Learning progressions/trajectories in mathematics: Supporting reform at scale

In recent years, attention has turned to the development of evidenced-based learning progressions/trajectories as a means of identifying the likely paths learners might take in developing a deep, well-connected understanding of key aspects of mathematics. However, the extent to which this work influences what happens in mathematics classrooms varies greatly depending on the prevailing relationship between curriculum, pedagogy and assessment. This article will draw on current policy documents and the literature to challenge current assumptions at the national level about what constitutes a learning progression. It will draw briefly on the results of a recently completed, large-scale study on mathematical reasoning in the middle years of schooling to make a case for evidenced-based learning progressions/trajectories as boundary objects in reconnecting and rebalancing the curriculum, pedagogy and assessment relationship to support reform at scale.

Helping Students Achieve

Setting personal learning goals is an important life skill that students are encouraged to develop from the middle years of schooling onwards. However, some students experience difficulty with the processes involved in setting and achieving their goals. This professional paper looks at the role teacher librarians have in collaboratively planning, resourcing, and extending and enriching goal setting activities. Providing resources with authentic examples of goal setting by people from the wider community is one way of developing and extending the motivation and commitment students need to become successful in goal setting tasks and activities. One such resource is recommended and details of it are outlined with suggestions for extending and enriching it with a visit or virtual presentation from its author.

Introducing and establishing a wide reading program in the middle years of schooling

This professional practice paper outlines some of the purposes of a Wide Reading Program and discusses ways in which this has been introduced to English classes in the middle years of schooling. Some of the challenges encountered in the introduction and establishment of this program are also discussed. These can include the reluctance of some readers to engage with the program and how teacher’s administrative duties can prevent their full involvement in Library reading sessions. The evolution of formats used for the collection and presentation of evidence based data is also outlined.

Connecting Research and Practice – The Case of Multiplicative Thinking

There is very little of any substance that can be achieved in school mathematics, and beyond without the capacity to recognise, represent and reason about relationships between quantities, that is, to think multiplicatively. However, research has consistently found that while most students in the middle years of schooling (i.e., Years 5 to 9) are able to solve simple multiplication and division problems involving small whole numbers, they rely on additive strategies to solve more complex problems involving larger numbers, fractions, decimals, and/or proportion. This paper describes how this situation can be addressed through the use of evidence-based formative assessment tools and teaching advice specifically designed to support the development of multiplicative thinking.

Student leadership in the middle years: A matter of concern

Traditionally, student leadership has been seen as the prerogative of senior students. Very little research has been conducted on how schools nurture and develop leadership skills in students in the middle years of schooling. This article provides an overview of student leadership in six secondary schools with a particular focus on student leadership opportunities in the middle years. These schools were drawn from the Government, Catholic and Independent sectors in Western Australia. Specifically, the opinions and experiences of either principals or their delegates were sought in order to develop a sense of the importance placed on student leadership in the middle years and the types of leadership opportunities available to students. Initially, the literature is reviewed on student leadership per se and student leadership in the middle years. This review is followed by an outline of the purpose, research question and significance of the research. The research methodology is then explained, providing a summary of participants, the school contexts and methods of data collection and analysis. The subsequent section on results and discussion highlights three themes: the role of teacher leaders, student leadership structures in middle years and the holistic development of middle year students. The article concludes by providing a number of recommendations, in particular, the need to gain a ‘student voice’ in any understanding of student leadership at the middle school.

The Parental Perspective over the Use of iPads in Primary and Middle Years of Schooling

Apple's iPad and other forms of tablet are reportedly gaining increasing popularity within the academic premises. Most of the published research on this topic has highly admired the positive role and impact of iPads on teaching and learning practices, as if an exogenous technological induction in any local context would essentially revolutionize and transform the whole educational paradigm; however, some recent publications also highlight the parental and policy-makers' concerns over the undesired consequences of technological obsession in educational development. The current study aims at bringing a balanced view on this crucially important topic. The study employs mixed methods research and it uses Ajman Academy, a renowned K-12 institution in the United Arab Emirates, as a case study. This research concludes that due to the relative immaturity of these young children, they cannot be left alone to make their own technological choices. Hence, adopting an over-ambitious approach in terms of technological adoption, without properly understanding the nuances and complexities of a local context; may possibly put these children in a vulnerable situation, and thus likely exposed to many unintended and undesired consequences.

Secondary student motivation to participate in a Year 9 Australian elective classroom music curriculum

Despite strong philosophical arguments supporting the inclusion of music in all students’ education, declining student participation rates in school music activities during the middle years of schooling remain an ongoing issue for music education researchers. This paper presents the findings of a case study examining the motivational factors influencing student enrolment behaviour in the elective classroom music curriculum within the social context of an independent secondary school in regional Australia. The analysis discussed in this paper focuses on the socio-cultural contexts of school culture, peer group, family values and student perceptions of teachers as factors shaping student academic motivational orientations.