John Ehrich
Biographic Data
| ID | 1502868 |
|---|---|
| NAME | John Ehrich |
| GIVEN NAMES | John |
| FAMILY NAME | Ehrich |
| SIGNATURE | EHRICH J |
| AFFILIATIONS | Macquarie University |
| ORCID | 0000-0002-5317-4878 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 12 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Examining teachers’ attitudes towards inclusive education for all
Teachers’ attitudes towards inclusive education are widely recognised as a key indicator of the inclusiveness of classroom environments. However, existing instruments inadequately capture teachers’ mindsets in relation to inclusive education for all learners. This study addresses this gap by developing and validating a new cross-cultural measurement instrument: the Attitudes Towards Inclusion for All scale (ATIFA), in both English (ATIFA-EN) and …
Leveraging students' voices
Student diversity in higher education is increasing, and to reduce barriers to students’ full and equitable participation, universities often provide accessibility and wellbeing support services to accommodate their needs. However, a more student-centred approach is required to respond to the challenges for many students with accessibility requirements or disabilities who are insufficiently accommodated, impacting negatively on their achievement …
Understanding young high-achieving Chinese L2 learners’ experiences
Chinese (Mandarin) is taught as an L2 in many Australian primary schools and is considered challenging for English-speaking students to learn. This case study is an inquiry into the experiences of young high-achieving Chinese L2 learners' (from an English-speaking background) in an Australian primary school. This study aims to search for the answers to 'why' and 'what makes' high-achieving students perform well and become high-achievers in Chines…
Teacher self‐efficacy
Teachers’ beliefs in their ability to positively impact students’ learning outcomes has become a strong indicator of teachers’ motivation and behaviour towards the instructional strategies they employ. However, measuring the broader concept of teacher self‐efficacy is still somewhat problematic as current scales are dated, have measurement problems, and are not theoretically sound. This paper proposes a new theoretically and rigorously developed …
Language learning beyond the classrooms
What's colour got to do with it? A psychometric assessment of Peggy McIntosh 's white privilege
Peggy McIntosh's ( White privilege and male privilege: A personal account of coming to see correspondences through work in women's studies , Working Paper 189, Wellesley Center for Research on Women, 1988) list of 50 racial privileges, which purportedly benefit persons of white skin colour, has had enormous impact on social science research and educational curriculum and pedagogy. Surprisingly, to date, no attempt has been made to empirically exp…
An Item Response Modeling Approach to Cognitive Load Measurement
The accurate measurement of the cognitive load a learner encounters in a given task is critical to the understanding and application of Cognitive Load Theory (CLT). However, as a covert psychological construct, cognitive load represents a challenging measurement issue. To date, this challenge has been met mostly by subjective self-reports of cognitive load experienced in a learning situation. In this paper, we find that a valid and reliable index…
Educator Beliefs Around Supporting Early Self-Regulation
The current study sought to investigate the extent to which early childhood educators’ confidence in knowledge, attitudes and self-efficacy for supporting early self-regulation predicted educator behavior and children’s self-regulation outcomes. Data from a diverse sample of 165 early childhood educators participating in a cluster Randomized Control Trial evaluation of a self-regulation intervention were utilized to evaluate the construct validit…
Shedding light on students with support needs
More and more students attend university and a large number of those experience difficulties at some point throughout their degree. Furthermore, many students who experience difficulties in need of help from the universities’ support services do not disclose their additional needs and/or disabilities (AND), and thus, little is known about this population. A range of internal and external demands or stressors may be experienced by university stude…
The effect of gender on teaching dispositions
The gender imbalance in the teaching profession occurs worldwide and declining male representation is a cause of concern. While some studies have looked into causes to explain disproportionate male representation, the notion that females may possess higher levels of teaching dispositional traits than males has not been empirically pursued in any depth. To address this, we investigated the effect of gender on 324 first year pre-service teachers’ d…
What are standardized literacy and numeracy tests testing? Evidence of the domain‐general contributions to students’ standardized educational test performance
BACKGROUND: A fundamental aim of standardized educational assessment is to achieve reliable discrimination between students differing in the knowledge, skills and abilities assessed. However, questions of the purity with which these tests index students' genuine abilities have arisen. Specifically, literacy and numeracy assessments may also engage unintentionally assessed capacities. AIMS: The current study investigated the extent to which domain…
A comparison of Chinese and Australian university students' attitudes towards plagiarism
Student plagiarism is a growing problem within Australian universities and abroad. Potentially exacerbating this situation, research indicates that students' attitudes toward plagiarism are typically more permissive and lenient than the policies of their tertiary institutions. There has been suggestion that this is especially so in Asian countries relative to Western countries; however, very little research has sought to empirically validate this…
Are alphabetic language -derived models of L2 reading relevant to L1 logographic background readers
In this paper, we argue that second language (L2) reading research, which has been informed by studies involving first language (L1) alphabetic English reading, may be less relevant to L2 readers with non-alphabetic reading backgrounds, such as Chinese readers with an L1 logographic (Chinese character) learning history. We provide both neuroanatomical and behavioural evidence from Chinese language reading studies to support our claims. The paper …
Perceptions of settlement well-being, language proficiency, and employment
Acquiring an Artificial Logographic Orthography
To date, studies have focused on the acquisition of alphabetic second languages in alphabetic first language (L1) users, demonstrating significant transfer effects. The present study examines the process from a reverse perspective, comparing logographic (Mandarin-Chinese) and alphabetic (English) L1 users in the acquisition of an artificial logographic script to determine whether similar language-specific advantageous transfer effects occurred. C…
Perceptions of settlement well-being, language proficiency, and employment
A comparison of Chinese and Australian university students' attitudes towards plagiarism
Student plagiarism is a growing problem within Australian universities and abroad. Potentially exacerbating this situation, research indicates that students' attitudes toward plagiarism are typically more permissive and lenient than the policies of their tertiary institutions. There has been suggestion that this is especially so in Asian countries relative to Western countries; however, very little research has sought to empirically validate this…
Language learning beyond the classrooms
Acquiring an Artificial Logographic Orthography
To date, studies have focused on the acquisition of alphabetic second languages in alphabetic first language (L1) users, demonstrating significant transfer effects. The present study examines the process from a reverse perspective, comparing logographic (Mandarin-Chinese) and alphabetic (English) L1 users in the acquisition of an artificial logographic script to determine whether similar language-specific advantageous transfer effects occurred. C…
Perceptions of settlement well-being, language proficiency, and employment
Are alphabetic language -derived models of L2 reading relevant to L1 logographic background readers
In this paper, we argue that second language (L2) reading research, which has been informed by studies involving first language (L1) alphabetic English reading, may be less relevant to L2 readers with non-alphabetic reading backgrounds, such as Chinese readers with an L1 logographic (Chinese character) learning history. We provide both neuroanatomical and behavioural evidence from Chinese language reading studies to support our claims. The paper …
A comparison of Chinese and Australian university students' attitudes towards plagiarism
Student plagiarism is a growing problem within Australian universities and abroad. Potentially exacerbating this situation, research indicates that students' attitudes toward plagiarism are typically more permissive and lenient than the policies of their tertiary institutions. There has been suggestion that this is especially so in Asian countries relative to Western countries; however, very little research has sought to empirically validate this…
What are standardized literacy and numeracy tests testing? Evidence of the domain‐general contributions to students’ standardized educational test performance
BACKGROUND: A fundamental aim of standardized educational assessment is to achieve reliable discrimination between students differing in the knowledge, skills and abilities assessed. However, questions of the purity with which these tests index students' genuine abilities have arisen. Specifically, literacy and numeracy assessments may also engage unintentionally assessed capacities. AIMS: The current study investigated the extent to which domain…
The effect of gender on teaching dispositions
The gender imbalance in the teaching profession occurs worldwide and declining male representation is a cause of concern. While some studies have looked into causes to explain disproportionate male representation, the notion that females may possess higher levels of teaching dispositional traits than males has not been empirically pursued in any depth. To address this, we investigated the effect of gender on 324 first year pre-service teachers’ d…
An Item Response Modeling Approach to Cognitive Load Measurement
The accurate measurement of the cognitive load a learner encounters in a given task is critical to the understanding and application of Cognitive Load Theory (CLT). However, as a covert psychological construct, cognitive load represents a challenging measurement issue. To date, this challenge has been met mostly by subjective self-reports of cognitive load experienced in a learning situation. In this paper, we find that a valid and reliable index…
Educator Beliefs Around Supporting Early Self-Regulation
The current study sought to investigate the extent to which early childhood educators’ confidence in knowledge, attitudes and self-efficacy for supporting early self-regulation predicted educator behavior and children’s self-regulation outcomes. Data from a diverse sample of 165 early childhood educators participating in a cluster Randomized Control Trial evaluation of a self-regulation intervention were utilized to evaluate the construct validit…
Shedding light on students with support needs
More and more students attend university and a large number of those experience difficulties at some point throughout their degree. Furthermore, many students who experience difficulties in need of help from the universities’ support services do not disclose their additional needs and/or disabilities (AND), and thus, little is known about this population. A range of internal and external demands or stressors may be experienced by university stude…
Language learning beyond the classrooms
What's colour got to do with it? A psychometric assessment of Peggy McIntosh 's white privilege
Peggy McIntosh's ( White privilege and male privilege: A personal account of coming to see correspondences through work in women's studies , Working Paper 189, Wellesley Center for Research on Women, 1988) list of 50 racial privileges, which purportedly benefit persons of white skin colour, has had enormous impact on social science research and educational curriculum and pedagogy. Surprisingly, to date, no attempt has been made to empirically exp…
Leveraging students' voices
Student diversity in higher education is increasing, and to reduce barriers to students’ full and equitable participation, universities often provide accessibility and wellbeing support services to accommodate their needs. However, a more student-centred approach is required to respond to the challenges for many students with accessibility requirements or disabilities who are insufficiently accommodated, impacting negatively on their achievement …
Understanding young high-achieving Chinese L2 learners’ experiences
Chinese (Mandarin) is taught as an L2 in many Australian primary schools and is considered challenging for English-speaking students to learn. This case study is an inquiry into the experiences of young high-achieving Chinese L2 learners' (from an English-speaking background) in an Australian primary school. This study aims to search for the answers to 'why' and 'what makes' high-achieving students perform well and become high-achievers in Chines…
Teacher self‐efficacy
Teachers’ beliefs in their ability to positively impact students’ learning outcomes has become a strong indicator of teachers’ motivation and behaviour towards the instructional strategies they employ. However, measuring the broader concept of teacher self‐efficacy is still somewhat problematic as current scales are dated, have measurement problems, and are not theoretically sound. This paper proposes a new theoretically and rigorously developed …
Examining teachers’ attitudes towards inclusive education for all
Teachers’ attitudes towards inclusive education are widely recognised as a key indicator of the inclusiveness of classroom environments. However, existing instruments inadequately capture teachers’ mindsets in relation to inclusive education for all learners. This study addresses this gap by developing and validating a new cross-cultural measurement instrument: the Attitudes Towards Inclusion for All scale (ATIFA), in both English (ATIFA-EN) and …
Psychology (14 works) · Developmental psychology (6 works) · Pedagogy (6 works) · Computer Science (5 works) · Linguistics (5 works) · Social Psychology (5 works) · Mathematics education (4 works) · Political science (4 works) · Psychometrics (4 works) · Rasch model (4 works)