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Student Learning Processes

The Learning Processes research program focused on research aimed at identifying ways of supporting learners and learning in workplace and non-workplace settings. In addition to examining the impact of educational practices and environments on learning in institutions, research in this program was concerned with cognitive, affective and behavioural processes/factors affecting learning, links to other aspects of individual development and learning needs of special groups, including those with disabilities and learning difficulties.

Work in this area investigates basic learning processes in specific learning contexts. Particular research topics include: learning in the early years through to the post-compulsory years of schooling, links between education and health, boys’ education, and Indigenous education.

Submissions from 2010 2010

Trail of the Engagement Matrix - Component 1 - the effectiveness of labels: report, Petra Lietz, Mollie Tobin, and Sarah Buckley

Submissions from 2007 2007

Conceptualising and evaluating teacher quality: Substantive and methodological issues, Lawrence Ingvarson and Ken Rowe

ASSESS and ASSIST: Capacity building for ALL teachers of students – with and without learning difficulties, Ken Rowe

The imperative of evidence-based instructional leadership: Building capacity within professional learning communities via a focus on effective teaching practice, Ken Rowe

Submissions from 2006 2006

Growth in Literacy and Numeracy in the First Three Years of School., Marion Meiers, Siek Toon Khoo, Ken Rowe, Andrew Stephanou, Prue Anderson, and Kathy Nolan

Young People’s Perceptions Of What It Means To Be An Australian, Nola Purdie and Rhonda Craven

Assessment during the early and middle years: getting the basics right, Ken Rowe

Effective teaching practices for students with and without learning difficulties: Constructivism as a legitimate theory of learning AND of teaching?, Ken Rowe

School Performance: Australian State/Territory Comparisons of Student Achievements in National and International Studies, Ken Rowe

BIG Issues In Boys’ Education : Auditory Processing Capacity, Literacy And Behaviour, Ken Rowe and Kathy Rowe

Submissions from 2005 2005

Attitudes, intentions and participation, Siek Toon Khoo and John Ainley

In Teachers' Hands : Effective Literacy Teaching Practices in the Early Years of Schooling, William Louden, Mary Rohl, Caroline Barratt Pugh, Claire Brown, Trevor Cairney, Jess Elderfield, Helen House, Marion Meiers, Judith Rivalland, and Ken Rowe

Evidence for the Kinds of Feedback Data That Support Both Student and Teacher Learning, Ken Rowe

Teaching Reading, Ken Rowe and National Inquiry into the Teaching of Literacy (Australia)

Numeracy in the Early Years: Project Good Start, Sue Thomson, Ken Rowe, Catherine Underwood, and Ray Peck

Submissions from 2004 2004

Supporting English Literacy and Numeracy Learning for Indigenous Students in the Early Years, Tracey Frigo, Matthew Corrigan, Isabelle Adams, Paul Hughes, Maria Stephens, and Davina Woods

The Case for Change : A Review of Contemporary Research on Indigenous Education Outcomes, Suzanne Mellor and Matthew Corrigan

'Literacy Behaviour' And Auditory Processing : Building 'Fences' at the Top of The 'Cliff' In Preference to Ambulance Services at the Bottom, Kathy Rowe, Ken Rowe, and Jan Pollard

Analysing and Reporting Performance Indicator Data: ‘Caress’ the data and user beware!, Ken Rowe

Invited submission to Inquiry into the Sex Discrimination Amendment (Teaching Profession) Bill 2004, by the Australian Senate Legal and Constitutional Legislation Committee, Ken Rowe

The importance of teaching: ensuring better schooling by building teacher capacities that maximize the quality of teaching and learning provision – implications of findings from the international and Australian evidence-based research, Ken Rowe

Submissions from 2003 2003

A Good Start to Numeracy : Effective Numeracy Strategies from Research and Practice in Early Childhood, Brian Doig, Barry McRae, and Ken Rowe

The Importance of Teacher Quality As A Key Determinant of Students’ Experiences and Outcomes of Schooling, Ken Rowe

Submissions from 2002 2002

Boys in School and Society, John Cresswell, Ken Rowe, and Graeme Withers

Constructing and Using Educational Performance Indicators, Ken Rowe and Denise Lievesley

What Matters Most : Evidence-Based Findings of Key Factors Affecting the Educational Experiences and Outcomes for Girls and Boys Throughout Their Primary and Secondary Schooling, Ken Rowe and Kathy Rowe