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  • 1
    Article
    Article
    2013
    ISSN: 1469-7874 
    Language: English
    In: Active learning in higher education, March 2013, Vol.14(1), pp.77-87
    Description: Nowadays, teaching and learning have been shifted from traditional classrooms to technology-supported learning environment. By offering a convenient, efficient and financially affordable information technology learning environment, mobile learning is a topic that is of considerable interest for education audiences owing to the pervasive nature of text messaging. This study investigated tertiary students’ use of text messaging in mobile learning and related areas such as their literacy levels and years of using text messages. Given the use of such technology in classrooms today, this study is timely and makes its contribution to what is naturally scant literature in this area. Data were gathered by way of a questionnaire and text message exercises. Fifty-three students participated in this study. The results shed light on whether or not text messaging is positively or negatively related to students’ self-rated reading and writing attainment. Also revealed is whether or not there...
    Subject(s): Literacy ; Mobile Learning ; Text Messaging ; Education
    ISSN: 1469-7874
    E-ISSN: 1741-2625
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  • 2
    In: Australian Journal of Teacher Education, 07/01/2011, Vol.36(7)
    Description: This paper investigated teachers' verbal and non-verbal strategies for managing ADHD students in a classroom environment. It was found that effective verbal and non-verbal strategies included voice control, short phrases, repeated instructions, using students' names, and visual cues and verbal instructions combined. It has been found that teachers' talk is instrumental in gaining the students' attention and that strategic teachers' talk can result in students calming down or communicate better with the ADHD students, however, teachers' non-verbal strategies were found more useful in classroom management. Teachers may find this paper useful in developing more confidence in managing ADHD students' challenging behaviours, implementing positive strategies in the classroom that lead to more time learning and less time managing behaviours, and improving their relationships with students in the classroom environment. (Contains 3 figures.)
    Subject(s): Education;
    ISSN: Australian Journal of Teacher Education
    E-ISSN: 1835517X
    Source: CrossRef
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  • 3
    Language: English
    In: Australian Journal of Teacher Education, Jul 2011, Vol.36(7), pp.17-30
    Description: This paper investigated teachers' verbal and non-verbal strategies for managing ADHD students in a classroom environment. It was found that effective verbal and non-verbal strategies included voice control, short phrases, repeated instructions, using students' names, and visual cues and verbal instructions combined. It has been found that teachers' talk is instrumental in gaining the students' attention and that strategic teachers' talk can result in students calming down or communicate better with the ADHD students, however, teachers' non-verbal strategies were found more useful in classroom management. Teachers may find this paper useful in developing more confidence in managing ADHD students' challenging behaviours, implementing positive strategies in the classroom that lead to more time learning and less time managing behaviours, and improving their relationships with students in the classroom environment. (Contains 3 figures.)
    Subject(s): Attention Deficit Hyperactivity Disorder ; Classroom Techniques ; Cues ; Classroom Environment ; Student Behavior ; Verbal Communication ; Nonverbal Communication ; Behavior Problems ; Visual Stimuli ; Classroom Communication ; Teacher Student Relationship ; Foreign Countries ; Australia ; Australia
    ISSN: 0313-5373
    Source: © ProQuest LLC All rights reserved〈img src="https://exlibris-pub.s3.amazonaws.com/PQ_Logo.jpg" style="vertical-align:middle;margin-left:7px"〉
    Source: ERIC (ProQuest)
    Source: ProQuest Social Sciences Premium Collection
    Source: ProQuest Sociology Collection
    Source: Education Collection
    Source: Social Science Premium Collection
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  • 4
    Article
    Article
    2015
    ISSN: 0313-5373 
    Language: English
    In: Australian Journal of Teacher Education, Jun 2015, Vol.40(6), p.13
    Description: This paper investigated the stress levels of first-year education students who undertake teaching practicum and theory units during their first year of teacher education program. First, 139 first-year and 143 other years' education students completed the PSS-10 scale, which measures perceived level of stress. Then, 147 first-year education students completed an online questionnaire to identify the particular stressors in their learning experience. The first-year education students had significantly higher stress levels than other years' education students, (p 〈 0.01). Contributing stressors included academic work commitment; completing placement and related performance assessments in schools and at university; having a good understanding of the requirements of professional teaching, such as classroom management, and working with mentor teachers; and conflicting work and family commitments. These findings provide greater understanding about the stressors experienced by first-year education students and usefully inform ways to help this group achieve their study and career goals.
    Subject(s): College Freshmen ; Stress Variables ; Classroom Techniques ; Mentors ; Placement ; Practicums ; Teacher Education ; Family Relationship ; Career Choice ; Questionnaires ; Student Attitudes ; Performance Based Assessment ; Measures (Individuals) ; Foreign Countries ; Student Employment ; Statistical Analysis ; Qualitative Research ; Australia ; Higher Education ; Postsecondary Education ; Australia
    ISSN: 0313-5373
    E-ISSN: 1835517X
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  • 5
    Article
    Article
    2014
    ISSN: 0313-5373  ISSN: 1835517X 
    Language: English
    In: Australian Journal of Teacher Education, Jul 2014, Vol.39(7), p.11
    Description: This study aimed to assess the pre-service teachers' knowledge of and ability to use text messaging, and assist their use of this technology in the classroom teaching context. Data were gathered by means of a questionnaire and text message exercises. Fifty-three pre-service teachers participated in the study. It was found that although different tasks required different contributions of word numbers to complete the text messages, the percentages of text abbreviations were the same in all text messages. It was also found that participants who used more text abbreviations in their text messages had more correct scores in translating text abbreviations into Standard English. Moreover, participants who rated themselves higher in their self-rated writing and reading abilities used more text abbreviations in their text messages. Teacher educators may find this paper useful in understanding pre-service teachers' knowledge and ability to use text messages, with a further view to developing professional training sessions for improving their abilities in using text messaging technologies effectively in their teaching.
    Subject(s): Foreign Countries ; Preservice Teachers ; Technological Literacy ; Technology Uses in Education ; Knowledge Level ; Questionnaires ; Electronic Mail ; Handheld Devices ; Communication Strategies ; Undergraduate Students ; Learning Activities ; Task Analysis ; Language Usage ; Correlation ; Reading Ability ; Writing Ability ; Word Order ; Statistical Analysis ; Australia ; Postsecondary Education ; Higher Education ; Australia
    ISSN: 0313-5373
    ISSN: 1835517X
    E-ISSN: 1835517X
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  • 6
    Language: English
    In: Journal of Teacher Education for Sustainability, 2015, Vol.17(1), pp.35-47
    Description: This study investigated stress levels of pre-service teachers (PSTs) across three categories of teaching context: early childhood, primary and secondary. This paper focused on exploring the stressors in the completion of tasks in teaching practicum in the three categories of teaching context and an awareness of and access to support systems. The Perceived Stress Scale (PSS) and an online questionnaire were used to measure the nature and level of stress. Significant results were found in relation to the school climate and the stress levels of PSTs across the three different teaching contexts. These findings have implications in terms of understanding different PSTs' stress levels across the three teaching contexts and ways they could be supported to reduce their stress level and achieve better study outcomes.
    Subject(s): Early Childhood Education ; Preservice Teachers ; Practicums ; Student Teachers ; Elementary Secondary Education ; Stress Variables ; Questionnaires ; Online Courses ; Educational Environment ; Qualitative Research ; Statistical Analysis ; Task Analysis ; Student Characteristics ; School Support ; Foreign Countries ; Australia ; Early Childhood Education ; Higher Education ; Postsecondary Education ; Elementary Secondary Education ; Australia
    ISSN: 1691-4147
    E-ISSN: 16915534
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  • 7
    Article
    Article
    2016
    ISSN: Australian Journal of Teacher Education  ISSN: 03135373 
    In: Australian Journal of Teacher Education, 09/2016, pp.100-116
    Description: In comparison to undergraduate pre-service teachers (PSTs), graduate PSTs have previously completed a three-year bachelor degree and are enrolled in initial teacher education (ITE) programs to become a teacher. Following a review of literature on teachers' sense of stress, reflection and identity development, this study compared the stress levels and concerns of graduate PSTs with those of undergraduate PSTs. One hundred and fifty-one graduate and one hundred and fifty-nine undergraduate PSTs participated in this study. The graduate PSTs had significantly higher stress levels than undergraduate PSTs (p 〈 0.01). Contributing stressors from both groups' own demographic background and teaching practicum perspectives were investigated and compared. These findings provide an empirical basis from which to develop appropriate strategies to support both groups of PSTs to manage their stress, develop their identity and personal beliefs and increase their retention in teacher education programs.
    Subject(s): Comparative Analysis; Stress Variables; Graduate Students; Undergraduate Students; Student Attitudes; Academic Persistence; School Holding Power; Teacher Education Programs; Professional Identity; Self Concept; Practicums; Reflection; Questionnaires; Time Management; Preservice Teachers; Statistical Analysis; Foreign Countries; Qualitative Research;
    ISSN: Australian Journal of Teacher Education
    ISSN: 03135373
    E-ISSN: 1835517X
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  • 8
    Language: English
    In: Australian Journal of Teacher Education, Sep 2016, Vol.41(9), pp.100-116
    Description: In comparison to undergraduate pre-service teachers (PSTs), graduate PSTs have previously completed a three-year bachelor degree and are enrolled in initial teacher education (ITE) programs to become a teacher. Following a review of literature on teachers' sense of stress, reflection and identity development, this study compared the stress levels and concerns of graduate PSTs with those of undergraduate PSTs. One hundred and fifty-one graduate and one hundred and fifty-nine undergraduate PSTs participated in this study. The graduate PSTs had significantly higher stress levels than undergraduate PSTs (p 〈 0.01). Contributing stressors from both groups' own demographic background and teaching practicum perspectives were investigated and compared. These findings provide an empirical basis from which to develop appropriate strategies to support both groups of PSTs to manage their stress, develop their identity and personal beliefs and increase their retention in teacher education programs.
    Subject(s): Comparative Analysis ; Stress Variables ; Graduate Students ; Undergraduate Students ; Student Attitudes ; Academic Persistence ; School Holding Power ; Teacher Education Programs ; Professional Identity ; Self Concept ; Practicums ; Reflection ; Questionnaires ; Time Management ; Preservice Teachers ; Statistical Analysis ; Foreign Countries ; Qualitative Research ; Australia ; Higher Education ; Postsecondary Education ; Australia
    ISSN: 0313-5373
    ISSN: 1835517X
    E-ISSN: 1835517X
    Source: © ProQuest LLC All rights reserved〈img src="https://exlibris-pub.s3.amazonaws.com/PQ_Logo.jpg" style="vertical-align:middle;margin-left:7px"〉
    Source: ERIC (ProQuest)
    Source: ProQuest Social Sciences Premium Collection
    Source: ProQuest Sociology Collection
    Source: Education Collection
    Source: Social Science Premium Collection
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  • 9
    Language: English
    In: Student success, 01 March 2017, Vol.8(1), pp.13-23
    Description: This study investigates the mentorship of pairing first year and final year teacher education students during their school placements or practicum. Participating students were studied using an Interpretative Phenomenological Analysis (IPA) approach and undertaking Perceived Stress Scale (PSS) to interpret their experience and their stress levels in the peer mentorship program. This peer mentoring program offered benefits for the first year education students by reducing their stress levels significantly and providing reassurance about their performance during school practicum. It also prepared the final year students for taking on teacher mentor roles. While the student mentorship program cannot replace the support provided by schools and universities, it does offer first year students reassurance as to their practical teaching abilities and performance. In addition, this study provides several perspectives on student mentorship during teaching practicum that are worthy of further...
    Subject(s): First Year Experience, Work Integrated Learning, Retention, Peer Mentoring ; Education
    E-ISSN: 2205-0795
    Source: Directory of Open Access Journals (DOAJ)
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  • 10
    Language: English
    In: Health education journal, April 2017, Vol.76(3), pp.362-372
    Description: Objective: This pilot study sought to better understand what can be achieved by an evidence-based classroom social and emotional education programme. Design and Methods: A 10-lesson, classroom-based programme that taught about emotional literacy, personal strengths, coping and problem-solving strategies, stress management, emotional regulation and support seeking was provided to 56 students in Years 7 (13 years) and 8 (14 years) in an Australian middle school. Teachers were trained to deliver the programme, with participatory modelling of each activity. Before and after delivery of the programme, students were surveyed for their social and emotional wellbeing using the Kessler 10 (K10) instrument for non-specific psychological distress; the ‘Internal Assets’, ‘School Resources’ and ‘Cooperation and Communication’ questions from the Resilience and Youth Development Module (RYDM) of the California Healthy Kids Survey (CHKS); and questions developed for this study on class connectedness...
    Subject(s): Australia ; Education ; School ; Social and Emotional Wellbeing ; Students ; Teachers ; Public Health
    ISSN: 0017-8969
    E-ISSN: 1748-8176
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