Australian Journal of Education Impact Factor & Information

Publisher: SAGE Publications

Journal description

The Australian Journal of Education was established in 1957 under the editorship of Professor Bill Connell. Drawing upon research conducted in Australia and internationally, the AJE aims to inform educational researchers as well as educators, administrators and policymakers about issues of contemporary concern in education. The AJE seeks to publish research studies that contribute to educational knowledge and research methodologies, and that review findings of research studies. Its scope embraces all fields of education and training. In addition to publishing research studies about education it also publishes articles that address education in relation to other fields. Articles submitted are subject to full peer review by a panel of experts including members of the Editorial Board of the AJE.

Current impact factor: 0.47

Impact Factor Rankings

2015 Impact Factor Available summer 2016
2009 Impact Factor 0.231

Additional details

5-year impact 0.50
Cited half-life 7.00
Immediacy index 0.00
Eigenfactor 0.00
Article influence 0.18
Website Australian Journal of Education website
ISSN 0004-9441

Publisher details

SAGE Publications

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Authors retain copyright
    • Pre-print on any website
    • Author's post-print on author's personal website, departmental website, institutional website or institutional repository
    • On other repositories including PubMed Central after 12 months embargo
    • Publisher copyright and source must be acknowledged
    • Publisher's version/PDF cannot be used
    • Post-print version with changes from referees comments can be used
    • "as published" final version with layout and copy-editing changes cannot be archived but can be used on secure institutional intranet
    • Must link to publisher version with DOI
    • Publisher last reviewed on 29/07/2015
  • Classification

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: Peer mentoring is often considered the single most effective strategy for increasing student retention and student satisfaction. As a consequence, mentoring programs have been implemented at most universities and are an essential feature of best practice transition programs. Yet, the literature is inconsistent regarding what the term entails and how it is applied, leading to diverse opinions about what constitutes a mentoring program. It could be argued that agreement on a definition of mentoring is secondary to the benefits of its practice and that an emphasis on terminology is just playing semantics. However, this article argues that terminology does matter and that elucidating what mentoring entails is crucial to the comparative evaluation and improvement of mentoring practice as well as the identification of best practice. The article goes on to suggest how mentoring boundaries might be set by drawing on experiences from an Australian University.
    Australian Journal of Education 11/2015; 59(3):265-277. DOI:10.1177/0004944115604697

  • Australian Journal of Education 11/2015; 59(3):329-331. DOI:10.1177/0004944115602370
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    ABSTRACT: This literature review of secondary school teachers perceptions of student misbehaviour from 1983 to 2013 comprised studies from various countries including Australia, China, Greece, Jordan, Malta, the United Kingdom and the United States. Identified materials enabled international comparisons and the analysis of changes over time. Of the 20 papers included in the final review, most were categorised as looking at perceptions of serious student misbehaviours or high frequency student misbehaviours. The main conclusions were that teacher perceptions of high frequency misbehaviours and serious misbehaviours were largely consistent over time and between countries. Teachers perceived talking out of turn and similar misbehaviours as being most frequent. Teachers consistently perceived stealing and vandalism as serious misbehaviours while more extreme violent or potentially violent behaviours were not reported to occur frequently. The study raises the issue of the lack of a common research methodology in the reviewed materials, including agreed student behaviour descriptors, which impede conclusive recommendations.
    Australian Journal of Education 09/2015; 59(3). DOI:10.1177/0004944115607539
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    ABSTRACT: Undiscerning obedience to authority or compliance motivated by social approval differs substantially from volitional moral reasoning based on internalized values. The aim of this study was to ascertain why students would choose to act responsibly in the absence of external constraints. This article reports data collected from primary students in 10 Australian schools, who described the reasons why they would choose to act responsibly. Data analyses identified eight motives which, when categorized, appeared to derive from obedience, compliance or volition. The discussion of results suggests a socially significant difference between students acting responsibly and being responsible. We contend that morally driven classroom management practices are likely to produce more self-aware, morally autonomous, responsible students who conscientiously aspire to be the best that they can be at all times.
    Australian Journal of Education 08/2015; 59(3). DOI:10.1177/0004944115602974

  • Australian Journal of Education 08/2015; 59(2):219-220. DOI:10.1177/0004944115591292
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    ABSTRACT: In this article, school sector differences in tertiary entrance performance were examined using longitudinal data from the state of Victoria in Australia for 2011. Analysis of students’ Tertiary Entrance Aggregate, from which the Australian Tertiary Admission Rank is derived, revealed non-trivial effect sizes of sector on performance. Results showed that students in Catholic and Independent schools performed at 0.24 and 0.38 standard deviations higher than their peers in the government sector once socioeconomic status, Year 9 performance in the National Assessments of Performance—Literacy and Numeracy, gender and language background had been controlled for. In other words, the results demonstrate “value-added effects” for the Catholic and Independent school sectors. Quantile regression showed that Independent-government school sector differences decline (moderately) with higher Tertiary Entrance Aggregate scores. For the Australian Tertiary Admission Rank, Catholic and Independent school students averaged 6 and 8 ranks higher than government school students, respectively, net of the same set of predictors. First-differences and fixed-effects models—which control for all stable (including unobserved) differences between students—estimated increments of 4.5 and 6.0 Australian Tertiary Admission Ranks, for the Catholic and Independent school sectors compared with the government sector.
    Australian Journal of Education 06/2015; 59(2). DOI:10.1177/0004944115586658
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    ABSTRACT: People from out-of-home care backgrounds are largely absent from Australian higher education equity policy. Compared with the UK, Australia has moved slowly to consider legislative and programme incentives for young people who leave state, foster or kinship care and who wish to access higher education. One major reason for the relative inaction of the Australian higher education sector towards this cohort is the rigidity of the national equity framework established in 1990. This article argues that policy reform is required to improve the participation of people from out-of-home care backgrounds in Australian higher education. Effort could be directed into revising the national equity framework, in particular by including out-of-home care as a specific group to be monitored. In addition to revising the national policy architecture, further devolution of equity policy to institutional level may enable greater engagement with the out-of-home care cohort.
    Australian Journal of Education 05/2015; 59(2). DOI:10.1177/0004944115587529
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    ABSTRACT: This paper presents a novel application of a discrete choice experiment that seeks to contribute to a more accurate understanding of international education flows. The discrete choice experiment method is employed to identify the key factors underlying students’ international education choices. The specific focus in the study is on China as the largest origin country of international students in the growing global education market. Data are collected from a sample of prospective Chinese outbound students. The findings suggest that university ranking and destination safety are key decision drivers for Chinese students. The results have policy implications for Australia, as one of the key higher education destination countries, for instance, in relation to recently changed student visa systems and the potential effects of planned government budget cuts to higher education on educational quality and reputation.
    Australian Journal of Education 04/2015; 59(2). DOI:10.1177/0004944115584482
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    ABSTRACT: There is widespread concern about the reduction in the number of students in Australia studying calculus-based mathematics courses in the final year of secondary education. Over the last 20 years in New South Wales, we have seen a dramatic increase in the number of students studying general mathematics in place of calculus courses. The concern arises because students graduating from high school with no calculus are often not well equipped for many aspects of university-level study. This paper explores one potential reason for this in New South Wales, namely the scaling algorithm used to derive the Australian Tertiary Admission Rank. At a time when we are encouraging students to study higher mathematics, this paper contributes to the discussion by illustrating some empirical evidence, based on an analysis of published output from the application of the scaling algorithm used to derive Australian Tertiary Admission Ranks, as to why students may be opting for lower level mathematics at the Year 12 level in great numbers.
    Australian Journal of Education 03/2015; 59(1). DOI:10.1177/0004944115571943
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    ABSTRACT: This article presents estimates of the private monetary benefits in Australia associated with the completion of Bachelor degrees for a range of fields of study under a range of different assumptions. For the average person, results show strong monetary incentives to complete these degrees and the private rate of return compares favourably with the real long-term bond rate. However, differences can be observed in rates of return according to gender and discipline of study with, generally, lower returns for women and for those holding degrees in the humanities. The results are calculated on varying assumptions which provide evidence of the robustness of the conclusions. Finally, implications for policy, such as university financing and increases in university places, are discussed.
    Australian Journal of Education 03/2015; 59(1). DOI:10.1177/0004944114565117

  • Australian Journal of Education 03/2015; 59(1):113-114. DOI:10.1177/0004944114556131
  • [Show abstract] [Hide abstract]
    ABSTRACT: Students from financially disadvantaged backgrounds, rural areas, non-English speaking backgrounds and those who are Aboriginal and Torres Strait Islander, have traditionally been underrepresented in higher education in Australia. The UC 4 Yourself experience day is an outreach program by the University of Canberra for schools identified as having substantial numbers of students from financially disadvantaged backgrounds. It provides a full day of participation in, and gaining information about, university life. The current article reports on two survey studies (N = 525; N = 183) investigating the effectiveness of this program. Students who participated in the program were more likely to plan to attend university and were better able to imagine themselves as university students after their campus visit. Findings from the two studies suggest that the actual visit, despite its brevity, provides a unique experience by simultaneously establishing a knowledge base and facilitating the psychological transformation necessary to imagine a new future.
    Australian Journal of Education 03/2015; 59(1):82-96. DOI:10.1177/0004944114567689
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    ABSTRACT: The benefit of recreational book reading is well recognized, however the role of teachers in encouraging recreational reading beyond the primary school years of skill acquisition is not clearly defined. In 2012, the West Australian Study in Adolescent Book Reading was undertaken in 20 schools in Western Australia. As part of the study, students from selected classes in Year 8 and Year 10 reflected on the encouragement of recreational book reading given by their primary school and high school teachers in the past and at present. This provided a direct end-user perspective on perceived teacher attitudes and practices that supported adolescent recreational book reading. The information was analyzed to identify specific mechanisms of encouragement that students deemed effective. Findings indicated that best practice included exhibiting personal enjoyment of recreational book reading; demonstrating willingness to instigate and support student-centered discussion around books; possessing broad knowledge of both young adult texts and youth popular culture; effectively communicating expectations that students will read at school and at home; learning about the interests and aspirations of the students; and using in-class practices that encourage reading for pleasure, such as reading aloud to students and silent reading.
    Australian Journal of Education 01/2015; 59(1). DOI:10.1177/0004944114565115