Australian and International Journal of Rural Education最新文献

{"title":"What Attributes Make an Alternate Model of Education for Remote Indigenous Adolescents: A Systematic Literature Review","authors":"Amelia Britton, M. Redman-Maclaren, Miriam Ham, R. Bainbridge","doi":"10.47381/aijre.v30i3.279","DOIUrl":"https://doi.org/10.47381/aijre.v30i3.279","url":null,"abstract":"Education provides opportunities for adolescents to make developmental gains. Remote Indigenous adolescents not engaged in education programs need alternate learning opportunities to reach developmental goals. This review identifies attributes that contribute to an alternate model of education within the existing literature and reports on the quantity and nature of evidence. Thirty-seven databases and grey literature were canvassed using strict search criteria. Analysis of papers was conducted to find the enablers of alternate models by identifying the conditions, strategies and outcomes the intervention produced. Papers were categorised according to their nature by Canada's Hierarchy of Evidence and the Sanson-Fisher model. There was limited literature on alternate models of education for Indigenous adolescents in settings outside a school environment. Three papers were classified as descriptive and ten as intervention research. All papers were described as 'emerging' and 'promising' practices. The five attributes embedded within a model included 1) cultural connectedness and awareness; 2) being contextually designed; 3) fosters relationships with peers and adults; 4) specific teaching and learning strategies and; 5) holistic outcomes. The findings will contribute to the co-design of an alternate model of education for remote Indigenous communities. Gaps identified in the literature included examples of 'best practice' models and highlighted the need for further research of innovative models that move from descriptive research to form an evidence base.","PeriodicalId":171171,"journal":{"name":"Australian and International Journal of Rural Education","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132270418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mentoring Undergraduate Bachelor of Arts Students at an Australian University Regional Campus","authors":"Edgar A. Burns","doi":"10.47381/aijre.v30i3.277","DOIUrl":"https://doi.org/10.47381/aijre.v30i3.277","url":null,"abstract":"A personal teaching project, developed over six years at a regional university campus, offered mentoring to capable and engaged students with limited subject options. Providing individual or near-individual instruction enabled the mentored students to deepen their learning, extend their discipline knowledge and consider career steps. With their undergraduate experiences thus enriched many students excelled in their special subject. This individualised training and mentorship, above the general learning threshold available or expected, resulted in high grades and several research outputs: posters at conferences, conference presentations and refereed journal articles. Interactively mentoring students also provided a learning process for the academic mentor. Significantly, mentors' experiences in academic mentor-student mentee relationships receives much less attention than students' experiences and satisfaction. In the contemporary ethos of student-centred learning, the present study supports and exemplifies mentoring pedagogy as inherent in passionate teaching. Reflecting on the mentor's experience here identifies features and practices learned or consolidated in developing effective, caring, and productive undergraduate student mentoring. For the academic mentor, managing each relationship in terms of encouragement, ethics, expectations and transparency has been important to its success. Although the work did not receive a formal workload allocation, outputs have benefits for students in terms of their CVs and growth in personal confidence. Benefits for academic staff include achieving co-authored research outputs and the university benefits through additional outputs to its overall research activity and culture.","PeriodicalId":171171,"journal":{"name":"Australian and International Journal of Rural Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126760734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Longitudinal Mental Health and Wellbeing Survey of Students Transitioning to a Boys' Only Boarding School","authors":"L. Lester, David J. Mander","doi":"10.47381/aijre.v30i2.261","DOIUrl":"https://doi.org/10.47381/aijre.v30i2.261","url":null,"abstract":"This longitudinal study aimed to survey over a 12-month period, the mental health and wellbeing of new incoming students transitioning to a boys' only boarding school. An online self-report questionnaire was used to investigate the perceptions and pre-transition experience of new incoming Year 7 students (e.g., while still in Year 6) prior to their impending transition to Secondary School (Time 1), at the end of Term 1 first year of secondary school (Time 2), and at the end of Term 3 (Time 3) first year of secondary school. All day students enrolled to begin secondary school were also invited to participate. Findings suggest that transition support efforts by the school (e.g. The Connect Programme) were successful in minimising the differences in factors associated with academic, emotional and mental wellbeing between boarding and non-boarding students at three months and six months post-transition. Mental health and wellbeing in terms of the internal, home, school and community protective resilience factors, stayed at similar levels for both boarding and non-boarding students over the first year in secondary school. Academic motivation and self-regulation were found to be higher than normative values but significantly decreased for all students after starting secondary school. Conversely, internalising (e.g. emotional problems) and externalising problems (e.g. conduct problems) increased over time for boarding students. These findings are discussed in terms of transition and the boarding school context. Strengths and limitations of this study are presented.","PeriodicalId":171171,"journal":{"name":"Australian and International Journal of Rural Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125347579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Rural and Remote Boarding","authors":"Marnie O’Bryan, J. Guenther, Sam Osborne","doi":"10.47381/aijre.v30i2.284","DOIUrl":"https://doi.org/10.47381/aijre.v30i2.284","url":null,"abstract":"Editorial","PeriodicalId":171171,"journal":{"name":"Australian and International Journal of Rural Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115013461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Walking the tightrope or constructing a bridge? A study into effective partnership practices between an interstate boarding school community and a very remote Aboriginal Community","authors":"Andrew Lloyd","doi":"10.47381/aijre.v30i2.256","DOIUrl":"https://doi.org/10.47381/aijre.v30i2.256","url":null,"abstract":"Access to secondary education for very remote Northern Territory Indigenous students is limited. Although many students attend distant boarding schools, very few stay to complete Year 12 (the final year of secondary school in Australia). Few families and communities are fully engaged in the whole transition process. This paper describes a case study of one very remote Indigenous community and its partnership with an interstate boarding College. The partnership is attributed with students from community staying to complete Year 12 and then seeking local employment pathways afterward. The study on which this paper is based, investigated how the elements within this partnership function. Using a qualitative methodology with a phenomenological design, two adults from the remote Indigenous Community and six staff from a partner boarding College were interviewed. Interviews were transcribed verbatim, thematically coded and participants were deidentified. Limitations included small sample size not completely representative of the students, families, Elders and staff from either the community or the college.","PeriodicalId":171171,"journal":{"name":"Australian and International Journal of Rural Education","volume":"56 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120921652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Choice-less choice for Rural Boarding Students and their Families","authors":"J. Guenther, Sam Osborne","doi":"10.47381/aijre.v30i2.257","DOIUrl":"https://doi.org/10.47381/aijre.v30i2.257","url":null,"abstract":"The term 'choice-less choice' in education arises from the ethical dilemma where parents are left with no option other than one they do not want to choose. In this article, we draw particularly from David Mander's (2012) use of the term, where he applied it to First Nations students from Western Australia. In Australia, choice-less choice applies to many rural parents where the local school does not offer secondary education options. They must 'choose' a boarding option for their child, or another option such as moving their family to a location where there is a secondary school, or perhaps distance schooling. Other parents have a local secondary option, but this option may not result in Year 12 completion. Based on My School data, this paper uses Google Maps to spatially represent where, in very remote parts of Australia, parents have limited access to local secondary schools or secondary schools that rarely produce completions. The data from My School shows that in very remote areas, this choice-less choice applies to about 6500 students and their families. A further 13000 First Nations students and their families face choice-less choice because even though there is a secondary school in their community, the chances of completing are slim. To explain the latter phenomenon, we draw on Appadurai's (2004) theory of 'capacity to aspire', which suggests that choices are culturally pre-determined and dependent on access to power. Finally, we consider the implications of choice-less choice and suggest how choice-less choice can be removed.","PeriodicalId":171171,"journal":{"name":"Australian and International Journal of Rural Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127394136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A STEP-UP Resilience Intervention for Supporting Indigenous Students Attending Boarding Schools Its Development and Implementation","authors":"Katrina Rutherford, Amelia Britton, Janya McCalman, C. Adams, M. Wenitong, Richard M. Stewart","doi":"10.47381/aijre.v30i2.254","DOIUrl":"https://doi.org/10.47381/aijre.v30i2.254","url":null,"abstract":"Developing and nurturing resilience is critical to the social and emotional wellbeing (SEWB) of Indigenous Australian adolescents and their continuing life trajectories. The attendance of many Indigenous adolescents from remote communities at boarding schools creates a need to prioritise and proactively create opportunities that build and nurture student resilience. This requires sustainable and multi-dimensional school-wide approaches. Despite this need, there are no documented SEWB or resilience building approaches for Australian Indigenous students who attend boarding schools. We describe the use of participatory action research to develop and implement a two-year STEP-UP intervention with boarding schools, designed to create supportive environments for improving psychosocial resilience and wellbeing of remote-living Indigenous students. The intervention consisted of three components implemented annually across eight schools: a site-specific STEP-UP action plan; staff capacity development; and an annual Schools and Communities Conference. Thematic analysis of a systematic literature review, documented action planning, conference group processes, resilience theory and survey findings from the associated broader resilience study resulted in the identification of six resilience building domains: valuing culture and identity; developing cultural leadership; nurturing strong relationships; building social and emotional skills; creating safe, supportive environments; and building staff capacity. These domains became the resulting framework for STEP-UP planning and enabled focused examination of practices and future planning. Learnings from the intervention process suggest principles to consider when designing interventions: utilising a strengths-based approach; design responsiveness; collaborative partnerships; institutional capacity; and sustainability. A resilience toolkit website was developed to enable knowledge translation and sustainability beyond the study.","PeriodicalId":171171,"journal":{"name":"Australian and International Journal of Rural Education","volume":"35 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126993545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The complex nature of mental ill-health, developmental milestones and the transition to secondary boarding school.","authors":"David J. Mander, P. Hasking","doi":"10.47381/aijre.v30i2.263","DOIUrl":"https://doi.org/10.47381/aijre.v30i2.263","url":null,"abstract":"This Rural Connections article discusses the challenges faced by students in transition to boarding school. Highlights from the article: Further research is required to understand mental ill-health among boarding students. Culturally informed and responsive practices are needed to guide developmental and mental health understandings when working with young Aboriginal and Torres Strait Islander people. A re-orientation towards the enormous potential of adolescence as a window of opportunity to offer positive intervention and prevention for young people experiencing, and at risk of, mental ill-health, seems particularly crucial.","PeriodicalId":171171,"journal":{"name":"Australian and International Journal of Rural Education","volume":"129 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128861757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Know your students and where they come from","authors":"R. Lobb","doi":"10.47381/aijre.v30i2.274","DOIUrl":"https://doi.org/10.47381/aijre.v30i2.274","url":null,"abstract":"The entire Broome Senior High School community has worked over many years to ensure students are afforded a holistic, high-quality education which addresses and strengthens their individual academic and wellbeing needs. In particular, Broome Senior High School's strong approach to supporting its more than 300 Aboriginal students, who come to the school from all parts of the Kimberley and from across Australia, is one example of how to cater for the individual needs of a unique cohort of students.","PeriodicalId":171171,"journal":{"name":"Australian and International Journal of Rural Education","volume":"202 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128827805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Can a Total Institution be a Castle of Hope? The Case of an Indian Residential School for 27,000 Indigenous Students","authors":"Christine Finnan","doi":"10.47381/aijre.v30i2.252","DOIUrl":"https://doi.org/10.47381/aijre.v30i2.252","url":null,"abstract":"Residential schools for indigenous students are rarely conceptualised as castles of hope, but because of the difficulty of providing quality education in rural areas, they remain an option, or a necessity, for many indigenous students. Although most contemporary residential schools differ from those that purposefully sought to annihilate indigenous cultures and languages, their existence remains problematic because students grow up in institutional environments that typically favour integration into mainstream culture over maintenance of indigenous cultures. This article is based on ethnographic research conducted in 2014-15 in a large residential school for indigenous students in Odisha, India. Erving Goffman's (1961) total institution, provides a useful frame to examine data collected on students' experiences because it focuses on institutions that separate groups of people from their communities for an expressed purpose. This case illustrates how a total institution 1) shapes students' identities and aspirations toward institutional goals, 2) separates them from the wider world, 3) encourages sacrifice and loyalty by promising hope for a better future, and 4) establishes institutional systems that maintain order through shared responsibility and commitment to the institution. Although students at this school are separated from their families and communities and learn a set of behaviours critical to the smooth functioning of the institution, the data indicate that they and their families accept the sacrifices associated with institutional schooling because of the promise of becoming societal change agents, comfortable in both indigenous and mainstream India.","PeriodicalId":171171,"journal":{"name":"Australian and International Journal of Rural Education","volume":"86 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131753920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}