2,379 results on '"SCHOOLS"'
Search Results
2. Towards an Understanding of How School Climate Strikes Work as Public Pedagogy
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Bronwyn A. Sutton
- Abstract
Purpose: School climate strikes are opening spaces of appearance, becoming differently active forms of public pedagogy where new and previously unthought collective climate action is possible. This inquiry contributes to understanding school climate strikes as important forms of climate justice activism by exploring how they work as public pedagogy. Design/methodology/approach: The inquiry process involved poetic inquiry to produce an affective poetic witness statement to an event of school climate strikes, and then a performative enactment of diffractive reading using the poem created. The diffractive reading is used to conceptualise school climate strikes as public pedagogy and move towards an understanding of how school climate strikes work as public pedagogy. Diffused throughout is the question of where the more-than-human fits in public pedagogy and youth climate justice activism. Findings: School climate strikes are dynamic and differently acting (diffracting) public pedagogies that work by open spaces of appearance that enable capacities for collective action in heterogeneous political spaces. Consideration of entanglements and intra-actions between learner, place, knowledge and climate change are productive in understanding how phenomena work as public pedagogy. Originality/value: This inquiry extends on important considerations in both climate change education and public pedagogy scholarship. It diffuses consideration of the more-than-human throughout the inquiry and enacts a move beyond the humanist limits of existing public pedagogy scholarship by introducing climate intra-action, heterogeneous political spaces and non-conforming learning to an understanding of activist public pedagogies and the educative agent.
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- 2024
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3. Effective Practices during Emergency School Lockdowns: Shared Experiences of Four Australian Schools
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M. Kearney, S. Schuck, J. Fergusson, and R. Perry
- Abstract
This study investigates common features of a set of diverse schools' responses to the initial school lockdown period during the pandemic in 2020, with a focus on practices supporting learning, inclusion and wellbeing. It comprises a collective case study of four Australian schools that were selected based on their reputation for impactful support of students and teachers during the emergency remote teaching period. Methods included interviews and focus groups with school leaders, teachers and students. The schools had widely differing contexts, technology access and student needs. Despite these varied contexts, the findings provided important insights into common practices supporting effective remote teaching. Emerging principles of effective practice illuminate ways forward to mitigate the significant risks accompanying emergency remote teaching, and guide practices in a variety of school contexts.
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- 2024
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4. The Mentoring Needs of Recently Appointed Female Middle Leaders: An Australian Case Study
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Blake, Caroline and Fielding, Mark
- Abstract
Purpose: There is a significant volume of literature relating to the mentoring needs of new principals and vice/deputy principals, but little is known about the mentoring needs of recently appointed middle leaders in an educational setting. This study explored the mentoring needs of five female middle leaders at a K-12 case study school of 550 students in Perth, Australia. Design/methodology/approach: Each participant had three mentoring sessions, followed by a semi-structured interview using open-ended questions to provide data on the participants' mentoring needs. The research was framed within an interpretive phenomenology paradigm that focussed on the participants' perceived experiences and how they then interpreted these experiences. One of the researchers was active in this research, acting as the mentor (Neubauer "et al.," 2019; Smith and Osborn, 2021). Findings: The findings of this study revealed the importance of the mentor being a "critical friend". In addition, the participants referred to leadership identity, leadership from the middle, managing relationships and gender as other important mentoring needs. Originality/value: This empirical study contributes original findings on the mentoring needs of a previously neglected group of educational leaders who provide an essential bridge between classroom practitioners and senior leadership in Australian schools. This study is unique because it links these mentoring needs to the practice architectures, factors at the case study school that either constrained or enabled middle leading (Kemmis "et al.," 2014).
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- 2023
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5. Reimagining and Demystifying Data: A Storytelling Approach
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Hardy, Ian, Phillips, Louise, Reyes, Vicente, and Hamid, M. Obaidul
- Abstract
In this article, we contest globalised notions of data as 'universally' beneficial, necessary and 'evidence-based'. We do so by drawing upon narrative accounts of the problematic ways data impact educators researching and working in university and schooling settings over time and in varied national contexts. We reveal how data are transient and often erroneous, even as data appear omnipresent and omnipotent. Employing an auto-ethnographic storytelling approach, we draw upon our diverse experiences as educators working within and across multiple national and subnational contexts -- in England, Singapore, Bangladesh and Australia -- to reflect on how data have reconstituted and recalibrated our experiences in school and university settings. We seek to break the 'myth' of data -- that we cannot live without the supposedly complete construction of work and life that dominant, reductive assemblages of data provide. In doing so, we argue for the reimagination and demystification of broader data regimes.
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- 2023
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6. Financialisation of Schooling in Australia through Private Debt: A Case Study of Edstart
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Hogan, Anna
- Abstract
In Australia, a range of financial services, including education bonds, high interest personal loans and credit card debt, have long been used to help families pay for the cost of schooling. However, innovative financial technology (fintech) solutions are emerging which align with the growth of a lower risk 'buy now, pay later' phenomenon. Fintechs claim to expand financial inclusion to more people, particularly when their lending activities are compared to traditional banking services. This paper focuses on Edstart, a fintech edu-business that provides low-risk lending for families managing the cost of school fees. In conducting qualitative content analysis of Edstart's website and blog, I catalogue its market-making activities and how it is leveraging logics of school choice to create a new education service market in Australia that normalises school privatisation and the payment of school fees. I end this paper with a discussion of how school choice--as a key policy reform of governments--is associated with the rollback of the welfare state and increased levels of individual financialisation. I argue that parent consumers have become increasingly invested in choosing the 'best' school for their children, and that this often increases their level of private debt.
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- 2022
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7. Gatekeepers, Guides and Ghosts: Intermediaries Impacting Access to Schools during COVID-19
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Striepe, Michelle and Cunningham, Christine
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This article reflects on the effect of gatekeepers, guides and ghosts on gaining access to research participants and field sites. Using a critically reflective approach, we examine our role as researchers and the roles of intermediaries in the process to access schools during the COVID-19 pandemic. Our findings show how gaining access is a non-linear process that is influenced by the agency of researchers and intermediaries at different contextual levels. Our analysis probes past research on gatekeepers, develops the emerging research on the role of guides and advances current understandings by introducing the concept of ghosts. Given the lack of detailed, contextualised accounts on how researchers gain access to schools during or after a crisis, our experiences add to current understandings by providing an 'on the ground' account on how research can be stymied or end with mixed results when it is viewed as a difficult undertaking.
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- 2022
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8. Exploring Changes in Perceptions and Practices of Sustainability in ESD Communities in Australia during the COVID-19 Pandemic
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Beasy, Kim and Gonzalez, Laura Ripoll
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Education for sustainable development (ESD) aims to empower future generations to address current global environmental threats, though it faces challenges to implementation, often linked to narrow perceptions of sustainability. To observe such changes in practice and draw their implications for ESD, we explore the effects of COVID-19 in perspectives and practices of sustainability across an education community. We reflect on how disruptions or threats can trigger a (re)imagination of individual and collective action. Our findings suggest that the COVID-19 pandemic and its effects on individuals and societies have altered perceptions and practices of sustainability through envisaging previously unimaginable global environmental restoration, and experiencing personal, professional and collective changes. Our study shows that the perceived restorative effects on the environment of the pandemic lifted the education community spirits and enhanced "a willingness to change" by leveraging the social network around the education community to promote collective action.
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- 2021
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9. Preparing Secondary Students for Work: A Framework for Vocational Learning and VET Delivered to Secondary Students
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Education Council (Australia)
- Abstract
This report sets out a framework for vocational learning and vocational education and training (VET) delivered to secondary students. It updates the New Framework for Vocational Education in Schools released in 2001 by the Ministerial Council on Education, Employment, Training and Youth Affairs. The framework has been developed by a working group of the Education Council.
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- 2014
10. Understanding the Complex Work of Aboriginal Education Workers in Schools
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Price, Anne, Jackson-Barrett, Elizabeth, Gower, Graeme, and Herrington, Jan
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The work of Aboriginal Education Workers (AEWs) in Australian schools is complex and multifaceted, and yet it is often misunderstood, or worse, devalued. Added to this, the conditions of employment for many AEWs is often insecure, with minimal pay, few opportunities for career progression or meaningful professional development. Despite this there continues to be, as there have been for decades, research findings, policies and reports attesting to the invaluable role of AEWs in schools and communities. The theoretical standpoint of Nakata's (2007) 'cultural interface' is used in this paper to critically (re) examine the role of AEWs in Australian schools. Drawing from relevant past and contemporary literature, this paper draws attention to past and contemporary theorising and policy concerning the roles of AEWs. It asserts that if the work of AEWs is to be better understood and valued then it must be reconsidered in a more transformative way that benefits both the students and schools which they support.
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- 2019
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11. School-Based Sports Development and the Role of NSOs as 'Boundary Spanners': Benefits, Disbenefits and Unintended Consequences of the 'Sporting Schools' Policy Initiative
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Hogan, Anna and Stylianou, Michalis
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The focus of this paper is on "Sporting Schools", a $100 million policy initiative intended to increase children's sport participation in Australia. Our account seeks to proffer a critical analysis of this federal policy, and the way it functions as part of the new heterarchical or networked form of sports governance in Australia. Using a network ethnography methodology, we analyse "Sporting Schools" from the perspective of National Sporting Organisations (NSOs), who have the key responsibility for enacting this policy. Using their perceptions, we reflect on their role as policy 'boundary spanners' and outline the complexities they face in creating 'win-win' scenarios so that schools, students, government and NSOs themselves all benefit from the "Sporting Schools" initiative. We argue that NSOs have to balance benefits and disbenefits and face tension between their desire for tight quality control of their school-based sports programmes and the need to have a cost-effective funding model for maximum exposure to schools and students. In conclusion, we reflect on the unintended consequences of enacting the policy in its current form, including issues of teaching and coaching expertise, the potential displacement of the educative value of PE in favour of school sport, and the opening of this public policy space to commercial providers on a for-profit basis.
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- 2018
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12. A Sea Country Learning Partnership in Times of Anthropocenic Risk: Offshore Coral Reef Education and Our Story of Practice
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Whitehouse, Hilary, Taylor, Marie, Evans, Neus, Doyle, Tanya, Sellwood, Juanita, and Zee, Ruth
- Abstract
This is a researched account of an offshore coral reef education partnership formed during a time of rapid environmental change (the coral bleaching events in the years 2015 to 2017). The aim of the partnership is to encourage a learning connection with Sea Country. Framed as civic environmentalism, this article explores the dimensions of practice between a reef tourism provider, local schools, a local university, and local Indigenous rangers that enables primary, secondary and university students, rangers, and educators to travel together on day trips to the outer Great Barrier Reef and islands and have immersive and sharing educational experiences. Offshore environmental education and higher quality marine education is increasingly important in the Anthropocene, when Australian reefs are subject to the pressures of climate change and other impacts other impacts that diminish their resilience.
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- 2017
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13. Pathways and Barriers: Indigenous Schooling and Vocational Education and Training Participation in the Goulburn Valley Region. A National Vocational Education and Training Research and Evaluation Program Report
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National Centre for Vocational Education Research, Leabrook (Australia)., Alford, Katrina, and James, Richard
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In 2004, National Centre for Vocational Education Research (NCVER) developed a national Indigenous VET research strategy in partnership with the former Australian Indigenous Training Advisory Council. The research strategy provides a comprehensive program until 2006 to fill the major gaps in knowledge identified through a midterm review of activity against the four objectives of "Partners in a learning culture," the national Indigenous vocational education and training (VET) strategy for 2000-05. This research is a product of that strategy. The project set out to explore the educational, training and employment pathways available to, and taken by, young Indigenous people in the Goulburn Valley region of Victoria, around the major town of Shepparton. Research prior to this project had found that racism was still a pervasive force in various institutions in the region. In addition to confirming that this is still a major barrier, the research also sought to highlight other key barriers and possible solutions to the low participation and attainment rates of Indigenous people in and around Shepparton. This report is important in understanding the pressures on an Indigenous community in a relatively prosperous regional "city" that impact on people's participation in education, training and employment. The findings will be of interest to all VET practitioners, technical and further education (TAFE) institutes and other registered training organisations, and policymakers who are involved in developing strategies and providing training in similar towns and communities across Australia. (Contains 5 tables and 2 figures.) [This document was produced with funding provided through the Department of Education, Science and Training. The author/project team was funded to undertake this research via a grant under the National Vocational Education and Training Research and Evaluation (NVETRE) Program.]
- Published
- 2007
14. Bicentenary 2016: The First New Zealand School
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Jones, Alison and Jenkins, Kuni Kaa
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Maori leaders visiting Australia invited a Pakeha (in this case, English) teacher to come to New Zealand to teach the children to read and write. On 12th August 1816, 200 years ago this year, the first school in New Zealand opened. Twenty-four Maori children came on that day, and each had his or her name written down. The teacher Thomas Kendall noted on the roll that the students were to learn their 'alphabet' or 'monosyllables'. Te Pahi's son, seventeen-year-old 'Towha' [Towai], who knew the alphabet, was the teacher's assistant. To commemorate the school's opening, our article describes the first school and some of what went on there, and comments on its short 2-year life.
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- 2016
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15. Fuzzy Books and Sideways Looks: Discourses of Schooling on Australian Television Advertisements
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Drew, Christopher
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Media constructions of schooling provide suggestions about what should be expected of the school experience. Studies on discourses of schooling have examined how the school is framed in media discourses, but few have examined how it is formed mundanely and repeatedly in advertisements promoting products that are not directly educational. This paper examines how the school is constructed in a range of television advertisements that sell products that are not directly educational such as cereal and broadband Internet, focusing on how schools come to be framed negatively in advertising narratives. The television advertisements often use the technique of governmentality, whereby they attempt to direct the conduct of viewers by suggesting that self-improvement is achievable through personal enterprise. These advertisements position parents as agentive consumers of education, whose consumption habits are central to their children's scholarly success within problematic educational spaces.
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- 2015
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16. To What Extent is the Mayer and Salovey (1997) Model of Emotional Intelligence a Useful Predictor of Leadership Style and Perceived Leadership Outcomes in Australian Educational Institutions?
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Grunes, Paul, Gudmundsson, Amanda, and Irmer, Bernd
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Researchers have found that transformational leadership is related to positive outcomes in educational institutions. Hence, it is important to explore constructs that may predict leadership style in order to identify potential transformational leaders in assessment and selection procedures. Several studies in non-educational settings have found that emotional intelligence is a useful predictor of transformational leadership, but these studies have generally lacked methodological rigor and contextual relevance. This project, set in Australian educational institutions, employed a more rigorous methodology to answer the question: to what extent is the Mayer and Salovey (1997) model of emotional intelligence a useful predictor of leadership style and perceived leadership outcomes? The project was designed to move research in the field forward by using valid and reliable instruments, controlling for other predictors, obtaining an adequately sized sample of current leaders and collecting multiple ratings of their leadership behaviours. The study ("N" = 144 leaders and 432 raters) results indicated that emotional intelligence was not a useful predictor of leadership style and perceived leadership outcomes. In contrast, several of the other predictors in the study were found to predict leadership style.
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- 2014
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17. Introducing Cloud Computing Topics in Curricula
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Chen, Ling, Liu, Yang, Gallagher, Marcus, Pailthorpe, Bernard, Sadiq, Shazia, Shen, Heng Tao, and Li, Xue
- Abstract
The demand for graduates with exposure in Cloud Computing is on the rise. For many educational institutions, the challenge is to decide on how to incorporate appropriate cloud-based technologies into their curricula. In this paper, we describe our design and experiences of integrating Cloud Computing components into seven third/fourth-year undergraduate-level information system, computer science, and general science courses that are related to large-scale data processing and analysis at the University of Queensland, Australia. For each course, we aimed at finding the best-available and cost-effective cloud technologies that fit well in the existing curriculum. The cloud related technologies discussed in this paper include open-source distributed computing tools such as Hadoop, Mahout, and Hive, as well as cloud services such as Windows Azure and Amazon Elastic Computing Cloud (EC2). We anticipate that our experiences will prove useful and of interest to fellow academics wanting to introduce Cloud Computing modules to existing courses. (Contains 3 tables and 11 figures.)
- Published
- 2012
18. Courses for Teaching Leadership Capacity in Professional Engineering Degrees in Australia and Europe
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Khattak, Hamid, Ku, Harry, and Goh, Steven
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Recently, many educational institutions across the globe have implemented engineering leadership programmes either as a part of a formal engineering curriculum or where leadership development is embedded into separate in-house programmes. This shows the clear intent of these educational institutions to prepare their engineering students for solving real-world problems, recognising that both technical and leadership skills are valuable for tomorrow's engineers. Leadership programmes in engineering education have been implemented in various formats with varying degrees of success. It has already been identified in research studies that 80-90% of engineering leadership programmes offered explicitly across the globe were based in the United States of America. However, in Europe and Australia, there is a noticeable lack of engineering leadership programmes, particularly in undergraduate curricula. The programmes that are offered across Australia and Europe have distinct design and delivery styles but there are certain key features that are common to most of the programmes, including professional partnerships, mentoring, engineering design and project-based approaches. (Contains 1 table and 5 figures.)
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- 2012
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19. Young Nunga Males at Play and Playing Up: The Look and the Talk
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Blanch, Faye Rosas
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This paper explores how Foucault's concept of the panopticon, power and knowledge impacts on the identity of young Nunga males in a secondary educational institution. I argue that the regulation of the Nunga body in schools is embedded in the discursive formations of knowledge about Indigenous people and the workings of power that are tied up in discipline, surveillance and management of bodies in schools. Through the Indigenous concepts of "play", "playing up"/"stylin' up", I draw attention to Nunga males' resistance to surveillance and management in the schooling environment through understanding themselves as Nungas and their performance of identity through the popular culture of rap to turn the surveillance gaze back upon itself. For young Nunga males turning the gaze back on itself is an act of constructive defiance that allows them a space to explore their own identities through performance rather than through the knowledge production constructed by the hegemonic racialised institution of the school.
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- 2011
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20. Long-Run Trends in School Productivity: Evidence from Australia
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Leigh, Andrew and Ryan, Chris
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Outside the United States, very little is known about long-run trends in school productivity. We present new evidence using two data series from Australia, where comparable tests are available back to the 1960s. For young teenagers (aged 13-14), we find a small but statistically significant fall in numeracy over the period 1964-2003 and in both literacy and numeracy over the period 1975-98. The decline is in the order of one-tenth to one-fifth of a standard deviation. Adjusting this decline for changes in student demographics does not affect this conclusion; if anything, the decline appears to be more acute. The available evidence also suggests that any changes in student attitudes, school violence, and television viewing are unlikely to have had a major impact on test scores. Real per child school expenditure increased substantially over this period, implying a fall in school productivity. Although we cannot account for all the phenomena that might have affected school productivity, we identify a number of plausible explanations.
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- 2011
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21. Educational Malpractice and Setting Damages for Ineffective Teaching: A Comparison of Legal Principles in the USA, England and Australia
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Mawdsley, Ralph D. and Cumming, J. Joy
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The extent to which educational institutions and their teachers in the USA, England, and Australia should bear legal responsibility in damages for ineffective classroom teaching is the subject of this article. At the heart of the controversy regarding educational malpractice is the issue of remedies. Federal and state courts in the USA have resisted awarding damages where such an award would appear to sound in educational malpractice. However, although courts in Australia have yet to declare with any degree of certainty, they appear positioned to follow the English approach that ostensibly acknowledges a school's duty of care to provide effective education for all children. (Contains 97 notes.)
- Published
- 2008
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22. From Naive Optimism to Robust Hope: Sustaining a Commitment to Social Justice in Schools and Teacher Education in Neoliberal Times
- Author
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McInerney, Peter
- Abstract
Drawing on a school ethnography and the voices of graduate students, this paper explores the concept of robust hope with reference to the ideal of social justice in education policy and practice. Although the arguments to support a commitment to social justice in education systems, schools and teacher education programs, are often well-articulated, the pedagogical and political strategies to achieve such goals often remain elusive. If we are to reclaim the utopian imagination of socially just schools and egalitarian society we need to move beyond naive optimism to cultivate a notion of robust hope that is praxis-oriented and fully cognisant of the complexities, tensions and difficulties associated with the task. "Getting real" in this sense requires the development of conceptual ideas to critique existing social arrangements, a vision of an emancipatory alternative, and a set of political strategies and resources to affect progressive change. Notwithstanding the difficulties of contesting market-driven approaches to education, this study reveals that there are "resources of hope" in schools, educational institutions and the broader community to guide teachers and teacher educators in pursuing a goal of socially just schooling.
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- 2007
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23. Picture Storybooks and Starting School
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Dockett, Sue, Perry, Bob, and Whitton, Diana
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This paper reports an investigation of children's picture storybooks about school. Previous research has indicated that parents and educators choose to read books about school to children as a way of helping children become familiar with school expectations. Drawing on over 100 children's picture storybooks, the content (text and illustrations) of these books has been analysed according to categories established through the Starting School Research Project, enabling a comparison of the issues raised by children and the issues addressed in picture storybooks. (Contains 1 figure and 1 note.)
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- 2006
24. Appraising Higher Education Faculty in the Middle East: Leadership Lessons from a Different World
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Mercer, Justine
- Abstract
The research documented in this article investigates the impact of faculty appraisal at two higher education (HE) institutions, located about 15 kms apart, in the same Middle Eastern country. Specifically, the research investigates the systems of faculty appraisal at "Rihab", a newly-established university, and at "Al Fanar", an older, more established vocational college, in order to determine firstly, how far each particular system embodies paradigms (meaning goals and values, key assumptions and management ethos) of professionalism and/or managerialism, and secondly, how far each particular system is seen by informants as appropriate to an educational context. On a more general level, the research also looks at the extent to which changes in HE in the West, principally, the United Kingdom, North America, Australia and New Zealand, find resonance in a Middle Eastern context, where HE institutions are staffed almost exclusively by faculty and administrators from those same Western countries, but are subject to quite different employment laws and practices. In this article, the author argues that there are certain unique contextual features affecting perceptions of the two appraisal systems. He also argues that despite the very different context, the tensions highlighted by the research are present in all educational institutions and the underlying dilemmas are encountered by academic leaders everywhere. (Contains 1 table.)
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- 2006
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25. Co-operative Educational Abstracting Service (CEAS). [Abstract Series No. 1-4, 1969-1971].
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International Bureau of Education, Geneva (Switzerland).
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This document is a compilation of 163 English-language abstracts concerning various aspects of education in Australia, Brazil, Bulgaria, Denmark, Finland, France, Hungary, Iceland, India, Israel, Japan, Mexico, Nigeria, Philippines, Thailand, UAR, U.S., USSR, and Yugoslavia. The abstracts are informative in nature and are approximately 1,500 words long each. They are based on documents submitted by each nation to the International Bureau of Education as representative of their best and most substantial work in the field of education. The titles and institutions appear in both translation and transliteration, for documents not written in English. Series No. 1, issued in September 1968, is numbered 1-67/E--19-67/E; series No. 2, issued in March 1969, is numbered 68.1E--68.55E; series No. 3, issued in October 1970, is numbered 70/1E--70/21E; series No. 4, issued in March, May, and September 1971 is numbered 1-68. (MH)
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- 1971
26. The Institutionalised Abuse of Children in Australia: Past and Present.
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Hawkins, Russell M. F. and Briggs, Freda
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Uses examples of institutional child abuse within the Australian police force, social service departments, diplomatic service, schools, the judicial system, and the church to show that leadership may mitigate or amplify abuse. Contends that the precedence of adults' rights over children's rights contributes to child abuse. The recent creation of a Commissioner for Children may help rectify this imbalance. (Author/KB)
- Published
- 1997
27. The Current Situation and Future Prospects of the Online Industry in Australia.
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Oley, Elizabeth
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Traces the development of database production and the online industry in Australia, focusing on recent trends, problems and prospects for future online and CD-ROM use. Argues that new pricing arrangements can provide growth in a market fragmented by increases in specialization and government information, and in numbers of vendors, databases, end users, and CD-ROMs. (15 references) (EA)
- Published
- 1992
28. Through a Rear Vision Mirror. Change and Education. A Perspective on the Seventies from the Forties. ACER Research Series No. 97.
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Australian Council for Educational Research, Hawthorn., Fitzgerald, R. T., Fitzgerald, R. T., and Australian Council for Educational Research, Hawthorn.
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The early seventies were strikingly similar in some ways to the early forties. In both periods strong forces operated to reform education. These pressures arose in the main from a pervasive sense of crisis and threat to the culture. A major purpose of this study is to shed some light on the nature and impact of the forces of change that affect education. The method employed is to take an earlier corresponding period as the main point of reference. The forties thus serve as a "rear vision mirror" in the sense that an analysis of the reformist movement of those years helps create an understanding of the current landscape of education. As a result, it is easier to distinguish the familiar from the new factors at work. The analysis inevitably goes well beyond the field of education itself. Political, economic, and social factors bear heavily on education policy and price. The viability of proposed innovations is also linked with the cultural context. The advocates of structural change in the seventies enjoy a more favorable context for action than did their counterparts in the forties. The question has become not whether but how much change will take place. (Author/IRT)
- Published
- 1975
29. Technical and Vocational Education in Asia and Oceania. Bulletin of the Unesco Regional Office for Education in Asia and Oceania. Number 21, June 1980.
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United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand). Regional Office for Education in Asia and Oceania. and United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand). Regional Office for Education in Asia and Oceania.
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This issue contains a regional review, discussion of technical and vocational education in countries of Asia and Oceania, articles dealing with various aspects of technical and vocational education, and a bibliographical supplement. The brief statistical review in section 1 concerns second-level technical and vocational education in the developing countries of Asia and Oceania from 1965 to the mid-1970s. Section 2 deals with second-level, tertiary (postsecondary) level, and on-the-job technical and vocational education by country. Topics include structure, curriculum, programs, institutions, teacher preparation, financing, innovations, and experiments. These countries are included: Afghanistan, Australia, Bangladesh, Burma, China, India, Indonesia, Japan, Nepal, New Zealand, Pakistan, Papua New Guinea, Philippines, Republic of Korea, Singapore, Socialist Republic of Viet Nam, Sri Lanka, Thailand, and Union of Soviet Socialist Republics. Section 3 contains five articles: (1) Educational Attainment of the Work-Force, (2) Effective Use of Learning Resources in Technical and Vocational Education, (3) Practical Spaces of Technical and Vocational Education: An Architectural Design Dilemma, (4) New Perspectives for Technical and Vocational Education in National Economic Development, and (6) Recommendations of the Regional Seminar on Technical and Vocational Education in Asia and Oceania, Singapore, November 1979. Section 4 is an annotated bibliography on technical and vocational education, including programmes linking education and work. (YLB)
- Published
- 1980
30. Manpower Projections, Recruitment Needs and Training Requirements for Commercial Airline Pilots in the United States 1968-1979.
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University of Southern California, Los Angeles. and Simons, Robert Marchand
- Abstract
This study evaluated the reported airline pilot shortage in relation to certified air carriers; recruitment needs for qualified applicants; training requirements as recommended by air carriers, airline captains, and flight officers; and airline pilot supply and demand during 1968-79. A literature review on foreign and domestic pilot shortages was followed by a questionnaire survey of air carriers and flight personnel, and by interviews with aviation students and private flying school instructors concerning flight students and yearly output of civilian graduates. Findings included the following: (1) 46,000 airline pilots will be employed in 1979 by certified air carriers, and the yearly demand will be about 2,700; (2) the pilot shortage is over, and airlines appear to be having no difficulty in obtaining qualified graduates. Overall findings suggest a need for liaison, cooperation, and communication among air carriers, the armed forces, and commercial flight training programs through such means as standardization of ground school and flight curriculums, additional instrument and airways procedure training, a new certified airline copilot license requiring 1,200 flight hours of experience, and Federal funds for civilian flight school simulators and other equipment. (author/ly)
- Published
- 1969
31. The Organisation and Financing of Education in Australia
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Sheehan, Barry A.
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- 1972
32. The Teaching of German in Australian Schools
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Siliakus, Henk
- Published
- 1972
33. Parents' perspectives on gender and sexuality diversity inclusion in the K-12 curriculum: appropriate or not?
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Ferfolja, Tania, Manlik, Kate, and Ullman, Jacqueline
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CURRICULUM , *GENDER identity , *RESEARCH funding , *SEX education , *SCHOOLS , *PARENT attitudes , *DESCRIPTIVE statistics , *SURVEYS , *THEMATIC analysis , *GOVERNMENT aid , *CONCEPTUAL structures , *RESEARCH methodology , *DATA analysis software - Abstract
Recent years have witnessed growing acceptance of gender and sexuality diversity in Australia; yet, its inclusion in the school curriculum remains contentious. Despite evidence to the contrary, there is a commonly held belief that parents consider the inclusion of such topics inappropriate. In the light of this, this paper focuses on an analysis of three qualitative items from an Australian national survey of parents of children attending government-funded schools. Informed by the responses to these questions, we sought to better understand the concept of age-appropriateness present in the discourses deployed by a (minority) number of Australian parents who did not support gender and sexuality diversity-inclusivity in the curriculum. Thematic data analysis identified three key themes used by parents to warrant gender and sexuality diversity curriculum exclusion based on age inappropriateness: namely, inclusion is 'confusing'; children are too 'immature'; and children are too 'easily influenced'. [ABSTRACT FROM AUTHOR]
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- 2024
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34. Effectiveness of nutrition interventions in Australian secondary schools: A systematic review.
- Author
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Comeau, Abigail, Mertens, Bradley, Bachwal, Lavanya, Utter, Jennifer, and van Herwerden, Louise
- Subjects
- *
SECONDARY schools , *DIETARY patterns , *HEALTH outcome assessment , *NUTRITION , *SECONDARY school students - Abstract
Issue Addressed: Dietary intake of Australian adolescents is suboptimal. Schools are an ideal setting for health promotion initiatives to develop healthy lifestyle behaviours among adolescents. However, we do not know which nutrition‐focused, school‐based interventions are effective at improving health outcomes in adolescents in Australia. Therefore, the aim was to evaluate the effect of nutrition interventions on health outcomes in Australian secondary school students. Methods: MEDLINE, EMBASE, CINAHL, ERIC and Informit were systematically searched on 4th November 2022. Studies in any language evaluating nutrition interventions implemented in Australian secondary schools were included. Studies evaluating interventions conducted in primary schools or outside the school setting were excluded, as were any grey literature, systematic reviews and meta‐analyses. Screening and data extraction were performed in duplicate. Quality was assessed using the Mixed Methods Appraisal Tool. Results: Thirteen studies (n = 27 224) reporting on nutrition interventions implemented in Australian secondary schools were included. Studies were conducted in five different states and a capital territory within Australia and were mostly randomised controlled trials. Most studies reported a significant improvement on nutrition‐related health outcome measures (dietary behaviour n = 6, nutritional knowledge and attitudes n = 4 and anthropometric n = 1). Conclusions: This review found limited studies reporting on nutrition interventions in Australian secondary schools. However, most were shown to be effective in improving nutrition‐related health outcomes. So What?: Since there were limited studies in peer‐reviewed journals, more research in this area is needed to confirm the effectiveness of nutrition interventions in Australian secondary schools and to assess long‐term effects on student's health outcomes. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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- View/download PDF
35. 'Teaching up' at school and home: young people's contemporary gender perspectives.
- Author
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Smith, Erika K. and Robinson, Kerry H.
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- *
YOUNG adults , *BINARY gender system , *GENDER , *GENDER nonconformity , *HOME schooling , *FOCUS groups , *GENDER inequality , *STEREOTYPES - Abstract
This paper explores young people's understandings of gender and investigates their gender-based experiences in high schools in Australia. The discussion is based on qualitative research including focus groups and interviews with 47 recent high school leavers from diverse linguistic, socioeconomic, religious, ethnic, gender and sexuality backgrounds, who attended a broad range of high school types in New South Wales (NSW). We found that young people are critically engaging in gender issues and are often challenging binary gender and associated inequitable practices in schools and beyond. They are taking a leading role in educating adults about gender—that is, they are 'teaching up', as young people conceptualised it, to their families and teachers about gender, gender-related issues and doing gender differently in contemporary times. Their views on gender are often in contrast to those institutional views that currently prevail in NSW schools, which often still reflect stereotypes that perpetuate gender inequalities. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
36. Collaborative Practices Between Speech-Language Pathologists and Teachers: A Survey of Teachers in Two Australian States.
- Author
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Brady, Kelsey and Kim, Jae-Hyun
- Subjects
- *
WORK , *INTERPROFESSIONAL relations , *PROFESSIONAL practice , *ENDOWMENTS , *SCHOOLS , *DECISION making , *TEACHERS , *SURVEYS , *RESEARCH methodology , *SPEECH therapy , *MANAGEMENT , *TIME - Abstract
Purpose: We investigated the collaborative practice between speech-language pathologists (SLPs) and teachers in two Australian states with different policies and legislations affecting SLP services in schools. Methods: Teachers from New South Wales (NSW) and Queensland (QLD) completed an online survey (N = 117). A mixed-method approach was used to analyse teachers' responses in the survey. Results: QLD teachers were significantly more likely to work with SLPs in multiple models of collaborative practice. NSW teachers were more than twice as likely to work with SLPs in the pull-out model as the single means of collaborative practice. While NSW and QLD teachers accessed SLP services differently, they perceived funding and lack of time to be influencing collaborative practices. A clear need was highlighted for SLPs and teachers to develop a greater depth of shared understanding for successful collaborative practices. Conclusion: This study provided preliminary insight into SLP-teacher collaborative practices in two Australian states with different policies and legislations affecting SLP services in schools. There is a need for evidence-based and student-centred guidelines to facilitate SLP-teacher collaborative practices in schools. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
37. The contestation of policies for schools during the Covid-19 crisis: a comparison of teacher unions' positions in Germany and Australia.
- Author
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Brown, Bernard and Nikolai, Rita
- Subjects
- *
EDUCATION policy , *COVID-19 pandemic , *SCHOOL administration - Abstract
This paper examines school management and policies in Germany and Australia during the Covid-19 pandemic. The study, which is comparative and qualitative, explores the interrelationship between different levels of governance and the responses of teacher unions. The inquiry is informed by the perspectives of historical institutionalism and path dependency, and the document analysis is conducted by utilising the justification categories of value, collective, and formal and procedural driven arguments. We argue the contestation which occurred between different levels of school governance and the teacher unions amidst the pandemic created the potential for changes in policy settings and influence over the administration of schooling. However, there is no indication of fundamental shifts in the organisation, policy direction or control over schooling in Germany or Australia. Instead, there is a conformity to established institutional arrangements and path dependencies, which secure and protect the vested interests of the different policy actors. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
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38. A Profile of Occupational Therapists Working in School-Based Practice in Australian Primary Schools.
- Author
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Jeremy, Jill, Spandagou, Ilektra, and Hinitt, Joanne
- Subjects
- *
CROSS-sectional method , *SCHOOLS , *STATISTICAL sampling , *QUESTIONNAIRES , *JUDGMENT sampling , *QUANTITATIVE research , *DESCRIPTIVE statistics , *SURVEYS , *CONCEPTUAL structures , *DATA analysis software , *SCHOOL health services , *LABOR supply - Abstract
Inclusive education has increased the demand for school-based occupational therapy services and has reconceptualised the practice in mainstream schools. Therapists are now expected to work collaboratively with teachers within tiered intervention models to support access and participation of all students, including those with disabilities, within the natural classroom context. School-based occupational therapy has become a specialised area of practice, as therapists work within educational, rather than health, systems and processes. While the growth in demand and expanded scope of practice is positive for the profession, predicted workforce shortages and the necessity for specialised and enhanced practice present significant challenges. The ability of the profession to fully support the demands of an inclusive education system remains unclear. As accurate, up-to-date information on the school-based therapy workforce is the foundation for planning future personnel needs, knowledge of the current state of the workforce is critical. There is a paucity of national data regarding this growing area of practice. The aim of this study is to describe a current profile of school-based occupational therapists to better understand the workforce, practice patterns, and the funding landscape in Australia. A convenient and purposive sample of 108 Australian paediatric occupational therapists working in mainstream primary schools in New South Wales, Queensland, and Victoria was surveyed in this quantitative study, which was analysed using descriptive statistics. Results provide some insights into the workforce and practice of school-based therapy in Australia offering preliminary data for future planning in this important and growing area of paediatric practice. While specific to the local context, results invite cross-national and global comparison to reveal universal trends and localised nuances across diverse settings. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
39. Potential mental health-related harms associated with the universal screening of anxiety and depressive symptoms in Australian secondary schools.
- Author
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Braund, Taylor A., Baker, Simon T. E., Subotic-Kerry, Mirjana, Tillman, Gabriel, Evans, Nathan J., Mackinnon, Andrew, Christensen, Helen, and O'Dea, Bridianne
- Subjects
- *
DIAGNOSIS of mental depression , *ANXIETY diagnosis , *HIGH schools , *MENTAL health , *RESEARCH funding , *STATISTICAL sampling , *QUESTIONNAIRES , *RANDOMIZED controlled trials , *MEDICAL screening , *PSYCHOSOCIAL factors - Abstract
Background: Anxiety and depressive disorders typically emerge in adolescence and can be chronic and disabling if not identified and treated early. School-based universal mental health screening may identify young people in need of mental health support and facilitate access to treatment. However, few studies have assessed the potential harms of this approach. This paper examines some of the potential mental health-related harms associated with the universal screening of anxiety and depression administered in Australian secondary schools. Methods: A total of 1802 adolescent students from 22 secondary schools in New South Wales, Australia, were cluster randomised (at the school level) to receive either an intensive screening procedure (intervention) or a light touch screening procedure (control). Participants in the intensive screening condition received supervised self-report web-based screening questionnaires for anxiety, depression and suicidality with the follow-up care matched to their symptom severity. Participants in the light touch condition received unsupervised web-based screening for anxiety and depression only, followed by generalised advice on help-seeking. No other care was provided in this condition. Study outcomes included the increased risk of anxiety, depression, psychological distress, decreased risk of help-seeking, increased risk of mental health stigma, determined from measures assessed at baseline, 6 weeks post-baseline, and 12 weeks post-baseline. Differences between groups were analysed using mixed effect models. Results: Participants in the intensive screening group were not adversely affected when compared to the light touch screening condition across a range of potential harms. Rather, participants in the intensive screening group were found to have a decreased risk of inhibited help-seeking behaviour compared to the light touch screening condition. Conclusions: The intensive screening procedure did not appear to adversely impact adolescents' mental health relative to the light touch procedure. Future studies should examine other school-based approaches that may be more effective and efficient than universal screening for reducing mental health burden among students. Trial registration Australian and New Zealand Clinical Trials Registry (ACTRN12618001539224) https://anzctr.org.au/Trial/Registration/TrialReview.aspx?id=375821. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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40. The Basketball Boys: young men from refugee backgrounds and the symbolic value of swagger in an Australian state high school.
- Author
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Harwood, Georgie, Heesch, Kristiann C., Sendall, Marguerite C., and Brough, Mark
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- *
YOUNG men , *REFUGEES , *HIGH schools , *EDUCATION policy , *CULTURAL capital - Abstract
Schools are critical spaces for young men from refugee backgrounds. They play an integral role in literacy development, educational attainment, and providing a sense of belonging. Inclusive education practices for this group are largely absent in Australian schools. Research shows focusing on these young men from a non-deficit position assists with inclusivity. There is a lack of research exploring the agentic practices of young men from refugee backgrounds within schools. This paper explores the symbolic value of swagger for a group of young men from refugee backgrounds at a high school in Australia. A Bourdieusian theoretical framework guided critical awareness of power in schools. This research shows how a group of young men found a meaningful way to acquire social and cultural capital. Despite the school's constraints, this group developed a group identity reflected in their clothing and embodied dispositions referred to here as swagger. Our findings demonstrate the complex power relations at work, including the opportunity for the young men to resist and be included. In the spirit of Bourdieu's concern for reflexivity our findings point to the need for schools, teachers, and education policy makers to consider the workings of power in schools in more considered ways. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
41. Gender differences in barriers to participation in after-school physical activities and related factors in Australian schoolchildren: A cross-sectional study
- Author
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Lazarowicz, Andrew, O'Hara, Rebecca L, Broder, Jonathan C, Grunberg, Diana MS, and Gasevic, Danijela
- Published
- 2021
42. Support for school-based relationships and sexual health education: a national survey of Australian parents.
- Author
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Hendriks, Jacqueline, Marson, Katrina, Walsh, Jennifer, Lawton, Tasha, Saltis, Hanna, and Burns, Sharyn
- Subjects
- *
PARENT attitudes , *STATISTICS , *SOCIAL support , *QUALITATIVE research , *PEARSON correlation (Statistics) , *INTERPERSONAL relations , *QUESTIONNAIRES , *SCHOOLS , *SCALE analysis (Psychology) , *CHI-squared test , *RESEARCH funding , *DESCRIPTIVE statistics , *DATA analysis , *SEXUAL health , *RELIGION - Abstract
Despite significant evidence worldwide that parents support school-based delivery of relationships and sexuality education (RSE), Australian data has generally lacked larger, nationally representative samples. Furthermore, misguided perceptions of parental attitudes are known to impact delivery. In response, online survey data were collected from 2,427 parents (56.5% female) nationwide, to examine their attitudes towards school-based RSE. Most had a child enrolled in a government school (65.3% primary, 55.7% secondary); and reported diverse religious affiliations (38.7% no religion, 21.3% Catholic, 11.1% Anglican) and voting preferences (26.7% Australian Labour Party, 25.1% Liberal/National, 23.6% undecided). Overall, 89.9% of parents supported schools to deliver RSE, with some modest differences being associated with particular demographic variables. Beyond widespread support for RSE, parents emphatically endorsed schools to address a diverse range of RSE-related issues (n = 40 topics). Parents' responses also provided insight regarding when certain topics should first be introduced and the quality of current RSE provision in schools. Findings from this descriptive overview challenge the currently overstated assumption that parents do not support RSE in schools. Such persistent and obstructive discourse is counterproductive to evidence-based strategies that seek to strengthen young people's personal and social development in a comprehensive and contemporary manner. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
43. Mental ill-health and substance use among sexuality diverse adolescents: The critical role of school climate and teacher self-efficacy.
- Author
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Bailey, Sasha, Newton, Nicola C, Perry, Yael, Lin, Ashleigh, Grummitt, Lucinda, and Barrett, Emma L
- Subjects
- *
SCHOOL environment , *OCCUPATIONAL roles , *SUBSTANCE abuse , *HUMAN sexuality , *MULTIPLE regression analysis , *MENTAL health , *SELF-efficacy , *SUICIDAL ideation , *SCHOOLS , *EDUCATORS , *MENTAL depression , *DISEASE prevalence , *HEALTH equity , *ODDS ratio , *LONGITUDINAL method , *SELF-mutilation , *ADOLESCENCE - Abstract
Introduction: Mental ill-health, substance use and their co-occurrence among sexuality diverse young people during earlier adolescence is relatively understudied. The preventive utility of positive school climate for sexuality diverse adolescents' mental health is also unclear, as well as the role of teachers in conferring this benefit. Method: Using Wave 8 'B Cohort' data from the Longitudinal Study of Australian children (N = 3127, M age = 14.3), prevalence ratios and odds ratios were used to assess prevalence and disparities in mental ill-health and substance use, and multinomial logistic regression for co-occurring outcomes, among sexuality diverse adolescents relative to heterosexual peers. Logistic regression was used to assess associations between school climate and teacher self-efficacy with sexuality diverse adolescents' mental health. Results: Mental ill-health prevalence ranged from 22% (suicidal thoughts/behaviour) to 46% (probable depressive disorders) and substance use between 66% (cigarette use) and 97% (alcohol use). Sexuality diverse participants were significantly more likely to report self-harm and high levels of emotional symptoms in co-occurrence with cigarette, alcohol and/or cannabis use. For each 1-point increase in school climate scores as measured by the Psychological Sense of School Membership scale, there was 10% reduction in sexuality diverse adolescents reporting high levels of emotional symptoms, probable depressive disorder, self-harm thoughts/behaviour and suicidal thoughts/behaviour. For each 1-point increase in lower perceived (worse) teacher self-efficacy scores as measured by four bespoke teacher self-efficacy items, odds of sexuality diverse adolescent-reported suicidal thoughts/behaviour increased by 80%. Discussion: Mental ill-health, substance use and especially their co-occurrence, are highly prevalent and pose significant and inequitable health and well-being risks. Schools represent a potential site for focusing future prevention efforts and educating and training teachers on sexuality diversity is a promising pathway towards optimising these. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
44. School Educators' Use of Research: Findings from Two Large-Scale Australian Studies.
- Author
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Gleeson, Joanne, Harris, Jess, Cutler, Blake, Rosser, Brooke, Walsh, Lucas, Rickinson, Mark, Salisbury, Mandy, and Cirkony, Connie
- Subjects
- *
EDUCATORS , *EFFECTIVE teaching , *EDUCATIONAL leadership , *EDUCATION research - Abstract
Increasingly, there are expectations internationally that schools will use research to inform their improvement initiatives. Within this context, this paper brings together findings from two large-scale Australian studies – the Monash Q Project and the University of Newcastle's Quality Teaching Rounds Project – to explore educators' patterns of engagement with research. The combination of these studies provides data from a larger and more diverse sample (n = 774) than other recent Australian studies, and integrates insights from direct and indirect approaches to investigating educators' research engagement. The analysis highlights several common themes associated with educators' research use including: the perceived credibility of different sources; the relevance and usability of research; and affordances of access to research and time to use it well in practice. Newer and more nuanced insights include: the interrelationships between collaborative and directed research use; the need for research to be convenient in terms of access and usability; the role of trusted colleagues in helping to bridge gaps between research and practice; and educators' distrust of research itself. The paper argues that these insights provide important cues as to how systems and school leaders can help educators to increase and improve their use of research in practice. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
45. Minority stressors, traumatic events, and associations with mental health and school climate among gender and sexuality diverse young people in Australia: Findings from a nationally representative cohort study.
- Author
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Bailey, Sasha, Newton, Nicola, Perry, Yael, Davies, Cristyn, Lin, Ashleigh, Marino, Jennifer L., Skinner, Rachel S., Grummitt, Lucinda, and Barrett, Emma
- Subjects
- *
GENDER identity , *MENTAL health , *HUMAN sexuality , *LOGISTIC regression analysis - Abstract
Introduction: Population‐level, nationally representative data on the prevalence of minority stressors and traumatic events, mental ill‐health effects, and the preventative utility of school climate, among gender and sexuality diverse young people in Australia, is significantly lacking. In this study, we estimated the prevalence and distribution of minority stressors and traumatic events among young people by sexuality identity (gay/lesbian, bisexual, other sexuality, heterosexual), sexuality diversity (sexuality diverse, not sexuality diverse), and gender identity (transgender, cisgender) and assessed associations with mental ill‐health and the moderating role of school climate factors. Methods: Using Wave 8 (2018) follow‐up data from a population‐level, nationally representative longitudinal cohort study, the sample comprised 3037 young people aged 17–19 years in Australia. Prevalence ratios for minority stressors and traumatic events were calculated for gender and sexuality diverse categories using logistic regression models. Linear regression models were used to test associations between traumatic events and minority stressors, and mental ill‐health. Multivariate linear regression tested school climate factors as effect modifier between minority stressors and mental ill‐health among sexuality diverse young people. Results: Rates of traumatic events and minority stressors were highest among bisexual and gay/lesbian young people and were significantly associated with mental ill‐health among all gender and sexuality diverse young people. Highest mental ill‐health effects were observed among trans young people. Among sexuality diverse young people, positive and negative feelings toward school climate were associated with decreased and increased mental ill‐health, respectively. After accounting for sexuality diversity, positive overall school climate appeared protective of mental ill‐health effects of sexuality‐based discrimination. Discussion: Minority stressors, traumatic events, and associated mental ill‐health are prevalent among gender and sexuality diverse young people in Australia, especially trans, bisexual, and gay/lesbian young people. Promotion of affirmative, safe, and inclusive school climate demonstrates significant promise for the prevention and early intervention of mental ill‐health among gender and sexuality diverse young people. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
46. The Work Environment of the School Leader in Australia: The Case for Sustained Change in Role and Practice.
- Author
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Caldwell, Brian J.
- Subjects
WORK environment ,SCHOOL administrators ,SCHOOL environment ,LITERATURE reviews ,SCHOOL autonomy ,BULLYING ,OCCUPATIONAL roles - Abstract
The questions addressed in this essay are (1) how has the work environment of school leaders changed in the early years of the 21st century, (2) how have these changes affected the role of the school leader, (3) what is the association between an evident deterioration in the work environment and the trend to more autonomy for schools and their leaders, and (4) how can school systems be more effective in supporting school leaders? The essay is organised into three domains that emerged from a review of the literature on changes in the work environment: intensification–intimidation, autonomy–accountability and system–support. Six recommendations are derived from the evidence: principals should have greater control over their work environment, system leaders should remove many reporting requirements from schools, there should be "organised abandonment" of outdated practices, the potential benefits of AI should be realised, there should be more engagement in planning for the future, and there should be further research on processes and outcomes through randomised controlled trials of new practices. It is not so much new theories in leadership but rather new roles and new practices within different arrangements for governance, informed by ongoing research as the context changes, amid evidence of deterioration in professional wellbeing. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
47. Powerful promotions: An investigation of the teen‐directed marketing power of outdoor food advertisements located near schools in Australia.
- Author
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Wells, Gabriella, Trapp, Gina, Wickens, Nicole, and Heritage, Brody
- Subjects
- *
FOOD advertising , *MARKET power , *MARKETING , *TEENAGE pregnancy , *SOCIOECONOMIC status , *SCHOOL food , *ANTI-smoking campaigns , *ADOLESCENCE - Abstract
Issue Addressed: Adolescents are heavily exposed to unhealthy outdoor food advertisements near schools, however, the marketing power of these advertisements among adolescents has not yet been explored. This study aimed to investigate the teen‐directed marketing features present and quantify the overall marketing power of outdoor food advertisements located near schools to explore any differences by content (ie, alcohol, discretionary, core and miscellaneous foods) school type (ie, primary, secondary, K‐12) and area‐level socio‐economic status (SES; ie, low vs high). Methods: This cross‐sectional study audited every outdoor food advertisement (n = 1518) within 500m of 64 randomly selected schools in Perth, Western Australia, using a teen‐informed coding tool to score the marketing power of each advertisement. Results: Outdoor alcohol advertisements around schools had the highest average marketing power score and number of advertising features present. Outdoor advertisements for alcohol and discretionary foods scored significantly higher in marketing power than core food advertisements (P <.001). Outdoor alcohol advertisements around secondary schools scored significantly higher in marketing power than around primary and K‐12 schools (P <.001); and outdoor advertisements for discretionary foods in low SES areas scored significantly higher in marketing power than those in high SES areas (P <.001). Conclusions: This study found outdoor advertisements for unhealthy products, such as alcohol and discretionary foods, were more powerful than advertisements for core foods around schools. So What?: These findings strengthen the need for policies which restrict outdoor advertisements for non‐core foods near schools, to reduce adolescents' exposure to powerful alcohol and discretionary food advertisements. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
48. Ellenbrook Orthodontics' new home.
- Subjects
ORTHODONTICS ,DENTAL care ,SHOPPING ,SCHOOLS ,DENTISTS ,SPORTS facilities - Abstract
The article introduces Ellenbrook Orthodontics, a new facility designed by Medifit in Ellenbrook, Perth, emphasizing its modern, patient-centric layout aimed at enhancing orthodontic care in the community. Topics include the strategic use of space to accommodate more treatment chairs and private rooms, the incorporation of natural light for a welcoming atmosphere, and the positive impact on patient and staff experience through thoughtful design choices and efficient functionality.
- Published
- 2024
49. The Tate.
- Author
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Krien, Anna
- Subjects
MISOGYNY ,MASCULINITY ,RADICALISM ,SCHOOLS - Abstract
The article examines the phenomenon of online misogyny fueled by figures like Andrew Tate, which is influencing the behavior of Australian boys in schools. It delves into how Tate's online presence, characterized by toxic masculinity and misogyny, has led to a troubling shift in classroom dynamics, affecting female teachers and students alike. It also highlights the impact of this misogynist radicalization on school environments.
- Published
- 2024
50. The Democracy Deficit in Australian Schools.
- Author
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BURNS, RAYMOND
- Subjects
- *
SCHOOLS , *ELITE (Social sciences) , *RACISM , *VOTERS - Abstract
The article discusses the democracy deficit in Australian schools, in the context of the failed referendum on the Voice to Parliament. It highlights the media and cultural elites' response to the referendum's failure; the accusations of racism against Australian voters; the intolerance of divergent political views among the younger generations; and modern education lacks a focus on liberal democratic values and evidence-based thinking, instead promoting an intolerant successor ideology.
- Published
- 2024
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