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2. Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements C--Employment. Technical Paper 74C
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National Centre for Vocational Education Research
- Abstract
This is a support document to the "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide" report. Developed for users of LSAY, the user guide consolidates information about the LSAY 2009 cohort into one document. This support document provides employment information for the guide. [For the main report, "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide. Technical Paper 74," see ED536971. For other supporting documents, see "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements A--Demographics. Technical Paper 74A" (ED536979); "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B1--Education (School and School Transition). Technical Paper 74B1" (ED536973); "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B2--Education (Post-School). Technical Paper 74B2" (ED536975); and "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements D--Social. Technical Paper 74D" (ED536972).]
- Published
- 2012
3. Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements D--Social. Technical Paper 74D
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National Centre for Vocational Education Research
- Abstract
This is a support document to the "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide" report. Developed for users of LSAY, the user guide consolidates information about the LSAY 2009 cohort into one document. This support document provides social information for the guide. [For the main report, "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide. Technical Paper 74," see ED536971. For other supporting documents, see "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements A--Demographics. Technical Paper 74A" (ED536979); "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B1--Education (School and School Transition). Technical Paper 74B1" (ED536973); "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B2--Education (Post-School). Technical Paper 74B2" (ED536975); and "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements C--Employment. Technical Paper 74C" (ED536974).]
- Published
- 2012
4. Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements A--Demographics. Technical Paper 74A
- Author
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National Centre for Vocational Education Research
- Abstract
This is a support document to the "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide" report. Developed for users of LSAY, the user guide consolidates information about the LSAY 2009 cohort into one document. This support document provides demographics information for the guide. [For the main report, "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide. Technical Paper 74," see ED536971. For other supporting documents, see "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B1--Education (School and School Transition). Technical Paper 74B1" (ED536973); "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B2--Education (Post-School). Technical Paper 74B2" (ED536975); "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements C--Employment. Technical Paper 74C" (ED536974); and "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements D--Social. Technical Paper 74D" (ED536972).]
- Published
- 2012
5. Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide. Technical Paper 74
- Author
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National Centre for Vocational Education Research
- Abstract
Developed for users of the Longitudinal Surveys of Australian Youth (LSAY), this user guide consolidates information about the LSAY 2009 cohort into one document. The guide aims to address all aspects of the LSAY data including: how to access the data; data restrictions; variable naming conventions; the structure of the data; documentation; classifications and code frames used; weights; and derived variables. Updates to the Y09 data file are appended. (Contains 14 tables, 9 figures and 6 footnotes.) [For supporting documents, see "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements A--Demographics. Technical Paper 74A" (ED536979); "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B1--Education (School and School Transition). Technical Paper 74B1" (ED536973); "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B2--Education (Post-School). Technical Paper 74B2" (ED536975); "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements C--Employment. Technical Paper 74C" (ED536974); and "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements D--Social. Technical Paper 74D" (ED536972).]
- Published
- 2012
6. Review of the AVETMIS Standard for VET Providers: Discussion Paper
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National Centre for Vocational Education Research
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The Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS) for vocational education and training (VET) providers (referred to as "the Standard") is currently being reviewed by the National Centre for Vocational Education Research (NCVER). The Standard is the framework that underpins the National VET Provider Collection. It provides consistency in data definitions, which ensures accurate data for use in national data collections, where information is compiled from many different sources. This discussion paper is the first step in the review. It provides a framework for feedback and identifies key issues for consideration. There are many issues associated with the specification of a Standard, such as what information is to be collected, from whom and how often. Decisions about implementation of the AVETMIS Standard are made by a range of different bodies and, while the focus of this paper is primarily on the information to be collected, comments on the timing and coverage are also welcome. Two appendices are included. (Contains 1 figure.)
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- 2010
7. Starting a Conversation about Open Data in Mathematics Education Research
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Mathematics Education Research Group of Australasia and Logan, Tracy
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This position paper discusses the role of open access research data within mathematics education, a relatively new initiative across the wider research community. International and national policy documents are explored and examples from both the scientific and social science paradigms of mathematical sciences and mathematics education respectively are provided. Within these examples, some of the more well-known concerns associated with making data open and accessible are acknowledged and debated.
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- 2015
8. How Big Is a Leaf? Using Cognitive Tuning to Explore a Teacher's Communication Processes to Elicit Children's Emerging Ideas about Data
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Mathematics Education Research Group of Australasia (MERGA), Fry, Kym, English, Lyn, and Makar, Katie
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The intangible concept of data, as part of statistical literacy, can be complex for young children to grasp. Inquiry as a pedagogy has potential for supporting student development of statistical literacy as the investigation process is driven by the inquiry question. The aim of this paper is to gain insight into how a teacher's communication processes with her students supported their emerging understandings about the abstract concept of data. In this exploratory case study, we present data from a Year 4 classroom (age 9) in a guided mathematical inquiry within the STEM context of agricultural science. The inquiry question the students addressed was, "How big is a leaf?" The inquiry focused on linking data to the real-life context the data represented.
- Published
- 2022
9. Toward Redefining Library Research Support Services in Australia and Aotearoa New Zealand: An Evidence-Based Practice Approach
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Alisa Howlett, Eleanor Colla, and Rebecca Joyce
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An increasingly complex and demanding research landscape has seen university libraries rapidly evolve their services. While research data management, bibliometrics, and research impact services have predominantly featured in the literature to date, the full scope of support libraries are currently providing to their institutions is unknown. This paper aims to present an up-to-date view of the scope and extent of research support services by university libraries across Australia and Aotearoa New Zealand. A coding process analyzed content data from university library websites. Eleven research support areas were identified. Service delivery is split between synchronous and asynchronous modes. This paper describes a lived experience of an evidence-based library and information practice approach to improving research support services at two Australian university libraries, and while it highlights continued maturation of research support services, more research is needed to better understand influences on service development.
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- 2024
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10. Choosing American Colleges from Afar: Chinese Students' Perspectives
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Yefei Xue, Siguo Li, and Liang Ding
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Chinese students studying abroad have been increasing rapidly in the past decades and become a significant financial contribution to receiving countries. Accordingly, understanding their enrollment choice is essential to facilitate college marketing and admission strategies. Though the decision process is believed to be different from domestic students, empirical analysis of Chinese students' enrollment choices is still lacking. This paper fills the void by examining the influential factors of Chinese students' enrollment choice with novel student-level data. We find that in addition to factors domestic students typically consider, such as financial aid and academic quality, Chinese students particularly emphasize college ranking, reputation, and location in their decision process. Furthermore, unlike domestic students who usually prefer colleges with proximity to home, Chinese students' location preference is linked to job prosperity. We also find that the impact of the factors varies for students from different regions of China, which can be attributable to uneven economic development within the country.
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- 2024
11. Missing in Action: Queer(y)ing the Educational Implications of Data Justice in an Age of Automation
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Arantes, Janine Aldous and Vicars, Mark
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In the recent Australian 2021 census, the socio-technical construct of algorithmically driven decision-making processes made LGBTQI+ data as a category of diversity, inclusion and belonging an absent presence. In this paper, we position the notion of 'data justice' in relation to the entrenchment of inequalities and exclusion of LGBTQI+ lives and consider the implications of LGBTQI+ data being missing in action. As we look at the notion of 'data justice', we consider five critical socio-technical imaginaries with different kinds of data to think through the implications of technical democracy, data justice and post-automation. Finally, we consider the imaginary of citizenship when LGBTQI+ data is habitually missing in action from systematic power integrated into forms of governance. This paper positions 'data' not as a static 'object or process' but as a dynamic ecology that carries with it a multi-faceted set of coded meanings requiring constant review and reconsideration.
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- 2023
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12. Generative AI in the Australian Education System: An Open Data Set of Stakeholder Recommendations and Emerging Analysis from a Public Inquiry
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Simon Knight, Camille Dickson-Deane, Keith Heggart, Kirsty Kitto, Dilek Cetindamar Kozanoglu, Damian Maher, Bhuva Narayan, and Forooq Zarrabi
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The launch of new tools in late 2022 heralded significant growth in attention to the impacts of generative AI (GenAI) in education. Claims of the potential impact on education are contested, but there are clear risks of inappropriate use particularly where GenAI aligns poorly with learning aims. In response, in mid-2023, the Australian Federal Government held an inquiry, calling for public submissions. This inquiry offers a lens onto the policy framing of GenAI in education and provides the object of investigation for this paper. We use the inquiry submissions, extracting structured claims from each. This extraction is provided as an open data set for further research, while this paper focuses on our analysis of the policy recommendations made.
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- 2023
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13. Data, Performativity and the Erosion of Trust in Teachers
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Daliri-Ngametua, Rafaan, Hardy, Ian, and Creagh, Sue
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This paper explores how trust in teacher professional judgment has been reconstituted through the globalised trends of performative accountability and reductive data-driven logics. The article draws upon empirical research from interviews with teachers and school leaders as well as observations of teacher preparation days, classroom and staff professional learning communities (PLCs), as part of a larger study of schooling practices in two geographically and contextually bound Queensland public schools. The paper focuses attention upon the socio-political, material-economic and cultural-discursive conditions inscribed in how data are currently understood and deployed, and how these conditions constrain trust in teachers, devaluing teachers' own professional judgment. Specifically, we flag how the practices and conditions that constrained trust were manifest in (a) pressures to ensure teachers generated and collected data on an ongoing basis to substantiate their claims about student learning, and (b) a perceived mistrust amongst parents and a subsequent need to justify decision-making on the basis of 'hard evidence'.
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- 2022
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14. Knowing the (Datafied) Student: The Production of the Student Subject through School Data
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Selwyn, Neil, Pangrazio, Luci, and Cumbo, Bronwyn
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This paper considers the subjectivation of students in light of the increasing amounts of digital data that are now being produced within schools. Taking a lead from critical data studies and the sociology of numbers, the paper draws on staff interviews in three Australian secondary schools to explore the various types of student data being generated, and the forms of student subjectivities that result. In particular, the paper contrasts the 'holistic' possibilities that some school leaders and administrators ascribe to data in terms of expanding the capacity to 'know' students, against the limited ways that data is actually being used within the schools. Most notably, the paper details how digital data appears to be configured within schools' official data procedures and practices to build student subjectivities and position students in narrow terms of performance and attendance. The paper also highlights how teachers make practical use of these limited data 'profiles' in a relational manner -- as a way of stimulating dialogue with students to know them better, rather than a source of precise calculation. In this sense, the paper considers how 'data' might be reframed in educational discourse as a practical starting-point for teacher inquiry and professional judgment rather than an imagined source of all-encompassing knowledge.
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- 2022
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15. Exploring the Role of Smartphone Apps for Livestock Farmers: Data Management, Extension and Informed Decision Making
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Schulz, Penelope, Prior, Julian, Kahn, Lewis, and Hinch, Geoff
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Purpose: This paper establishes the attitude of Australian livestock farmers toward the use of mobile applications (apps) in farmer extension, training and on-farm decision making. It also determines levels of technology adoption of smartphones and agriculture app use, as well as identifies factors that may influence app adoption. Methodology: A quantitative approach was utilised in the analysis of data from four online surveys conducted in 2017 that were completed by a total 542 respondents. Findings: Respondents had high levels of smartphone ownership and general app use but significantly lower agricultural app use. Surveys revealed a strong positive attitude and keenness to use apps. Making more informed decisions, increasing efficiency, and accessing and recording important information were the most important reasons for agricultural app use. Practical Implications: Findings suggest a lack of relevant, useful, and easy to use apps for agriculture, or an issue with their value proposition. Theoretical Implications: The perceived technology adoption gap amongst Australian livestock farmers could not be substantiated. Established fundamental factors influencing technology adoption are relevant for agricultural app adoption, but other factors appear to be less relevant and there are new motivators to consider. Originality/Value: There is little peer-reviewed information on the adoption and use of agricultural apps by Australian farmers and a perception that farmers have lower levels of smartphone and app use. This paper assesses technology adoption levels and considers the farmer perspective in identifying factors influencing adoption.
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- 2022
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16. Panic and Stoicism: Media, PISA and the Construction of Truth
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Crome, Jennifer
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In December 2019, the Organisation for Economic Co-operation and Development released the latest results of its triennial Programme for International Student Assessment (PISA) testing. What followed was a flurry of media reports in the participant countries about the 2018 PISA results that were interpretive rather than descriptive. Whilst there is a considerable body of literature describing PISA's impact on education policies, there are fewer studies that examine how PISA data is presented to the public by the media and how this contributes to the construction of policy truths. As part of a broader study of policy landscapes in the Asia Pacific region, this paper provides a critical analysis of the mediatisation of the 2018 PISA results in Australia and Singapore. It will be demonstrated that in Australia, much of the reporting was characterised by panic, whereas in Singapore the reporting was much more measured, exhibiting a stoicism. Drawing on a corpus of articles published in Australian and Singaporean newspapers in December 2019, and informed by the work of Michel Foucault, the analysis will make visible how dominant discourses used by the media operated as regimes of truth to advance neoliberal imperatives.
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- 2022
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17. eMorpheus: The Unconscious Human Labour of Producing Commercial Data in Educational Settings
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Arantes, Janine Aldous
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With the increasing presence of 'datafied' educational settings across Australia, critical components of teachers' educational practice and work have been quantified. Digital data collected through teachers' labour in and around the classroom links to educational practice and the commercial datafication of teachers' online persona. Often described as 'sleepwalking' towards surveillance, this paper argues that corporate marketing strategies induce teachers in a state of 'commercial and computational comatose'. It challenges the concept of 'sleepwalking' by introducing an emergent way of thinking, through the metaphor eMorpheus, to stress broader tensions concerning teachers' working conditions, rights, and employment. Drawing on in-depth interview data generated via the Apps in Australian Classrooms Project, the findings highlight how the new forms of leadership are emerging in educational settings in response through consideration of the eMorpheus metaphor.
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- 2022
18. Data Governance and Data Quality: Is It on Your Agenda?
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Young, Anne and McConkey, Kevin
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Data governance is a relatively new and evolving discipline. It encompasses the people who are responsible for data quality (the stewards); the policies and processes associated with collecting, managing, storing and reporting data; and the information technology systems and support that provide efficient infrastructure. Higher education institutions are paying more attention to data governance as we move into a funding environment that focuses on performance measures, targets and accountability. This article describes the establishment of a university-wide Data Governance Advisory Group (DGAG) at the University of Newcastle and highlights some of the short-term achievements as well as the longer-term goals of the group. The DGAG is responsible for providing advice to senior management on data governance policies, standards and strategic approaches; data quality initiatives; data privacy, compliance and security; data architecture and integration requirements; and data warehouse and business intelligence priorities. Membership of the DGAG includes key stakeholders from planning, quality and reporting; student and academic services; human resources (HR); finance; information technology (IT); research services; library; facilities management; external relations and corporate services. The monthly meetings have provided a forum for discussion of data quality and governance across the whole life cycle from collection to reporting to decision-making for a range of teaching and learning, research, administration and services data collections. Outcomes include the establishment of a register of data collections, a mapping of how data are used in official reports and benchmarking/ranking projects; the development of a common data dictionary, the sharing of good practices and promoting a collaborative culture. [This article was first presented at the Annual Conference of the Australasian Association for Institutional Research, "Let the sunshine in," Gold Coast, 9-11 November 2011.]
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- 2012
19. Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort Derived Variables. Technical Report 73
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National Centre for Vocational Education Research
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This technical paper details the derived variables developed for users of the Longitudinal Surveys of Australian Youth (LSAY) data. These variables fall into the categories of education, employment and social, and help to simplify the use of the data by providing useful indicators for analysis. This paper provides descriptions, formats and additional notes for each variable, as well as the SAS syntax used to create the derived variables for the LSAY 2009 commencing cohort.
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- 2012
20. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012)
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International Association for Development of the Information Society (IADIS)
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The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The IADIS CELDA 2012 Conference received 98 submissions from more than 24 countries. Out of the papers submitted, 29 were accepted as full papers. In addition to the presentation of full papers, short papers and reflection papers, the conference also includes a keynote presentation from internationally distinguished researchers. Individual papers contain figures, tables, and references.
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- 2012
21. Strategies Used by Students to Compare Two Data Sets
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Mathematics Education Research Group of Australasia and Reaburn, Robyn
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One of the common tasks of inferential statistics is to compare two data sets. Long before formal statistical procedures, however, students can be encouraged to make comparisons between data sets and therefore build up intuitive statistical reasoning. Such tasks also give meaning to the data collection students may do. This study describes the answers given by beginning university students to tasks involving comparing data sets in graphical form, originally designed for students between Grades 3 to 9. The results show that whereas all the students had successfully completed either pre-tertiary mathematics or a bridging mathematics course many had similar difficulties to students of a younger age. In particular, they did not use a measure of centre or proportional reasoning when appropriate.
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- 2012
22. A User-Driven and Data-Driven Approach for Supporting Teachers in Reflection and Adaptation of Adaptive Tutorials
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International Working Group on Educational Data Mining, Ben-Naim, Dror, Bain, Michael, and Marcus, Nadine
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It has been recognized that in order to drive Intelligent Tutoring Systems (ITSs) into mainstream use by the teaching community, it is essential to support teachers through the entire ITS process: Design, Development, Deployment, Reflection and Adaptation. Although research has been done on supporting teachers through design to deployment of ITSs, there is surprisingly little discussion about support for teachers' Reflection--the ability to draw conclusions from ITS usage, and Adaptation--adapting the content to better meet the needs of students. We describe our work on developing analysis tools and methodologies that support reflection and adaptation by teachers. The work was done in the context of helping teachers understand student's behavior in Adaptive Tutorials by post-analysis of the system's data-logs. We used a hybrid solution--part of the data-mining effort is teacher driven and part is automated. We tested our approach by comparing the results of expert analysis of two Adaptive Tutorials with and without an automated Refinement Suggestion Tool, and found it to be a useful teacher's aid. By using this tool, teachers act as "action researchers", confirming or disproving their hypotheses about the best way to use ITS technology. (Contains 3 figures.) [For the complete proceedings, "Proceedings of the International Conference on Educational Data Mining (EDM) (2nd, Cordoba, Spain, July 1-3, 2009)," see ED539041.]
- Published
- 2009
23. Proceedings of the International Conference on Educational Data Mining (EDM) (2nd, Cordoba, Spain, July 1-3, 2009)
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International Working Group on Educational Data Mining, Barnes, Tiffany, Desmarais, Michel, Romero, Cristobal, and Ventura, Sebastian
- Abstract
The Second International Conference on Educational Data Mining (EDM2009) was held at the University of Cordoba, Spain, on July 1-3, 2009. EDM brings together researchers from computer science, education, psychology, psychometrics, and statistics to analyze large data sets to answer educational research questions. The increase in instrumented educational software and databases of student test scores, has created large repositories of data reflecting how students learn. The EDM conference focuses on computational approaches for using those data to address important educational questions. The broad collection of research disciplines ensures cross fertilization of ideas, with the central questions of educational research serving as a unifying focus. This publication presents the following papers: (1) A Comparison of Student Skill Knowledge Estimates (Elizabeth Ayers, Rebecca Nugent, Nema Dean); (2) Differences Between Intelligent Tutor Lessons, and the Choice to Go Off-Task (Ryan S.J.d. Baker); (3) A User-Driven and Data-Driven Approach for Supporting Teachers in Reflection and Adaptation of Adaptive Tutorials (Dror Ben-Naim, Michael Bain, and Nadine Marcus); (4) Detecting Symptoms of Low Performance Using Production Rules (Javier Bravo and Alvaro Ortigosa); (5) Predicting Students Drop Out: A Case Study (Gerben W. Dekker, Mykola Pechenizkiy and Jan M. Vleeshouwers); (6) Using Learning Decomposition and Bootstrapping with Randomization to Compare the Impact of Different Educational Interventions on Learning (Mingyu Feng, Joseph E. Beck and Neil T. Heffernan); (7) Does Self-Discipline impact students' knowledge and learning? (Yue Gong, Dovan Rai, Joseph E. Beck, and Neil T. Heffernan); (8) Consistency of Students' Pace in Online Learning (Arnon Hershkovitz and Rafi Nachmias); (9) Student Consistency and Implications for Feedback in Online Assessment Systems (Tara M. Madhyastha and Steven Tanimoto); (10) Edu-mining for Book Recommendation for Pupils (Ryo Nagata, Keigo Takeda, Koji Suda, Junichi Kakegawa, and Koichiro Morihiro); (11) Conditional Subspace Clustering of Skill Mastery: Identifying Skills that Separate Students (Rebecca Nugent, Elizabeth Ayers, and Nema Dean); (12) Determining the Significance of Item Order In Randomized Problem Sets (Zachary A. Pardos and Neil T. Heffernan); (13) Learning Factors Transfer Analysis: Using Learning Curve Analysis to Automatically Generate Domain Models (Philip I. Pavlik Jr., Hao Cen, Kenneth R. Koedinger); (14) Detecting and Understanding the Impact of Cognitive and Interpersonal Conflict in Computer Supported Collaborative Learning Environments (David Nadler Prata, Ryan S.J.d. Baker, Evandro d.B. Costa, Carolyn P. Rose, Yue Cui, Adriana M.J.B. de Carvalho); (15) Using Dirichlet priors to improve model parameter plausibility (Dovan Rai, Yue Gong, Joseph E. Beck); (16) Reducing the Knowledge Tracing Space (Steven Ritter, Thomas K. Harris, Tristan Nixon, Daniel Dickison, R. Charles Murray, and Brendon Towle); (17) Automatic Detection of Student Mental Models During Prior Knowledge Activation in MetaTutor (Vasile Rus, Mihai Lintean, and Roger Azevedo); (18) Automatic Concept Relationships Discovery for an Adaptive E-course (Marian Simko, Maria Bielikova); (19) Unsupervised MDP Value Selection for Automating ITS Capabilities (John Stamper and Tiffany Barnes); (20) Recommendation in Higher Education Using Data Mining Techniques (Cesar Vialardi, Javier Bravo Agapito, Leila Shafti, Alvaro and Ortigosa); (21) Developing an Argument Learning Environment Using Agent-Based ITS (ALES) (Safia Abbas and Hajime Sawamura); (22) A Data Mining Approach to Reveal Representative Collaboration Indicators in Open Collaboration Frameworks (Antonio R. Anaya and Jesus G. Boticario); (23) Dimensions of Difficulty in Translating Natural Language into First-Order Logic (Dave Barker-Plummer, Richard Cox, and Robert Dale); (24) Predicting Correctness of Problem Solving from Low-level Log Data in Intelligent Tutoring Systems (Suleyman Cetintas, Luo Si, Yan Ping Xin, and Casey Hord); (25) Back to the future: a non-automated method of constructing transfer models (Ming Feng and Joseph Beck); (26) How do Students Organize Personal Information Spaces? (Sharon Hardof-Jaffe, Arnon Hershkovitz, Hama Abu-Kishk, Ofer Bergman, and Rafi Nachmias); (27) Improving Student Question Classification (Cecily Heiner and Joseph L. Zachary); (28) Why, What, and How to Log? Lessons from LISTEN (Jack Mostow and Joseph E. Beck); (29) Process Mining Online Assessment Data (Mykola Pechenizkiy, Nikola Trcka, Ekaterina Vasilyeva, Wil van der Aalst, and Paul De Bra); (30) Obtaining Rubric Weights For Assessments By More Than One Lecturer Using A Pairwise Learning Model (J. R. Quevedo and E. Montanes); (31) Collaborative Data Mining Tool for Education (Enrique Garcia, Cristobal Romero, Sebastian Ventura, Miguel Gea, and Carlos de Castro); (32) Predicting Student Grades in Learning Management Systems with Multiple Instance Genetic Programming (Amelia Zafra and Sebastian Ventura); and (33) Visualization of Differences in Data Measuring Mathematical Skills (Lukas Zoubek and Michal Burda). Individual papers contain tables, figures, footnotes, references and appendices.
- Published
- 2009
24. Longitudinal Surveys of Australian Youth (LSAY): 1998 Cohort--User Guide. Data Elements A: Demographics. Technical Report 53A
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National Centre for Vocational Education Research
- Abstract
This technical paper contains information about the variables in the Longitudinal Surveys of Australian Youth (LSAY) Year 1998 cohort data set. It groups each variable into data elements which identifies common variables within and across waves. Information is provided about each data element including its purpose, values, base populations and relevant notes. This paper focuses on the demographics of the participants. [For the main report, see ED507545.]
- Published
- 2009
25. Big Data: And the Micropolitics of Entanglement in the Earth's Becoming
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Somerville, Margaret, Woods, Annette, Duhn, Iris, Rautio, Pauliina, Powell, Sarah, McConnell-Imbriotis, Alison, and Galvez, Sarita
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This paper addresses the entanglements of the earth's becoming in a multi site cross hemisphere study of the infinite moments of young children's world making, recorded in multimodal videos, still images, and children's productions. The postqualitative project was informed by new materialist and posthuman theorising. The researchers conducted their research at seven different early learning centres in NSW, Queensland, Victoria, and Finland. At the end of the project the researchers came together to make sense of the data across all sites and realised that their postqualitative data was BIG and that their 'little big data' was generated in the context of the increasing impact of 'big Big Data.' We discuss our approaches to posthuman and new materialist big data in order to create a conversation between the two and to highlight the alternative methodological processes we developed to make sense of large bodies of postqualitative data.
- Published
- 2021
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26. Generating Enabling Conditions to Strengthen a Research-Rich Teaching Profession: Lessons from an Australian Study
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White, Simone
- Abstract
The increasing datafication of teachers' work and schooling practices as evidenced through various metrics of student testing and school improvement measures have continued to grow unabated across many OECD Countries. Such practices have been fuelled by global competition for league tables such as the Programme for International Student Assessment (PISA) with 'big data' having a major impact on how teachers are expected to gather, analyse and report data. For schools in Australia, the turn of the millennium has heralded the 'high stakes' data trend and the roll-out of standardised testing. This paper reports on an Australian study's findings, against such a backdrop, to explore the impact and challenges of an overly data-rich environment for educators, teachers and system leaders and what might be the enabling conditions to move towards a more research-rich teaching profession. The findings suggest that perhaps standards and data are not the enemy for teachers, rather it is standardisation and the datafication of students that creates an amplification of the effects of institutional rankings and league tables. Enabling conditions are offered to adopt a more comprehensive and inclusive view of what counts as research and who conducts research, key to enabling a mature teaching profession.
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- 2021
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27. The Emperor's Perfect Map: Leadership by Numbers
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Heffernan, Amanda
- Abstract
This paper establishes that system-generated data profiles are influencing the work of principals in three Queensland state schools. Drawing upon Foucault's notions of governance, as well as research emphasising performative cultures and the importance placed upon numbers and data in education, this paper uses the tale of the Emperor's map as a metaphor to explore the way principals' work is being influenced by specific sets of data compiled by the department. These data profiles are representative of external accountabilities and high stakes testing regimes, as seen in systems that have adopted neoliberal policies which attempt to quantify the work being undertaken in schools. The paper demonstrates that principals are being constructed in part by discourses from a system that emphasises these system-generated performance data as a driver for school improvement.
- Published
- 2016
- Full Text
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28. Improving Teaching Capacity to Increase Student Achievement: The Key Role of Data Interpretation by School Leaders
- Author
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Lynch, David, Smith, Richard, Provost, Steven, and Madden, Jake
- Abstract
Purpose: This paper argues that in a well-organised school with strong leadership and vision coupled with a concerted effort to improve the teaching performance of each teacher, student achievement can be enhanced. The purpose of this paper is to demonstrate that while macro-effect sizes such as "whole of school" metrics are useful for school leaders in their professional development roles, there are important micro-conditions that can be uncovered in a more detailed analysis of student achievement data. Design/methodology/approach: Evidence of student achievement in a variety of standardised and non-standardised assessment tasks was subjected to examination in a "post hoc," case study design. The assessment tasks were the South Australian Spelling Test Waddington Reading Test, a school-wide diagnostic writing task, teacher running records and National Assessment Program for Literacy and Numeracy. Performance in selected classrooms was compared on these tests utilising a variety of parametric quantitative statistics. Findings: School-based reform initiatives require external criteria on which to base decision making. Without such criteria based on data and the capacity to interpret it, interactions in the school culture have unanticipated consequences that have the potential to neutralise school improvement strategies. Further, findings suggest that fewer but sharper and quicker data collection tools are more valuable in such teacher decision making, but these require expertise to produce and interpret them. Research limitations/implications: This paper provides insights from one school, but the reported data are embedded in a sustained five year school reform programme. Practical implications: This paper documents a whole school organisational reform model devised by a school head and leadership team to improve student academic performance. The paper offers a process for developing a data-based school reform strategy for professional development to enhance both student achievement and school outcomes. Social implications: The paper outlines a model for school reform that is focused on all students increasing their academic outcomes. By emphasising collaborative teacher work based on research-justified teaching approaches, the model shows that social inequalities can be reversed. Originality/value: The paper outlines a whole of school reform model focused through a combination of distributed leadership, data-driven decision making, within a context of a coaching, mentoring and feedback regime for teachers. Together this model is an application of theoretical ideas to school reform.
- Published
- 2016
- Full Text
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29. The Value of Administrative Data for Longitudinal Social Research: A Case Study Investigating Income Support Receipt and Relationship Separation in Australia
- Author
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Spallek, Melanie, Haynes, Michele, Baxter, Janeen, and Kapelle, Nicole
- Abstract
In recent years, the Australian government has encouraged open access to administrative data, providing new opportunities for examining life course pathways and evaluating social policies. This paper demonstrates the importance of establishing partnerships in the use of administrative data for social research. In collaboration with the data custodian, we used administrative welfare data to investigate a policy-relevant topic: the association between income support receipt and relationship separation. Our results provided greater statistical power for detecting associations for minority groups than is possible with panel survey data, highlighting the benefits of administrative data for understanding the outcomes of population groups that are not well represented in surveys. The collaboration between university researchers and data custodians was critical to enable appropriate sharing of data for research and for accurate interpretation of the data and outcomes for relevance to policy.
- Published
- 2020
- Full Text
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30. Dilemmatic Spaces: High-Stakes Testing and the Possibilities of Collaborative Knowledge Work to Generate Learning Innovations
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Singh, Parlo, Märtsin, Mariann, and Glasswell, Kathryn
- Abstract
This paper examines collaborative researcher-practitioner knowledge work around assessment data in culturally diverse, low socio-economic school communities in Queensland, Australia. Specifically, the paper draws on interview accounts about the work of a cohort of school-based researchers who acted as mediators bridging knowledge flows between a local university and a cluster of schools. We draw on the concept of recontextualisation to explore the processes of knowledge mediation in dialogues around student assessment data to design instructional innovations. We argue that critical policy studies need to explore the complex ways in which neoliberal education policies are enacted in local sites. Moreover, we suggest that an analysis of collaborative knowledge work designed to improve student learning outcomes in low socio-economic school communities necessitates attention to the principles regulating knowledge flows across boundaries. In addition, it necessitates attention to the ways in which mediators navigate dilemmatic spaces, anxieties and affects/feelings in order to generate innovative learning designs in the current global context of high-stakes national testing and accountability regimes.
- Published
- 2015
- Full Text
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31. Slicing VET Data Differently: Tropical Seasonality and Evidence-Based Commencement and Completion Policies
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Zoellner, Don
- Abstract
This paper explores the results that arise from asking different, cross-disciplinary questions of vocational education and training data. Commencement and completion results from the Australian National Apprentice and Trainee Collection from a two decade-long period of time were geographically categorised into the tropical north and temperate south. Statistical analyses identified a clear difference between the two regions in the timing of cancellations and withdrawals from training contracts in the trade occupations as well as an unexpectedly strong distinction in the annual pattern of non-trade commencements in training. Regionally-specific climate variables are briefly examined to determine if there is "prima facie" support for a climatic explanation for the commencement of non-trade traineeships. Exploration of the data set suggests that the seasonal motivation to commence formal study in the non-trade occupations may come from sources outside the national training system and have implications for policy-making.
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- 2019
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32. The Characteristics of, and Motivations for, Indigenous Student Mobility: Examples from Urban and Regional Queensland, Australia
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Navin, Fiona, Hill, Angela, and Doyle, Tanya
- Abstract
Using the notion that research should "enlighten" policy responses, this paper considers the complex locational factors that affect and underlie patterns of Indigenous student mobility in Queensland, Australia. The paper presents data, captured through an action research project, to explore mobility "in and through" two environments. In so doing, it argues that the complexity of local sites and experiences, and distinct "push-pull" factors in remote, regional and urban settings, are critical considerations when developing a "policy package" in response to Indigenous student mobility. In this regard, more effective use and analysis of administrative data are required. (Contains 2 figures and 8 tables.)
- Published
- 2012
- Full Text
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33. 'No-One's Really Aware of Where They Are': A Case Study of Indigenous Student Mobilities in Australia's Northwest
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Prout, Sarah and Yap, Mandy
- Abstract
Indigenous Australians have often been described as highly mobile people, particularly in historical and remote "wilderness" contexts. To date though, very little research has examined the relationship between Indigenous temporary mobilities and formal education systems, which assume and require "settled" residency practice. This paper situates one such analysis in the northern tourist town of Broome, Western Australia. It draws on both qualitative and quantitative data from educators and schools in and around the town to paint a detailed picture of Indigenous temporary mobilities as they relate to the formal school sector. It demonstrates that Indigenous temporary mobilities, though largely invisible to policy makers, occur frequently and require more intentional and informed responses. The paper concludes by discussing some locally practiced and/or imagined responses. (Contains 3 figures and 4 tables.)
- Published
- 2012
- Full Text
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34. Children's Writing Goes 3D: A Case Study of One Primary School's Journey into Multimodal Authoring
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Thomas, Angela
- Abstract
This paper draws from research conducted as part of an Australian Research Council funded Linkage Project "Teaching effective 3D authoring in the middle years: multimedia grammatical design and multimedia authoring pedagogy", which is a collaboration between the University of New England, the University of Tasmania and the Australian Children's Television Foundation. This project is being conducted in over 20 schools around Australia. The data presented in this paper focuses on one such school, located in Tasmania. It explores one school's endeavour in the teaching and learning of multimodal narrative. Data includes interviews from students and multimodal analysis of student narratives. The paper showcases the kinds of semiotic choices the children are making for their stories, and includes excerpts from the interviews to illustrate how they are able to articulate justifications for their choices. In particular, it focuses on how children are establishing literary concepts such as genre, characterisation and point of view using all semiotic resources. In doing so, it considers the pedagogy behind the creations to explore how effectively it works as children create new kinds of texts which are innovative, critical, creative and "of quality". (Contains 8 figures, 3 tables, and 3 notes.)
- Published
- 2012
- Full Text
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35. Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements A: Demographics. Technical Report 49A
- Author
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National Centre for Vocational Education Research
- Abstract
This technical paper contains information about the variables in the LSAY (Longitudinal Surveys of Australian Youth) Y95 cohort data set. It groups each variable into data elements which identifies common variables within and across waves. Information is provided about each data element including its purpose, values, base populations and relevant notes. [For the main report, "Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort User Guide. Technical Report 49," see ED536757. For related reports, see "Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements B1: Education. Technical Report 49B1" (ED536761); "Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements B2: Education. Technical Report 49B2" (ED536759); "Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements C: Employment. Technical Report 49C" (ED536762); and "Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements D: Social. Technical Report 49D" (ED536760).]
- Published
- 2012
36. Learning Analytics: A Case Study of the Process of Design of Visualizations
- Author
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Olmos, Martin and Corrin, Linda
- Abstract
The ability to visualize student engagement and experience data provides valuable opportunities for learning support and curriculum design. With the rise of the use of learning analytics to provide "actionable intelligence" on students' learning, the challenge is to create visualizations of the data, which are clear and useful to the intended audience. This process of finding the best way to visually represent data is often iterative, with many different designs being trialled before the final design is settled upon. This paper presents a case study of the process of refining a visualization of students' learning experience data. In this case the aim was to create a visual representation of the continuity of care students were exposed to during a longitudinal placement as part of a medical degree. The process of visualization refinement is outlined as well as the lessons learned along the way. (Contains 5 figures.)
- Published
- 2012
37. Outcomes of Stakeholder Consultations to Identify the LSAY Analytical Program for 2011-13. Longitudinal Surveys of Australian Youth
- Author
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National Centre for Vocational Education Research
- Abstract
In November and early December 2010, the National Centre for Vocational Education Research (NCVER) conducted consultations to identify research topics using the Longitudinal Surveys of Australian Youth (LSAY). LSAY tracks young people from the age of 15 to 25 as they move from school into further study, work and other destinations. It uses large, nationally representative samples of young people to collect information about education and training, work, and social outcomes. From the consultations emerged a consensus that the three research priorities which have shaped the research effort in the last couple of years have retained their currency. Those with an interest in youth transitions remain primarily concerned with: (1) better understanding the factors influencing education outcomes; (2) how to facilitate good transitions into the labour market; and (3) how the role of wellbeing affects young people's transitions. Those consulted also expressed a clear view on the importance of ensuring that this rich dataset is well used by researchers, policy-makers and others involved in youth transitions. They were also interested in seeing how the LSAY data can help inform broader attempts to devise measures of complex phenomena such as social capital and wellbeing. The results of the consultations are presented in this paper and will help to determine the research topics best suited to the LSAY data. These will be used to shape the 2011-13 LSAY analytical program of research that NCVER conducts on behalf of the Department of Education, Employment and Workplace Relations. (Contains 1 footnote.)
- Published
- 2011
38. Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements D: Social. Technical Report 49D
- Author
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National Centre for Vocational Education Research
- Abstract
This technical paper contains information about the variables in the Longitudinal Surveys of Australian Youth (LSAY) Year 95 cohort data set. It groups each variable into data elements that identify common variables within and across waves. Information is provided about each data element including its purpose, values, base populations and relevant notes. [For the main report, "Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort User Guide. Technical Report 49," see ED536757. For related reports, see "Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements A: Demographics. Technical Report 49A" (ED536756); "Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements B1: Education. Technical Report 49B1" (ED536761); "Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements B2: Education. Technical Report 49B2" (ED536759); and "Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements C: Employment. Technical Report 49C" (ED536762).]
- Published
- 2009
39. Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements C: Employment. Technical Report 49C
- Author
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National Centre for Vocational Education Research
- Abstract
This technical paper contains information about the variables in the Longitudinal Surveys of Australian Youth (LSAY) Year 95 cohort data set. It groups each variable into data elements that identify common variables within and across waves. Information is provided about each data element including its purpose, values, base populations and relevant notes. [For the main report, "Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort User Guide. Technical Report 49," see ED536757. For related reports, see "Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements A: Demographics. Technical Report 49A" (ED536756); "Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements B1: Education. Technical Report 49B1" (ED536761); "Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements B2: Education. Technical Report 49B2" (ED536759); and "Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements D: Social. Technical Report 49D" (ED536760).]
- Published
- 2009
40. Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements B1: Education. Technical Report 49B1
- Author
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National Centre for Vocational Education Research
- Abstract
This technical paper contains information about the variables in the LSAY (Longitudinal Surveys of Australian Youth) Y95 cohort data set. It groups each variable into data elements which identifies common variables within and across waves. Information is provided about each data element including its purpose, values, base populations and relevant. [For the main report, "Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements A: Demographics. Technical Report 49A," see ED536756. For related reports, see "Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements B2: Education. Technical Report 49B2" (ED536759); "Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements C: Employment. Technical Report 49C" (ED536762); and "Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements D: Social. Technical Report 49D" (ED536760).]
- Published
- 2009
41. Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements B2: Education. Technical Report 49B2
- Author
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National Centre for Vocational Education Research
- Abstract
This technical paper contains information about the variables in the Longitudinal Surveys of Australian Youth (LSAY) Year 95 cohort data set. It groups each variable into data elements that identify common variables within and across waves. Information is provided about each data element, including its purpose, values, base populations and relevant notes. [For the main report, "Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort User Guide. Technical Report 49," see ED536757. For related reports, see "Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements A: Demographics. Technical Report 49A" (ED536756); "Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements B1: Education. Technical Report 49B1" (ED536761); "Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements C: Employment. Technical Report 49C" (ED536762); and "Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements D: Social. Technical Report 49D" (ED536760).]
- Published
- 2009
42. Longitudinal Surveys of Australian Youth (LSAY): 1998 Cohort--User Guide. Data Elements D: Social. Technical Report 53D
- Author
-
National Centre for Vocational Education Research
- Abstract
This technical paper contains information about the variables in the Longitudinal Surveys of Australian Youth (LSAY) Year 1998 cohort data set. It groups each variable into data elements which identifies common variables within and across waves. Information is provided about each data element including its purpose, values, base populations and relevant notes. This document focuses on the social aspect of the respondents' lives. [For the main report, see ED507545.]
- Published
- 2009
43. Longitudinal Surveys of Australian Youth (LSAY): 1998 Cohort--User Guide. Data Elements C: Employment. Technical Report 53C
- Author
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National Centre for Vocational Education Research
- Abstract
This technical paper contains information about the variables in the Longitudinal Surveys of Australian Youth (LSAY) Year 1998 cohort data set. It groups each variable into data elements which identifies common variables within and across waves. Information is provided about each data element including its purpose, values, base populations and relevant notes. This document focuses on the employment information of the respondents. [For the main report, see ED507545.]
- Published
- 2009
44. Longitudinal Surveys of Australian Youth (LSAY): 1998 Cohort--User Guide. Data Elements B1: Education. Technical Report 53B1
- Author
-
National Centre for Vocational Education Research
- Abstract
This technical paper contains information about the variables in the Longitudinal Surveys of Australian Youth (LSAY) Year 1998 cohort data set. It groups each variable into data elements which identifies common variables within and across waves. Information is provided about each data element including its purpose, values, base populations and relevant. This document focuses on the education information of the respondents. [For the main report, see ED507545.]
- Published
- 2009
45. Longitudinal Surveys of Australian Youth (LSAY): 1998 Cohort--User Guide. Data Elements B2: Education. Technical Report 53B2
- Author
-
National Centre for Vocational Education Research
- Abstract
This technical paper contains information about the variables in the Longitudinal Surveys of Australian Youth (LSAY) Year 1998 cohort data set. It groups each variable into data elements which identifies common variables within and across waves. Information is provided about each data element including its purpose, values, base populations and relevant notes. This document focuses on the education information of the respondents. [For the main report, see ED507545.]
- Published
- 2009
46. Outcomes from the Productivity Places Program 2009: Technical Notes. Support Document
- Author
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National Centre for Vocational Education Research
- Abstract
This paper was produced as an added resource for the report "Outcomes from the Productivity Places Program 2009." "Outcomes from the Productivity Places Program 2009" presents information about the outcomes of students who completed their vocational education and training (VET) under the Productivity Places Program (PPP) graduates during 2008. This document presents the technical aspects of the study. They are: (1) Scope; (2) Questionnaire design; (3) Reference period; (4) Survey methodology; (5) Survey response; (6) Privacy; (7) Survey data; (8) Reliability of estimates; and (9) Data comparability. (Contains 1 figure and 2 tables.) [For the main report, see ED507551.]
- Published
- 2009
47. A Machine Learning Approach to Investigating the Effects of Mathematics Dispositions on Mathematical Literacy
- Author
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Gabriel, Florence, Signolet, Jason, and Westwell, Martin
- Abstract
Mathematics competency is fast becoming an essential requirement in ever greater parts of day-to-day work and life. Thus, creating strategies for improving mathematics learning in students is a major goal of education research. However, doing so requires an ability to look at many aspects of mathematics learning, such as demographics and psychological dispositions, in an integrated way as part of the same system. Large-scale assessments such as the Programme for International Student Assessment (PISA) provide an accessible and large volume of coherent data, and this gives researchers the opportunity to employ data-driven approaches to gain an overview of the system. For these reasons, we have used machine learning to explore the relationships between psychological dispositions and mathematical literacy in Australian 15-year-olds using the PISA 2012 data set. Our results from this strongly data-driven approach re-affirm the primacy of mathematics self-efficacy and highlight novel complex interactions between mathematics self-efficacy, mathematics anxiety and socio-economic status. In this paper, we demonstrate how education researchers can usefully employ data-driven modelling techniques to find complex non-linear relationships and novel interactions in a multidimensional data set.
- Published
- 2018
- Full Text
- View/download PDF
48. Documenting Sociolinguistic Variation in Lesser-Studied Indigenous Communities: Challenges and Practical Solutions
- Author
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Mansfield, John and Stanford, James
- Abstract
Documenting sociolinguistic variation in lesser-studied languages presents methodological challenges, but also offers important research opportunities. In this paper we examine three key methodological challenges commonly faced by researchers who are outsiders to the community. We then present practical solutions for successful variationist research on indigenous languages and meaningful partnerships with local communities. In particular, we draw insights from our research with Australian languages and indigenous languages of rural China. We also highlight reasons why such lesser-studied languages are crucial to the further advancement of sociolinguistic theory, arguing that the value of the research justifies the effort needed to overcome the methodological difficulty. We find that the challenges of sociolinguistics in these communities sometimes make standard variationist methods untenable, but the methodological solutions we propose can lead to valuable results and community relationships.
- Published
- 2017
49. Student Data Protection in a South African ODL University Context: Risks, Challenges and Lessons from Comparative Jurisdictions
- Author
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Singh, Divya and Ramutsheli, Mashamaite Peterlia
- Abstract
Personal information is among the most significant assets for businesses today, and clear transactional rules are becoming increasingly important. Organizations, including universities, are charged with more responsibility than ever to protect the personal information used during the course of their business, specifically student data. The paper provides a broad contextual overview of the effects of data protection rules and presents a succinct, easy to digest introduction to the complex, often technical arena of student data management for universities. It highlights specific legal and ethical considerations on which universities, and particularly open distance learning institutions, will need to focus in order to ensure legislative and ethical compliance. Given the absence of precedent in South Africa, a comparative policy and practice review was applied to analyze available international legislation governing data privacy and protection to establish some of the trends, risks, and best practices.
- Published
- 2016
- Full Text
- View/download PDF
50. Design Matters: The Impact of CAPI on Interview Length
- Author
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Watson, Nicole and Wilkins, Roger
- Abstract
Computer-assisted personal interviewing (CAPI) offers many attractive benefits over paper-and-pencil interviewing. There is, however, mixed evidence on the impact of CAPI on interview "length," an important survey outcome in the context of length limits imposed by survey budgets and concerns over respondent burden. In this article, recent experimental and quasi-experimental evidence derived from a large, nationally representative household panel study is used to investigate CAPI's impact on interview length. We find that effects very much depend on how CAPI is implemented, including the hardware and software adopted, the extent and nature of dependent data, and even interviewer workloads--a finding that helps explain the conflicting results from previous studies. Overall, our study leads us to the conclusion that, absent dependent data, CAPI is likely to increase interview lengths, but the potential reductions from dependent data are very large, such that even modest levels can lead to net reductions in interview lengths.
- Published
- 2015
- Full Text
- View/download PDF
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