AUSTRALIAN JOURNAL OF EDUCATION澳大利亚教育杂志
AUSTRALIAN JOURNAL OF EDUCATION(英文缩写 AUST J EDUC),ISSN 0004-9441,eISSN 2050-5884,中文译名:澳大利亚教育杂志 是一本学术期刊。本页汇总该期刊的最新影响因子、分区信息以及最新收录于 PubMed 的文献,帮助您快速了解期刊全貌。
发文量统计区间：2025-11-01 至 2026-10-31，按本站收录文献的发表日期统计。
期刊介绍
历年影响因子趋势
| JCR 数据年份 | 影响因子 | JCR 分区 |
|---|---|---|
| 2021 | 2.415 | Q3 |
| 2022 | 1.300 | Q4 |
| 2023 | 1.500 | Q2 |
| 2024 | 2.600 | Q1 |
| 2025 | 1.700 | Q2 |
AUSTRALIAN JOURNAL OF EDUCATION 最新收录文献
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1. University Students' Motivation and Engagement During the COVID-19 Pandemic: The Roles of Lockdown, Isolation, and Remote and Hybrid Learning.
PMID:日期:2023-06-01This investigation comprised two studies that sought to identify the role of COVID-related disruptions in Australian university students' academic motivation and engagement. Study 1 involved a dataset of 500 university students and examined the links between COVID-19 pandemic disruptions (remote and hybrid learning modes, lockdown, isolation) and students' adaptive (e.g., planning and monitoring) and maladaptive (e.g., disengagement) dimensions of the Motivation and Engagement Scale (MES). Study 2 compared the mean motivation and engagement of Study 1 participants with mean levels from four published pre-COVID-19 Australian studies ( = 55, = 233, = 420, = 941 university students) that also used the MES. Study 1 showed that lockdown and isolation (and not remote/hybrid learning) were associated with problematic motivation and engagement-with lockdown and isolation effects particularly noteworthy for maladaptive motivation and engagement. Study 2 showed that relative to the four pre-COVID-19 samples, the COVID-19 pandemic sample experienced difficulties with motivation and engagement, and again particularly so on maladaptive dimensions.
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2. Worry About COVID-19 and Other Extreme Events Amongst Educators in Australia.
2. 澳大利亚教育工作者对COVID-19及其他极端事件的担忧PMID:日期:2023-04-26The significant disruption of COVID-19 on schooling has heightened concerns about its impact on educators' wellbeing. The current study examined how educators' worry regarding the COVID-19 pandemic compared to their worry about other extreme events, such as natural disasters and critical incidents (a death or suicide of a child, young person, or colleague). Educators report that they were most worried about COVID-19. Educators working in preschools were more worried about COVID-19 and natural disasters than those in primary and secondary schools. However, worry regarding critical incidents increased with the age of students taught. Worry was influenced by socio-economic advantage (SEIFA), whereby educators working in higher SEIFA communities were less worried about natural disasters and critical incidents but shared similar levels of worry about COVID-19 as educators in lower SEIFA communities. With a better understanding about how different types of worry and levels of worry vary across different educator groups and different contexts, more effective supports can be developed and offered.
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3. Teachers' Experiences of Emergency Remote Schooling During the Pandemic: Drivers for Student and Teacher Wellbeing.
PMID:日期:2023-04-18This article discusses findings from a recent survey ( = 297) of teachers' views of both their own and their students' experiences during the 2021 enforced emergency remote schooling period occurring in New South Wales Australia, due to the COVID-19 pandemic. The quantitative analysis reported here explores teachers' views regarding teaching and learning during this challenging period. It identifies three latent constructs, learning, assessment, and interaction, and then uses structural equation modelling to identify the perceived impact of these constructs on student and teacher wellbeing. The remote schooling period had a significant negative impact for teachers and their students across a range of elements of teaching and learning, as well as wellbeing. Student learning experiences and their peer interactions were found to be strong predictors of students' wellbeing outcomes. Assessment design and teachers' feedback to students were significant in predicting levels of teacher wellbeing. Future research directions are also provided.
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4. Teaching the Arts in testing times: A Western Australian perspective on COVID impacts.
PMID:日期:2022-12-06Expert secondary Arts teachers are highly trained specialists well versed in face-to-face individual and group teaching pedagogies. Given the highly personalised nature of Arts teaching practice, the shift to online teaching resulting from COVID-19 lockdowns presented many with challenges for which they had little or no formal training. Many teachers felt stressed, isolated and unsure about where to turn for help. As there are demonstrated links between stress and attrition, it is important to reflect upon the experiences of these teachers with the aim of developing future mitigation strategies. The research reported here synthesises the online teaching experiences of 15 expert Arts specialists in Western Australia and revealed that being a digital native was not in itself sufficient to ameliorate online teaching challenges. Rather, the study found that teachers with deep pedagogical practice knowledge and a reflexive/flexible approach fared better than those with high levels of technology familiarity. The importance of collegiality and mentoring in an online setting, along with a reappraisal of teaching priorities emerged as key findings and serve as a timely reminder of the importance of collaboration, especially in testing times.
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5. Validity of large-scale reading tests: A phenotypic and behaviour-genetic analysis.
PMID:日期:2015-03-09Each year, all Australian students in grades 3, 5, 7, and 9 sit nationwide large-scale tests in literacy and numeracy, which have their validity frequently questioned. We compared the performance of Grade 3 twins on these large-scale reading tests with their performance on three individually administered literacy tests in comprehension, word reading and vocabulary within a genetically sensitive design. Comprehension, word reading, and vocabulary accounted for a substantial amount of the variance in school reading tests. Performance on large-scale reading tests and individually administered tests was moderately to substantially heritable and the same genes contributed to performance in both types of test. These results confirm that large-scale school reading tests measure, at least in part, the literacy skills tapped by individual tests that are frequently considered to be the "gold-standard" in testing.