experience with computers and their style of interaction with computers.

The "strugglers" in selected computer based mathematics classrooms

In this paper, the experiences of lower achieving mathematics students in two secondary mathematics classrooms in which computers were regularly used are described. A year 8 and a year 9 mathematics class from one secondary school participated in the ethnographic study. The results show that in these two classrooms the learning relationships and power relationships did not, in general, support the learning and engagement of lower achievers in mathematics. Research into computer based teaching methods that engage low achieving students in computer based mathematics is needed.

Windows on practice : investigating equity in technology based mathematics classrooms

The strengths and weaknesses of using ethnographic research to investigate equity in a study of a grade 9 class that used a dynamic geometry program with laptop computers will be presented. It will be argued that research approaches that involve “windows on practice” provide understanding of not only who is advantaged and disadvantaged in technology-mediated classrooms but how this occurs. The way that other paradigms such as reflexive methods may enhance qualitative research will be proposed. Studies that involve “windows on equitable practice” will provide mathematics educators with models for advancing equity in mathematics learning when teaching with technology.

Equity and technology : a case study

I am researching equitable and socially just teaching practices when using technology for the mathematical learning of disadvantaged and marginalised students in junior secondary school. Using data gathered from teacher interviews and a meeting of teachers, I present a case study of one teachers’ practice. The case suggests that there are some equity considerations for the use of an integrated project approach to teaching mathematics and that whole class problem solving with technology can provide access to mathematical ideas when students have limited access or skills with technology.

Pedagogical practices with digital technologies : pre-service and practicing teachers

In this paper the pedagogical practices of practising teachers and pre- service teachers when using digital technologies are described and compared. Data were collected by observation of presentations about using digital technology in mathematics by teachers and pre-service teachers and practising teachers were interviewed. Teachers generally used pedagogical approaches involving student-centred activity whereas pre-service teachers were more likely to use technology to teach concepts by demonstration and were not inclined to use the more student- centred approaches, though many used guided tasks. The study enabled some analysis and reflection upon the promoted action in the learning environments of pre-service teachers.

Youth literacy development through applied learning and the national curriculum

The introduction of a national curriculum into Australian schools coincides with an increasing body of research emphasising the importance of completing Year 12 or its equivalent if young people are to achieve successful transitions beyond school. This research is reflected in Australian government policy targets to achieve secondary school completion rates to at least 90% by 2015. State governments across the country have also embraced these targets, with some states already achieving above this level thanks to innovative curriculum and pedagogical initiatives that are more attuned to applied ways of learning.

In this chapter we examine the challenges faced by school leaders and teachers as they re-conceptualise approaches to youth literacy development through applied learning pedagogy. We begin by exploring definitions and applications of applied learning and examining the relatively recent growth of applied learning in secondary schools. We discuss the impetus for using applied learning approaches to literacy development and consider the challenges manifest in the day-to-day professional practices of secondary school teachers who use applied learning to engage young people who may otherwise leave school early. We conclude by exploring tensions emerging from the use of applied learning approaches to youth literacy development in Australia and the new demands created by a national curriculum.

Parental influences on adolescent fruit consumption : the role of adolescent self-efficacy

The aims of this study were to examine whether adolescent self-efficacy mediates the associations between parental control, perceptions of the importance of healthy nutrition for child health and barriers to buying fruits and vegetables and adolescent fruit consumption using a theoretically derived explanatory model. Data were drawn from a community-based sample of 1606 adolescents in Years 7 and 9 of secondary school and their parents, from Victoria, Australia. Adolescents completed a web-based survey assessing their fruit consumption and self-efficacy for increasing fruit consumption. Parents completed a survey delivered via mail assessing parental control, perceptions and barriers to buying fruit and vegetables. Adolescent self-efficacy for increasing fruit consumption mediated the positive associations between parental control and perceptions of the importance of healthy nutrition for child health and adolescent fruit consumption. Furthermore, adolescent self-efficacy mediated the negative association between parental barriers to buying fruits and vegetables and adolescent fruit consumption. The importance of explicating the mechanisms through which parental factors influence adolescent fruit consumption not only relates to the advancement of scientific knowledge but also offers potential avenues for intervention. Future research should assess the effectiveness of methods to increase adolescent fruit consumption by focussing on both improving adolescents’ dietary self-efficacy and on targeting parental control, perceptions and barriers.

Growth in literacy and numeracy achievement : evidence and explanations of a summer slowdown in low socio-economic schools

The phenomenon of summer slide or setback has gained a great deal of attention in the USA. It is understood to account for as much as 80 % of the difference in achievement for students between low and high socio-economic families over their elementary schooling. In a mixed method longitudinal study of reforms in low socio-economic school communities in Victoria, Australia this phenomenon in the achievement growth of primary and secondary school students for both literacy and numeracy was identified. The longitudinal analysis of achievement data revealed decelerated growth during Terms 4 and 1, the spring and summer months in the Australian school calendar. In this article we present these findings and the reflections of Principals, literacy and numeracy leaders and coaches about these findings and their suggestions for action. We argue that reforming school practices during Terms 1 and 4 and developing a deeper understanding of students’ out-of-school learning and knowledge are essential for enhancing growth in achievement from September to March and for narrowing the achievement gap between marginalised and advantaged students. Further research of this phenomenon in the Australian context is needed.

Where has class gone? The pervasiveness of class in girls' physical activity in a rural town

This paper seeks to animate discussion around how social class operates with adolescent girls from low socio-economic status backgrounds to shape and inform their decisions about participation in physical activity (PA) inside and outside of school. Examining the instance of girls in a single secondary school in an Australian regional town, the paper questions the impact of class and how the girls experience the obstacles, impediments and interferences to participation in PA. These girls are portrayed as living multiple, complex and embodied subjectivities that shape and are informed by the relational geographies in which they are located, as they interact ‘with’, ‘to’ and ‘between’ the social, emotional and classed hierarchies that require them to access familial and other resources in making decisions about participation in PA.

Using professional atandards : assessing work integrated learning in initial teacher education

All Australian teacher education programs must include practical experience--the practicum. It is a critical part of learning to become a teacher.  One of the major challenges in initial teacher education is to provide good quality assessment of the practicum.  Assessing the practicum is filled with tension for both the individual supervisor as well as the pre-service teacher. In 2011 the Australian National Professional Standards for Teachers were established.  On completion of teacher education programs, graduate teachers will have gained the knowledge and practice to meet the seven national standards.  For teacher preparation programs, the successful implementation of the standards will rely on the opportunities for preservice teachers to gather evidence of achieving the standards. This project focussed specifically on evidence of achievements of these standards through assessment practices during practicum.
The overall aim of this project was to enhance the academic and school-based teacher educators' and preservice teachers' capacities and understandings of assessing the practicum.  To achieve this aim, four outcomes were developed to provide professional leaning for improving the assessment practices of the practicum: a website resource, a collaborative partnership process, a professional learning model (PLM) and a developmental 'inventory' of evidence of achievement of the first five national standards.  The website resource provides materials and activities for staff involved in the design of professional experience in initial teacher education programs, to work with partner schools and preservice teachers to facilitate high quality supervision and assessment in practicum sites.  The collaborateive partnership process used for achieving these soutcomes -- communities of reflective practitioners--is integral to the professional learning focus of the project.  It guides the use of the resource in future teacher education sites of practice.  The professional learning model and website materials emphasise the critical role that evidence-informed judgements play at school sites in learning and assessment of future teachers.