In this study, the perceptions and experiences of eighteen teachers across three primary schools in Victoria, Australia, were examined as they participated in an annual performance and development cycle, guided by the Australian Teacher Performance and Development Framework. The study sought to investigate teachers' experiences and perceptions of…

The present study used an established model of feedback (Hattie & Timperley, 2007) as a framework to explore which types and levels of feedback are most common in the upper primary classroom. Results demonstrate that feedback was predominantly directed toward the task level and that feed forward, information about the next steps for learning,…

One of the key feedback questions is "where to next?" and this article provides some directions as to where to next for research based on a review of the five articles in this special issue. The directions relate to the critical importance of calibration, the multidimensionality of calibration, the relation of calibration to self-regulation…

Studies have shown that self-efficacy, aspirational, and other psychosocial influences account for considerable variance in academic achievement through a range of mediational pathways, although no research to date has tested the mediational relationships identified. The present research investigated the structural relations among self-efficacy,…

Research with 1,266 Australian secondary school students supports 2 propositions critical to the motive-strategy congruence model of J. B. Biggs (1985). Students tend to use learning strategies congruent with motivation for learning, and congruent motive-strategy combinations are associated with higher average school grades. (SLD)

Through meta-analysis, 51 studies are examined in which interventions were aimed to enhance student learning by improving student use of either one or a combination of learning or study skills. Results obtained, through categorizing the interventions in hierarchical levels of structural complexity and as either near or far in terms of transfer,…