Australian Journal of Education最新文献_第10页

Implementing a peer support program for improving university student wellbeing: The experience of program facilitators 实施同伴支持计划以改善大学生福祉:计划促进者的经验

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2020-03-13 DOI: 10.1177/0004944120910498

Dimity A. Crisp, D. Rickwood, Bridgette Martin, N. Byrom

{"title":"Implementing a peer support program for improving university student wellbeing: The experience of program facilitators","authors":"Dimity A. Crisp, D. Rickwood, Bridgette Martin, N. Byrom","doi":"10.1177/0004944120910498","DOIUrl":"https://doi.org/10.1177/0004944120910498","url":null,"abstract":"Peer support programs offer a promising approach to addressing the high levels of stress and psychological distress reported by university students. However, few studies have considered the impact of implemented programs on the wellbeing and skill development of student facilitators. This study examines the experiences of student facilitators of a guided peer support program for reducing and preventing stress and low mood in student participants. Benefits to student facilitators, anticipated and actual, include the development of skills and experience in group facilitation, and a greater sense of community and belonging. While challenges exist in establishing initiatives, peer support and mentoring programs can offer valuable benefits by increasing wellbeing and fostering skill development for both participants and student facilitators. It is important that university-based peer support programs consider the student facilitator experience in both program development and evaluation and ensure training addresses facilitator concerns, prepares students adequately for the role, and considers the benefits for individual professional development.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"64 1","pages":"113 - 126"},"PeriodicalIF":1.3,"publicationDate":"2020-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0004944120910498","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43466510","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: 16

Using teacher collective efficacy as a conceptual framework for teacher professional learning – A case study 以教师集体效能感作为教师专业学习的概念框架—个案研究

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2020-03-13 DOI: 10.1177/0004944120908968

Tony Loughland, H. Nguyen

{"title":"Using teacher collective efficacy as a conceptual framework for teacher professional learning – A case study","authors":"Tony Loughland, H. Nguyen","doi":"10.1177/0004944120908968","DOIUrl":"https://doi.org/10.1177/0004944120908968","url":null,"abstract":"There has been an evolution in the teacher professional learning literature on what constitutes effective process. This evolution has seen a shift from a focus on the design elements to the theory of action that integrates and drives these disparate elements to create effective professional learning. This study argues that a focus on a theory of action can be enhanced when the construct of teacher collective efficacy is considered in relation to teacher professional learning. This study examined how participation in a collaborative professional learning model for primary science impacted on the teachers’ sense of their collective efficacy in a specific context in Australia. Data from interviews, professional learning sessions, written reflections and classroom observations of a group of 12 primary teachers were analysed using the construct of teacher collective efficacy. The evidence from this case study suggests that teacher collective efficacy employed as a conceptual framework may be a useful design heuristic that might enhance the quality of a teacher’s professional learning experience.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"64 1","pages":"147 - 160"},"PeriodicalIF":1.3,"publicationDate":"2020-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0004944120908968","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41318273","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: 4

How do victims of bullying in Australian schools view their perpetrators – As individuals or as groups? Implications for educators 澳大利亚学校欺凌的受害者如何看待施暴者——作为个人还是群体？对教育工作者的启示

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2020-02-27 DOI: 10.1177/0004944119894099

K. Rigby

{"title":"How do victims of bullying in Australian schools view their perpetrators – As individuals or as groups? Implications for educators","authors":"K. Rigby","doi":"10.1177/0004944119894099","DOIUrl":"https://doi.org/10.1177/0004944119894099","url":null,"abstract":"Bullying in schools, defined as a systematic abuse of power in interpersonal relations, may be undertaken individually and/or by groups. The extent to which schoolchildren report that they are bullied by their peers in each of these ways was examined in a survey of Australian schoolchildren (N = 1688) in Years 5–10 attending 36 coeducational primary or secondary schools. Being bullied by an individual student was reported by both males and females as occurring significantly more often than being bullied by groups. Applying multiple regression analysis, the reported frequency of individual and group bullying, after controlling for age and gender, independently predicted the severity of negative outcomes as assessed by measures of negative emotional impact, such as feeling unsafe from bullying, absenteeism due to bullying and reported negative impact on school work. Although group bullying was less commonly reported, its negative effects on student well-being were generally more severe. Implications are examined for student education about bullying and addressing individual and group-based bullying in appropriate ways.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"64 1","pages":"25 - 39"},"PeriodicalIF":1.3,"publicationDate":"2020-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0004944119894099","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49246834","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: 6

Chris Rowell (ed.), Social Media in Higher Education: Case Studies, Reflections and Analysis 克里斯·罗威尔(编)，高等教育中的社交媒体:案例研究，反思和分析

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2020-02-25 DOI: 10.1177/0004944119900044

J. Doyle

引用次数: 3

Is a university degree still a worthwhile financial investment in Australia? 在澳大利亚，大学学位仍然是一项值得的金融投资吗？

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2020-02-19 DOI: 10.1177/0004944120901883

Michael Corliss, A. Daly, P. Lewis

{"title":"Is a university degree still a worthwhile financial investment in Australia?","authors":"Michael Corliss, A. Daly, P. Lewis","doi":"10.1177/0004944120901883","DOIUrl":"https://doi.org/10.1177/0004944120901883","url":null,"abstract":"Since 2006 there have been significant changes in the labour market for university graduates, most notably the Global Financial Crisis of 2007 and the subsequent downturn in gross domestic product growth, and a huge expansion in university places. This article presents estimates of the monetary returns in Australia associated with the completion of bachelor degrees in 2016 for a range of fields of study and compares them to the estimates for 2006. The results show that for the median person, there are still good monetary incentives to complete these degrees and the private rate of return compares favourably with the long-term real bond rate. However, the article also concludes that the return to an individual investing in bachelor education had mostly declined in the period 2006–2016. There is, again, considerable variation between disciplines and for some, completion of a bachelor degree does not yield positive returns. The key factors determining the monetary rate of return are the discipline of the degree and the graduates’ subsequent labour force status. Graduates in full-time employment in most disciplines avoided being among those with low (or negative) rates of return. In addition, there is some evidence of skills mismatch and over skilling among the lowest paid university graduates.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"64 1","pages":"73 - 90"},"PeriodicalIF":1.3,"publicationDate":"2020-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0004944120901883","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48181005","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: 9

Missing the mark or scoring a goal? Achieving non-discrimination for students with disability in primary and secondary education in Australia: A scoping review 丢了球还是进了球?在澳大利亚中小学教育中实现对残疾学生的不歧视:范围审查

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2020-02-19 DOI: 10.1177/0004944119896816

Jill Duncan, Renée Punch, M. Gauntlett, R. Talbot-Stokes

{"title":"Missing the mark or scoring a goal? Achieving non-discrimination for students with disability in primary and secondary education in Australia: A scoping review","authors":"Jill Duncan, Renée Punch, M. Gauntlett, R. Talbot-Stokes","doi":"10.1177/0004944119896816","DOIUrl":"https://doi.org/10.1177/0004944119896816","url":null,"abstract":"Australia has legislation in the form of the Disability Discrimination Act 1992 (Cth) and the Disability Standards for Education 2005 (Cth) that has the objective of eliminating disability discrimination. The purpose of this scoping review was to determine the extent to which this legislation is achieving the elimination of discrimination against students with disability in primary and secondary schooling. The review reports on the findings of a systematic search of law and education databases that identified 18 peer-reviewed articles discussing the legislation, relevant literature and related case law in the context of the education of students with disability in Australia. Content analysis of the articles indicated the existence of problems in several areas of the intersection between the law, policy and practice. These are outlined under five key themes: inclusion/exclusion, jurisdictions and definitions, the complaints-driven system, legislation clarity and reasonable adjustments. The review concludes with recommendations and suggestions for action.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"64 1","pages":"54 - 72"},"PeriodicalIF":1.3,"publicationDate":"2020-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0004944119896816","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43204547","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: 12

Editorial 编辑

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2019-11-01 DOI: 10.1177/0004944119885794

P. Lietz, Kylie Hillman

引用次数: 0

Lyn Stone, Reading for Life: High Quality Literacy Instruction for All 林恩·斯通，《终身阅读:全民高质量扫盲教学》

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2019-10-22 DOI: 10.1177/0004944119880644

Shani Sniedze-Gregory

引用次数: 0

Examining the impact of the Good Behaviour Game on emotional and behavioural problems in primary school children: A case for integrating well-being strategies into education 检视良好行为游戏对小学生情绪及行为问题的影响:将幸福策略纳入教育的个案

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2019-10-22 DOI: 10.1177/0004944119878480

M. Torok, Victoria Rasmussen, Quincy J. J. Wong, A. Werner-Seidler, B. O’Dea, J. Toumbourou, A. Calear

{"title":"Examining the impact of the Good Behaviour Game on emotional and behavioural problems in primary school children: A case for integrating well-being strategies into education","authors":"M. Torok, Victoria Rasmussen, Quincy J. J. Wong, A. Werner-Seidler, B. O’Dea, J. Toumbourou, A. Calear","doi":"10.1177/0004944119878480","DOIUrl":"https://doi.org/10.1177/0004944119878480","url":null,"abstract":"Childhood emotional and behavioural problems can indicate a higher risk of developing mental illness in adolescence and beyond. Schools provide an appropriate setting in which to deliver universal preventions to improve well-being and protect against early risks for mental health disorder. However, interventions can often be difficult to implement in schools due to their perceived or actual burdensomeness and implementation challenges can affect effectiveness. Teacher-delivered well-being interventions that can be integrated into usual classroom teaching practices provide a potential solution. This study examines the efficacy of a teacher-delivered programme, the Good Behaviour Game, in Australian primary schools. The programme significantly reduced emotional and behavioural problems as measured by the Strengths and Difficulties Questionnaire from baseline to post-intervention, suggesting that it may be an effective teaching practice for managing students in the classroom and for promoting well-being and development.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"63 1","pages":"292 - 306"},"PeriodicalIF":1.3,"publicationDate":"2019-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0004944119878480","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45219561","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: 4

The influence of extrinsic and intrinsic variables on children’s reading frequency and attitudes: An exploration using an artificial neural network 外在和内在变量对儿童阅读频率和态度的影响——基于人工神经网络的探索

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2019-10-21 DOI: 10.1177/0004944119880621

Saiyidi Mat Roni, M. Merga

{"title":"The influence of extrinsic and intrinsic variables on children’s reading frequency and attitudes: An exploration using an artificial neural network","authors":"Saiyidi Mat Roni, M. Merga","doi":"10.1177/0004944119880621","DOIUrl":"https://doi.org/10.1177/0004944119880621","url":null,"abstract":"Children’s attitudes towards, and frequency of recreational reading influence their reading skill level. The aim of this study was to determine the relative influence of research-supported intrinsic and extrinsic variables that can shape this attitude and practice, and to investigate the use of artificial neural network as an adjunct approach in such analysis. Data from 997 Australian students in primary Years 4 and 6 were analysed to examine the influence of 10 variables on reading frequency and attitudes. Data were subject to analysis using artificial neural network, binomial logistic regression and linear regression. The results from the three methods of analysis indicate that library visitation, perception of importance and early literacy are the top three ranked variables in artificial neural network, with all three also significant (p < .001) in binomial logistic regression and linear regression. Providing students regular opportunity for library visitation may be a valuable intervention for educators and parents seeking to enhance children’s reading frequency and attitudes.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"63 1","pages":"270 - 291"},"PeriodicalIF":1.3,"publicationDate":"2019-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0004944119880621","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49309818","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: 7