Copyright (c) 2009 All rights reserved. http://works.bepress.com/john_ainley Recent documents in Dr. John Ainley en-us Wed, 18 Nov 2009 19:48:31 PST 3600 http://works.bepress.com/john_ainley/113 http://works.bepress.com/john_ainley/113 Thu, 24 Sep 2009 18:36:52 PDT Despite constitutional provision that places responsibility for education in the hands of states, provisions in each Australian jurisdiction are similar. Education is provided as: preschool education, school education, and tertiary education (consisting of vocational education and training), as well as higher education. Preschool education is provided through a variety of arrangements for a majority of 3- and 4-year-olds. Formal schooling is provided for 12 or 13 years and attendance is compulsory between ages 6 and 15. Non-government schools provide for 30 percent of school students. Sets of similar curriculum frameworks, often based around eight key learning areas, are used as the basis for teaching in most states. As a result of expanded educational participation over the last two decades of the twentieth century, at least 70 percent of students complete a full secondary education and nearly four out of ten attend a university, by the age of 19 years. A comprehensive system of vocational education and training that includes apprenticeships provides (typically on a part-time basis) for nearly 35 percent of young people under 19. At the beginning of the twenty-first century, the challenge of providing for a dispersed and increasingly diverse population continues, and there will be added challenges concerning the most appropriate balance of education beyond school, for a wider population. John Ainley http://works.bepress.com/john_ainley/112 http://works.bepress.com/john_ainley/112 Thu, 24 Sep 2009 18:18:54 PDT John Ainley http://works.bepress.com/john_ainley/111 http://works.bepress.com/john_ainley/111 Thu, 24 Sep 2009 18:17:57 PDT John Ainley http://works.bepress.com/john_ainley/110 http://works.bepress.com/john_ainley/110 Sun, 06 Sep 2009 23:44:52 PDT This discussion paper presents and overview of the Longitudinal Study of Australian Children (LSAC), incorporating descriptions of the rationale for the study, relevance for policy development, the conceptual framework, broad and specific research questions, and study design. The bulk of the paper is taken up with a discussion of current thinking about how the research questions will be addressed, and what data are to be collected. [p.x] A Sanson http://works.bepress.com/john_ainley/109 http://works.bepress.com/john_ainley/109 Sun, 06 Sep 2009 23:26:49 PDT This report provides advice to assist the Royal Thai Government in promoting social and economic development through the effective and efficient introduction of learning technologies into all sectors of education and training. The strategies and initiatives proposed in the report are designed to facilitate access to learning technologies and to promote the development of knowledge, skills and understanding that will enable people of all ages and in all areas of Thailand to embrace a culture of lifelong learning. John Ainley http://works.bepress.com/john_ainley/108 http://works.bepress.com/john_ainley/108 Sun, 06 Sep 2009 23:03:37 PDT This report firstly outlines the nature of the data on which the analyses are based, then presents a national overview of the survey results. It then delves into associations between background characteristics of respondents and PREQ measures, differences between masters and doctoral graduates, variations among broad areas of study, and differences between institutions. John Ainley http://works.bepress.com/john_ainley/107 http://works.bepress.com/john_ainley/107 Sun, 06 Sep 2009 22:28:21 PDT In a number of countries the past 20 years have seen increases decentralisation of authority for a range of decisions to individual schools. A range of arguments has been advanced in support of decentralisation but a common belief is that shifting authority to schools will enhance the quality, effectiveness and responsiveness of public education. This paper argues decentralisation is not a unitary concept and can be applied to different elements of the teaching and learning environment: curriculum organisation, financial management, personnel management and resource allocation. Research that has investigated the impact of decentralisation itself on student learning outcomes has not revealed large effects. However, there appear to be greater impacts where decentralisation is implemented as part of a package of changes where the central authority has responsibility for defining curriculum frameworks, monitoring quality and intervening as necessary the results are more promising. John Ainley http://works.bepress.com/john_ainley/106 http://works.bepress.com/john_ainley/106 Sun, 06 Sep 2009 22:14:56 PDT This report provides an analysis of educational research and its impact on Australian schools. It has a particular focus on research done by academic staff and postgraduate students in university faculties of education, since around 90 percent of the resources involved in Australian educational research are located in those faculties. Within the total research endeavour the report concentrates on research concerned with Australian schools and schooling. The report developed an analytical framework drawn from the literature concerned with knowledge utilisation. The report has provided the most comprehensive mapping yet undertaken of the educational research that was underway in Australia in the reference year of 1997, and how the main emphases have changed since 1984. The analyses drew on the key bibliographic database on Australian education, the Australian Education Index (AEI), and extensive information collected from all university education faculties. A Holbrook http://works.bepress.com/john_ainley/105 http://works.bepress.com/john_ainley/105 Sun, 06 Sep 2009 21:57:17 PDT John Ainley http://works.bepress.com/john_ainley/104 http://works.bepress.com/john_ainley/104 Sun, 06 Sep 2009 20:01:57 PDT This paper reports on analyses of the influence of various factors, including school achievement and attainment, on the employment and earnings of young adults. It uses longitudinal data from four cohorts of young people who were followed from school into their twenties over the 1980s and 1990s John Ainley