Australian Journal of Education最新文献

On widening participation in higher education: A national examination of equity initiatives in Australian secondary schools 关于扩大高等教育的参与：澳大利亚中学公平倡议的国家考试

4区教育学

Australian Journal of Education Pub Date : 2025-07-03 DOI: 10.1177/00049441251355984

Jessica L. Arnup, Ben Edwards, Sally Baker

{"title":"On widening participation in higher education: A national examination of equity initiatives in Australian secondary schools","authors":"Jessica L. Arnup, Ben Edwards, Sally Baker","doi":"10.1177/00049441251355984","DOIUrl":"https://doi.org/10.1177/00049441251355984","url":null,"abstract":"Despite historic efforts to improve rates of higher education participation for educationally disadvantaged students, equity students remain under-represented in Australian universities. University-run equity or ‘outreach’ programs which target secondary students are one way to encourage higher education access and participation of equity students. However, there have been few national assessments of these equity initiatives. Using a representative sample of Australian schools from the GENERATION survey of Australian youth, this research examined the characteristics and targeting of university-run equity initiatives in schools during 2022. Analysis showed that approximately one-quarter of secondary schools in Australia reported receiving an equity initiative. Programs mostly focused on increasing aspirations for higher education among low socioeconomic, Aboriginal and Torres Strait Islander, and rural and regional students. However, our findings indicated that these programs did not effectively target disadvantaged or regional schools. Moreover, programs may be implemented too late to impact students’ career and educational aspirations.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"69 2","pages":"180-198"},"PeriodicalIF":0.0,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147885560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

‘Learning can be anywhere’ – On the ground views of what impacts student engagement and attendance in remote Australian schools “学习可以在任何地方”——实地考察影响澳大利亚偏远学校学生参与度和出勤率的因素

4区教育学

Australian Journal of Education Pub Date : 2024-12-09 DOI: 10.1177/00049441241303785

Catherine Holmes, John Guenther, Rhonda Oliver, Robyn Ober

{"title":"‘Learning can be anywhere’ – On the ground views of what impacts student engagement and attendance in remote Australian schools","authors":"Catherine Holmes, John Guenther, Rhonda Oliver, Robyn Ober","doi":"10.1177/00049441241303785","DOIUrl":"https://doi.org/10.1177/00049441241303785","url":null,"abstract":"Despite contrary evidence, attendance remains a measurement of success in remote First Nations education. This motivation, in part, derives from the Australian Government’s ‘Closing the Gap’ policies, which in the past included attendance targets for First Nations students. These assumed that increased school attendance led to improved school outcomes. Our article provides an account of what students, school staff and community members living, working and studying in remote and very remote communities say leads to increased school engagement and attendance. We argue concerns about school attendance are more often about poor engagement in learning at school than they are about the proportion of children and young people attending school on any day. The factors that either encourage or negatively impact attendance/engagement are discussed, including school environment, leadership, governance, teachers and teaching, student and external factors, systemic and policy issues. The findings have implications for schools, systems, policies, and funding priorities.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"69 1","pages":"79-98"},"PeriodicalIF":0.0,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147917053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Associations between mental health profiles and later school outcomes 心理健康状况与日后学习成绩之间的关系

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2024-09-14 DOI: 10.1177/00049441241278411

Neida Sechague Monroy, Mary Brushe, Alanna Sincovich, Zara Boulton, Tess Gregory

{"title":"Associations between mental health profiles and later school outcomes","authors":"Neida Sechague Monroy, Mary Brushe, Alanna Sincovich, Zara Boulton, Tess Gregory","doi":"10.1177/00049441241278411","DOIUrl":"https://doi.org/10.1177/00049441241278411","url":null,"abstract":"The dual-factor model of mental health proposes that high wellbeing and low distress are necessary to define mental health. This study used latent profile analysis to identify mental health profiles in a sample of 3,587 Australian grade 6 students and explored the association between mental health profiles and school outcomes measured in grades 7 and 9. Six mental health profiles were identified: complete mental health (i.e. high wellbeing and low distress; 30%), moderately mentally healthy (i.e. average wellbeing and low distress; 18%), symptomatic but content (i.e. high wellbeing and above-average distress; 19%), vulnerable (i.e. low wellbeing and below-average distress; 6%), moderately troubled (i.e. below-average wellbeing and high distress; 19%), and troubled (i.e. low wellbeing and high distress; 8%). After statistical adjustment for potential confounders (gender, language background, socio-economic status, and geographical remoteness), students with complete mental health showed significantly higher academic achievement and school engagement one and three years later compared with students with all other mental health profiles. Students with vulnerable and troubled profiles experienced the poorest school outcomes sustained over time (grade 7 and grade 9). Implications for school-based interventions to support the mental health and wellbeing of students are discussed.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"119 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142269012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Indigenous Early Career Researcher’s Perspectives of ‘safe spaces’’ in Higher Education 原住民早期职业研究人员对高等教育 "安全空间 "的看法

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2024-08-21 DOI: 10.1177/00049441241274522

Michelle Locke, Michelle Trudgett, Susan Page

引用次数: 0

Issues in staffing and outsourcing in schools. Who’s teaching health and physical education? 学校人员配备和外包问题。谁在教健康与体育？

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2024-08-14 DOI: 10.1177/00049441241267924

Jessica Amy Sears, Rachel Wilson

{"title":"Issues in staffing and outsourcing in schools. Who’s teaching health and physical education?","authors":"Jessica Amy Sears, Rachel Wilson","doi":"10.1177/00049441241267924","DOIUrl":"https://doi.org/10.1177/00049441241267924","url":null,"abstract":"The staffing and outsourcing of the marginalised curriculum area Health and Physical Education (HPE) has been an area of growing concern, alongside rising concerns for the decline of students’ health due to increased sedentary behaviour and mental health problems, yet there has been little research attention to the staffing and delivery of HPE in Australian schools. This article addresses that gap in understanding with analysis of data from a larger study examining positioning and implementation of HPE in schools. A mixed methods questionnaire was completed by 30% of government schools in New South Wales ( n = 556) providing data on staffing, delivery and outsourcing arrangements. Findings suggested that specialist HPE teachers are not in-charge of teaching HPE; and the majority (67%) of schools outsource at least some HPE, with far-reaching impacts on curriculum coverage and student exclusion from lessons evident. Findings also suggested that students experience varied methods of delivery in Physical Education (PE), and Health Education (HE) lessons. Together, these findings raise questions regarding the assurance of quality and equity, with implications for future policy and practice and the health and wellbeing of school children.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"76 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142179897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The level of predictability of past reading attainment and self-perception and behavioural measures on children’s reading achievement 过去阅读成绩的可预测性以及自我认知和行为测量对儿童阅读成绩的影响程度

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2024-07-20 DOI: 10.1177/00049441241253027

Ian Hay, Yvonne M. Stevenson

{"title":"The level of predictability of past reading attainment and self-perception and behavioural measures on children’s reading achievement","authors":"Ian Hay, Yvonne M. Stevenson","doi":"10.1177/00049441241253027","DOIUrl":"https://doi.org/10.1177/00049441241253027","url":null,"abstract":"This longitudinal study used regression path models to predict the influence on students’ reading comprehension ability of three self-perception variables (reading self-concept; reading/English effort; academic self-handicapping); three teacher rating behaviour variables (attentive behaviour; sociable behaviour; and settled behaviour) and past reading comprehension. As part of the study, a 12-item reading/English effort scale was developed, and its psychometrics characteristics reported ( N = 254) The participants were Australian primary school students, followed from Years 3 and 4 to Years 5 and 6 ( n = 127). The first path model identified that attending behaviours, low levels of self-handicapping, and reading self-concept were the main predictors of reading achievement. Reading achievement was reassessed two years on, with this path model including past reading attainment. In this model past reading achievement and self-handicapping predicted reading achievement. This research reiterates: the relevance of social-emotional and cognitive variables in education; the need to teach reading across the school years; and the need to enhance students’ sense of control and certainty over their learning.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"18 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141738309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Creating and enacting culturally responsive assessment for First Nations students in higher education settings 在高等教育环境中为原住民学生创建和实施符合文化要求的评估

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2024-07-19 DOI: 10.1177/00049441241258496

Carly Steele, Graeme Gower, Tetiana Bogachenko

{"title":"Creating and enacting culturally responsive assessment for First Nations students in higher education settings","authors":"Carly Steele, Graeme Gower, Tetiana Bogachenko","doi":"10.1177/00049441241258496","DOIUrl":"https://doi.org/10.1177/00049441241258496","url":null,"abstract":"In this article, we argue that current assessment practices in higher education require urgent examination and should be re-imagined in culturally responsive ways to ensure fairness for all. From sociocultural and social justice perspectives, we highlight examples of cultural and linguistic bias in assessment that disadvantages many First Nations students. Incorporating a constructivist viewpoint, we argue that assessment practices must keep pace with culturally responsive pedagogical practices to improve assessment validity for First Nations students and to maintain constructive alignment between learning, teaching, and assessment. Based on qualitative interviews with stakeholders in the On Country Teacher Education program, we describe how university lecturers changed their approaches to assessment and modified their assessment tasks to enact and create culturally responsive assessments. These practices, whilst beneficial for First Nations students, are viewed as being ‘responsive’ rather than ‘proactive’. Recommendations include shifting to a ‘proactive’ stance by evaluating the validity of student learning outcomes and assessment design from the onset.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"162 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141738307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teacher Perspectives and Experiences of Assessment Literacy in Victorian Junior Secondary Schools 维多利亚州初中教师对评估素养的看法和经验

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2023-12-08 DOI: 10.1177/00049441231214022

Trent D. Brown, Melissa M. Barnes, Ilana Finefter-Rosenbluh

{"title":"Teacher Perspectives and Experiences of Assessment Literacy in Victorian Junior Secondary Schools","authors":"Trent D. Brown, Melissa M. Barnes, Ilana Finefter-Rosenbluh","doi":"10.1177/00049441231214022","DOIUrl":"https://doi.org/10.1177/00049441231214022","url":null,"abstract":"Teachers’ assessment practices are invariably related to their knowledge, skills, and beliefs or their assessment literacy. While teachers’ assessment literacy continues to gain attention, there is limited empirical research on the relationship between assessment literacy and teachers’ practices and beliefs, in particular junior secondary school teachers. Drawing from a larger project, this paper employs a synthesised conceptual framework on assessment literacy to interrogate the assessment practices of eight teachers. The findings reveal that teachers’ conceptual knowledge and their conceptions of assessment are influenced by government policies. Teachers acknowledged the importance of effectively interpreting and communicating assessment data in order to support student learning. Finally, the study found that the ways in which teachers meaningfully engaged students in the feedback process created opportunities for building assessment literacy in both teachers and students. This article highlights the gap in how teachers draw upon their conceptual knowledge and how that contextual knowledge allows them to enact assessment within their varied school contexts.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"61 17","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138587138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

‘It’s out of my hands’: Migrant parents’ challenging experiences of home-schooling during the COVID-19 lockdowns 我无能为力"：移民家长在 COVID-19 封锁期间的家庭教育挑战经历

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2023-12-07 DOI: 10.1177/00049441231220101

Tebeje Molla, A. Zaini, Hossein Shokouhi, Ruth Arber

{"title":"‘It’s out of my hands’: Migrant parents’ challenging experiences of home-schooling during the COVID-19 lockdowns","authors":"Tebeje Molla, A. Zaini, Hossein Shokouhi, Ruth Arber","doi":"10.1177/00049441231220101","DOIUrl":"https://doi.org/10.1177/00049441231220101","url":null,"abstract":"The COVID-19 pandemic caused significant educational disruption globally. When the pandemic forced schools to switch to emergency home-schooling, parental engagement in education became more critical. Some parents found home-schooling as an opportunity to form stronger relationships with their children. Others acquired an enhanced insight into their children’s schoolwork. However, the emerging literature shows that, as not all parents were equally positioned to support their children’s learning at home, emergency home-schooling has resulted in a significant learning loss. Guided by the concept of capital interaction, this article reports on a qualitative case study that investigated the experiences of 20 migrant parents in Victoria, Australia. A thematic analysis of the data reveals challenges associated with parental self-efficacy, financial hardship, language and technological barriers, time constraints, and disengagement and exhaustion. Remote learning may return in the future, and we must prepare for such disruption by improving equitable access to education delivered online and at home. To this end, the paper outlines some policy ideas.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"51 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138593904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Beginning teacher preparation and readiness for the profession as inclusive educators 初任教师作为全纳教育工作者的职业准备和就职情况

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2023-11-27 DOI: 10.1177/00049441231218724

Rebecca Rosenberg, Karen de Bruin, Michelle Ludecke

{"title":"Beginning teacher preparation and readiness for the profession as inclusive educators","authors":"Rebecca Rosenberg, Karen de Bruin, Michelle Ludecke","doi":"10.1177/00049441231218724","DOIUrl":"https://doi.org/10.1177/00049441231218724","url":null,"abstract":"In this study, we investigated the perceptions of beginning teachers regarding their preparation for becoming inclusive educators. Our aim was to explore what they considered facilitators and barriers to becoming inclusive educators upon transitioning into the profession. The research was informed by the three apprenticeships model encompassing the cognitive, practical and moral dimensions of teaching that is the knowledge, skills and beliefs required to practice as an inclusive educator. We collected interview data from eight beginning teachers who transitioned into the profession in 2020 or 2021 and undertook a thematic analysis of these conversations. Our analysis identified that beginning teachers perceived that their teacher education at university did not prepare them sufficiently with 1. Strong professional inclusive education terminology and knowledge; 2. Practical and evidence-based skills for instruction and assessment; or 3. The opportunity to work with people with disabilities in inclusive contexts in order to become effective inclusive educators across all three domains. Findings are discussed and future directions for research are outlined.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"39 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139232138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0